NMHS43640 Creating Curriculum

Academic Year 2022/2023

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.

Show/hide contentOpenClose All

Curricular information is subject to change

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


Small Group




Seminar (or Webinar)


Specified Learning Activities


Cont Professional Development




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 Open Book Exam Component Scale Must Pass Component % 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


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


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


Carry forward of passed components
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
Dr Aoife Claire MacCormac Lecturer / Co-Lecturer
Dr Rita Smith Lecturer / Co-Lecturer
Dr Wayne Thompson Lecturer / Co-Lecturer