1. Designing a Curriculum: Finding your way through the maze.

2. The Curriculum Design Maze

3. PlanDevelopImplementEvaluate A guide to curriculum development: purposes, practices, procedures, 2011.

4. Framework Accountability Theories or Model Mission and philosophy Accreditation standards OutcomesCompetencies

5. Mission: “beliefs about the responsibility for the delivery of programs though teaching, service and scholarship” (Keating, 2011 p. 154.)

6. Philosophy 1.Institutional Philosophy 2.Nursing Meta-paradigm 3.Personal Teaching Philosophy

7. Nursing Meta-paradigm Health Caring Nursing Person Environment

8. Personal Teaching Philosophy : Freedom of student choice Faculty as guide

9. Teaching Theory: Adult learning theory Student Centered Foster Critical Thinking Provide Active learning by using reflection, group assignments and collaborative projects. Use of technology and evidence-based practice.

10. Accountability Theories or Model Mission and philosophy Accreditation standards OutcomesCompetencies

11. Who? Where? What? How?

12. Curriculum Outcomes What should the graduate look like at the end of the program? Accountability Theories or Model Mission and philosophy Accreditation standards OutcomesCompetencies

13. Competencies “… the knowledge, skills, and attitudes that students need to develop if they are to achieve the program outcomes.” Billings & Halstead, 2009, p. 147.) Accountability Theories or Model Mission and philosophy Accreditation standards OutcomesCompetencies

14. Accountability Patientsemployersprofessionsociety Accountability Theories or Model Mission and philosophy Accreditation standards OutcomesCompetencies

15. Time to Implement!

16. PlanDevelopimplementEvaluate A guide to curriculum development: purposes, practices, procedures, 2011

17. Curriculum 101

18. References A guide to curriculum development: purposes, practices, procedures. Retrieved Oct. 10, 2011 from Northwest Nazarene University https://online.nnu.edu/section/default.asp?id=GF11_NURS7010_1L Alteen, A., Didham, P., & Stratton, C. (2009). Reflecting, refueling, and reframing: a 10- year retrospective model for faculty development and its implications for nursing scholarship. Journal of Continuing Education in Nursing, 40(6), 267-272. Retrieved from EBSCOhost. Billings, D. M., & Halstead, J. A. (2009). Teaching for nursing a guide for faculty (3rd ed.). St. Louis, MO: Saunders Elsevier. Fawcett, J. (2000). Analysis and evaluation of contemporary nursing knowledge nursing models and theories. Philadelphia, PA: Davis Co. Fahrenwald, N., Taylor, J., Kneipp, S., & Canales, M. (2007). Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty. Public Health Nursing, 24(2), 190-197. Retrieved from EBSCOhost.

19. References Continued National League for Nursing Accrediting Commission. (2008). 2008 Standards and Criteria. Retrieved Oct. 10, 2011 from http://www.nlnac.org/manuals/SC2008_BACCALAUREATE.htm http://www.nlnac.org/manuals/SC2008_BACCALAUREATE.htm Keating, S.B., (2011). Curriculum Development and Evaluation in Nursing. New York, NY: Springer Publishing Company. Ormerod, J. (1993). Accountability in nurse education. British Journal of Nursing (BJN), 2(14), 730-733. Retrieved from EBSCOhost. Prideaux, D. (2000). The emperor's new clothes: from objectives to outcomes. Medical Education, 34(3), 168-169. Retrieved from EBSCOhost. Randall, C., Tate, B., & Lougheed, M. (2007). Emancipatory teaching-learning philosophy and practice education in acute care: navigating tensions. Journal of Nursing Education, 46(2), 60-64. Retrieved from EBSCOhost.