Hello there! Want a discount? Grab 5% OFFon your first order!
originalresearchpapers.com logo
Hello there! Want a discount? Grab 5% OFF on your first order!
originalresearchpapers.com logo

homework help Planning Guide Medical/Health Center PART 3: CURRICULUM DESIGN Setting:

homework help

Planning Guide
Medical/Health Center

PART 3: CURRICULUM DESIGN

Setting: Medical/Health Center

Planning Curriculum Design

In order to complete your Curriculum Design, consider the guidelines in each section for gathering your data and information. Refer back to your Parts 1 and 2 Module Assignments, to ensure that your course design aligns with the need you identified in your Part 1 and curriculum components you described in Part 2. Take careful notes to reference when you prepare your Part 3: Curriculum Design Module Assignment, due in Week 8.

1: Creating End-of-Program Outcomes

Use the following points to help guide your research and thinking.

· Consider how you would describe the program you will design.

· Based on your program description, develop end-of-program outcomes. Consider the following to support this process:

· Reflect on how to align your end-of-program outcomes with the mission, vision, and philosophy (i.e., curriculum components) of your staff nursing education program.

· Reflect on the need you identified in proposing your staff nursing education program and how end-of-program outcomes help in meeting that need for the target staff nurses.

· Craft at least 3 end-of-program outcomes for your staff nursing program.

· For each end-of-program outcome, confirm the following:

· How it aligns with the mission, vision, philosophy, and overall goal of your staff nurse training/education program

· How it meets the needs of the staff nurses identified for the program

2: Designing the Program: Courses/Learning Experiences

Based on your end-of-program outcomes, you will determine individual courses/learning experiences to meet those outcomes and consider a recommended sequence of courses/learning experiences. Use the following points to help guide your research and thinking.

· Consider a plan of study that consists of 3–5 courses/learning experiences for your target staff nurses in your program.
Note: Your program might
ideally require more or fewer, but consider how you can capture the key learning in at least 3 and no more than 5 courses/learning experiences.

· Identify the courses/learning experiences that are part of your program.

· Consider the sequence in which you would present these courses/learning experiences.

· For each course/learning experience, complete the following:

· Create a title.

· Describe it using concepts and terminology that are appropriate for staff nurses in your selected medical/health center. Write 2–3 succinct sentences that clearly explain the content to be covered and the type of learning activities that will take place.

3: Illustrating Curriculum Design

Drawing on the program outcomes, courses/learning experiences, and learning outcomes you develop, choose a type of graphic that can visually depict your program of study (education plan). Consider how to show the following:

· Courses/learning experiences and sequence

· Learning outcomes for each course/learning experience

·
Learning objectives (2–3) for one course/learning experience that support achieving the course/learning experience outcomes

· How each course/learning experience scaffolds learning toward the end-of-program outcomes

· How the courses/learning experiences achieve/help to achieve your identified program outcomes for the staff nurse education you have designed

©2020 Walden University 2

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

The topic is Genetics The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning

The topic is Genetics The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use

Create 80 different psychiatric inpatient patient encounters. You must see at least 5 pediatric/adolescent patients and 5 adult/older adult patients. The

Create 80 different psychiatric inpatient patient encounters. You must see at least 5 pediatric/adolescent patients and 5 adult/older adult patients. The patient (Encounter) must include the following: Diagnosis Student Notes—Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note

Unit 15-Mood Disorders Due 12-7. Peer response- 2 replies 800w total and 4 references. Please use course resource/ textbook and DSM5 as

Unit 15-Mood Disorders Due 12-7. Peer response- 2 replies 800w total and 4 references. Please use course resource/ textbook and DSM5 as reference. Initial Response Instructions: · Discuss common signs and symptoms of mood disorder presentation in the pediatric/adolescent patient population.  · Explore treatment aspects for the pediatric/adolescent patient with

You deserve a bonus!

Subscribe and get regular bonuses and discounts.