DNP 836 Developing a Curriculum for the Nursing Residents.

Course Code DNP-837 Class Code DNP-837-O500 Criteria Percentage Benchmark – Curriculum Unit and Evaluation Strategies 100.0% Description of Overall Design and Development Process, and How It Reflects the Needs Assessment to Support the Diverse Learning Needs of Students (6.3) 15.0% Explanation of How the Formative and Summative Assessments Were Designed to Evaluate the Performances of Students, and How to Analyze Performance Data to Further Improve Teaching and Learning Outcomes (6.2) 15.0% Description of How to Apply Evidence-Based Instructional Strategies Grounded in Learning Theory, Contribute to a Positive Learning Environment, and Foster Critical Thinking (6.1) 15.0% Description of a Method to Employ for Evaluating the Effectiveness of the Curriculum Unit 15.0% Presentation of Content 10.0% Layout 10.0% Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Benchmark – Curriculum Unit and Evaluation Strategies Unsatisfactory (0.00%)

A description of overall design and development process, and how it reflects the needs assessment to support the diverse learning needs of students is not included. An explanation of how the formative and summative assessments were designed to evaluate the performances of students, and how to analyze performance data to further improve teaching and learning outcomes is not included. A description of how to apply evidence-based instructional strategies grounded in learning theory, contribute to a positive learning environment, and foster critical thinking is not included. A description of a method to employ for evaluating the effectiveness of the curriculum unit is not included. The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience.

Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Slide errors are pervasive enough that they impede communication of meaning. Sources are not documented. Total Points 100.0 Less than Satisfactory (74.00%) A description of overall design and development process, and how it reflects the needs assessment to support the diverse learning needs of students is present, but it lacks detail or is incomplete. Explanation of how the formative and summative assessments were designed to evaluate the performances of students, and how to analyze performance data to further improve teaching and learning outcomes is present, but it lacks detail or is incomplete. A description of how to apply evidence-based instructional strategies grounded in learning theory, contribute to a positive learning environment, and foster critical thinking is present, but it lacks detail or is incomplete. A description of a method to employ for evaluating the effectiveness of the curriculum unit is present, but it lacks detail or is incomplete. The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information is included. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background.

Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Frequent and repetitive mechanical errors distract the reader. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Satisfactory (79.00%) A description of your overall design and development process, and how it reflects the needs assessment to support the diverse learning needs of students is present. Explanation of how the formative and summative assessments were designed to evaluate the performances of students, and how to analyze performance data to further improve teaching and learning outcomes is present. A description of how to apply evidence-based instructional strategies grounded in learning theory, contribute to a positive learning environment, and foster critical thinking is present.

A description of a method to employ for evaluating the effectiveness of the curriculum unit is present. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. Language is appropriate to the targeted audience for the most part. Some mechanical and typographical errors are present, but they are not overly distracting to the reader. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Good (87.00%) A description of your overall design and development process, and how it reflects the needs assessment to support the diverse learning needs of students is clearly provided and well developed. Explanation of how the formative and summative assessments were designed to evaluate the performances of students, and how to analyze performance data to further improve teaching and learning outcomes is clearly provided and well developed.

A description of how to apply evidence-based instructional strategies grounded in learning theory, contribute to a positive learning environment, and foster critical thinking is clearly provided and well developed. A description of a method to employ for evaluating the effectiveness of the curriculum unit is clearly provided and well developed. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information from reliable sources is included. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. Slides are largely free of mechanical errors, although a few may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Excellent (100.00%) A comprehensive description of your overall design and development process, and how it reflects the needs assessment to support the diverse learning needs of students is thoroughly developed with supporting details. Explanation of how the formative and summative assessments were designed to evaluate the performances of students, and how to analyze performance data to further improve teaching and learning outcomes is thoroughly developed with supporting details. A comprehensive description of how to apply evidence-based instructional strategies grounded in learning theory, contribute to a positive learning environment, and foster critical thinking is thoroughly developed with supporting details. A description of a method to employ for evaluating the effectiveness of the curriculum unit is thoroughly developed with supporting details. The content is written clearly and concisely. Ideas universally progress and relate to each other. The presentation includes motivating questions and advanced organizers.

