NURS 675: Curriculum

DevelopmentProgram Development: Candice Kiskadden

Needs AssessmentLPN to RN Transitions Course

Semester Course

Problem IdentificationTo assist the Practical Nursing student to matriculate into the role of Registered NurseLPNs wishing to pursue an Associate of Science Degree in Nursing must begin with TransitionsLPN To RN Transitions is an entry-level course in their accelerated ASN program, which is approximately one year

Support for curriculum

The Enterpri

seASN

Faculty Developmen

t

Course Coordinator,

Director

Effective Organization of the Work

Corresponds with

program context

Leadership of the

Endeavor

ASN Director

and Faculty

Target AudienceLicensed Practical nurses who have graduated from a Practical or Vocational School of Nursing and who have worked as an LPN/LVN for a minimum of six months.

Curriculum NucleusConcepts . Professional Abilities . Teaching-Learning Approach .

Philosophy

Curriculum Nucleus: Core Curriculum ConceptsIntegration multiple dimensions of patient-centered careHealth promotion and illness intervention within the context of a Registered NurseSocial backgrounds of diversity functioning as patient, family, and community valuesEthical and legal implications of patient-centered care within the limits of a Registered Nurse licenseThe importance of teamwork in nursingCurrent evidence-based nursing practice

Curriculum Nucleus: Key Professional AbilitiesProfessional communicationStrengths, limitations, and valuesPatient care outcome evaluationProvide safe, effective patient careProfessional use of nursing informatics

Curriculum Nucleus: Overall Teaching-Learning Approaches

Blackboard Framework for overall courseLecture Discussions or in-class questioningDemonstrationsYouTube or similar format video demonstration or contentClinical simulation with debriefingActive participation activities (games)Case studies

Curriculum Nucleus: Philosophical Approach & Framework

Collaborative InquiryConstructivismPost-positivismHumanismInterpretive Inquiry and Relational Humanistic NursingLife SkillsPragmatismAction-sensitive pedagogy

Objectives of the Curriculum

Recognize the patient as the source of control in providing compassionate and coordinated care.Function effectively within nursing and inter-professional teams using open communication, mutual respect, and shared decision making.Integrate best current evidence-based clinical practice for optimal delivery of healthcare.Use data to monitor patient outcomes of the care process and use this data to improve quality and safety of care.

Examples of Specific Objectives

Describe the purpose of lifelong learningDescribe the process of re-entry into the role of studentDescribe diverse learning stylesDescribe initial learning strategies for success in schoolSummarize the learning resources available that enhance the student's ability to be successfulDiscuss methods to handle time management effectivelyGive examples of effective study skills and strategies

Scope and SequenceLPN to RN Transitions Course

Scope and Sequence: Overall Objective RelationCourse revised in 2012, faculty from ASN program assumed responsibilityCourse is concept-basedFocused on development of competent nursing graduatesMeets and/or exceeds governing bodies of accreditation

Scope and Sequence:Course Congruency

LPN to RN Transitions is an entry-level course for experienced LPNsConcepts introduced in the traditional program are emphasized in the Transitions course:

CommunicationProfessional developmentEvidence-based practiceNursing research

Scope and Sequence:Justification

Credit is given for the first 3 nursing courses of the traditional curriculumPrerequisites include Anatomy and Physiology, Pathology, English, Math, Religion, Art, and concurrent Nursing PharmacologyLPN to RN Transitions also includes clinical laboratory hours to prepare for clinical in the acute care setting

Medication administrationNursing AssessmentNursing Process

Course ResourcesMaterials needed for implementation

Resources: Educational Strategies

Open class discussion of course conceptsEncourage diversity of understanding and discussionExpect students to devote 3 classroom hours to content and 6-12 hours outside of the classroom per weekVaried evaluation strategiesBuild on students’ experiential knowledge of nursing practice

Resources: Learning environment

Support of students and faculty from ASN directorOpen, relaxed discussion forums in classroomParticipation and Netiquette policy of social civilitySupportive learning environment to try new ideasClear, defined nursing student handbook

Resources: Content delivery

TextbookBlackboard Course Delivery ProgramLecture using Prezi platformVideo streaming for applicable contentHigh- and low-fidelity simulationGroup work with student presentations

Resources: Supplies needed

Computer with DSL or High-speed Internet access and sound capabilityBlackboard Sign-onClassroomOne classroom instructor3-4 clinical instructors

TextbookLibrary ResourcesClassroom computer with link to overhead projectorSimulation equipment

High-fidelity mannequinLow-fidelity mannequinsMedication suppliesAssessment supplies

Formative EvaluationFor students:

Venn Diagrams or Concept MapsSmall group projects in classCalling on in classDiscussionsJigsaw groupsClinical predictionsSelf-evaluation

For instructors:Direct class feedbackFeedback from clinical lab simulation scenarios

Summative EvaluationFor students:

ExamsGroup projectWritten AssignmentClinical lab performance evaluation

For instructors:End of course survey

Improvement of the Curriculum

Careful evaluation of summative assessments will provide content delivery dataOngoing assessment and reassessment of formative evaluation will enable faculty to restructure learning to best suit studentsAnonymous surveys will allow students to give honest feedback on clinical lab simulations and the overall courseThese will assist faculty to catch learning deficiencies, place value on the learning experience, and encourage fair teaching-learning interactions

ReferencesHarrington, N., & Terry, C. L. (2013). LPN to RN transitions: Achieving success in your new role. (4th Ed. ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education. (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.