MSN-FP6107 Assessment 3 Curriculum Evaluation

Capella University MSN-FP6107 Assessment 3 Curriculum Evaluation-Step-By-Step Guide

This guide will demonstrate how to complete the Capella University MSN-FP6107 Assessment 3 Curriculum Evaluation assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for MSN-FP6107 Assessment 3 Curriculum Evaluation                       

Whether one passes or fails an academic assignment such as the Capella University MSN-FP6107 Assessment 3 Curriculum Evaluation depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for MSN-FP6107 Assessment 3 Curriculum Evaluation                       

The introduction for the Capella University MSN-FP6107 Assessment 3 Curriculum Evaluation is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for MSN-FP6107 Assessment 3 Curriculum Evaluation                       

After the introduction, move into the main part of the MSN-FP6107 Assessment 3 Curriculum Evaluation  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for MSN-FP6107 Assessment 3 Curriculum Evaluation                       

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for MSN-FP6107 Assessment 3 Curriculum Evaluation                       

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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MSN-FP6107 Assessment 3 Curriculum Evaluation

MSN-FP6107 Assessment 3 Curriculum Evaluation

Curriculum Evaluation

Importance of Ongoing Curriculum Evaluation

Curriculum evaluation seeks to assess the impact of implemented curriculum on what the students have achieved in learning to determine if it is necessary to revise and to appraise teaching and learning processes. Therefore, curriculum evaluation is important in providing the foundation for curriculum policy decisions to enable feedback on continuous adjustments in curriculum and curriculum implementation processes (Butcher et al., 2018). Curriculum evaluation is important to learners as it ensure that curriculum is successful in enhancing high quality learning among students.

Important Criteria in Curriculum Evaluation

The first criterion is to define standards to be followed in evaluation. This is done by establishing course programs and objectives. Other key areas include determination of course content, theory content hours, teaching techniques, clinical placement hours, learning resources, measures to evaluate student, number of instructors and their credential, and roles and responsibilities of administration. The next step is to set an organized system approach for data collection. Here, there is need for particular qualitative and quantitative indicators to gauge pre-determined standards and also good leadership to ensure success. The third criterion entails synthesis of the results. The results are examined, analyzed, and distributed and the conclusion and lessons learned are considered. The fourth step involves developing recommendations, areas of improvement are communicated, and suggestions for improved are proposed. The final step is integrating the recommendations and lessons learned back into the curriculum.

How and Why Pilot Testing can be Used in Curriculum Evaluation

Pilot testing connotes a small-scale and short-term attempts developed to avail data on the practicability of an educational program before it is applied in large-scale. Therefore, it is implemented as educational simulation. It is used in the curriculum development to establish the strengths and limitations of a planned curriculum by collecting empirical information to support whether or not the curriculum is effective, appropriate, reliable, and valid.

Short-Term and Long-Term Curriculum Evaluations for Process Improvement

An example of a short-term curriculum evaluation is pilot testing for curriculum evaluation, which is used to provide data on feasibility of an educational program before formal implementation. On the other hand, long-term curriculum evaluation entails the big ideas that enable instructors and learners to perceive the connectedness of the entire curriculum. Both short and long-term evaluations are necessary in curriculum development. While a short-term curriculum evaluation is used to test feasibility of an educational program before implementing into curriculum, long-term curriculum evaluation ensures that curriculum is developed in manner that makes learners to integrate what they have learned into practice for the rest of their professional life (Stock, 2020).

Application of Evidence-Based Nursing Concepts, Theories, and Best Practices

Evidence-based practice (EBP) characterizes the integration of the best research evidence alongside the values and preferences of patient into clinical decision making. Therefore, EBP concepts, theories, and best practices are crucial in curriculum development because they ensure the development is informed and anchored on the best research evidence available. In turn, the curriculum will equip the students with proper competency essential in realizing future practice needs and also enable students to superior learning experience and outcomes.

Accreditation Body for the Master of Science in the Nursing Curriculum

The accreditation body is the Accreditation Commission for Education in Nursing (ACEN). ACEN is recognized by both National Council of State Boards of Nursing (NCSBN) and the U.S. Department of Education to provide accreditation for advanced degree nursing programs such as the Master of Science in the nursing curriculum.

According to ACEN (2020), the accreditation evaluation criteria include proof that the program has current approval from the respective state board of nursing. Also, there must be proof that the governing institution for the program is accredited or approved. Other evaluation criteria include documentation about the academic and professional qualifications of the faculty, resources by the program to support student body, curriculum and plan of study, and a systematic plan for ACEN assessment.

References

ACEN. (2020). ACEN Accreditation Manual 2017 STANDARDS and CRITERIA. Acenursing.org. Retrieved 2 December 2020, from https://www.acenursing.org/acen-accreditation-manual/.

Butcher, H. K., Bulechek, G. M., Dochterman, J. M. M., & Wagner, C. M. (2018). Nursing Interventions classification (NIC)-E-Book. Elsevier Health Sciences.

Hsiao-Ying, H. U. N. G., Yu-Wen, W. A. N. G., Jui-Ying, F. E. N. G., Chi-Jane, W. A. N. G., & Esther Ching-Lan, L. I. N. (2019). Evidence-based practice curriculum development for undergraduate nursing students: the preliminary results of an action research study in taiwan. The Journal of Nursing Research, 27(4), e30. doi: 10.1097/jnr.0000000000000298

Stock, P. (2020). A design for life – curriculum and assessment for long-term learning | impact.chartered.college. impact.chartered.college. Retrieved 2 December 2020, from https://impact.chartered.college/article/design-for-life-curriculum-assessment-long-term-learning/.

Create a 15–20 page curriculum evaluation that incorporates the curriculum analysis and course design you created for Assessments 1 and 2.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Examine the development of a curriculum for a nursing program.

Describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.

Competency 2: Analyze factors that impact the design of a nursing curriculum.

List criteria that are important to consider in curriculum evaluation.

Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.

Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.

Explain how and why pilot testing can be used in curriculum evaluation.

Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.

Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.

Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.

Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.

Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.

Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

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APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

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