Curriculum Implementation: Best Practices for Implementing and Benchmarking a New or Revised Nursing Curriculum

 

Curriculum Implementation:

Best Practices for Implementing and Benchmarking a New or Revised Nursing Curriculum

    According to Iwasiw et al. (2020), the goal of curriculum development in nursing education is to create learning opportunities that will build students’ professional knowledge, skills, values, identity, and confidence so that upon graduation professional nurses will practice safely and competently in the ever-changing social and healthcare environments, thereby contributing to the health and quality of life of those they serve. When implementing a new or revised nursing curriculum nurse educators must consider numerous factors including resources, timeline for implementation, leadership and responsibilities, and benchmarking. Implementing change can be challenging due to staff resistance so the nurse educator should also utilize a change theory to guide implementation. Selection of an educational framework for the process of curriculum development as well as alignment with the state board of nursing are additional factors that must be included in the new or revised nursing curriculum. For this blog we will be discussing the Transtheoretical Model of Behavior Change as well as the Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development as a curriculum development framework.

Transtheoretical Model of Behavior Change 

Precontemplation	No intention to implement change.
Contemplation	Begins to consider curriculum change within a specified timeframe
Preparation	Committed to a curriculum change
Action	Engaged in curriculum and faculty development
Maintenance	Continued curriculum engagement and adherence

(Iwasiw et al., 2020)

Outline for Implementing a New or Revised Curriculum

Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development Framework

1.      Analyze the data regarding the need for change- Assistant Dean of Nursing Education

a.       Review current drivers for implementing change

b.      Conduct SWOT analysis

c.       Gain support for curriculum development

2.      Appoint a curriculum leader- Assistant Dean of Nursing Education

a.       Qualifications: knowledgeable of curriculum development, possess managerial skills for coordination of logistics, and have the support of faculty and other stakeholders.

3.      Form advisory committee for curriculum development- Curriculum Leader

a.       Committee to consist of leaders including the Curriculum leader, a Clinical Learning Resource Center liaison, an Interprofessional Education committee liaison, one faculty member representative from each campus, and two upper classmen to serve as student representatives. The following non-voting member(s) will include the Assistant Dean of Nursing Education who will serve in an advisory capacity when needed.

b.      Nursing faculty to be included for benchmarking new/revised curriculum

4.      Committee to organize for curriculum development- Advisory Committee

a.        Establish timeline for curriculum change and submit to Board office for approval at least four months prior to implementation (Texas Board of Nursing, 2018).

5.      Gather, research, and analyze the data on internal and external contextual factors- Advisory Committee

a.       Review current mission, goals, philosophy

b.      Assess current culture, demographics, environment, and healthcare system.

6.      Establish philosophical and educational approaches- Advisory Committee

a.       American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education

b.      Transtheoretical Model of Behavior Change

7.      Evaluate the current goals/outcomes- Advisory Committee

a.       Determine new goals/outcomes to fit the curriculum change.

8.      Design the new/changed curriculum- Advisory Committee/Nursing Faculty

a.       Develop plan for implementation

b.      Develop plan for evaluation

c.       Conduct benchmarking via feedback loops, surveys

d.      Develop syllabi

e.       Determine resources needed such as additional staff, technology, human resources, infrastructure, etc.

f.        Perform budget review and determine financial needs.

9.      Create Courses- Advisory Committee/Nursing Faculty

a.       Conduct Crosswalk Comparison to ensure alignment with Texas Board of Nursing requirements and the AACN The Essentials: Core Competencies for Professional Nursing Education

b.      Develop plan for implementation

c.       Develop plan for evaluation

d.      Conduct benchmarking via feedback loops, surveys

10.  Implement the curriculum- Nursing Faculty

a.       Conduct formative evaluation via 360-degree feedback survey

b.      Revise as needed.

