Course Definition and Alignment Table Essay

Course Definition and Alignment Table Essay

Please follow instruction and rubrics

Please see attachments for templates

 

• Length:
  • Course definition: 1–2 pages (not including cover page and reference list).
  • Memo to supervisor: 1–2 pages.
  • Alignment table: use remainder page
  • paid for 6 pages in total

Instructions: Course Definition and Alignment Table

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• PRINT
• Construct a 1-2 page course definition with an accompanying alignment table for a nursing education course using a topic of your choice. Include a 1-2- page memo to a department supervisor that contains a rationale for the assessment and evaluation strategies you plan to use in the course. Course Definition and Alignment Table Essay
  

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Introduction

Assessing and evaluating program effectiveness requires you to understand the entire alignment of a course, from the way it is presented to potential learners to the final analysis of aggregated data.

Whenever you begin the process of designing a course, it is important to begin with the end in mind. Assessment and evaluation strategies are key elements of the design process.

• • How will the course fit in with a larger organizational outcome or continuing educational requirement?
  • What do you want your learners to know or do after they have completed the course?
  • How will you determine whether your learners have met your learning objectives?

Program outcomes and learning objectives create a framework to help you determine the learning activities and the types of assessment that will best tell you whether your objective has been met.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• • What is the difference between assessment and evaluation?
  • What are the differences between formative and summative evaluations?
  • How would you address each of the following domains, when designing assessments and evaluations of learner skills and knowledge?

• • • Cognitive.

• • • Psychomotor.

• • • Affective.

You will need the following document for this assessment:

• • Assessment Formatting Guidelines [DOCX].

Scenario

Imagine that you are a nurse educator in a local organization. You have been asked to create a new course for your nurse education program. You have been given latitude to select both the topic and the nurse population.

Your supervisor would like you to create a course definition document that includes the following elements:

• • A course title and course description.
  • The learning objectives.
  • The related program description and program outcomes.
  • Alignment of the external standards or regulatory guidelines that pertain to the educational program offering.

This year, the department is asking all nurse educators to pay particular attention to how the evaluation and assessment design of courses help ensure that both learning and program outcomes will be met. Course Definition and Alignment Table Essay

In addition, leadership has recognized the importance of evidenced-based practice and standards of care. To that end, at least one external national nursing standard should be aligned with the objectives for your assignment.

Part One – Course Definition and Alignment Table

Identify a specific health care issue, setting, and learner audience.

Your course definition should consist of the following:

• • Course description, vision, and rationale.
  • The course learning objectives.
  • A description of the program offering.
  • The program outcomes.

Use a table to show alignment of assessment and evaluation strategies. Include the following in your table:

• • Examples of assessment and evaluation tasks/assignments.
  • Alignment of learning objectives to program outcomes.
  • Alignment of program outcomes to external standards.

You may (but are not required to) use the Course Definition and Alignment Table Template [DOC].

Part Two – Memo to Department Supervisor

Return to the scenario above. Compose a short (1–2 pages) memo to the department supervisor that introduces your course and supports the academic rationale behind your design.

Your memo should contain the following:

• • A brief description of the specific nurse educational setting
  • Title of the proposed course.
  • A researched rationale that explains:

• • • Your assessment of why the course is needed and how the course supports the program offering.

• • • A brief description of the academic reasoning behind your evaluation design strategy.

• • At least three relevant scholarly sources that support your rationale.
  • Recommendation for next steps.

Additional Requirements

Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

• • APA format: Use correct APA style and formatting for the rationale, paying particular attention to citations and references.
  • References: Include at least three peer-reviewed scholarly resources from the last 5 years.
  • Length:

• • • Course definition: 1–2 pages (not including cover page and reference list).

• • • Memo to supervisor: 1–2 pages.

• • • Alignment table: No page limit. Course Definition and Alignment Table Essay

• • Font and font size: Times New Roman, 12 point.

Compile your course definition, memo, and alignment table into one document before submitting.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 1: Apply principles of assessment and evaluation for use in nursing education programs.

• • • Construct a course description that clearly supports the educational program outcomes.

• • • Align learning objectives to program outcomes.

