Case Study Analysis – McLanahan University & Philmore College – Best Solved Essays
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Critical Thinking Exercises :
Case Study #1: McLanahan University
McLanahan University is an accredited university of approximately 28,000 full-time and 12,000 part-time students, offering baccalaureate, masters, and doctoral programs. It is located in a multicultural city of 1,200,000 inhabitants. There are five acute care hospitals, one of which is a 375-bed magnet hospital. Other health care facilities in the city include three chronic and long-term care agencies, numerous nursing homes, eight home health care agencies, a public health unit, physicians\’ and nurse practitioners\’ offices, and walk-in clinics…
Solution
Case Study Analysis
Introduction
Nursing education regards curriculum development as a creative and scholarly process meant to generate a nursing curriculum that not only unified but is also relevant to context and evidence focused. The overriding goal is to craft opportunities for learning that will nurture the students’ professional knowledge, coupled with requisite skills, values, identity, and confidence (Ramasubramaniam & Grace, 2015). As the new curriculum’s ultimate purpose, the graduates will execute their nursing duties in a professional, safe, and competent manner in healthcare and social environments that are ever-changing while meaningfully contributing to their patients’ and clients’ wellbeing. To examine curriculum and course development in nursing education, this essay targets to explore two case studies with the first relating to McLanaham University while the other focuses on Philmore College.
Critical Thinking Exercises: Case Study #1: McLanahan University
Case Background
McLanahan University is a nursing education institution offering baccalaureate, masters, and doctoral programs with an enrollment of about 40 000 students, of whom 28 000 are on full-time courses and remaining 12000 taking part-time courses. This educational facility is located in a multicultural city hosting more than 1.2 million inhabitants. The city boasts of five acute care health facilities, one of which is a 375- bed magnet hospital. Other healthcare organizations within the city are chronic and long-term care agencies, many nursing homes, home healthcare agencies, public health unit physicians, and nurse practitioners’ offices and walk-in clinics. The McLanahan School of Nursing, whose head is Dr Seranous Koupouyro, has ten masters – prepared and 11 doctorally prepared full-time Faculty. In the past four months, Faculty has been meeting to redesign the BSN curriculum. The institution expects to implement the revised curriculum in one and a half years to 125 students. The Total Faculty group endorsed several approaches and even identified core curriculum concepts and endorsed the curriculum nucleus. With the curriculum committee having developed the outcome statements upon their approval, the Faculty is currently ready to consider the curriculum design necessitating exploration of the following points.
How the Curriculum Committee Should Proceed with the Remaining
After formulating the goals reflected through curriculum outcome statements, the curriculum committee should then embark on designing and planning the revised curriculum implementation with its evaluation. In contextual terms, curriculum design herein refers to the way the course of studies is configured. To design the curriculum, Faculty determine the level of competencies or outcomes and, amongst other things, the nursing courses, course sequencing, methods of delivery, the elective courses and the required non- nursing support courses.
What the Curriculum Committee Should Consider Next
The other tasks include implementing the revised curriculum, which commences with the introduction of a new course, carrying out the curriculum’s summative evaluation, and integrating the feedback loops within the model to mirror the idea at every phase of the curriculum work.
Resources That Would Assist the Committee in Its Curriculum Design Process
At the curriculum committee’s disposal, the group should have financial resources earmarked for the curriculum revision from the institution’s annual budget. The committee should also factor in the educational technologies available at the institution, the college’s infrastructure in terms of classrooms, as well as the library resources and availability of these services.
What to Include In the Curriculum Design
The curriculum design outlines the course descriptions, the draft course goals briefly. Besides describing the course sequencing and delivery methods, the curriculum designing stage should also highlight plans for its execution together with its feasibility and how it will be introduced while the existing curriculum is being phased out.
How the Curriculum Nucleus Will Influence the Curriculum Design
Young, Maliuius & Dueck (2016) impact of the curriculum nucleus on the curriculum design largely depends on the way the final decisions are made. The mandatory requirement that decisions that carry the day have to be ratified by more than half of the committee means only majority decisions will be passed. This way, a proposal on course programs or changes to existing programs is made. In the event of a tie, the Chairperson acts as the tiebreaker.