The presentation gives the audience a clear sense of the main idea. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. Comments The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. Writer is clearly in control of standard, written, academic English. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned Julie Childers DNP 837 May 26, 2020 Assessment Strategies Graphic Organizer Template Definition of Strategy Quizzes The quiz can be planned or a pop quiz, but it makes the most sense to use it for diagnostic purposes and not to give a grade. Data from quizzes can provide information to regroup students for re-teaching. Advantages of Using This Strategy • • • • • Cost effective Time efficient to administer Facilitates Rapid feedback by ease of scoring Broad coverage of content Easier to monitor plagiarism or cheating Disadvantages of Using This Strategy • • • • Feedback from student can be limited May encourage surface learning only Questions may be misinterpreted Possible measurement of test taking ability vs. content knowledge and understanding © 2017. Grand Canyon University. All Rights Reserved.

Application to the Curriculum Unit Project This is an assessment strategy that could be used but I do not think it would accurately measure the students true level of learning. Performance Measures Surveys & Questionnaires Essays, Oral presentations, Oral exams, Exhibitions, Demonstrations, Performances, Products, Research papers, Poster presentations, Practical exams, Supervised internships & practicums A questionnaire is any written set of questions, while a survey is both the set of questions and the process of collecting, aggregating, and analyzing the responses from those questions. • Usually the most valid way of assessing skill development • Using a student-centered design can promote student motivation • Engages student in active learning • Can provide closing of feedback loop between students and faculty • Easy to administer • Can cover a variety of topics in a brief amount of time • Helps to establish relationship with stakeholders • Easier to communicate results to stakeholders • Can be used to gather information from individuals who would be difficult to include in other assessment methods • Time consuming and labor intensive to design and execute for faculty and students • Must be carefully designed if used to document obtainment of student learning outcomes This is an assessment strategy that I would use. A supervised practicum would be beneficial, and it would measure more of the student’s depth of learning and understanding. • Ratings can be more subjective

• Usually the mostly costly approach • Information on student learning (perception and opinion) considered to be indirect data • Good surveys and questionnaires are difficult to develop • Voluntary participation may result in biased results • Forced-response choices may not allow individuals to respond as they wish • Low response rate © 2013. Grand Canyon University. All Rights Reserved. I would use this assessment strategy. The feedback would be beneficial for future classes and teaching methods. • Demonstrates concern about gathering feedback/information Think-Pair-Share This is one of the many formative assessment strategies that is simple for teachers to use. The instructor asks a question, and students write down their answers. Students are then placed in pairs to discuss their responses. After a time, the students discuss their responses with the entire class. • • • • Research has indicated that when students are responsible for their own learning, their performance is enhanced. Shows the importance of having partnership or teamwork Improves the communication skills High degree of interaction and engagement between trainers and facilitator • • Time consuming Hard to assist all trainers during the discussion since they have so many groups © 2013. Grand Canyon University. All Rights Reserved. I would consider using this assessment strategy as it helps to builds teamwork and enhances communication skills. Julie Childers DNP 837 June 9, 2020 Content Strategies and Instructional Methods Comparison Matrix Content Resource Include an APA reference note. Lectures Soper, T. (2017). Knowledge into learning: comparing lecture, e‐ learning and self‐ study take‐home Students’ Learning Needs Learning Setting Instructional Strategy Explain why the resource meets students’ learning needs. Describe how the resource is appropriate for the practicum setting. Outline an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning. Through lectures, factual material/ information is presented to the learners in a direct and factual manner (Soper, 2017). This method is a one-way instruction technique.

