Course design is guided by curriculum outcomes, and courses must be developed to ensure that students are meeting the intended outcomes. Curriculum development and course design are influenced by many factors, such as program level and setting. The course design process begins with broad program or organizational outcomes and narrows to specific objectives to guide instruction. The purpose of this assignment is to develop a course design outline for one setting, using one health care practice. You will choose a health care practice for this assignment and build upon it throughout the course in order to achieve an understanding of the curriculum development process.
Health Care Practice
Choose a health care practice and write an explanation of the practice that includes the following:
- Summarize the health care practice you have selected.
- Locate three evidence-based articles that support your health care practice choice. Evidence-based articles chosen should not be older than 5 years.
- Provide a rationale for each article you selected, including an explanation of how the article supports your health care practice choice.
- Choose two different settings and explain how course design would be different for these settings.
Course Design Outline
Use your health care practice to create a course design outline based on evidence-based practice for one of your selected settings according to the suggested course design process provided in the Teaching in Nursing: A Guide for Faculty textbook.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
|Course Code||Class Code||Assignment Title||Total Points|
|NUR-648E||NUR-648E-O501||Course Design Outline||70.0|
|Criteria||Percentage||Unsatisfactory 0-75% (0.00%)||Less Than Satisfactory (80.00%)||Satisfactory 81-88% (88.00%)||Good 89-92% (92.00%)||Excellent 93-100% (100.00%)||Comments||Points Earned|
|Summary of Health Care Practice||10.0%||A summary of the selected health care practice is not present.||A summary of the selected health care practice is present, but it lacks detail or is incomplete.||A summary of the selected health care practice is present.||A summary of the selected health care practice is present and well developed.||A summary of the selected health care practice is thoroughly developed with supporting details.|
|Evidence-Based Article Rationale and Summary||10.0%||Three articles are not present. Rationale and summary of each article are not present.||Three articles are present. Rationale and summary of each article are present, but lack detail or are incomplete.||Three articles are present. Rationale and summary of each article are present.||Three articles are present. Rationale and summary of each article are present and well developed.||Three articles are present. Rationale and summary of each article are thoroughly developed with supporting details.|
|Settings||10.0%||A selection of two different settings and an explanation of their influence on course design are not present.||A selection of two different settings and an explanation of their influence on course design are present, but lack detail or are incomplete.||A selection of two different settings and an explanation of their influence on course design are present.||A selection of two different settings and an explanation of their influence on course design are present and well developed.||A selection of two different settings and an explanation of their influence on course design are thoroughly developed with supporting details.|
|Course Design Outline||40.0%||Course design outline is not present.||Course design outline is present including the four steps of the course design process, but lacks detail or are incomplete.||Course design outline is present including the four steps of the course design process.||Course design outline including the four steps of the course design process is present and well developed.||Course design outline including the four steps of the course design process is thorough.|
|Thesis Development and Purpose||7.0%||Paper lacks any discernible overall purpose or organizing claim.||Thesis is insufficiently developed or vague. Purpose is not clear.||Thesis is apparent and appropriate to purpose.||Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.||Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.|
|Argument Logic and Construction||8.0%||Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.||Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.||Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.||Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.||Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.|
|Mechanics of Writing (includes spelling, punctuation, grammar, language use)||5.0%||Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.||Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.||Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.||Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.||Writer is clearly in command of standard, written, academic English.|
|Paper Format (Use of appropriate style for the major and assignment)||5.0%||Template is not used appropriately or documentation format is rarely followed correctly.||Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.||Template is used, and formatting is correct, although some minor errors may be present.||Template is fully used; There are virtually no errors in formatting style.||All format elements are correct.|
|Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)||5.0%||Sources are not documented.||Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.||Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.||Sources are documented, as appropriate to assignment and style, and format is mostly correct.||Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.|