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Developing Aligned Developing Aligned Nursing Curricula: Nursing Curricula: Strategies and ToolsStrategies and ToolsN-OADN Annual ConventionTuesday, November 7, 2006, 10:00 a.m. - 11:15 a.m.
Presented by:Terri Johnson, Learning Design Consultant, WIDS
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Today’s Session Today’s Session
Reasons for curriculum alignment Difficulties in alignment Key alignment decisions Tools for alignment Process for alignment Case studies
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What is Alignment?What is Alignment?
What I say I’m going to teach, is what I teach, is what I evaluate
Documenting outcomes Linking (mapping) outcomes to standards Developing complete curriculum
documentation
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Types of AlignmentTypes of Alignment
Single course Program Statewide
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Why Align?Why Align?
Ensure consistency Eliminate content overlap Meet standards (NLN, State) Enhance quality improvement (NCLEX) Articulate (1+1, 2+2) Save money
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Difficulties in AlignmentDifficulties in Alignment
What if I’m not doing it right?
Too big a job to tackle! Who owns it? How should it look? I don’t want to teach like
everyone else!
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Key DecisionsKey Decisions
1. Hire a competent facilitator for the project
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Key DecisionsKey Decisions
1. Hire a competent facilitator for the project
2. Identify what you mean by alignment
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Define AlignmentDefine Alignment
Use a
consistent curriculum model,
format
and terminology
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WIDS WIDS Software Software ToolsTools
Database helps you organize and reuse curricular components
Links related curricular objects
Offers libraries of reusable elements saving you time and building consistency
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Define AlignmentDefine Alignment
Define “above the line” and “below the line” Determine will be aligned and what will be left
up to individual teacher development?
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Define high performance.
Establish WHAT learners will learn.
Develop assessment criteria.
Design learning.
WIDS Design Process
ABOVE THE LINE- STANDARDIZED
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Align ComponentsAlign ComponentsALIGNED
Program Outcomes Course Titles Prerequisites Credits Course Description Competencies Links to external
standards
NOT ALIGNED Learning activities Assessment tools Textbooks Mode of delivery (face-
to-face, online, etc.)
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Key DecisionsKey Decisions
1. Hire a competent facilitator for the project
2. Identify what you mean by alignment
3. Determine the players
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AdministratorsAdministrators
Support the process Examine implementation
issues Review cost issues
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TeachersTeachers
Entire group (if small ) or a representation
Identify outcomes Plan courses Develop assessment criteria
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Key DecisionsKey Decisions
1. Hire a competent facilitator for the project
2. Identify what you mean by alignment
3. Determine the players
4. Allow time for the process
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TimeTime
Six days (3 two-day meetings)
Goals for each work session
Time in between for reflection and processing
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WIDS ALIGNMENT TOOLSWIDS ALIGNMENT TOOLS
Program Design Learning Design Wizards and Libraries Analyzer
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WIDS Learning Design (course)
WIDS Program Design (program)
WIDS Analyzer
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WIDS AnalyzerWIDS Analyzer
CoursesOutcomes
Documents where outcomes are addressed
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How We Made This How We Made This Happen!Happen!
The Alignment ProcessThe Alignment Process
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Alignment ProcessAlignment Process
1. Start with a blank slate
2. Identify Exit Learning Outcomes• NLN Standards• NCLEX Content• MN Nursing Abilities• Program Outcomes
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WIDS Program DesignWIDS Program Design• Document Program Information
• Designate External Standards and Exit Learning Outcomes
• Use Libraries
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Alignment ProcessAlignment Process
