C920 Developing Course Elements

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Western Governors University 

C920 Contemporary Curriculum Design and Development in Nursing Education

Prof. Name

Date

C920 Developing Course Elements

ADDIE Instructional Design Model

The ADDIE instructional design model is a foundational framework widely used for the systematic development of educational courses. The acronym ADDIE represents five key phases: Analysis, Design, Development, Implementation, and Evaluation (Western Governors University, 2023). Each phase contributes to ensuring the course is thoughtfully structured and effectively delivered.

For instance, during the creation of the initial module on communicable diseases, the process began with the analysis phase. This phase involved a comprehensive review of the subject matter to clearly outline the learning objectives and to plan the course content’s visual and organizational structure. Establishing clear goals and a framework at this stage set a solid foundation for the rest of the process.

Next, the design phase established the course’s blueprint, detailing the instructional strategies and selecting appropriate educational materials. Following this, the development phase involved creating detailed content aligned with the learning objectives, incorporating activities aimed at engaging students actively.

The implementation phase consisted of delivering the finished course to learners, ensuring it was accessible and user-friendly. Finally, the evaluation phase is scheduled to assess the module’s effectiveness post-completion. This will identify what worked well and what requires improvement, allowing for iterative refinement in future course versions.

Challenges Unique to the Online Learning Environment

Online education provides significant flexibility but introduces challenges that impact both students and educators.

One significant challenge is internet connectivity. Interruptions during live sessions or exams can cause disruptions, sometimes forcing tests to end prematurely due to lost connections, potentially disadvantaging students. Inconsistent internet access can also lead to missed deadlines, such as those for discussion board participation.

Another common obstacle is technological literacy. This is particularly relevant for older nursing students who may struggle with navigating digital platforms, accessing assessments, or locating essential course materials.

These challenges may prevent students from successfully meeting course objectives and learning outcomes. To mitigate these barriers, instructors can use several practical strategies summarized in the table below:

Moreover, fostering open and empathetic communication helps build trust, encouraging students to seek assistance when needed and supporting their successful learning experience.

Established Learning Theory

The primary learning outcome for the second module is based on Cognitive Learning Theory, which focuses on the mental processes involved in acquiring and understanding knowledge. This theory encourages active engagement with content rather than rote memorization (Billings & Halstead, 2020).

In this module, students are required to explain concepts related to health promotion and understand the role of community health nurses in facilitating these initiatives. A key instructional approach aligned with this theory involves encouraging students to express their understanding in their own words. Such reflective practice promotes deeper comprehension and helps cement knowledge for long-term retention.

Adapting Learning Theory to the Online Environment

To apply Cognitive Learning Theory in an online format, students engage in an interactive case study paired with reflective questions tied to the learning outcomes. This hands-on activity bridges theory with real-world application, enhancing students’ ability to analyze clinical scenarios—an essential skill for nursing practice (Billings & Halstead, 2020).

By embedding reflective exercises within a virtual setting, students are prompted to think critically and engage deeply, fostering meaningful cognitive development despite the remote learning environment.

Learning Resources

Four distinct types of learning resources have been incorporated to support the modules, each with specific pedagogical value. These resources vary in format, promoting diverse modes of learning and aiding knowledge retention.

The video and chart resources are particularly effective in connecting theory with practice visually and contextually, which assists students in understanding intricate topics such as vaccination schedules and health promotion strategies.

Skill Development through Learning Activities

A key activity within the course is the use of discussion boards where students respond to reflective questions based on clinical scenarios and interact with their peers’ posts. This activity promotes both factual knowledge acquisition and metacognitive skills, encouraging students to become aware of their thinking processes (Billings & Halstead, 2020).

Discussion boards foster critical analysis, synthesis of information, and the ability to articulate thoughts clearly, which are vital aspects of higher-order thinking. Research indicates that such activities enhance student engagement by encouraging debate, viewpoint exchange, and improved written communication skills (Scott & Turrise, 2021). These align with the course’s goal of applying knowledge practically while developing critical thinking.

Designed with inclusivity in mind, this activity accommodates diverse learning styles and perspectives. Its online accessibility allows all students to participate meaningfully, and reflective questions promote deeper thinking, reinforcing course objectives.

Feedback

Feedback is crucial for the ongoing enhancement of the course. To gather genuine and constructive input, an anonymous electronic survey will be administered at the end of the course, allowing students to provide honest evaluations without concern for repercussions.

Additionally, oral feedback sessions will be conducted at the start and midpoint of the course to understand student expectations and their experiences during the course, facilitating timely adjustments.

Continuous Improvement Plan

Effective nursing education requires an ongoing process of course evaluation and refinement. This begins with integrating previous student feedback and expectations into the course design to better align with learning goals.

Throughout the course, continuous feedback will help make real-time improvements to content clarity, assignment structure, and student support. After course completion, survey results will guide further revisions to maintain course relevance and effectiveness for future cohorts.

This iterative process ensures that the course evolves responsively, meeting both educational standards and the evolving needs of learners.

References

American Academy of Pediatrics. (2020). Pediatric vaccines: A clinical decision support chart. https://doi.org/10.1542/9781610024648

Billings, D. M., & Halstead, J. A. (Eds.). (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Carmichael, C. [Claire Carmichael]. (2021, July 3). Health promotion in nursing [Video]. YouTube. https://www.youtube.com/watch?v=kI1-a2GVOt4

Scott, M., & Turrise, S. (2021). Student perspectives: Discussion boards as learning strategies in online accelerated nursing courses. Journal of Nursing Education, 60(7), 419-421. https://doi.org/10.3928/01484834-20210616-12

Western Governors University. (2023). Contemporary curriculum design and development in nursing education. Acrobatiq. https://lrps.wgu.edu/provision/32996777