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1. Weekly case studies for nursing curriculum development
Weekly case studies for nursing curriculum developmentORDER HERE FOR ORIGINAL,
PLAGIARISM-FREE PAPERS ON Weekly case studies for nursing curriculum development2.
Read the required chapter(s) of the textbook and any additional recommended resources.
Some answers may require you to do additional research on the Internet or in other
reference sources. Choose your sources carefully.3. Consider the discussions and any
insights gained from it.4. Create your Assignment submission and be sure to cite your
sources, use APA style as required, check your spelling.Assignment:Critical Thinking
Exercises :Case Study #1: Bellemore University School of NursingBellemore University , an
accredited, long-standing institution of some 150 years, with approximately 10,000 full- and
part-time students, is located in a mid-western industrial city of 350,000 inhabitants.
University departments offer programs in liberal arts, social, physical, and health sciences.
The four-year baccalaureate nursing program is one of three others within the College of
Health Sciences. Eighty students are admitted annually to the nursing program, which has a
total complement of 290 students in the four years. The majority is female and enrolled on a
full-time basis. Approximately 25% of students study part-time, are mature, and have taken
jobs in the community in order to meet tuition costs. Weekly case studies for nursing
curriculum developmentThirty full- and part-time faculty, 15 with doctoral degrees, 12 with
masters preparation, and 3 with baccalaureate degrees teach classroom and clinical courses
in the school of nursing. The nursing program received full accreditation 4 years
previously.The main industry of the city of Bellemore, for which the university is named, is
automobile manufacture. The largest auto plant, which employs approximately 2000
workers, offers health services to all employees. There is concern that general downsizing
of North American auto manufacturing will soon lead to downsizing of the local auto
plant.In addition to the university, the city of Bellemore boasts a 3000-student technological
community college, as well as the following health facilities and services: a 450-bed acute
care general hospital; a 275-bed long term and chronic care facility; 3 physician-serviced
medical clinics; 2 walk-in emergency clinics; 3 nurse practitioner clinics, many physicians’
offices, and a county community health department.Bellemore School of Nursing is
preparing for a reconceptualization of its four-year baccalaureate program. Examining the
contextual factors that will affect nursing practice, and hence the curriculum, is recognized
as integral to designing a future-oriented, context-relevant curriculum. Weekly case studies
for nursing curriculum developmentDr. Amèlie Le Blanc, the curriculum coordinator,
requested a meeting of the curriculum committee, made up of representatives from faculty,

2. students, and community health personnel, to discuss contextual factors relevant to a
redesigned curriculum. The group decided to schedule a faculty development session to
help them with this activity. As a result of this session, several task force groups were
formed to determine who would participate, which relevant data to gather, the sources,
methods, and tools for this undertaking. The group agreed to meet again when the
contextual data-gathering phase was complete.Which contextual factors would be most
relevant to Bellemore’s vision of a future-oriented nursing curriculum?What are the
essential data to collect about these contextual factors?Which data-gathering methods and
tools might be employed to obtain information about the contextual factors?What would be
a suitable time period for collecting and collating these data?Who could best participate in
this data-gathering activity? How could they organize to obtain relevant data
expeditiously?Case Study #2: Poplarfield University School of NursingMembers of the
Poplarfield University School of Nursing completed their data-gathering about internal and
external contextual factors. A curriculum consultant was hired for a two-day retreat to help
the group derive the curriculum nucleus from the data. Dr. Werstiuk, the School Director,
stated her intention to attend and participate fully. The Dean of the Faculty was also invited,
since her support would be needed for any additional resources that might be required for
the new curriculum. Faculty believed that the dean’s involvement would be an effective way
to educate her about the complexity of curriculum planning and the many influences on the
nursing curriculum. Additionally, members of the Curriculum Advisory Committee were
invited to attend, and two of the twelve members were able to do so. Weekly case studies
for nursing curriculum developmentIn preparation for the retreat, data had been organized
for each contextual factor on a chart and a hard copy distributed to all faculty members. A
copy of the chart was loaded onto laptop computers, so that ideas could be immediately
recorded and preserved.The group agreed to derive the curriculum nucleus collectively,
starting with a shared understanding of the environment. They were committed to the ideas
of inferring curriculum concepts and professional abilities, proposing curriculum
possibilities, and deducing curriculum limitations. There was consensus to dismiss
identification of administrative issues, since “we already know what the issues are: not
enough faculty and not enough money in the budget.Examining and Integrating Contextual
Data: During the course of discussion about contextual data, the faculty tried to focus on the
meaning of the data, and the inter-relationships among the contextual factors. They also
addressed curriculum concepts, professional abilities, and curriculum possibilities without
labeling these ideas as such, discussing ideas about how:the presence of more aged people
leads to a greater demand for health care, which increases the requirement for health care
professionalsthe growing RN shortage could increase public demand for more seats in
nursing programs, and this in turn would necessitate more resources for the School,
including human resourcesRN shortages could lead to more care by nonprofessionals,
increasing delegation and supervision by RNs. The RN shortage might result in
specialization by all RNs or de-professionalization of nursingstudent skills in information
technology could be developed when they had limited expertiseprofessional standards for
nursing practice, accreditation standards, and the availability of clinical placements in and
near Poplarfield could be reconciledlocal health problems can be addressed, in a society and

