Case Study: Philmore College

¶ … curriculum committee proceed with the work yet to be done?

The curriculum committee should solicit information from all stakeholders, including part-time faculty, current students, and also the five acute care hospitals which are a part of the university network. It should create a map for future curriculum development, complete with specific deadlines for a timeline of activities. Unless goals are specifically set with a deadline-driven focus, it is far too easy for the curriculum committee to merely remain at the abstract and theoretical level of debate or to become stymied by political in-fighting (a particular danger in educational politics). Educational changes must be time-sensitive, particularly because when they are instituted there will inevitably be some change resistance from various stakeholders. Unless the process has a sense of urgency, people will not buy into the change.

Q2.What should the curriculum committee consider next?

The curriculum committee should consider specifically how curriculum changes and the new curriculum approach can be rendered into action-based statements, preferably articulated as verbs rather than as generalized concepts. At present, the theoretical orientation of the committee has been determined and agreed upon. However, translating an ideology such as feminism into actual best practices in the classroom is still in its nascent stages. Theory cannot be translated into a meaningful, real curriculum without clear goals and objectives. "Goals and objectives generally characterize three types of learning: knowledge, skills, and attitudes" (CRLT, 2014, UMI).

The specific goals and objectives must also be meaningful in terms of the way teachers must teach and how students must learn at a school of nursing which is vocationally as well as theoretically oriented. "Goals are statements about general aims or purposes of education that are broad, long-range intended outcomes and concepts; e.g., 'clear communication', 'problem-solving skills', etc. Objectives are brief, clear statements that describe the desired learning outcomes of instruction; i.e., the specific skills, values, and attitudes students should exhibit that reflect the broader goals" (CRLT, 2014, UMI). Graduates must have certain technical competencies as well as be inculcated in the principles of nursing. Goals and objectives must reflect this dual purpose of the nursing education.

Q3.What resources would assist the committee in its curriculum design process?

The committee could review the curricula of other universities which have already implemented what it considers a humanistic-caring, feminist philosophical orientation to see if such an idealistic program is feasible in practice. It can also engage in endeavors such as curriculum mapping. In a curriculum map: "learning outcomes and competencies describe specific measureable skills, knowledge or attitudes that learners will have achieved through the education program. The term 'outcome' is usually used to describe the level of proficiency that a graduate should be expected to demonstrate, while 'competencies' is typically used to describe a level of proficiency needed by a beginning professional in the field" (CRLT, 2014, UMI). Another technique is a curriculum matrix used to "describe the sequence of courses/content and more easily conceptualize how different pieces of the curriculum work together as a whole. They can also identify gaps from a curriculum or a need to re-think course sequencing" (CRLT, 2014, UMI).

Q4.What should be included in the curriculum design?

Both outcomes and competencies and also specific skills and techniques should be outlined in the curriculum design. Use of specific resources (such as technology) should also be delineated. There should be a clear trajectory over the course of the students' career within the school as he or she gains skills and experience.

Q5.How will the curriculum nucleus influence the curriculum design?

The curriculum nucleus is defined as consisting of core curriculum concepts; key professional abilities; principal teaching-learning approaches; and philosophical approaches (Iwasis, Goldenberg, & Andrusyszyn 2007). It synthesizes existing knowledge and much as the cell's nucleus determines the cell's differentiation and trajectory of development, so does the curriculum nucleus. The nucleus forms the core of the curriculum design

Q6.How could nursing and non-nursing courses be determined?

Given that the current program under review is a nursing curriculum, non-nursing courses much support the goals, aims, and objectives of the nursing major. Nursing courses must support the future education of the nurse in terms of technical requirements while also investing nurses with the independence and critical thinking abilities to use that knowledge in an effective fashion. This may require nurses to utilize philosophical, ethical, and communication skills which should be an integral part of the curriculum, in addition to the nursing classes. While nursing classes form the core of the nurse's education, they must be complimented by outside paradigms.

Q7.What policies should be taken into account for the curriculum design?

Policies such as institutional ethics; the need to teach nurses specific skills; changes in technology; and the need for a financially feasible structure for both the institution and students must all balance out philosophical considerations.

Case Study #2: Philmore College

Q1.What parameters must the curriculum committee consider when designing the courses?

Philmore College faces a unique challenge: designing a curriculum that can compress a vast range of knowledge in a very short framework of time. The proposed course framework will educate individuals who already have degrees in the paradigm of nursing and enable them to pursue a career with the necessary foundation. There may be a student-based demand to accommodate certain unique aspects of the target student population, such as the fact that older students are more apt to have families and outside commitments. Because of the nature of the degree, students may want more practical skills to make them immediately employable upon graduation. This may require more internships and hands-on activities in the classroom. Also, because students may have very full daytime schedules, offering online classes when possible may be preferred.

Q2. In what way will a commitment to active learning influence course design?

"Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning" (Active learning, 2014, University of Michigan). Active learning is often seen as uniquely beneficial to 'older' students because of its practical and interactive approach. Active learning prepares nurses for the hands-on methods they will use in practice as well as learning to work as a team.