• • • Describe program assessment and evaluation strategies used in a nursing education course.

• • Competency 4: Evaluate the achievement of learning outcomes.

• • • Align appropriate professional standards and/or regulations to learning objectives in a nursing education course.

• • Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.

• • • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

• • • Correctly format the assessment, citations, and references using APA style.

 

Nurse educators help students navigate courses and also evaluate their performance. They are also equipped with roles of developing a curriculum that will guide learning and equip students with the expected competencies. The MSN program prepares students to work with specific populations and perform more advanced roles such as assessing, diagnosing, and managing patients with various health conditions. The program also prepares them to collaborate with patients, their families, other nurses, and interprofessional teams as they implement these roles. Nurse educators propose courses that help improve the competencies of professionals at various educational levels. This essay proposes a new course in Nursing Ethics in Advanced Nursing Practice. Course Definition and Alignment Table Essay

Course Description, Vision, and Rationale

Course Description: The proposed course “Nursing Ethics in Advanced Nursing Practice” will ensure that advanced nurses exhibit professionalism and ethical conduct in their care delivery practices to ensure quality patient outcomes. The course will focus on nursing ethics, ethical decision-making, critical thinking, and solving ethical dilemmas in the day-to-day roles of an advanced practice registered nurse. The class will be offered to students in the master’s class and will be worth three credits. The course will be completed in 4 weeks and will take 70 hours for both clinical and class time assessment

Vision: To equip nurses with knowledge and skills for professional practice

Rationale: Advanced nurse practitioners are equipped with more knowledge and skills to handle more complex tasks in healthcare than registered nurses. These tasks come with ethical responsibilities, and nurses must understand ethics as they apply them to their new roles and responsibilities. The course will help ensure that their ethical conduct and decision-making competencies meet their roles’ complexity.

Course Learning Objectives

By the end of the course, students should:

1. Explain the concept of ethics in advanced nursing education
2. Explain the significance of learning ethics to advanced nursing practice
3. Exhibit ethical decision-making in patient care delivery
4. Develop strategies for ethical communication and collaboration with patients and other care providers to achieve the desired outcomes
5. Apply ethics in advanced practice nursing to solve ethical dilemmas and ensure inclusive, quality, and safe care delivery Course Definition and Alignment Table Essay

Program Offering

Program Description

The program offering the course is the Master of Science Nursing Program. MSN is an advanced nursing degree that allows nurses to specialize in specific areas such as education, adult and gerontology care, midwifery, and family nursing practice. The MSN program allows students to perform more complex roles in healthcare and to influence care delivery at an advanced level. The program is thus the best in offering the “Nursing Ethics in Advanced Nursing Practice” course.

Program Outcomes

The expected program outcomes are that at the end of the nursing program, students will:

1. Generate advanced knowledge of the social, political, ethical, technical, cultural, spiritual and environmental factors affecting healthcare and higher/advanced nursing education.
2. Demonstrate accountability and responsibility in enhancing advanced nursing roles
3. Evaluate professional scholarship, professional growth, and excellence in practice
4. Investigate problems related to advanced nursing and nursing education significantly
5. Integrate knowledge of theory and research in advanced nursing roles
6. Serve as an effective leader, role model, and advocate for clients in clinical practice and education.

Assessment and Evaluation Tasks/Assignments

Assessments and evaluations are significant to any course. The course developers plan evaluations and assessments. Billings and Halstead (2019) note that multiple evaluation methods are necessary for rigorous course and learning objectives evaluation. For new courses, multiple evaluations are also necessary. The assessment strategies for this course will entail formative and summative evaluations. The students will complete an objective assessment consisting of multiple-choice questions, three weekly essays, engage in weekly discussions, a final examination to be done online, and a feedback student-course evaluation. The two formative assessments will help determine the student’s progress in learning. At the same time, the final exam and the essay will test the student’s understanding and application of knowledge from the course and their application in clinical settings. The formative assessment and the feedback from the students will play considerable roles in improving the course content, given that this course is still new. These robust assessment strategies will help assess the students and evaluate the course’s effectiveness in achieving the objectives. Course Definition and Alignment Table Essay