Importance of Alignment and Congruence

Importance of Alignment and Congruence
Importance of Alignment and Congruence
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When developing a curriculum or program, it is important to remember that the content created is just one piece of the institution or agency. Much like placing a snapshot into a collage, nurse educators must be mindful of the larger picture. They should analyze how this snapshot, this one piece, will fit with those around it. However, it is not uncommon for nurse educators to become so involved with the contents of their curriculum that they inadvertently develop content in isolation. They identify skills, procedures, and processes that are important but can forget to translate these ideas across the span of their curriculum. This can present problems for learners, especially in academic settings where the skills presented in one course generally build on those learned in previous courses.
One way nurse educators can place importance on the larger picture is to align the components of their curriculum with the components of the institution or agency. In fact, using the setting’s mission, vision, and philosophy to create the mission, vision, and philosophy of the curriculum is an effective way to build congruence. There are many strategies nurse educators can use when seeking alignment and congruence. In this Discussion, you explore these strategies and consider how you might align your team’s curriculum to that of your selected setting.
To prepare:
· Review Chapter 9, “Components of the Curriculum,” in the Keating text to reexamine the meanings behind a setting’s mission, vision, and philosophy.
· Review this week’s media, Curriculum Components. Consider why nurse educators should be cognizant of their setting’s mission, vision, and philosophy when developing the mission, vision, and philosophy for their curriculum or program.
· Examine the chapter titles and overviews of Chapters 10-15 in the Keating text. Then, select and review the chapters that correspond with the focus of your Course Project.
· Use this week’s Learning Resources and your own independent research to identify strategies nurse educators can implement to achieve alignment and congruence of curriculum components. Consider how these strategies could help to align the components of your curriculum or program to the components of your team’s selected setting.
Questions to be addressed:
1. Post at least two strategies nurse educators can implement to achieve alignment and congruence between curriculum components.
2. Justify your response by providing authentic examples of how and why you would employ these strategies specific to your team’s selected setting and proposed curriculum.
3. Conclusion/Summary of the strategies that could help to align the components of your curriculum or program to the components of your team’s selected setting.
References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
Chapter 7, “Philosophical Foundations of the Curriculum” (pp. 118–143)
Chapter 7 uses a concept model to illustrate how the alignment and congruence of curriculum components. The importance of aligning philosophy statements with these components is discussed. Many examples of philosophy statements are also provided.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 9, “The Components of the Curriculum” (pp. 185–228)
Chapter 9 begins with a brief introduction of the types of institutions and programmatic levels nursing curricula can be developed for. Then an in-depth exploration of curriculum components is provided.
Note: For the purposes of this course, you are only required to select and read the chapters below that will help you and your team to complete your Course Project.
Fontaine, K. E. (2011). Curriculum planning for associate degree nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 195–208). New York, NY: Springer.
This chapter describes the curriculum process for AA nursing programs. According to the author, all of these programs follow a similar process that is affected by external factors such as social and political climates, the health care industry, and accreditation and regulatory standards.
Wros, P., Wheeler, P., & Jones, M. (2011). Curriculum planning for baccalaureate nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 209–240). New York, NY: Springer.
Chapter 9 examines the development process of BSN nursing programs. AACN Essentials, pros and cons to residency and externship programs, and other internal and external factors are explored.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 10, “Curriculum Planning for Associate Degree Nursing Programs” (pp. 229–243)
The process of curriculum development for master’s programs is discussed in this chapter. Recommendations and issues associated with master’s programs are discussed.
Chapter 13, “The Doctor of Nursing Practice (DNP) (pp. 299–307)
The essentials for creating a doctorate program are highlighted in Chapter 13. The role of nurse educators is discussed, as well as the impact doctorate-prepared nurses have on the nursing profession, education, and the health care system.
Stotts, N. A. (2011). Curriculum planning for doctor of philosophy and other research-focused doctoral nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 261–268). New York, NY: Springer.
Chapter 12 introduces the rationale behind researched-focused doctoral programs in nursing.
Richards, J. (2011). Curriculum development and evaluation in staff development. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 269–295). New York, NY: Springer.
Review Chapter 13 to explore the role of nurse educators who specialize in staff development. Key responsibilities such as conducting needs assessment on the external and internal frame factors influencing staff programs and educational needs, the preparation and maintenance of budgets, and adult learning theories are discussed.
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