NURS FPX 6017 Assessment 2 Attempt 2 Course Development and Influencing Factors KP

To verify that the course outline is appropriate and fits core requirements, the course designer/coordinator should collaborate with fellow, faculty members and incorporating professionals who work with pupils on a daily basis (Linton et al., 2019). Cooperation between the teacher collaboration faculty and the nursing faculty depended on the TC faculty’s competence in writing strategy and education, while the RN-BSN faculty’s knowledge in nursing should be called upon to design course outlines. A curriculum facilitator may head a curriculum committee or lead a team. A dean, chairman, registered nurse program director serving as an admin, curricular leader, or highly workable may serve as the presenter. The head of the curriculum committee can suggest or accept the curricula, organize effective cooperation, and assure successful curriculum development results. A faculty team is often chosen from a group of teachers who are renowned as specialists in the subject or who are active in teaching. Curriculum development relies heavily on instructors. Curriculum development necessitates foundational knowledge and comprehension (Linton et al., 2019). Nurse educators who are active in the development of curriculum should be able to evaluate, create, execute, monitor, and assess curriculum. When designing curricula, curriculum members must be cognizant of future changes in the nursing field. Curricular developers should also be conversant with the legal problems that are driving curriculum modifications. For such considerations, continuing education is required to equip faculty members to manage curriculum development. Allowing learners to execute activities based on their talents and expertise may help them contribute to the curricula design process (Linton et al., 2019). A s a consequence, strengthening an educator’s trust in curricula creation is an important part of the approach for including nursing professionals on the local curriculum committee. A curriculum expert is in charge of putting ideas into practice. Curriculum professionals collaborate with educators to develop and enhance curriculum.  From defining a school’s concept to assessment, organizing, developing, execution, and assessment, the specialist should go over each stage of the curriculum process. The expert has the opportunity to promote curriculum-related research. Furthermore, by studying the dynamics of local educational institutions, the curriculum expert should aid instructors in their decision-making (Linton et al., 2019). An assessment expert gathers and analyses data, as well as assesses the outcomes of instructional materials. Formative and summative evaluations are two types of assessment that generate data.  Formative assessment collects data throughout the year, whereas summative assessment collects data at the conclusion of the school year. Both entail assessing a student’s achievement and performance. The data gathered can be used to evaluate the educational programme and determine future objectives. Instructional performance evaluation provide educators with comments, assist them in evaluating the course, and help them improve their classroom instruction in accordance with requirements. Evaluation experts play an important role in curriculum planning since they are in charge of transmitting data among curriculum committee members.

Internal Factors Affect Curriculum Design 

All healthcare institutions have frameworks, which are typically administrative. Faculty should study the corporate institution’s structure and the nursing program’s structure to explain the patriarchal and formal channels of communication that assist the staff in establishing and updating programs. Coursework recommendations and modifications must first be authorized locally by the nursing curriculum committee and instructors then shifted to another organizational level, such as a college curriculum committee and vice-principal, and eventually to university-wide advisory board, with specific suggestions going to the executive council (or something similar) for formal confirmation (Juniata et al.,2019). 

Simultaneously, it is beneficial to engage key participants from the clinical and professional organizations to discuss the goals and justifications for planned model programs or curriculum adjustments. Earlier engagement with these important persons can assist to ease the path when the ideas are ready to join the official domain, as they can provide feedback on adjustments that may improve acceptance or advice on the best presentation styles that promote comprehension of the proposal (Juniata et al., 2019). These meetings might be official or casual; nevertheless, to prevent tragic outcomes, never surprise an administrator or decision-maker. It is appropriate to keep them informed of new ideas or potential modifications