Rationale for the Developed Course Syllabus
The beginning of a course syllabus starts first with the selected or proposed course topic. Understanding the need for a course to be added to the curriculum provides a purpose including the information gap that should be included. The nursing profession adapts to ensure that patients are cared for with the most current and relevant information. Knowing that the profession is changing frequently, it is just as vital for nursing programs to change and prepare students for work in field of nursing. The population is continually aging, and this has lead to an increased need for nurses to be prepared to care for older adults. Geriatric nursing has a unique place in nursing curriculum, but there are …show more content…
Reading through the different components, it became evident that the selection of the course textbook would be important in developing other essential areas of the syllabus. Selection of the textbook began with simple searches on different websites where textbooks are available. A list of ten was generated initially before further investigation into the differences each book had to offer. Several things were considered when selecting the appropriate textbook.
Selection was based on course relevance, the intended audience/students, personal/institutional teaching philosophy, and cost/availability of the textbook. The course was developed with Charleston Southern as the institute in which the course would be taught. Incorporating faith into the curriculum should be considered for a faith-based program. Caring for the older adult should be broadened to include a holistic approach. The course needed to address the physical, emotional, psychological, economical, and spiritual concerns of this patient population. Reviews could be read for most of the textbook to provide a basis for the perception others have had using the book. This provided insight not only from the educators’ perspective, but also from students that used the book in nursing courses previously. As the course is elective, students may consider the cost of books …show more content…
There are set policies outlined in the Charleston Southern University Student Handbook, (2016) in regards to academic integrity and guidelines of academic dishonesty, cheating, and plagiarism. This course also includes tests, written work, and final exam as course requirements, so policies addressing each of these also needed to be mentioned in the course syllabus. The tests and make-up tests, final examination and written work were all derived from using the Master of Science in Nursing Student Handbook Academic Policies and Procedures (2016). The delivery method for this course includes classroom instruction and meeting times, the course attendance policy references the Charleston Southern University Excessive Absences Policy Number R-10 (2013). The policies provide the information to students at the beginning of the course for reference during the course semester, leaving little room for misinterpretation related to
The beginning of a course syllabus starts first with the selected or proposed course topic. Understanding the need for a course to be added to the curriculum provides a purpose including the information gap that should be included. The nursing profession adapts to ensure that patients are cared for with the most current and relevant information. Knowing that the profession is changing frequently, it is just as vital for nursing programs to change and prepare students for work in field of nursing. The population is continually aging, and this has lead to an increased need for nurses to be prepared to care for older adults. Geriatric nursing has a unique place in nursing curriculum, but there are …show more content…
Reading through the different components, it became evident that the selection of the course textbook would be important in developing other essential areas of the syllabus. Selection of the textbook began with simple searches on different websites where textbooks are available. A list of ten was generated initially before further investigation into the differences each book had to offer. Several things were considered when selecting the appropriate textbook.
Selection was based on course relevance, the intended audience/students, personal/institutional teaching philosophy, and cost/availability of the textbook. The course was developed with Charleston Southern as the institute in which the course would be taught. Incorporating faith into the curriculum should be considered for a faith-based program. Caring for the older adult should be broadened to include a holistic approach. The course needed to address the physical, emotional, psychological, economical, and spiritual concerns of this patient population. Reviews could be read for most of the textbook to provide a basis for the perception others have had using the book. This provided insight not only from the educators’ perspective, but also from students that used the book in nursing courses previously. As the course is elective, students may consider the cost of books …show more content…
There are set policies outlined in the Charleston Southern University Student Handbook, (2016) in regards to academic integrity and guidelines of academic dishonesty, cheating, and plagiarism. This course also includes tests, written work, and final exam as course requirements, so policies addressing each of these also needed to be mentioned in the course syllabus. The tests and make-up tests, final examination and written work were all derived from using the Master of Science in Nursing Student Handbook Academic Policies and Procedures (2016). The delivery method for this course includes classroom instruction and meeting times, the course attendance policy references the Charleston Southern University Excessive Absences Policy Number R-10 (2013). The policies provide the information to students at the beginning of the course for reference during the course semester, leaving little room for misinterpretation related to