King Saud University
College of Nursing
Nursing Administration & education department
Master Science in Nursing Administration
Course Syllabus
Course Title: Curriculum and Instruction in Nursing Education
Course Number: NUR 566
Course Hours: (3 + 0)
Faculty: Dr. Nazik Zakari
nzakari@ksu.edu.sa
TBA; Please use e-mail for communication and questions
Curriculum and Instruction in Nursing Education
Course Title: Curriculum and Instruction in Nursing Education.
Course Number: NUR 566.
Course Hours: (3 + 0)
Student's Educational level: 2nd level.
Faculty: Dr. Nazik Zakari
Course Overview
This course combines the elements of the curriculum process with
instructional principles and methodologies. It focuses on the process of
curriculum development in nursing education. Societal trends and
issues impacting professional nursing are explored. Students will learn
how to analyze a written curricular plan including a mission statement,
philosophy, and other necessary elements. A comprehensive picture of
modern learning theories will be provided. Emphasis will be placed on
the principles of learning and their use in the development of learneroriented interactional methodologies.
Course Objectives
At the end of this course, each student will be able to:
1. Examine the process of curriculum development.
2. Analyze the impact of professional and societal forces on curriculum
decision making.
3. Develop a written curriculum plan.
4. Synthesize concepts leading to the development of a curricular
plan.
Course Requirements
The course is divided into eight units as outlined in the syllabus.
Its Seminars, written simulations and other learning activities are
assigned in connection with each unit of instruction. Active
involvement throughout class sessions is a prerequisite to the
achievement of course objectives.
Teaching Methods:
Seminar discussion, readings, student presentations, critique,
independent study, and faculty/student interaction will be utilized in
fulfilling the requirements of the course. In addition, lecture, E-mail
discussion, student led seminars and presentations, group and
individual projects will be used.
Course evaluation:
Evaluation is based on the quality of student's participation and
involvement throughout the practicum. Grades will be based on
completion of assigned tasks (70%) and Final Exam (30%) as follows:
Items
Points Possible
1. Midterm exam
15
2. Project
3. Presentation (1&2)
15
10
4. Term paper
20
5. Final Exam
40
Total
100
Required Textbooks:
Bastable, S.B. (2008). Nurse as Educator: Principles of Teaching and
Learning for Nursing Practice. 3rd .ed. Jones and Bartlett, Boston
Recommended Readings
Vella, J. (2007). On Teaching and Learning: Putting the Principles and
Practices of Dialogue Education into Action. Jossey-Bass, San Francisco
Wadhwa, S. (2008) Handbook of Teaching and Learning. Ivy
Publishing House,India
Note: suggested readings are subject to change and/or
modification, according to the requirement and instructor's
recommendations.
Guidelines for presenting assigned activities
1. Term Paper: The issue paper must include the following
points:
Executive Summary: coherent and concise. Presents overview
of paper in 2 pages or less. (5 points)
Purpose of Paper: is defined and stated in a brief introduction.
Background of the problem is described with 2 examples also to
be given. Examples should be very descriptive. (10 points)
Literature review: includes theory and research from nursing
education and other related fields. This review must include
theory appropriate to problem focus and research on cited
theory.
(30 points)
Analysis of the literature findings: is logically derived and
developed with rationale from the literature reviewed related to
nursing education. (15 points)
States recommendations: "specific" to (1) executive
academic level and to (2) clinical instruction level nurse
education for application of findings. Management
principles/theories must be cited in support of each
recommendation given for implementation. (20 points)
Writing style is coherent and clear. Paper includes all parts
according to the aforementioned points. Grammar must be
acceptable. (10 points)
Utilizes a writing style (i.e. APA format) and paper guidelines.
