Student Response

Order Description

Previous Instructions: week 2 banner Weekly objectives Explore factors and influences that precipitate curriculum development or revision Examine leadership activities
within curriculum teams Identify discussion points when organizing for curriculum development Weekly Activities Weekly Reading Materials materials icon Valiga,T.M.
(2016). Philosophical foundations of the curriculum. In D. M. Billings & J.A. Halstead (Eds.), Teaching in nursing. A guide for faculty 5th ed. (pp.118-129). St.
Louis, MO: Elsevier. Iwasiw, C. & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.)Burlington, MA: Jones & Bartlett Learning. Part III
(Chapters 5-7, pages 77-138) Powerpoints Iwasiw, C. & Goldenberg, D. Chapter 5 Iwasiw, C. & Goldenberg, D. Chapter 6 Iwasiw, C. & Goldenberg, D. Chapter 7 Week 2
Postings and Replies discussion icon Week 2 Postings and Replies: Discussion Board Rubric – Postings and Replies There are 3 choices below for discussion taken from
your Iwasiw & Goldberg text. Pick one of the following questions to discuss. Respond to a different one than you picked for your own primary posting. From Chapter 5,
Question 1, p. 96 related to the case study Synthesis Activity :Analyze factors or influences that would propel the Castlefield nursing faculty to review the present
curriculum and consideration of change. From Chapter 6, Question 5, p. 113: Propose strategies for Dr. Kraus to demonstrate her ability and commitment to leading
curriculum development From Chapter 7, Question 10, p. 137: Suggest faculty development activities that could be helpful as curriculum development begins. What types
of simulated or virtual experiences would be useful and why? Master’s level APA formatt

ASSIGNMENT: Please respond to two student post separately. See student post below;

Student number one, student name is Moises
Several factors or influences can propel Castlefield nursing faculty toward a review of the present curriculum. Dr. Higgins should emphasize the importance of offering
a curriculum that will maximize student learning and the graduate’s success rate. The fact that in the last year nearly 20% of graduates were unsuccessful on the NCLEX
clearly indicates that maximizing student learning should be a reason for reviewing the current curriculum. This may also indicate that new approaches to education may
be necessary and evidence from literature will be needed to support this change.

Dr. Higgins should also affirm that as curriculum work proceeds, aspects of the current curriculum may not need to change and may be retained. This can alleviate some
of the concerns that accompany curriculum change. Some faculty may think that changes to curriculum may absolve curriculum that they may have developed and feel
attached to. Collaborative curriculum review and change can strengthen congruence with organizational mission and values as well as personal and professional goals.
This is an opportunity for the faculty to acknowledge personal prestige, innovation/transformation, organizational preeminence, and the enhanced reputation of
individuals and the school (Iwasiw, 2015).

The perceived need for curriculum development can be linked to values held by faculty, students, graduates, and the educational institution. If the institution takes
pride in being innovative, diverse, leader in education, then curriculum development can be presented as a means of supporting these values. Dr. Higgins can address
the faculty and discuss the importance and value in curriculum review. Dr. Higgins can discuss and promote that the goal of curriculum review and change is to serve
the best learning outcomes for students. Dr. Higgins can further validate faculty by explaining that this change can only be led by an experienced and knowledgeable
faculty. The goal is not to evaluate courses or evaluate faculty, but to use data to have meaningful discussions that drive curriculum decisions so that students have
knowledge, skills, and values (Bart, 2010).

References

Bart, M. (2010). Curriculum development, alignment and coordination: a data-driven approach. Retrieved from https://www.facultyfocus.com/articles/curriculum-
development/curriculum-development-alignment-and-coordination-a-data-driven-approach/

Iwasiw, C. (2015). Determining the need and gaining faculty and stakeholder support for curriculum development. In D. Goldenberg, Curriculum development in nursing
education (3rd ed., pp. 79-97). Burlington, MA: Jones & Bartlett Learning.

Student number 2 is name Melinda

Chapter 6, Question 5, p. 113

A key criterion when deciding on the curriculum leader is curriculum expertise. Importantly, the curriculum leader must be knowledgeable about nursing education and
curriculum development, implementation, and evaluation (Iwasiw & Goldenberg, 2015). Dr. Kraus obviously has curriculum expertise as evidenced by her role in the
previous curriculum development process at the school. A key trait that will work in Dr. Kraus’ favor is her interpersonal relationships both within the university and
in the community. As a change agent and leader, Dr. Kraus should implement strategies for organizational change, and model cultural sensitivity when advocating for
change (National League for Nursing, 2005). This can be done with individualized consideration where leader focuses on individual needs and deals with followers on a
one-to-one

basis (Menon & Ioannou, 2016). Once she has an insight to each member’s ideas she can meet with the faculty as a group to develop a mutual vision and create a strategy
to make the vision a reality. She should consider the faculty members that are doubtful about her appointment, for leadership positions during the curriculum
development process. By giving them extra responsibilities she can gain their trust, and work closer with them to motivate them toward the group’s vision. If presented
with ideas by the group that she may not agree with, she should exhibit flexibility and be willing to create and share knowledge with the faculty to develop mutually
agreeable ideas or goals. Dr. Kraus should also provide intellectual stimulation by sharing some of her experiences from the last curriculum development process, and
have the group share how those experiences could be improved. If the group members feel they have a vested interest in the change process, the chances of success
greatly improve.

References

Iwasiw, C. I., & Goldenberg, D. (Eds.). (2015). Curriculum Development (3 ed.). Burlington, MA: Jones & Bartlett.

Menon, M. E., & Ioannou, A. (2016). The link between transformational leadership and teachers’ job satisfaction, commitment, motivation to learn, and trust in leader.
Academy of Educational Leadership Journal, 20(3), 12-22.

National League for Nursing. (2005). Core competencies of nurse educators with task statements. Retrieved from https://www.nln.org