C920 Developing Course Elements

Student Name

Western Governors University

C920 Contemporary Curriculum Design and Development in Nursing Education

Prof. Name:

Date

Developing Course Elements

ADDIE Instructional Design Model

The ADDIE instructional design model is widely recognized as a comprehensive framework guiding the systematic creation of educational courses. The acronym ADDIE represents five key phases: Analysis, Design, Development, Implementation, and Evaluation (Western Governors University, 2023).

In the development of the first module on communicable diseases, the process began with analysis, where I thoroughly examined the topic to clarify the module’s purpose and visual layout. This step helped establish clear objectives and the desired structure. Following this, the design phase involved outlining the course’s framework, including instructional strategies and materials. The development phase entailed creating detailed course content, specifying learning objectives, student outcomes, and activities that would promote active learning. During implementation, the course was finalized and made available for student access. Lastly, the evaluation phase is planned to assess the module’s effectiveness after students have completed it. This will involve identifying strengths and areas for improvement to enhance future iterations.

Challenges Unique to the Online Learning Environment

Despite the convenience offered by online education, several challenges can affect both students and instructors.

One significant issue is internet connectivity, which can disrupt live sessions and online exams. For example, many online tests are designed to terminate if a student’s connection drops, potentially unfairly penalizing them for technical issues beyond their control. Similarly, students may miss deadlines for discussion board participation if their internet is unstable.

Another common challenge is technological literacy, especially among older nursing students who may struggle with navigating new platforms, accessing tests, or locating course components such as discussion boards.

These barriers can hinder students’ ability to meet course objectives and achieve desired learning outcomes.

To mitigate these issues, instructors can adopt creative solutions:

Challenge	Possible Solutions
Internet Connectivity	Schedule multiple live sessions for key assignments, allowing students flexibility to attend at least one.
Technological Illiteracy	Provide clear, step-by-step instructions on using the course platform and assure students of ongoing support during initial weeks.

Establishing open communication that acknowledges these challenges helps build trust and encourages students to seek help when needed, ultimately supporting their learning success.

Established Learning Theory

The Cognitive Learning Theory is foundational to module two’s first student learning outcome. This theory focuses on how individuals process and understand information, emphasizing the learner’s active engagement with content rather than mere memorization (Billings & Halstead, 2020).

In this module, students are expected to explain health promotion concepts and the role of community health nurses in this process. A practical teaching approach aligned with Cognitive Learning Theory involves having students articulate newly learned information in their own words. This reflective practice deepens comprehension and retention.

Adapting Learning Theory to the Online Environment

To adapt the Cognitive Learning Theory to an online setting, students engage in an online case study paired with reflective questions derived from the learning outcomes. This activity applies lecture content directly to real-world scenarios, enhancing situational analysis skills—a core teaching method within this theory (Billings & Halstead, 2020). Such integration fosters critical thinking and meaningful learning within a virtual classroom.

Learning Resources

For the modules, four distinct types of learning resources were selected: a textbook chapter, a scholarly article, an educational video, and an informational chart. Each resource serves unique pedagogical purposes, with some better suited to facilitate student engagement and knowledge acquisition.

Learning Resource Type	Description & Relevance	Educational Value
Textbook Chapter	Comprehensive theoretical information underpinning course content.	Provides foundational knowledge.
Scholarly Article	Current research insights into communicable diseases and nursing practices.	Enhances critical appraisal skills and awareness of recent findings.
Video (Carmichael, 2021)	Presented by a practicing public health nurse explaining health promotion and patient education, e.g., smoking cessation.	Offers relatable, real-world perspectives stimulating intellectual interest.
Chart (American Academy of Pediatrics, 2020)	Colorful immunization schedule detailing vaccine timing and benefits, such as preventing shingles.	Visual aid improving understanding of preventive health measures.

The video and chart are particularly engaging as they connect theory to practice and visually represent critical information, helping students grasp complex topics such as vaccination schedules and health promotion.

Skill Development through Learning Activities

One key learning activity incorporated is the discussion board featuring reflective questions based on a clinical scenario. Students must respond to the prompts and engage with peers’ posts, fostering collaborative learning.

This activity integrates both factual knowledge—content-specific understanding—and metacognitive knowledge, which involves self-awareness of one’s thinking processes (Billings & Halstead, 2020). Discussion boards encourage students to analyze, synthesize, and articulate their thoughts, thereby enhancing higher-order cognitive skills.

Research supports discussion boards as effective tools for student engagement, promoting debate, viewpoint expression, and improving writing proficiency (Scott & Turrise, 2021). These outcomes align directly with the course objectives of applying knowledge to real-world situations and developing critical thinking.

The activity is inclusive by design, accommodating diverse perspectives and learning styles. Since participation is online, students can access resources broadly, and responses allow for individual interpretation. Reflective questions further enrich understanding by encouraging learners to think deeply about the content and their responses, reinforcing course objectives.

Feedback

Feedback is a crucial component for continuous course improvement. To gather meaningful input, I plan to implement an anonymous, electronic end-of-course survey, allowing students to provide honest evaluations without hesitation. Additionally, oral feedback will be solicited at the course’s start and midway points to capture expectations and ongoing experiences.

Continuous Improvement Plan

An effective nurse educator commits to ongoing enhancement of course materials and delivery. This process begins by integrating previous feedback and student expectations prior to course development, allowing the course to better align with learning goals.

During the course lifecycle, feedback will be continuously collected and used to refine content, clarify assignments, and improve student comprehension. Post-course, evaluation data from surveys will guide revisions to optimize the experience for future cohorts.

This iterative approach ensures the course evolves responsively, maintaining relevance and effectiveness in meeting both educational standards and student needs.

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