(5 points)
Length not to be over 20 pages including Executive Summary,
Body, Appendix, and Bibliography. (5 points)
2. Seminar Presentation: It should cover the following points:
Introduction to topic: Clearly state your topic at the beginning
of the presentation. The topic should be clearly defined and
explained in detail. (15%)
Objectives: You should clearly state the objectives of the
presentation and its importance. (5%)
Order of presentation: You should follow a logical sequence in
making your presentation. (10%)
Effectiveness of visuals: Visual aids should support the
presentation. (Related to the presented topic) (10%)
Speaker voice quality and style: You should treat this
engagement as professional assignment. You will be judged on
how well you present the material, your voice quality, eye
contact, and response to questions.
(10%)
Quality of visual aids: The power point should be carefully
prepared, (10%)
Integration of research findings related to the topic.
(10%)
Question and answer session: You should generate several
questions for participation and be prepared to answer questions
given by your instructor or classmates. (20%)
Summary and conclusions: A strong summary is essential for
any presentation. State your conclusions clearly and concisely.
(10%)
Duration is 30 minutes for presentation, 15 min for activities
and 10 min for questions
The goal of this assignment is to promote teamwork and help the
students acquire analytical thinking and communication skills.
The group will be responsible for providing reading assignments
two weeks, planning and organizing, sharing work, and
conducting an evaluation during, and after each presentation.
3. Project: According to the course description and objectives
provided, the student will selects topic and construct online course
The following guidelines are intended to be helpful and effort saving.
These are only suggestions and not intended to limit your creativity
and academic freedom.
STEP 1: LOOK BEFORE YOU LEAP
Consider these things.
Do I have a computer?
Am I familiar with basic PC skills?
Can I create and manipulate documents (formatting, copying,
pasting, attaching and retrieving them)?
Am I willing to learn new software applications (Desire to Learn)
Am I prepared to invest the effort and time needed to deliver a
course online?
STEP 2: GET TO KNOW THE PEOPLE YOU'LL NEED TO KNOW.
Office of Distance Learning - The distance learning staff will need to
know that you are planning on going "online" in order to coordinate
account and course information, to support you in your endeavor.
STEP 3: MASTER THE SOFTWARE YOU WILL NEED TO DELIVER
YOUR COURSE.
Online courses are delivered to a computer screen by means of
one or more authoring software products. Choose what fits your
needs and works most efficiently.
Decide how you plan to develop and deliver your course.
Mastering these tools comes in stages, so learn what you need
to get your course up and running effectively and then look for
ways to refine and polish it.
Part of deciding how you want to build your course will involve
looking at what others have done. Pick those strategies and
techniques that will work for you.
Take care in the beginning with the structure and design of your
course.
STEP 4: PLAN TO WORK AT COLLEGE AND FROM HOME
In designing a course, student will be considering Asynchronous,
Synchronous, or a hybrid of the two delivery methods. For
example, the online nursing course is basically Asynchronous,
where the student can interact with the class notes, take a selfgrading practice quiz, enter into a class discussion, or take an
electronic test at any time.
Live chats are recommended but not required.
STEP 5: TEACHING IS HELPING STUDENT TO LEARN
An online environment is just a different kind of classroom for
interacting with students.
Student must deliver the same content in an online course as
they would in a classroom section of the same course. The online
course should have the same course content with different
delivery style.
Student must provide a detailed course syllabus.
Student must provide clear communication about expectations,
instructions about activities, assignments, deadlines, and
announcements
Student must provide timely feedback on assignments and
grades as well as responses to questions and requests for
assistance. Online students need feedback more than traditional
students.
STEP 6: COURSE DESIGN -- IT'S ALL ABOUT CONTENT AND
INTERACTION
Keep it simple; make it better; and resist the temptations to do
otherwise.
It's about content. Having something worth reading, seeing and
experiencing. There are lots of resources, so choosing the best
wisely is key.
It's also about interaction. In an online course there are three
types of interaction you will be creating with the activities you
plan:
1. Interaction between the student and the content material;
2. Interaction between the student and you
3. Interaction among students in the class.
In each case the interaction should be instrumental to success in
the course or task. Become familiar with the array of web tools for
interaction and select those that best fit what you are trying to
accomplish.