How Nursing and Non-Nursing Courses Could Be Determined
While it is easy for the curriculum committee to outline the nursing courses to include in their revised curriculum, the curriculum and course developers have got to include non- nursing courses which help in the student nurse understanding of the mainstream nursing courses. The student nurse must have substantive knowledge touching on the liberal arts, health sciences, and psychosocial sciences in order to ensure the professional nurse is not only informed but also uninformed, as evidenced by their open-mindedness (Keating, 2011). To determine which ones to include, the committee has to deliberate on the non-nursing support course of the nursing course prerequisites and the elective.
Policies That Should Be Taken Into Account for the Curriculum Design
Nursing education facility policies, as defined by the institution in context about the courses being offered, should take precedence during the curriculum design.
Case Study #2: Philmore College
Case Background
Founded in 1818, Philmore College is located in a non –industrial town and has morphed into a four year privately sponsored, non-sectarian learning facility offering post-secondary education. Beginning from the 1960s, Philmore has continued to offer baccalaureate degrees in physical and psychosocial sciences. In response to nursing shortage and demand by prospective nursing students, the college has resolved to offer a 12 month accelerated BSN program. The College director is Dr Agnes Philmore, who joined the college in 1996, where all nursing faculty, including Dr Agnes, take part in both clinical and classroom teaching. The curriculum nucleus has determined and written the curriculum outcomes for the 12-month program. The committee is prepared to commence on the course design, necessitating an examination of the points that follow.
Parameters the Curriculum Committee Must Consider When Designing the Courses
The curriculum committee has to incorporate the new design parameters which embrace elements such as the title, purpose, brief description ad outcomes. Furthermore, the strategies in the teaching/ learning process, content, class, and learner opportunities have to be stated (Billings & Halstead, 2012). Most importantly, the committee nucleus should elaborate on the interrelationship between and among the courses.
Way In Which a Commitment to Active Learning Will Influence Course Design
Active learning demands that the nurse educator and the learners to interact so that the students can have the opportunity of the prevailing mental models within the context of the phenomenon being addressed. Moreover, processes involving active learning will enhance the iterative processes through which the curriculum offered enriches the learners’ experiences in the classroom as well as the clinical setting.
Components to Be Included In the Courses
Some of the students’ needs which the nursing faculty must consider would actively help address issues like the level of understanding and the learners’ experience, the appropriate expectations for the accelerated baccalaureate 12-year course, and the topics and course areas which they encountered before. Other concerns involve how to address the presence or absence thereof for opportunities’ that flexibly address the unexpected learning needs (Iwasiw, Goldenberg, & Andrusyszyn, 2009). Lastly, the question of what the learners will do, and their preparation is also elaborated.
Classroom and Clinical Experiences That Could Be Incorporated Into the Courses
Besides regulation, accreditation, and professional standards, the accelerated one year BSN program must also account for the education milieu upon which the curriculum will be initiated. The model nurse practice act that the NCSBN has developed is a good starting point for state nursing boards as well as nursing education and clinical practice (Rusell, 2017).
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The Way Sample Clinical and Classroom Courses Would Look Like For This Accelerated Baccalaureate-Nursing Program
It would take 12 to 18 months for a nursing student enrolled in an accelerated baccalaureate program to complete the prerequisites, achieve the set program objectives (Millet, Stickler & Wang, 2015). It is also important to acknowledge that in the accelerated program, the learners get intensive instructions with no breaks between sessions. These students also receive the same number of clinical hours as their conventional counterparts who are enrolled in the traditional entry nursing courses.
Conclusion
In conclusion, this essay has established that through their majority making decision model, the curriculum committee, and the committee nucleus impact on the curriculum and course development of their respective learning institutions. The Philmore case study has also determined that while the teaching strategies may vary between the regular students compared to those on the accelerated baccalaureate programs, both groups cover the same number of clinical hours and the same course content. In a nutshell, successful curriculum and curse development mean improving the nursing students learning experiences.
References
Billings, D. M. & J. A. Halstead. (2012). Teaching in nursing: A guide for Faculty (4th ed.). St. Louis: Saunders. (Chapters 8 and 9)
Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 9 and 10)
Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapters 7, 8, 9, 10, 11, and 12)
Millett, C. M., Stickler, L. M., & Wang, H. (2015). Accelerated nursing degree programs: Insights into teaching and learning experiences. ETS Research Report Series, 2015(2), 1-32.