From the learners’ needs assessment, the nursing students’ clinical reasoning as well as doing in urgency and emergency situations needs to be sharpened. This resource can meet this need by providing an effective way to equip the students with terminologies, principles, and facts about emergency nursing. This content resource promotes educator-student interactions and The nursing practicum will include practice in a clinical setting as well as class sessions for discussion, reflection, and further learning. In the class setting, this resource will be appropriate for presenting information and facts to the learners. It is appropriate and effective for teaching a class of many learners. The students will be expected to attend class sessions twice a week where they will get the lectures. This is how this content resource will be reinforced for student learning. © 2017. Grand Canyon University. All Rights Reserved. packet instructional hence it can be very helpful in meeting each student’s needs. methodologies with nurses. Nursing open, 4(2), 76-83. Videos Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., … & Simbag, V. (2016). Use of videos to support teaching and Videos will be used to enhance the educator’s instructions in specific content areas. This resource will meet the students’ learning needs in that it will enhance the concepts presented to the learners concerning emergency nursing. It will meet the identified learners’ needs by demonstrating different concepts in emergency nursing. It will also offer an alternative form of content presentation hence boosting the understanding of various concepts especially to students who learn better using their visionary sense (Forbes et al., 2016). This will ensure that all the students’ needs are met. Videos will be appropriate in a class setting because they can teach many learners at a time. Many learners can watch a video together in a class setting learning of clinical skills in nursing education: A review. Nurse education today, 42, 2 Videos on various concepts will be used in class after lectures on these concepts to enhance understanding of the concepts by all learners. 53-56. Discussions Soper, T. (2017). Knowledge into learning: comparing lecture, e‐ learning and self‐ study take‐home Discussions will meet the students’ learning needs by providing an alternative method of deepening their understanding of procedures, principles, facts, and concepts in emergency nursing (Soper, 2017).

Through student-educator discussions, the educator will be able to understand the students’ needs better and meet them. This resource is appropriate in this practicum setting because the class sessions will provide an environment where the students can meets each other and discuss and meet their educator as well. This resource can be introduced for student learning by engaging the students in a discussion before or after a lecture or a lesson. In case-studies, the students will be presented with a case study/ situation either verbally or in written form to solve or analyze. This resource will meet the students’ needs in emergency nursing by introducing them to reallife situations and by helping them learn how to critically solve different situations (Soper, 2017). Just as in role-playing, this resource will be appropriate in this practicum setting because it will allow the learners to practice real-life situations without posing a risk to the patients Case studies will be presented to the learners after a certain concept is taught to assess their ability to apply the concept in real-life situations packet instructional methodologies with nurses. Nursing open, 4(2), 76-83. Case studies Soper, T. (2017). Knowledge into learning: comparing lecture, e‐ learning and self‐ study take‐home 3 packet instructional methodologies with nurses. Nursing open, 4(2), 76-83. Graphic Organizers Bellanca, J. (2009). 200+ Active Learning Strategies and Projects for Engaging Students Multiple Intelligences. Corwin Press. Role-play Bellanca, J. (2009). 200+ Active Learning From the learners’ needs assessment, one significant educational need that stood out among half of the nursing residents is the challenge of coordination in urgency and emergency situations. Graphic organizers will meet this learning need by presenting information in spatial and visual displays. Using graphic organizers, information can be graphically presented, showing the relationships among concepts and procedures (Bellanca, 2009). DNP 836 Developing a Curriculum for the Nursing Residents.

Graphic organizers can, therefore, meet the students’ learning needs by demonstrating the relationships between procedures and concepts in emergency nursing. Through graphic organizers, the student’s clinical reasoning as well as doing in urgency and emergency situations can be sharpened. In role-playing, the educator will clearly define a problem or a fictional situation and the roles. This resource will meet the needs of the learners by allowing learners to experience different clinical situations, sharpening This resource will be appropriate for the class sessions where the nursing residents will be meeting to learn concepts, to reflect and discuss. Graphic organizers will be important in presenting information and relationships between concepts and procedures during the class sessions. DNP 836 Developing a Curriculum for the Nursing Residents.

Graphic organizers as an instructional strategy will be used to introduce a topic, link new information with previous information, and visually present information in summary form to summarize the concepts taught. This resource will be appropriate in this practicum setting because it will allow the learners practice real-life situations without posing a risk to the patients Students will be engaged in role playing after a practical concept is taught to sharpen their practical skills in that area 4 Strategies and Projects for Engaging Students Multiple their practice and awakening their reflective/ critical eye, and hence overcoming their challenges of coordination in urgency and emergency situations (Bellanca, 2009). Intelligences. Corwin Press. Simulation Bellanca, J. (2009). 200+ Active Learning Strategies and Projects for Engaging Students Multiple Intelligences. .