Keep in mind that you will get what you inspect not what you
expect. Be very specific in your assignments.
Make sure content is accurate, technically correct, readable
and easy to follow. Navigation should work correctly and that
the authority and currency of the page can be determined.
Student should be aware of the copyright issues, privacy of
information, and net-etiquette with the Internet.
Solicit feedback and suggestions on how to improve your site.
Seek out the advice of your peers.
Instructional units
Time Table for Lectures, Exams and Student Activities
Nursing Management (NUR 566)
nd
2 Semester 1430/31 H / 2009/10 G
Lecture/Exam
Week
2
14/3/1431
28/2/2010
Unit (1): Overview of education in health care
Unit (1): Overview of education in health care
3
21/3/1431
7/3/2010
 Introduction to learning and teaching
 The Education Process Define
 learning and teaching process
 Role of the Nurse as Educator
 Barriers to Teaching and Obstacles to
Learning
4
28/3/1431
14/3/2010
 Program Planning and Implementation
 Cost Benefits Analysis and Cost
Effectiveness Analysis
Unit (2): Applying Learning Theories to
5
5/4/1431
21/3/2010
health care Practice
 Learning Theories
 Neuropsychology of Learning
6
12/4/1431
28/3/2010
 Comparison of Learning Theories
 Common Principle of Learning
Student Activities
Course Syllabus
Learning Style
Exercise
Simulated
Exercise &
Group
Discussion of
The Education
Process & Role
of the Nurse as
Educator
Simulated
Exercise &
Group
Discussion of
Program
Planning and
Implementation
Simulated
Exercise &
Group
Discussion of
Applying
Learning
Theories to
health care
Practice
Simulated
Exercise &
Group
Discussion of
Applying
Learning
Theories to
health care
Practice
Unit (3): Determining of Learning
7
19/4/1431
4/4/2010
 Assessment of the Learner—Needs,
Readiness and Style
 Assessing Learning Needs
 Methods to Assess Learning Needs
8
26/4/1431
11/4/2010
9
4/5/1431
18/4/2010
 Learning Styles
 Learning Style Models and Instruments
10
11/5/1431
25/4/2010
11
18/5/1431
2/5/2010
12
25/5/1431
9/5/2010
13
2/6/1431
16/5/2010
Simulated
Exercise &
Group
Discussion of
Needs
Assessment
Worksheet
Presentation
Mid Term Break
Unit (4): Behavioral Objectives
Presentation
Unit (5): Techniques and Strategies for
Teaching &Learning
Mid Term Exam
 Types of Objectives
 Characteristics of Goals and Objectives The
Debate about Using Behavioral Objectives
 Writing Behavioral Objectives
 The Characteristics Behavioral Objectives
 Four Steps to Linking Together a Behavioral
Objective
 Common Mistakes When Writing Behavioral
Objectives
 Taxonomy of Objectives According to
Learning Domains
 Instructional Methods and Settings
 Selection &Evaluation of Instructional
Methods
 Instructional Materials
 Choosing &Evaluating of Instructional
Materials
 Instructional Materials
 Impact of Technology on the Teacher and
Learner
 Strategies for Using Technology in
Healthcare Education
Presentation
 Issues Related to the Use of Technology
Unit (6): Evaluation in Health Care Education
Evaluation versus Assessment
Determining the Focus of the Evaluation
Evaluation Models
Design of the Evaluation
14
9/6/1431
23/5/2010




15
16/6/1431
30/5/2010
 Instruments
 Conduct of the Evaluation
 Data Analysis and Interpretation
 Report of Results of the Evaluation
16
23/6/1431
6/6/2010
17
1/7/1431
13/6/2010
18
8/7/1431
20/6/2010
Presentation
PROJECT PRESENTATION
REVISION
FINAL EXAM
Presentation
Presentation
Online Course
Proposal