/* nursingwritersbureau.com theme functions */
/* nursingwritersbureau.com theme functions */
{"id":1675,"date":"2020-07-25T18:33:36","date_gmt":"2020-07-25T18:33:36","guid":{"rendered":"https:\/\/nursingwritersbureau.com\/?p=1675"},"modified":"2020-07-25T18:33:36","modified_gmt":"2020-07-25T18:33:36","slug":"need-response-for-below-discussion","status":"publish","type":"post","link":"https:\/\/nursingwritersbureau.com\/need-response-for-below-discussion\/","title":{"rendered":"Need Response for below discussion"},"content":{"rendered":"APA format 1 page 3 references 1 from Walden University Library<\/p>\n
<\/p>\n
As a nurse educator, it is critical for curriculum to have ongoing evaluation, development and redesign, so that the learner can better understand the content and skills presented (Keating & DeBoor, 2016). Curriculum alignment and congruence aids in this goal. Alignment of a specific curriculum is obtained by the congruence of three educational components: curriculum, instruction, and, assessment (Leitzel & Vogler, 1994).<\/p>\n
Strategies<\/p>\n
One strategy used to maintain alignment in curriculum is simulation. Simulations are used to supplement real life scenarios (Billings & Hallstead, 2016). A multisite study was conducted on simulations and the results in 2014 showed that measured outcomes were met up to 50 percent of the time when simulations were used. (Lippincott Nursing Education Blog, 2017). Alexander et al. (2015), notes that outcomes can be achieved by having the appropriated number of trained educators during the simulation times, and that the simulations are in line with the set design model already in place. This would be appropriate in the southeastern project because it would allow the learner to choose the time and possibly the place for when he or she would like to learn.<\/p>\n
A second strategy that aids in curriculum alignment and congruency is making sure the philosophy of the program matches the mission, vision, and values of the institution (Billings & Hallstead, 2016). Because most faculty members will have his or her own beliefs about their school of nursing, the philosophy must be aligned to keep all educators united in their teaching.<\/p>\n
References<\/p>\n
Alexander, M., Durham, C. F., Hooper, J. I., Jeffries, P. R., Goldman, N., Kardong-Edgren, S., . . .Tillman, C. (2015). NCSBN simulation guidelines for prelicensure nursing programs. Journal of Nursing Regulation, 6(3), 39-41. doi:10.1016\/S2155-8256(15)30783-3<\/p>\n
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.<\/p>\n
Keating, S. B., & DeBoor, S. S. (Ed.). (2018). Curriculum development and evaluation in nursing (4th ed.). New York, NY: Springer.<\/p>\n
Leitzel, T. C., & Vogler, D. E. (1994). Curriculum Alignment: Theory to Practice. Retrieved from https:\/\/ezp.waldenulibrary.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx? direct=true&db=eric&AN=ED371812&site=eds-live&scope=site<\/p>\n
Lippincott Nursing Education Blog. (2017, March 1). Curriculum Alignment: The why, the what, the how [Web log post]. Retrieved from http:\/\/nursingeducation.lww.com\/blog.entry.html\/2017\/03\/01\/curriculum_alignment-9Xl7.html<\/p>\n \n
![\"\"](\"https:\/\/nursingwritersbureau.com\/wp-content\/uploads\/2020\/08\/order_now.png\")
<\/a>\n\n","protected":false},"excerpt":{"rendered":"