1. Developing Aligned Nursing Curricula: Strategies and Tools N-OADN Annual Convention Tuesday, November 7, 2006, 10:00 a.m. - 11:15 a.m. Presented by: Terri Johnson, Learning Design Consultant, WIDS

2. Today’s Session  Reasons for curriculum alignment  Difficulties in alignment  Key alignment decisions  Tools for alignment  Process for alignment  Case studies

3. What is Alignment?  What I say I’m going to teach, is what I teach, is what I evaluate  Documenting outcomes  Linking (mapping) outcomes to standards  Developing complete curriculum documentation

4. Types of Alignment  Single course  Program  Statewide

5. Why Align?  Ensure consistency  Eliminate content overlap  Meet standards (NLN, State)  Enhance quality improvement (NCLEX)  Articulate (1+1, 2+2)  Save money

6. Difficulties in Alignment  What if I’m not doing it right?  Too big a job to tackle!  Who owns it?  How should it look?  I don’t want to teach like everyone else!

7. Key Decisions 1. Hire a competent facilitator for the project

8. Key Decisions 1.Hire a competent facilitator for the project 2.Identify what you mean by alignment

9. Define Alignment Use a consistent curriculum model, format and terminology

10. WIDSSoftwareTools  Database helps you organize and reuse curricular components  Links related curricular objects  Offers libraries of reusable elements saving you time and building consistency

11. Define Alignment  Define “above the line” and “below the line”  Determine will be aligned and what will be left up to individual teacher development?

12. Define high performance. Establish WHAT learners will learn. Develop assessment criteria. Design learning. WIDS Design Process ABOVE THE LINE- STANDARDIZED

13. Align Components ALIGNED  Program Outcomes  Course Titles  Prerequisites  Credits  Course Description  Competencies  Links to external standards NOT ALIGNED  Learning activities  Assessment tools  Textbooks  Mode of delivery (face- to-face, online, etc.)

14. Key Decisions 1.Hire a competent facilitator for the project 2.Identify what you mean by alignment 3.Determine the players

15. Administrators  Support the process  Examine implementation issues  Review cost issues

16. Teachers  Entire group (if small ) or a representation  Identify outcomes  Plan courses  Develop assessment criteria

17. Key Decisions 1.Hire a competent facilitator for the project 2.Identify what you mean by alignment 3.Determine the players 4.Allow time for the process

18. Time  Six days (3 two-day meetings)  Goals for each work session  Time in between for reflection and processing

19. WIDS ALIGNMENT TOOLS  Program Design  Learning Design  Wizards and Libraries  Analyzer

21.  WIDS Learning Design (course)  WIDS Program Design (program)  WIDS Analyzer

22. WIDS Analyzer Courses Outcomes Documents where outcomes are addressed

23. How We Made This Happen! The Alignment Process

24. Alignment Process 1.Start with a blank slate 2.Identify Exit Learning Outcomes NLN Standards NCLEX Content MN Nursing Abilities Program Outcomes

25. WIDS Program Design Document Program Information Designate External Standards and Exit Learning Outcomes Use Libraries

26. Alignment Process 3.Identify general areas of competence. 4.Brainstorm COMPETENCIES for each area  Define a competency  Use WIDS Health Library  Use WIDS Verb Library

27. Learning Design Module

28. Verb Library  Write learner outcomes using the Verb Library  Sort by Domain and Level

29. A Health Care Library with Sample Competencies (Includes sample performance standards for assessment)

30. Alignment Process 5.Move Competencies into logical units of instruction 6.Create courses Assign credits (3-6 competencies per credit) Title Courses Configure in Semesters

31. Alignment Process 7. Link courses/competencies to external standards and exit learning outcomes

32. External Standard Library Industry Specific Standards

33. Link competencies to Program Outcomes, Standards and/or College-Wide Outcomes

34. External Program-Level Course-Level Example Professional Behaviors: Demonstrate accountability for nursing care given be self and/or delegated to others Use effective communication skills Make clinical decisions to assure safe and accurate nursing care Document assessments, cares, and client responses NLN Standard Nursing Program Outcome Nursing Competency

35. Build Course Outcome Matrices Courses Outcomes Documents where outcomes are addressed

36. Alignment Process 8. Define performance standards for each competency Work in groups Use the WIDS software

37. A Performance Assessment Task Library

38. Pre-designed performance assessment tasks-- use “as is” or adapt to your needs

39. 1. Document assessments, cares and client responses Linked Program Outcomes Use effective communication skills Make clinical decisions to assure safe and accurate nursing care Linked NLN Standards Professional Behaviors: Demonstrate accountability for nursing care given be self and/or delegated to others Performance Standards You will demonstrate your competence: by communicating client assessments, cares and responses through documentation in the clinical setting Your performance will be successful when: documentation follows guidelines of the facility documentation contains correct grammar spelling, punctuation documentation is dated and signed documentation is completed in a timely manner documentation contains accurate information documentation differentiates between objective and subjective data documentation reflects legal and ethical standards

40. Alignment Process 9.Disseminate curriculum  Electronic  Easy Access  Storage and retrieval

41. Curriculum Bank - Manage, Disseminate, and Collaborate

42. Case Studies

43. Saint Paul College, MN  Recently became a comprehensive college—Many new instructors, many syllabus variations  Unclear about syllabus requirements  No common course construction language  No common link between course competencies and external standards (e.g. Practical Nursing)  Continually challenged to maintain quality measures and assessment

44. Results What they did for recent NLNAC visit:  Reviewed every nursing course  Created all syllabi in WIDS  Linked course competencies to Program Outcomes and NLN Standards  Created WIDS Analyzer Matrices and posted syllabii in the online portfolio http://saintpaulcollege.project.mnscu.edu http://saintpaulcollege.project.mnscu.edu  Commendation by NLNAC!

45. Minnesota State Community and Technical College  New college formed from three technical college campuses and one community college  Three Nursing programs  Practical Nursing A.A.S. degree program  Practical Nursing diploma program  A.S. (ADRN) degree program  Align curriculum across the new college  Improve student access to nursing programs

46. Challenges  Little desire to change curriculum  Minimal interchange between PN faculty, ADRN faculty, and BSN faculty  Difficulty agreeing on new curriculum  Write new programs and implement within 18 months

47. Results  Wrote course outcomes for PN courses  Wrote course outcomes for ADN courses  Wrote performance standards for all outcomes  Linked courses to program outcomes and MN Nursing Abilities  Prepared for 1+1 in the future

48. State Fair College, MO  Community needed PN’s, but the college didn’t have resources to offer a separate PN program  Nursing program not competitive; losing students to other programs (ADRN was 114 credits)

49. Results  Create a seamless1+1 program  Move from content based to performance based curriculum; reducing unnecessary content that was driving credits up  Set the stage for NLN accreditation by linking to NLN Standards  Infuse a new framework  Increase student performance on NCLEX exams

50. WI Technical College System  ADN Programs at 16 technical colleges (some also with a PN program)  Different entrance and science requirements  Couldn’t transfer between programs  Too much rework required for students with PN’s wanting to become ADNs  Desire for online courses

51. RESULTS  Created an aligned 1+1 program for all state technical colleges  Same course titles, credits, competencies and performance standards  Aligned—but allow individual teaching differences in learning activities and materials  Met WI Board of Nursing and NLN Standards  Four colleges just completed accreditation with NLNAC—received high marks and commendations for curriculum documentation and approach

52. Thanks for Joining Me Today For more information johnsont@wids.org www.wids.org  Download demo  Attend a free webinar!