Ramasubramaniam, S., & Grace, A. J. P., (2015). Curriculum development in nursing education: Where is the pathway? Journal of Nursing and Health Science (IOSR-JNHS), 4(5), 76-81.
Russell, K. A. (2017). Nurse practise acts guide and govern Update 2017. Journal of Nursing Regulation, 8(3), 18-25.
Young, M. G., Malisius, E., & Dueck, P. (2016). The Role of Curriculum Committee Related to the Learning and Teaching Model and Curriculum Development at Royal Roads University. Engaging Students in Life-Changing Learning, 297.
Question
Critical Thinking Exercises :
Case Study #1: McLanahan University
McLanahan University is an accredited university of approximately 28,000 full-time and 12,000 part-time students, offering baccalaureate, masters, and doctoral programs. It is located in a multicultural city of 1,200,000 inhabitants. There are five acute care hospitals, one of which is a 375-bed magnet hospital. Other health care facilities in the city include three chronic and long-term care agencies, numerous nursing homes, eight home health care agencies, a public health unit, physicians\’ and nurse practitioners\’ offices, and walk-in clinics.
Dr. Seranous Koupouyro is the director of The McLanahan School of Nursing, which comprises 10 masters-prepared and 11 doctorally-prepared full-time nursing faculty. Faculty have been meeting for four months to redesign the BSN curriculum. Part-time faculty have been regularly invited to join the curriculum work, but their involvement has been slight. The goal is to implement the revised curriculum in 18 months for a class of 125 students.
The Total Faculty group endorsed the existing humanistic-caring, feminist philosophical approaches. Core curriculum concepts, key professional abilities, and principal teaching-learning approaches were identified and the curriculum nucleus endorsed.
The curriculum committee has developed the outcome statements, and after these were approved, they formulated the level competencies. The outcome statements address the provision of evidence-based nursing care in accordance with regulatory standards, effective communication and management, ethical and cultural competence, and advocacy to enhance social justice. The faculty are now ready to consider the curriculum design.
- How should the curriculum committee proceed with the work yet to be done?
- What should the curriculum committee consider next?
- What resources would assist the committee in its curriculum design process?
- What should be included in the curriculum design?
- How will the curriculum nucleus influence the curriculum design?
- How could nursing and non-nursing courses be determined?
- What policies should be taken into account for the curriculum design?
Case Study #2: Philmore College
Situated in a small, non-industrial town, Philmore College was originally a \”hilltop\” college established in 1818 as a school for boys and later, for boys and girls. The school has evolved into a 4-year, privately endowed, non-sectarian, post-secondary institution. Since the 1960\’s, programs leading to baccalaureate degrees in psychosocial and physical sciences have been offered. A decision has been made to offer a 12-month accelerated BSN program in response to the nursing shortage and the demand by applicants with prior degrees. This program will be additional to the upper division BSN degree that is currently offered.
The 9 master\’s-prepared and 4 PhD full-time nursing faculty have combined nursing practice and teaching experience ranging from 4–18 years. The director, Dr. Agnes Philmore, a direct descendant of the founder, joined Philmore College in 1996. All nursing faculty, including the director, engage in classroom and clinical teaching. The practice experiences for the upper division BSN students are offered in one local 200-bed community hospital, a 224-bed tertiary care hospital in a neighboring city, and a 76-bed long-term and residential care facility. Students also have community nursing experience, which is coordinated and supervised by a primary care nurse practitioner with an adjunct faculty appointment. Approximately 85 students graduate annually and have been consistently successful in the licensure examinations and in obtaining employment.
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The director, faculty, several students, and a local nurse practitioner, who comprise the curriculum committee, have been meeting to design the 12-month program. The curriculum nucleus has been determined and the curriculum outcomes written. The principal teaching-learning approaches are focused on active and constructed learning. Courses for the discipline-specific, accelerated 12-month program have been identified. The committee is ready to begin course design.
- What parameters must the curriculum committee consider when designing the courses?
- In what way will a commitment to active learning influence course design?
- Which components should be included in the courses?
- What classroom and clinical experiences could be incorporated into the courses?
- What would sample clinical and classroom courses look like for this accelerated baccalaureate-nursing program?
- Billings, D. M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders. (Chapters 8 and 9)
- Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 9 and 10)
- Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapters 7, 8, 9, 10, 11, and 12)