Part 1: Which Curriculum Model Discussed In Chapter 17 Do Yo

Part 1which Curriculum Model Discussed In Chapter 17 Do You Think Is

Part 1: Which curriculum model discussed in chapter 17 do you think is most effective and why? Part 2: Assume that you have been charged with reviewing and enhancing the course assignments for NUR 680. Choose one assignment from weeks 1-4 and 1 discussion from weeks 1-4. How would you change them to make them more effective? This can include content (although it must be related to the week's topics, readings, and objectives), length, or format. You can tweak existing assignments and discussions or suggest something totally different. Include your rationale for the changes. Part 3: What is your biggest take-away from this course?

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Part 1which Curriculum Model Discussed In Chapter 17 Do You Think Is

The curriculum model discussed in Chapter 17 that I find most effective is the Spiral Curriculum model. This model emphasizes revisiting key concepts repeatedly over time, each time at a deeper and more complex level. It enables learners to build on prior knowledge, reinforce learning, and connect new information with existing understanding, which is particularly beneficial in nursing education where complex clinical skills and critical thinking are essential. The Spiral Curriculum promotes retention and application by allowing students to revisit topics periodically, thus strengthening long-term understanding. Its effectiveness is supported by research indicating that spiral learning enhances retention and mastery, especially in fields requiring cumulative knowledge such as nursing (Bruner, 1960; Harden & Stamper, 1999).

Review and Enhancement of NUR 680 Course Assignments

For the purpose of improving course effectiveness, I selected an assignment from Week 2, which was a case study analysis, and a discussion from Week 3 centered on ethical dilemmas in patient care. To enhance the case study assignment, I would incorporate more interactive components such as peer review and reflection prompts. This would encourage critical thinking, peer learning, and deeper engagement with the material. I would also recommend extending the length slightly to allow for comprehensive analysis and inclusion of recent research references, aligning with the course objectives of evidence-based practice.

Regarding the Week 3 discussion on ethical dilemmas, I would modify the format to include breakout groups to facilitate small-group discussions, followed by a whole-class debrief. Additionally, I would introduce multimedia components such as videos of patient scenarios to make the dilemmas more tangible and immersive. These changes aim to promote active participation, empathy-building, and practical understanding of ethical principles, which are essential for nursing students preparing for complex clinical situations. The rationale behind these enhancements is to foster analytical thinking, collaborative learning, and realistic application of ethical frameworks in nursing practice.

Biggest Take-Away from the Course

My most significant takeaway from this course is the importance of a comprehensive understanding of curriculum development and instructional strategies tailored specifically for nursing education. I have learned how to better align course content with learning outcomes, design engaging and meaningful assessments, and adopt innovative teaching approaches that cater to diverse learners. Additionally, the course emphasized the critical role of reflective practice and continuous improvement in curriculum design, which will be instrumental in my future teaching and curriculum development endeavors. Overall, this course has reinforced the value of intentional, evidence-based curriculum planning to enhance nursing education quality and student success.

References

• Bruner, J. S. (1960). The process of education. Harvard University Press.
• Harden, R. M., & Stamper, N. (1999). What is a spiral curriculum? Medical Teacher, 21(2), 141-143.
• Harden, R. M., et al. (2012). AMEE Guide No. 21: Curriculum development in medical education. Medical Teacher, 34(6), 555-572.
• McGee, P., & Saran, M. (2012). Developing a spiral curriculum in nursing education. Nurse Education Today, 32(4), 469-473.
• Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty. Elsevier.
• Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating Nurses: A Call for Radical Transformation. Jossey-Bass.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
• Thorndike, R. L. (1914). Educational psychology. John Wiley & Sons.
• Lynch, M. (2004). Curriculum design and implementation. Nurse Education Today, 24(6), 425-436.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.