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Curricular information is subject to change
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
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 Type | Hours |
---|---|
Lectures | 0 |
Small Group | 8 |
Tutorial | 8 |
Seminar (or Webinar) | 8 |
Specified Learning Activities | 76 |
Cont Professional Development | 100 |
Total | 200 |
Not applicable to this module.
Description | Timing | Component Scale | % of Final Grade | ||
---|---|---|---|---|---|
Project: Presentation of a curriculum document accompanied by a reflective report on the theory and evidence that informed its design. A reflective component on key learning. | Coursework (End of Trimester) | n/a | Graded | No | 40 |
Continuous Assessment: Four pre-workshop memos or assignments weighted at 5%, 7%, 8% and 10% in advance of each of the four workshops. | Throughout the Trimester | n/a | Graded | No | 30 |
Attendance: Engagement in class discussion, activities, student-led presentations, seminars and teamwork weighted at 5%, 7%, 8%, 10% in each of the four workshops. | Throughout the Trimester | n/a | Other | No | 30 |
Remediation Type | Remediation Timing |
---|---|
Repeat | Within Two Trimesters |
• 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
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 |
Dr Aoife Claire MacCormac | Lecturer / Co-Lecturer |
Dr Rita Smith | Lecturer / Co-Lecturer |
Dr Wayne Thompson | Lecturer / Co-Lecturer |