3. health care system which are focused on problems of national scope, such as cancernursing
priorities and mandates must be explicated for a society with a growing proportion of
elderly people and a health care system where acute care stays are shortened and out-of-
hospital care is increasedThe group also talked in detail about some specific data, and how
to interpret it.In trying to reach a shared understanding of the context in which the
curriculum would be implemented and graduates will practice nursing, several integrated
summaries were offered. Each resulted in some disagreement. Finally, at the end of the
morning, the group agreed that the environment could be described as one in which:
Weekly case studies for nursing curriculum developmentthere will be less institutionalized
health care and growing emphasis on community-based careindependent decision-making
and supervision of non-professional health care providers will become a stronger feature of
nursing practicevulnerable groups in the community may grow in sizethe proportion of
aged people in the community will increase, while young people will likely continue to leave
the Poplarfield areaethnic diversity will become more apparentagriculture will continue to
be a significant contributor to the Poplarfield economyIn the afternoon, discussion
progressed to identification of the factors that should be most influential in shaping the
curriculum. Initially, there was a strong sentiment that all contextual factors were of equal
weight, apart from the internal factors of History; Philosophy, Mission, and Goals; and
Culture, all of which seemed less important. The consultant agreed that the factors are
highly inter-connected and that the division of the data into these factors is somewhat
artificial. Yet, she reminded faculty that there must be some basis for identifying the key
curriculum influences, and thus for determining the curriculum nucleus.The group then
considered whether it was the recipients of nursing services (Demographics), the nature of
nursing (Professional Standards and Trends), or the location and nature of health care
(Health Care) that was most important. Faculty phrased this as who, what, where, and how.
Finally, they agreed that most important were the people being served, and therefore,
Demographics and External Culture would be most significant in determining the
curriculum nucleus. History was immediately labeled as being of least importance. After
further discussion, faculty members concurred about the rank-ordering of contextual
factors:Demographics; External CultureHealth Care; Professional Standards and Trends;
InfrastructureSocio-politico-economicsTechnologyEnvironment; Philosophy, Mission, and
Goals of the University and School of Nursing; Internal Culture; HistoryInferring Curriculum
Concepts and Professional Abilities, Proposing Curriculum Possibilities, and Deducing
Curriculum LimitationsThe stakeholders wanted to complete this intellectual work
together, in the belief that it was necessary for all to participate in every aspect. Ideas were
recorded on charts, which had previously been loaded onto laptop computers.It became
apparent that one more day would be insufficient to complete this effort, if the group
continued in the same way. The consultant suggested that the contextual factors might be
divided among smaller faculty groups to complete the formulation of ideas about
curriculum concepts, professional abilities, curriculum possibilities, and curriculum
limitations. The group agreed to think about this proposal. Weekly case studies for nursing
curriculum developmentThe next morning a member of the Advisory Committee proposed
that dividing into small groups would expedite the curriculum work. There was now

4. consensus about this. Three smaller groups were formed and each took responsibility for
some of the internal and external factors.In reviewing the contextual data, members
recognized that curriculum concepts, professional abilities, and curriculum possibilities and
limitations did not necessarily arise from each internal factor. However, they noted that the
data about some of the factors could ultimately influence decisions about curriculum, either
limiting or propelling the curriculum design. For example, when examining the School’s
infrastructure, they recognized that the existence of computer labs for students meant that
computer-mediated learning was a possibility, whereas the School budget and faculty
numbers could constrain the curriculum. Accordingly, they reaffirmed their intention to
identify the curriculum possibilities and limitations as they examined each contextual
factor. As the groups worked, they recognized again that the contextual factors do not
operate in isolation and that their ideas reflected the inter-related nature of the internal and
external context. The ideas arising from the internal and external contextual data were
recorded.Identifying Administrative Issues : As they continued, faculty quickly recognized
that there were administrative issues beyond faculty numbers and budget. Accordingly, the
groups considered and recorded the administrative issues. They also recognized that
Financial Resources was an important contextual factor.At the end of their two days
together, the participants felt proud of their efforts. All were eager to proceed with
synthesis of the completed work, and the determination of the curriculum nucleus. See
Table 7.1 for analysis of the external contextual factor of Demographics. Table 7.3 presents
the internal factors of Financial Resources and Infrastructure. Table 7.4 outlines the
analysis of the external factors of Culture, Health Care, and Professional Standards and
Trends. (Tables 7.3 and 7.4 follow the case description).Resources were not available for an
additional retreat day. Therefore, the group agreed:to distribute hard copies of the analysis
of the contextual factors, so all could individually review the work that had been completed
by all groupsto use a regularly-scheduled faculty meeting to collectively review the work
and add ideas that might have been omittedto reorganize individual schedules so they could
meet from 3-7 PM twice in the next 2 weeks to determine the curriculum nucleusthat Dr.
Werstiuk and the Dean would meet to discuss the identified administrative issues, and plan
further discussion with senior administrators, if necessary.There was consensus that
Professor Rose, Chair of the Curriculum Committee, would lead the discussions. As well,
members were enthusiastic about the possibility of adding ideas to the work of other
groups. Professor Rose asked that all try to ground their thinking in the work to date and, as
much as possible, to look beyond personal beliefs.The subsequent meetings were lively, and
at times, tense. Review of curriculum concepts, professional abilities, curriculum
possibilities and limitations, and administrative issues went quickly, with some additional
ideas offered. There was a sense of accomplishment at the end of the first meeting, and
impatience to get on with the definition of the curriculum nucleus. Weekly case studies for
nursing curriculum developmentDetermining Curriculum Nucleus : At the first 4-hour
meeting, there was consensus that synthesis of curriculum concepts, professional abilities,
and curriculum possibilities should be completed collectively. Some important curriculum
concepts were: aging; health promotion; nursing care of people at home, in the community,
and institutions; and nurse-client relationships.Professor Rose reminded them of the

