Advanced Organizer

							                                      Advanced Organizer
                                     Curriculum Committee
                                           NURS 635

Committee Objectives:
1. Identify the curriculum requirements for a baccalaureate nursing program.
2. Compare concept based curriculum and content based curriculum.
3. Apply either a concept or content based format to the Promtheus School of Nursing
   curriculum
4. Formulate the curriculum sequencing as it applies to the Prometheus School of Nursing
5. Propose a curricula which incorporates the philosophy, framework and
    outcomes/competencies for the Prometheus School of Nursing


Readings:
-Review the IBON BSN Curriculum requirements
-Review the NLNAC BSN Curriculum requirements
-Review the CCNE BSN Curriculum requirements

Billings, D.M., & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty (3rd ed.).
        Philadelphia: WB Saunders.
        - Review Chapter 8


Avery, M.D., Cohen, B. A., & Walker, J. D. (2008). Evaluation of an online graduate nursing
       curriculum: Examining standards of quality. International Journal of Nursing education
       Scholarship, 5(1), 1-17.
Dalley, K., Candela, L., & Benzel-Lindley, J. (2007). Learning to let go: The challenge of de-
       crowding the curriculum. Nurse Education Today, 28, 62-69.
Dauphinee, W. D. (2009). Forgetting lessons past: failure to consider context and resources in
       curricular change. Medical Education, 43, 502-504.
Forbes, M. O. & Hickey, M.T. (2009). Curriculum reform in baccalaureate nursing education:
       Review of the literature. International Journal of Nursing Education Scholarship, 6(1), 1-
       16.
Gidden, J. F. & Brady, D. P. (2007). Rescuing nursing education from content saturation: The
       case for a concept-based curriculum. Journal of Nursing Education, 46(2), 65-69.
Schreier, A. M., Peery, A. I., & McLean, C. B. (2009). An integrative curriculum for accelerated
       nursing education programs. Journal of Nursing Education, 48(5), 282-285.
Tanner, C. A. (2007). The curriculum revolution revisited. Journal of Nursing Education, 46(2),
       51-52.



Key Concepts:
As we begin to look at curriculum design within the Prometheus School of Nursing (PSN), we
must consider factors that affect program design. The PSN has defined their philosophy,
framework and outcomes. As a committee we must now look at the sequencing of curriculum. In
doing so, we first must consider does the PSN prefer the traditional content based curriculum or
concept-based curriculum. A traditional baccalaureate curriculum should have a strong
foundation of the sciences and liberal arts. Enclosed are the Idaho State University pre-requisites
and co-requisites for the BSN program. Although the main focus of the committee is to design
the nursing portion of the curriculum, the committee must also consider the general education
requirements necessary to support the overall outcomes of the program. The curriculum must
have flexibility to allow for changes in practice and expectation of our baccalaureate nursing
graduates.




Week 1
Understanding curriculum requirements based on the standards set forth by the IBON, CCNE
and the NLNAC is one of the primary goals of week one. Second, you need to read both of the
Gidden articles listed above.


Assignment:
Review the basic requirements for curriculum in a BSN program.
Determine if the curriculum will be content based or a concept based?

Discussion:

Advantages/Disadvantages of Content Based Curriculum v. Concept Based Curriculum

How will this decision affect framework, outcomes and sequencing? Will it change or alter the
general education requirements? Can we maintain accreditation and BON standards with our
choice? What will place our curriculum at an advantage for the future (decrease the need for
future frequent change)?




Week 2
Research 3 different curriculums, 1 from an Idaho University and 2 from other states. As you
begin to research curriculums, one must be a non-traditional program. This could include a BSN
accelerated curriculum, online/web-based program, etc.

How do we want to define general education, pre-requisites and co- requisites?
How do those non-nursing courses fit into the overall sequencing of the curriculum?

Discussion:
Post your three curriculum finds in a table format (see attached) by Wednesday. Attempt to
identify whether the schools that you have posted are concept or content based in their approach.
How do the non-nursing courses play a role in the sequencing of the program, are they needed to
lay a foundation for nursing courses or are they complimentary to the nursing courses (Should
they be prerequisites or corequisites)? By Friday list the classes that should be prerequisites and
which could be corequisites based on our outcomes and framework.




Week 3

Discussion/Assignment:

Finalize the required nursing courses and sequencing/block course required for our graduates by
Wednesday. As PCN faculty we will look at splitting the semesters amongst the committee
members using a wiki and the Program of Study template.
As a committee will meet via Web-Ex or Elluminate to discuss and finalize the sequencing and
number of credits for our courses using the Program of Study template on either Friday or
Saturday. (Depending on everyone’s schedule).
Idaho State University Pre-Requisite and Co-Requisites for the traditional Bachelor of Science
degree in Nursing.

Bachelor of Science in Nursing

University General Requirements (Specific Goal Courses Required for Nursing)

      Students pursuing the Bachelor of Science degree must complete Goals 1, 2, and 3; Goals 4 and 5,
or 12 hours in the physical or 12 hours in the biological sciences; two of Goals 6, 7, and 8; and three of
Goals 9, 10A OR 10B, 11, and 12.

ANTH 237      Peoples and Cultures of the Old World                       3 cr
        OR
ANTH 238      Peoples and Cultures of the New World                       3 cr
OR
ANTH 239          Latino Peoples and Cultures                             3 cr
        OR
ANTH 100          General Anthropology*                                   3 cr
        OR
SOC 101 Introduction to Sociology*                                        3 cr
BIOL 101/101L Biology I and Lab                                           4 cr
CHEM 101      Introduction to General Chemistry                           3 cr
CHEM 102, 103 Introduction to Organic
                   and Biochemistry, and Lab                              4 cr
MATH 253      Introduction to Statistics
                  (MATH 108 prerequisite)                                 3 cr
PSYC 101     Introduction to General Psychology                           3 cr



Nursing Specific Requirements:

BIOL 221,221L         Introduction to Microbiology, and Lab               4 cr
BIOL 301      Anatomy and Physiology                                      4 cr
BIOL 302      Anatomy and Physiology                                      4 cr
BIOL 305      Introduction to Pathobiology                                3 cr
HCA 210       Medical Terminology and Communication                       2 cr
NTD 340       Therapeutic Nutrition                                       3 cr
PHIL 230      Bioethics                                                   3 cr
PSCI 315      Pharmacology for Nursing                                    4 cr
PSYC 225      Child Development                                           3 cr
Elective                                                                  2 cr

Students enter at the Sophomore Level.