11.  Conduct summative curriculum evaluation- Advisory Committee

a.       Perform internal curriculum evaluation such as graduates’ success rates

b.      Perform external curriculum evaluation such as NCLEX pass rates

Crosswalk Comparison

TEXAS BOARD OF NURSING Texas Administrative Code Title 22, Part 11, Chapter 215, Rule 215.9	AACN The Essentials: Core Competencies for Professional Nursing Education	Benchmarking Tools and Methods in Implementation Plan
Nursing courses which include didactic and clinical learning experiences in the five (5) content areas, medical-surgical, geriatric, maternal/child health, pediatrics, and mental health nursing that teach students to use a systematic approach to clinical decision-making and prepare students to safely practice professional nursing through the promotion, prevention, rehabilitation, maintenance, restoration of health, and palliative and end-of-life care for individuals across the lifespan (Texas Board of Nursing, 2018).	Domain 1: Knowledge for Nursing Practice Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice (AACN, 2021).	Curriculum to use Domain 1-Knowledge for Nursing Practice Tool Kit, which incorporates integrative learning strategies, resources, recommended content, recommended assessment strategies, and references (AACN, 2022). Methods in implementation plan will consist of using the Transtheoretical Model of Behavior Change and the Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development (Iwasiw et al., 2020).
Clinical learning experiences shall include actual hours of practice in nursing skills and computer laboratories; simulated clinical experiences; faculty supervised hands-on clinical care; clinical conferences; debriefing; and observation experiences. Observation experiences provide supplemental learning experiences to meet specific learning objectives (Texas Board of Nursing, 2018).	Domain 8: Informatics and Healthcare Technologies Descriptor: Information and communication technologies and informatics processes are used to provide care, gather data, form information to drive decision making, and support professionals as they expand knowledge and wisdom for practice. Informatics processes and technologies are used to manage and improve the delivery of safe, high-quality, and efficient healthcare services in accordance with best practice and professional and regulatory standards (AACN, 2021).	Curriculum to use Ethics Concepts Across Multiple Program Types and Domains which encompasses all domains and incorporates integrative learning strategies, resources, recommended content, recommended assessment strategies, and references (AACN, 2021). Methods in implementation plan will consist of using the Transtheoretical Model of Behavior Change and the Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development (Iwasiw et al., 2020).
Instruction shall be provided in nursing roles; biological, physical, social, behavioral, and nursing sciences, including body structure and function, microbiology, pharmacology, nutrition, signs of emotional health, human growth and development; and nursing skills (Texas Board of Nursing, 2018).	Domain 2: Person-Centered Care Descriptor: Person-centered care focuses on the individual within multiple complicated contexts, including family and/or important others. Person-centered care is holistic, individualized, just, respectful, compassionate, coordinated, evidence-based, and developmentally appropriate. Person-centered care builds on a scientific body of knowledge that guides nursing practice regardless of specialty or functional area (AACN, 2021).	Curriculum to use Domain 2 Person-Centered Care Tool Kit which incorporates integrative learning strategies, resources, recommended content, recommended assessment strategies, and references (AACN, 2022). Methods in implementation plan will consist of using the Transtheoretical Model of Behavior Change and the Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development (Iwasiw et al., 2020).

Curriculum Revision Process Diagram

References

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf

American Association of Colleges of Nursing. (2021). Domain 1: Knowledge for nursing practice. https://www.aacnnursing.org/Portals/42/AcademicNursing/Tool%20Kits/Essentials/Domain-1-Knowledge-for-Nursing-Practice-Feb-2022.pdf?ver=MRswM382SU6tuvxjU3ONGQ%3d%3d

American Association of Colleges of Nursing. (2021). Concept across domains: Ethics. https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fwww.aacnnursing.org%2FPortals%2F42%2FAcademicNursing%2FTool%2520Kits%2FEssentials%2FEthics-Concept-Across-Essentials-Domains.docx&wdOrigin=BROWSELINK

American Association of Colleges of Nursing. (2022). Domain 2: Person-centered care. https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fwww.aacnnursing.org%2FPortals%2F42%2FAcademicNursing%2FTool%2520Kits%2FEssentials%2FDomain-2%2520Person-Centered-Care-Toolkit.docx%3Fver%3D754Jj0RGM4PkmBHq8W9jOw%253d%253d&wdOrigin=BROWSELINK

Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4^th ed.). Jones & Bartlett Learning.