3. Identify general areas of competence.
4. Brainstorm COMPETENCIES for each area Define a competency Use WIDS Health Library Use WIDS Verb Library
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Learning Design ModuleLearning Design Module
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Verb LibraryVerb Library Write learner outcomes using the Verb Library
Sort by Domain and Level
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A Health Care Library with Sample Competencies(Includes sample performance standards for assessment)
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Alignment ProcessAlignment Process5. Move Competencies into
logical units of instruction6. Create courses
• Assign credits (3-6 competencies per credit)
• Title Courses• Configure in Semesters
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Alignment ProcessAlignment Process7. Link courses/competencies to
external standards and exit learning outcomes
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External Standard LibraryExternal Standard Library
Industry Specific Standards
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Link competencies to Program Outcomes, Standards and/or College-Wide Outcomes
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External
Program-Level
Course-Level
ExampleProfessional Behaviors: Demonstrate accountability for nursing care given be self and/or delegated to others
Use effective communication skills
Make clinical decisions to assure safe and accurate nursing care
Document assessments, cares, and client responses
NLN Standard
Nursing Program Outcome
Nursing Competency
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Build Course Outcome MatricesBuild Course Outcome Matrices
CoursesOutcomes
Documents where outcomes are addressed
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Alignment ProcessAlignment Process8. Define performance standards
for each competency• Work in groups• Use the WIDS software
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A Performance Assessment Task Library
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Pre-designed performance assessment tasks--use “as is” or adapt to your needs
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1. Document assessments, cares and client responses Linked Program Outcomes
• Use effective communication skills• Make clinical decisions to assure safe and accurate nursing care
Linked NLN Standards
•Professional Behaviors: Demonstrate accountability for nursing care given be self and/or delegated to others
Performance StandardsYou will demonstrate your competence:
•by communicating client assessments, cares and responses through documentation in the clinical setting
Your performance will be successful when:•documentation follows guidelines of the facility•documentation contains correct grammar spelling, punctuation
•documentation is dated and signed•documentation is completed in a timely manner•documentation contains accurate information•documentation differentiates between objective and subjective data
•documentation reflects legal and ethical standards
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Alignment ProcessAlignment Process
9. Disseminate curriculum Electronic Easy Access Storage and retrieval
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Curriculum Bank - Curriculum Bank - Manage, Disseminate, and Manage, Disseminate, and CollaborateCollaborateCurriculum Bank - Curriculum Bank - Manage, Disseminate, and Manage, Disseminate, and CollaborateCollaborate
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Case StudiesCase Studies
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Saint Paul College, MNSaint Paul College, MN Recently became a comprehensive college—Many
new instructors, many syllabus variations Unclear about syllabus requirements No common course construction language No common link between course competencies and
external standards (e.g. Practical Nursing) Continually challenged to maintain quality measures
and assessment
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ResultsResults
What they did for recent NLNAC visit: Reviewed every nursing course Created all syllabi in WIDS Linked course competencies to Program Outcomes
and NLN Standards Created WIDS Analyzer Matrices and posted
syllabii in the online portfolio http://saintpaulcollege.project.mnscu.edu
Commendation by NLNAC!
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Minnesota State Community Minnesota State Community and Technical Collegeand Technical College
New college formed from three technical college campuses and one community college
Three Nursing programs Practical Nursing A.A.S. degree program Practical Nursing diploma program A.S. (ADRN) degree program
Align curriculum across the new college Improve student access to nursing programs
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ChallengesChallenges Little desire to change curriculum Minimal interchange between PN faculty,
ADRN faculty, and BSN faculty Difficulty agreeing on new curriculum Write new programs and implement within
18 months
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ResultsResults
Wrote course outcomes for PN courses Wrote course outcomes for ADN courses Wrote performance standards for all
outcomes Linked courses to program outcomes and MN
Nursing Abilities Prepared for 1+1 in the future
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State Fair College, MOState Fair College, MO Community needed PN’s, but the college
didn’t have resources to offer a separate PN program
Nursing program not competitive; losing students to other programs (ADRN was 114 credits)
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ResultsResults Create a seamless1+1 program Move from content based to performance based
curriculum; reducing unnecessary content that was driving credits up
Set the stage for NLN accreditation by linking to NLN Standards
Infuse a new framework Increase student performance on NCLEX exams
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WI Technical College WI Technical College SystemSystem
ADN Programs at 16 technical colleges (some also with a PN program)
Different entrance and science requirements Couldn’t transfer between programs Too much rework required for students with
PN’s wanting to become ADNs Desire for online courses
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RESULTSRESULTS Created an aligned 1+1 program for all state
technical colleges Same course titles, credits, competencies and
performance standards Aligned—but allow individual teaching differences in
learning activities and materials Met WI Board of Nursing and NLN Standards Four colleges just completed accreditation with
NLNAC—received high marks and commendations for curriculum documentation and approach
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Thanks for Joining Me Thanks for Joining Me TodayToday
For more [email protected]
www.wids.org
Download demoAttend a free webinar!