5. weighting they had assigned to the contextual factors, noting that they had not attended to
all the factors they had weighted as second in importance. With this, the group returned to
Health Care, agreeing that the curriculum should address local health problems as well as
national ones. In considering Professional Standards and Trends, faculty confirmed that a
strong emphasis on health promotion was warranted, and agreed that illness intervention
must be included. One member noted that rural health was an important concept that had
been omitted, and there was immediate agreement to include it. Synthesis and further
discussion of the curriculum concepts led to the conclusion that the core curriculum
concepts would be: health, aging; health promotion, illness intervention, context, and nurse-
client relationships.In synthesizing curriculum possibilities, the group decided that the
principal teaching-learning processes would be self-direction, collaborative learning, and
use of information technologies. Synthesis of the professional abilities led to the conclusion
that the key professional abilities would be would be: critical thinking, clinical reasoning,
independent and collaborative decision-making, cultural competence, and life-long
learning.The group recognized that acceptance of these ideas would require resolution of
administrative issues related to human, physical, and financial resources, along with faculty
development. Dr. Werstiuk reaffirmed her commitment to work toward resolution of these
matters.The group then turned to a review of the philosophical approaches. These had been
proposed by a faculty sub-group and had been tentatively accepted, pending further
refinement of the narrative. The philosophical approaches included beliefs about nursing’s
role in society, social justice, caring, and the nature of the nurse-client relationship, and
faculty members’ and students’ responsibility in the curriculum. They considered the fit
between the philosophical beliefs and the concepts, abilities, and teaching-learning
approaches that had been identified. Weekly case studies for nursing curriculum
developmentThe group confirmed the curriculum nucleus to be comprised of the
following:core curriculum concepts: health, aging; health promotion, illness intervention,
context, nurse-client relationships, social justice, and caring (the latter two from the
philosophical approaches)key professional abilities: critical thinking, clinical reasoning,
independent and collaborative decision-making, cultural competence, and life-long
learningprincipal teaching-learning approaches: self-direction, collaborative learning, and
use of information technologiesphilosophical approaches: social justice, caring, humanism,
phenomenologyThe group felt satisfied with the curriculum nucleus and confirmed they
could support these ideas as the basis for subsequent curriculum development. Dr.
Werstiuk and Professor Rose congratulated the participants for their hard work, creativity
in reconciling varying perspectives, and intellectual courage in envisioning a curriculum
that would require considerable change and learning by each member. All were proud of
themselves individually and collectively, and anxious to begin the intensive planning that
would bring their ideas to fruition.Please review Tables 7.1 (p. 142-143), Table 7.3 (p. 156-
161) and Table 7-4 (p. 162-168) to answer the following questions.What strengths and
limitations are evident in the processes undertaken by the Poplarfield faculty? How might
these processes be applied in other settings?How might the retreat have been organized
differently to advance the curriculum work?Review Tables 7.1, 7.3, and 7.4. What gaps and
overlaps are present in the contextual data?Examine Tables 7.1, 7.3, and 7.4. Propose other

6. interpretations of the data, concepts, professional abilities, curriculum limitations and
possibilities, and administrative issues.Consider the curriculum nucleus identified by the
Poplarfield faculty. Does it seem reasonable? What changes could be proposed?What
strategies could be implemented to keep the momentum going in the curriculum
development process?If you were to assume the role of curriculum consultant for the
Poplarfield University School of Nursing, in what way might your actions be similar or
different from those of Professor Rose?Required Textbooks:Billings, D. M. & J. A. Halstead.
(2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders. ISBN:
9781455705511Keating, S. B. (2011). Curriculum development and evaluation in nursing
(2nd ed.). New York: Springer. ISBN: 978-0826107220Iwasiw, C., Goldenberg, D., &
Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston:
Jones & Bartlett. ISBN: 978-0763755959Weekly case studies for nursing curriculum
development