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NMHS43640

Academic Year 2024/2025

Creating Curriculum (NMHS43640)

Subject:
Nursing,Midwifery & Health Sys
College:
Health & Agricultural Sciences
School:
Nursing,Midwifery & Health Sys
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Professor Jonathan Drennan
Credit Split by Trimester:
Autumn 5
Spring 5
Trimester:
2 Trimester duration (Aut-Spr)
Mode of Delivery:
Blended
Internship Module:
No
Module Type:
Clinical Module
How will I be graded?
Letter grades

Curricular information is subject to change.

The aim of this module is to provide students with the knowledge and skills to design, develop and plan programmes of education and training for health professionals. Human-centred design thinking for significant learning underpins the module and students are encouraged to create context-relevant, integrated, evidence-based and theoretically grounded curricula for undergraduate professional preparatory education and training, taught graduate and continuing professional development (CPD) programmes.
Effective design of such programmes requires a theoretically-informed and evidence-based approach as well as an understanding of the implications of national and international trends and policy, and academic and professional regulations for the curriculum.

About this Module

Learning Outcomes:

o Describe and evaluate theories and models of curriculum design, development and evaluation
o Analyse and discuss the components of a curriculum and the role of curriculum models and theories in selecting, sequencing, pacing, teaching and assessing content
o Discuss and apply the principles informing the selection and expression of programme learning outcomes and their influence on the coherence and cohesion of module and programme content and structure
o Analyse and discuss curriculum policy in Ireland, and internationally, and its implications for the education and training of health professionals with particular reference to nursing and midwifery education in Ireland
o Understand and consider the role of the ‘hidden curriculum’ in determining the student learning experience
o Discuss and apply the principles of validation and accreditation, and analyse the role of professional regulation, academic governance and quality review on curriculum design and development
o Design a module for an undergraduate, taught graduate or CPD programme
o Identify and discuss the principles of curriculum review and enhancement, and the principal models of curriculum monitoring and evaluation, including tools for gathering feedback from students and other key stakeholders

Indicative Module Content:

Classic and contemporary readings in curriculum theory and development, particularly as it relates to nursing education.
Curriculum as a design challenge and creative endeavour.
Fink's Self-directed Guide to Significant Learning.
Constructive Alignment.
Bloom's taxonomy and contemporary re-interpretations or the digital age.
Assessment as, for and of learning.

Student Effort Hours:
Student Effort Type Hours
Lectures

0
Small Group

8
Tutorial

8
Seminar (or Webinar)

8
Specified Learning Activities

76
Cont Professional Development

100
Total

200

Approaches to Teaching and Learning:
The module is delivered by blended learning, supported by 4 full-day workshops.
Pre-reading and completing short assignments in advance of each workshop, and active engagement in workshops, are key.
The focus is on curriculum as a design challenge and on your educational practice.
The applied and experiential nature of the module place a premium on student engagement and participation and students are expected to take a lead in discussions and presentations. The intention is to model student-centred approaches to encourage significant and deep learning
The focus is on assessment as and for learning, as well as of learning and a high degree of reflection is expected.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered

Not yet recorded.

Carry forward of passed components
Yes
 

Remediation Type Remediation Timing
Repeat Within Two Trimesters
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Insofar as possible, students will receive feedback in advance of the next due assignment and workshop. Engagement and participation performance, and expectations, will be reviewed in class.

Name Role
Dr Freda Browne Lecturer / Co-Lecturer
Professor Jonathan Drennan Lecturer / Co-Lecturer
Dr Aoife Claire MacCormac Lecturer / Co-Lecturer
Dr Rita Smith Lecturer / Co-Lecturer
Dr Wayne Thompson Lecturer / Co-Lecturer
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