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CNE Exam > Ch. 11: Curriculum Design & Eval of Program Outcomes > Flashcards

Ch. 11: Curriculum Design & Eval of Program Outcomes Flashcards

1
Q

What are frame factors?

A

Environ & human factors that infl the curriculum and need to be considered (can be internal or external)

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2
Q

Ext frame factors

A

Elements of environ that are outside of parent institution that infl the curriculum
-Financial support
-Regulations & accreditation
-Nurs profession
-Need for the program
-Demographics

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3
Q

Int frame factors

A

Elements that are internal to institution & inform program
-Potential faculty & learner characteristics
-Description & organiz of structure of parent institution
-Resources w/in institution & nurs program
-Int economic situation & infl on curriculum
-Mission or purpose, philosophy, goals of parent institution

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4
Q

5 practices linked w/ exceptional leadership:

A

1) Challenging process by searching for opportunities, experimenting, & taking risks
2) Inspiring shared vision by envisioning future & enlisting support of others
3) Enabling others to act by fostering collab & strengthening others
4) Modeling the way by setting example & planning small successes
5) Encouraging heart by recognizing contributions & celebrating accomplishments

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5
Q

3 specialty accrediting bodies:

A

Standards from accrediting bodies need to be incorporated into curriculum design
CNEA (Nat’l League of Nursing’s Commission for Nurs Edu Accreditation)
CCNE (American Association of Colleges of Nursing’s Commission on Collegiate of Nursing)
ACEN (Accreditation Commission for Edu in Nursing)

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6
Q

Curriculum Model

A

-More traditional (courses address original areas of nursing)
-Students learn disciplines inherent to profession
-Courses developed will be very traditional
-Nurs process (ADPIE) would be integrated into each traditional course
-AKA additive curriculum

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7
Q

What is an example of a course in the Integrated Model & Concept Model?

A

Circulatory Prob’s Across Life Cycle

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8
Q

Integrated Model & Concept Model

A

-Addresses nurs care of pts at all developmental lvls (infancy
–> elderly)
-Courses would be integrated thru-out curriculum

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9
Q

Discipline Model or Nursing Theorist Model

A

-Curriculum = informed by conceptual model of nursing
-Courses are integrated into concepts of theory used
-Focuses on models of nursing such as Levine & Orem

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10
Q

What is an example of a course in the Discipline Model or Nursing Theorist Model?

A

-Issues r/t Conservation of Energy
-Issues r/t Structural Integrity

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11
Q

Deconstructed, Conceptual, or Emancipator Curriculum Models

A

-Courses focus on concepts (rather than specific dz entities)
-Focuses on concepts that are more useful in practice
-Too much content; advocates more for learning-centered curricula

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12
Q

Example of Deconstructed, Conceptual, or Emancipator Curriculum Models

A

-Concepts (i.e. infx, preparedness, community-based health) can thread thru many courses
-Learner focuses on thinking about connections among many healthcare prob’s & solves prototypes
-Coaching = helpful teaching strategy

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13
Q

PPP (Preparation for Professions Program)

A

-Took comparative perspective to issues of teaching, learning, assessment, curriculum in nurs edu
-Identified 3 dimensions of apprenticeships for pro edu

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14
Q

3 dimensions of apprenticeships for pro edu

A

-Intellectual training to learn academic knowledge base & have capacity to think in ways important to profession
-Skill-based apprenticeship of practice (incl clinical judgment)
-Ethical standards, social roles, responsibilities of profession thru which novice is introduced to meaning of integrated practice of all dimensions of profession, grounded in profession’s fundamental purposes

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15
Q

Key PPP findings

A

-Major gap in practive vs edu
-Radical separation of classroom & clinical teaching
-Faculty development needed for classroom teaching

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16
Q

5 dimensions of multicultural edu

A

1) Content integration
2) Knowledge construction
3) Equity pedagogy
4) Prejudice reduction
5) Empowering school & social culture

17
Q

Interprofessional edu (IPE)

A

Each component of IPE focuses on teamwork

18
Q

Level objectives

A

-Articulating program’s outcomes to develop objectives for each lvl of learning
-Used to guide shaping of course selection & content thru-out the years (or lvls) thru which learners progress
-Must be specific & reflect institution’s & program’s mission statements

19
Q

Leveling a program helps…

A

-To orchestrate where to place course materials & what can be expected from learners in clinical area
-Meant to guide course design while feeding into program outcomes

20
Q

Curriculum mapping

A

-EBP approach to curriculum design that promotes faculty collab & quality assurance in nurs edu
-Enables faculty to identify gaps in curriculum, spot redundancies, & improve transparency across program curricula

21
Q

Essentials (7/2021

A

-Result of mandate to emphasize interpro edu, integration & use of tech in healthcare, & changing pop needs
-Intent = to create more consistency in graduate outcomes

22
Q

AACN has identified four Spheres of Care

A

1) Systems based practice - communication across settings (local, nat’l, global - all contribute to healthcare)
2) Info & Technology - basic competency & info fundamental to nurs practice
3) Engagement & Experience - inclusive & ongoing relationship to enhance a pos EXP for pts
4) Academic / Practice Partnerships - to enhance mutual research, leadership, shared commitment to redesign practice environ’s

23
Q

Concepts integrated w/in Essentials

A

-Clinical judgment
-Communication
-Compassionate care
Diversity, Equity, Inclusion
Ethics
EBP
Health Policy
Social Determinants of Health

24
Q

NLN stated nurs educators must prepare individuals who:

A

-Are grounded in values & ethics
-Understand knowledge is continually evolving
-Can evaluate that knowledge
-Apply it in situations where nurses touch lives of others

25
Q

When planning to manage change (or revising of curriculum), should keep in mind these 6 principles:

A
  1. Diff ppl react differently to change
  2. Everyone has fundamental needs that must be met
  3. Change often involves a loss, and ppl go thru the “loss curve”
  4. Expectations need to be managed realistically
  5. Fears have to be dealt with
  6. There should be a good reason for the change
26
Q

1st-order change (Change Theories)

A

Does not challenge or contradict established context of an org (does not usually threaten ppl)

27
Q

Planned 2nd-order changes (Change Theories)

A

*turns everything upside down…
Intentionally challenge widely shared assumptions & generally reframe social system

28
Q

Most effective way to bring about change is?

A

To decr forces of resistance

29
Q

Stages in Change Process

A
  1. Unfreezing
  2. Moving
  3. Refreezing
  4. Change agent
30
Q
  1. Unfreezing
A

Change agents create dissatisfaction, then inspiring motivation to accept some type of change

31
Q
  1. Moving
A

Cognitive redefinition by participants in attitude & behavior toward planned change

32
Q
  1. Refreezing
A

New behaviors = practiced & reinforced

33
Q
  1. Change agent
A

Responsible person who moves those to be affected by change thru stages of change in “logical” manner

34
Q

Planning learning activities involves these 6 steps:

A
  1. Developing learning outcomes for specific learning session
  2. Creating anticipatory set
  3. Selecting teaching strategy
  4. Considering implementation issues
  5. Designing closure for the session
  6. Designing formative & summative eval strategies
35
Q

Emergent leader

A

Skills allow faculty to accept his/her leadership as they develop program

36
Q

Exceptional leader

A

Skills: fostering faculty collab

37
Q

AAUP (American Association of University Professors)

A

States teachers should be careful not to introduce controversial matter that is not r/t their subject into their teaching

CNE Exam (15 decks)

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