Curriculum Development – Undergraduate ProgramCurriculum Development – Undergraduate Program

University of ManitobaUniversity of ManitobaProposed Basic 

Undergraduate Nursing PProgram

P i CRNM B dPresentation to CRNM Board

Faculty of NursingFaculty of Nursing

Curriculum Development – Undergraduate Program

Four Major Decisions to Date

1. Pedagogy: 1) Learning (Student) Centred Curriculum

2) Development of Expertise

3) Concept Based 

2. Context (Practice): 1) Health Promotion Across the Lifespan

Faculty of Nursing

Curriculum Development – Undergraduate Program

Learning Centred Curriculum

Curriculum structures, content & processes d i d h l h l hi d i ddesigned to help the learner achieve desired course and program outcomes

Key components of this approach

Transformative learningg

Constructivism

Social constructivism

Faculty of Nursing

Social constructivism

Curriculum Development – Undergraduate Program

Departure from traditional nursing curricula hi h f d h i h lwhich focussed on the practice, not the learner

Faculty of Nursing

Curriculum Development – Undergraduate Program

Development of Expertise 

An explicit approach to curriculum design & d l istudent evaluation

Five program outcomes specified

Faculty of Nursing

Curriculum Development – Undergraduate Program

1. ProfessionalThe graduate will autonomously & collaboratively provide compassionate, safe and ethical care in diverse settings to assist clients to achieve maintaindiverse settings to assist clients to achieve, maintain or restore optimal health.

Faculty of Nursing

Curriculum Development – Undergraduate Program

2. CommunicatorThe graduate will create therapeutic client‐nurse relationships and communicate in an effective, timely and appropriate manner in all interactions with clientsand appropriate manner in all interactions with clients, colleagues, and other members of the health care teamteam.

Faculty of Nursing

Curriculum Development – Undergraduate Program

3. AdvocateThe graduate will speak, write or act to support high quality health care, human rights, and the conditions that promote health and safety for individuals familiesthat promote health and safety for individuals, families, groups and communities.

Faculty of Nursing

Curriculum Development – Undergraduate Program

4. ScholarThe graduate will demonstrate the critical appraisal and critical thinking skills that support their commitment to life long learning and continuouscommitment to life‐long learning and continuous professional growth.

Faculty of Nursing

Curriculum Development – Undergraduate Program

5. EducatorThe graduate will assist clients to identify learning needs and utilize knowledge to promote, maintain, or restore health and will provide information to clientsrestore health; and will provide information to clients, health care providers, the public, and government officials about health issues and the options forofficials about health issues and the options for addressing these issues.

Faculty of Nursing

Curriculum Development – Undergraduate Program

Three levels of student learning:

1.Ideas

2.Connections

3.Extensions

Faculty of Nursing

Curriculum Development – Undergraduate Program

Curriculum design & student assessment based 3 l l f ion 3 levels of expertise:

1.Novice (Ideas) Student requires direct supervision

2.Functional (Connections)( ) Guided instruction or coaching

Faculty of Nursing

Curriculum Development – Undergraduate Program

3. Competent (Extensions) Minimal supervision or independent

Student achievement of course and program outcomes will be levelled according to these i icriteria

Faculty of Nursing

Curriculum Development – Undergraduate Program

Students will not be expected to achieve the l l i ll f hcompetent level in all components of the 

curriculum

Depends on, among other things, ELCs and other program outcome standards developed by external approval bodies

Faculty of Nursing

Curriculum Development – Undergraduate Program

Concept Based Curriculum

Rationale for this approach:

1.Explosion of new knowledge

2.Addresses problems in current curriculap1) Content saturation

2) Content repetition and gaps2) Content repetition and gaps

3) Lack of integration between courses

4) Challenges in levelling student learning

Faculty of Nursing

4) Challenges in levelling student learning 

Curriculum Development – Undergraduate Program

3. Supports key components of learning centred i lcurriculum

1) Building on previous knowledge

2) Critical thinking

4. Allows students to apply and extend course objectives and experiences across a variety of settings and client groups

Faculty of Nursing

Curriculum Development – Undergraduate Program

Committee currently focussing on: 

Identification of key concepts for the Practitioner outcome

Defining each of these concepts

Grouping the concepts into larger categoriesGrouping the concepts into larger categories

Faculty of Nursing

Curriculum Development – Undergraduate Program

Next steps:

Specify and define concepts for the 4 other program outcomes

Develop courses based on these concepts and outcomes

Faculty of Nursing

Curriculum Development – Undergraduate Program

Health Promotion Across the Lifespan

Foundations of nursing practice:

Knowledge

Caringg

Faculty of Nursing

Curriculum Development – Undergraduate Program

Health promotion across the lifespan k l d i ’ l i i i llacknowledges nursing’s role in attaining at all 

client levels:

Health 

Healingg

Faculty of Nursing

Curriculum Development – Undergraduate Program

Other Initiatives

1. Identification and development of :1) Curriculum management system

2) Learning management system

3) Student management system

2. Faculty development

Faculty of Nursing

Curriculum Development – Undergraduate Program

3. Program Policies:1) Admission requirements

2) Academic regulations

3) Enrolment management

Faculty of Nursing