Jean Watson’s theory was chosen by acknowledging that it will guide the students in developing their competence in caring-healing approach in the clinical setting. Clark (2016) declared, "Students feel more successful and express higher levels of satisfaction when they are supported in using holistic-caring modalities to support their role development"(p. 7). More precisely, the educators need to support the students in the transpersonal caring competencies (Clark, 2016, p. 8). The faculty members caring approach and incorporation of Watson's Theory in the curriculum will help to develop and refine students human caring and transpersonal skills.
Ignatavicius (2017), stated that all faculty should have the opportunity to give input during each …show more content…
At first, the concepts and exemplars were identified and defined. The concepts and exemplars were chosen from the textbook, “Giddens Concept-Based Curriculum Practices, 2017” that was unanimously selected the entire faculty of the nursing department. Clark (2016) recognized, “concepts should be derived from a health continuum that incorporates wellness, health promotion, and acute and chronic illnesses based on all age groups, health, and environment. Faculty must decide which concepts represent contemporary nursing practice and which concepts will address the attributes of nursing education program while providing clear, understandable concepts for students” (p. 2). The course content was developed based on the selected concepts and exemplars. For example, for the concept fluid and electrolyte the exemplars can be vomiting, diarrhea, dehydration, pyloric stenosis, etc. (Giddens, 2017). This way all the concepts and exemplars that are applied to the pediatric nursing course were selected by making sure that there is no repetition or gap from semester to semester. Definitions for all the concepts were developed by using the same textbook stated …show more content…
Learning theories emphasized that teacher must use many ways to maximize the learning and retention (Aliakbari, Parvin, Heidari, & Haghani, 2015). Therefore, many learning activities such as case studies, group discussion, assignments, mandated reviews, and resources for the faculty and students were included in the learning module. For the faculty resources, there were PowerPoints, test banks, diagrams, videos, calendars, course planning templates, concept-based approach, etc. were includes. For student resource section, there were sample questions, an audio glossary for each chapter, key points post each chapter in a printable form is available. Leaning modules were developed for all the concepts identified. This deliverable may provide detail information about each concepts and exemplars that can be referred by educators and
Ignatavicius (2017), stated that all faculty should have the opportunity to give input during each …show more content…
At first, the concepts and exemplars were identified and defined. The concepts and exemplars were chosen from the textbook, “Giddens Concept-Based Curriculum Practices, 2017” that was unanimously selected the entire faculty of the nursing department. Clark (2016) recognized, “concepts should be derived from a health continuum that incorporates wellness, health promotion, and acute and chronic illnesses based on all age groups, health, and environment. Faculty must decide which concepts represent contemporary nursing practice and which concepts will address the attributes of nursing education program while providing clear, understandable concepts for students” (p. 2). The course content was developed based on the selected concepts and exemplars. For example, for the concept fluid and electrolyte the exemplars can be vomiting, diarrhea, dehydration, pyloric stenosis, etc. (Giddens, 2017). This way all the concepts and exemplars that are applied to the pediatric nursing course were selected by making sure that there is no repetition or gap from semester to semester. Definitions for all the concepts were developed by using the same textbook stated …show more content…
Learning theories emphasized that teacher must use many ways to maximize the learning and retention (Aliakbari, Parvin, Heidari, & Haghani, 2015). Therefore, many learning activities such as case studies, group discussion, assignments, mandated reviews, and resources for the faculty and students were included in the learning module. For the faculty resources, there were PowerPoints, test banks, diagrams, videos, calendars, course planning templates, concept-based approach, etc. were includes. For student resource section, there were sample questions, an audio glossary for each chapter, key points post each chapter in a printable form is available. Leaning modules were developed for all the concepts identified. This deliverable may provide detail information about each concepts and exemplars that can be referred by educators and