The document outlines a 3-phase process for curriculum development and implementation: 1) Development, 2) Implementation, and 3) Oversight and Evaluation. Phase I involves forming teams, setting goals and timelines, and developing the curriculum framework including mission, objectives, concepts, and learning strategies. Phase II is the implementation plan, including phasing in the new curriculum, faculty development, and student orientation. Phase III involves ongoing evaluation of the curriculum through both formative and summative measures to ensure quality and make updates as needed.

1. Curriculum
Development and
Implementation

2. Three Phases
 Phase I: Development
 Phase II: Implementation
 Phase III: Oversight and Evaluation

3. Phase I:
Development

4. Phase I Tips….
 Form teams to share the work; inclusion is key
 Set ground rules
 Provide voice to others
 Agree to disagree on matters
 Decisions should be made on general agreement
 Set realistic target dates
 Meet frequently, communicate
 Celebrate accomplishments

5. General Steps in Curriculum
Development
 Step 1 – Laying the Foundation
 Mission Statement
 Philosophy
 Program Objectives and Outcomes
 Approach*
 Conceptual?

6. General Steps……..
 Step 2 – Determining Direction
 Identify
Level Objectives and/or
Competencies
 Determine Application of Approach*
 How will concepts be foundational to the
curriculum
 Develop concepts

7. General Steps……
 Step 3 – Develop Program of Study
 Prerequisite
Courses
 Nursing Courses

8. Unique Components for a
Concept-Based Approach
 Identify Broad Concept Categories and
Guiding Principles
 Identify and Define Concepts
 Identify Exemplars
 Choose these carefully – suggest use
incidence, prevalence, and/or importance
 Develop Concepts
 Learning Strategies

9. Example: Concept Categories at
UNM
 Health & Illness
 Biophysical
Concepts
 Psychosocial Concepts
 Professional Nursing
 Understanding self/others
 Nursing Roles/Behaviors
 Working within Teams/Organizations
 Regulatory Mechanisms

10. Example: Guiding Principles for
Health & Illness Concepts
 Age & Population Continuum
 Health Continuum
 Acute/Chronic
 Environment
 Community
 Health Care Facilities

11. Example: Definition and Exemplars
for a Concept
 Concept: Intracranial Regulation
 Definition
 Mechanisms that impact intracranial
processing and function
 Exemplars
 Traumatic Brain Injury
 Stroke
 Seizures

12. Example: Concept Development
 Develop and follow a Template for
Concept and Exemplars
 Types of/Categories
 Populations Risk/Personal Risk Factors
 Assessment Findings
 Nursing Management
 Primary Prevention
 Screening
 Collaborative care
 Interrelated Concepts

13. Concept-Based Learning Strategies
 Consider developing shared learning
activities for state-wide use.
 Case studies
 Role Play
 Games
 Neighborhood/Standardized Patients
 Simulation learning

14. Phase II:
Implementation

15. Phase II Tips….
 Form teams to share the work; inclusion is
key
 Agree/commit to following game plan
 Meet frequently, communicate
 Avoid making significant changes if
something does not immediately work! ! !
 Celebrate accomplishments

16. General Steps for Implementation
 Step I Development Implementation Plan
 Phasing out old curriculum
 Bringing in new curriculum
 Form teaching teams
 Schedules
 Student advising/management

17. General Steps
 Step 2: Faculty Development
 Orientationto curriculum
 Faculty compendium
 Teaching Strategies (didactic and clinical)
 Evaluation Strategies (didactic and clinical)

18. General Steps
 Student Orientation
 Orientstudents to different ways of learning
 Consider mid-point evaluation/focus groups

19. Phase III Oversight
and Evaluation

20. Curriculum Oversight & Evaluation
 Team approach
 Ongoing need to evaluate and maintain
integrity
 Ongoing need to evaluate concepts and
exemplars – update as needed
 Develop comprehensive evaluation plan
 Formative
 Summative