Development and Approval of a Curriculum

An academic curriculum is quite important in an academic institution as it sets out clearly “why, what, when, where, how, and with whom to learn” (Braslavsky, 2003). It, therefore, guides educators on the knowledge that should be passed to trainees or learners and therefore avoids confusion as to what is important. In 2011, Emporia State University came up with a new curriculum for its Bachelor of Science Degree program. The new curriculum would incorporate the various changes in the world of nursing as well as in the environment nurses operated. The curriculum would also guide educators and teachers on what they were to focus on in line with the institution’s mission and values. In developing the curriculum. As per the new curriculum, the degree program would require a total of 128 credit hours which would include 68 non-nursing credit hours and 60 nursing credit hours. A review committee of eight people appointed by the Institution’s advisory board was involved in the development of the new curriculum. It included nurse educators, clinical practice nurses, and a representative from the ministry of health. The process began with the analysis of the various aspects and major issues that should be incorporated into the new curriculum such as the emerging features in nursing. The committee then developed a framework for the implementation of the new changes. Here, they had to review the institution’s mission so that it aligns with the expected learning outcomes. They then came up with the necessary courses as well as how they would be taught.

The required syllabus was then set after a thorough review and the expected skills and knowledge upon which evaluation would be done given. The curriculum then ad to be approved at the institution level and by the University Senate. A trial run was conducted to determine the challenges in implementation.
There are factors that affect the curriculum development process which depends on the type of institution as well as its size among other things. One of the challenges might have resulted from the institution’s organization structure in that the curriculum can’t just be done at the faculty level. It had to go through various levels of administration. Some of the people might have been critical of some proposed changes for no particular reason. The institution’s vision and mission also played a great part in the process. According to Keating (2010), an Institution’s goals, philosophy, or purpose determine the character of its nursing program. These, therefore, played a part in the enrollment guidelines as well as in coming up with ways of delivery. The University, for example, aims to prepare students for adaptive leadership and rewarding careers. This might have led to the incorporation of some leadership-related courses in the program. The review also had to be thorough to ensure that students enjoyed fulfilling careers in future. Finally, the resources at the disposal of the faculty might also have played a great part in the whole process. The number of classes available would, for example, determine whether there would be evening classes or not. The courses set also depended on the availability of educators in the related field.
In conclusion, the vision and mission of an institution, resources at the disposal of the faculty and the Institution as a whole as well as the organization structure affects the curriculum development process and might have therefore played in this case.
References
Braslavsky, C. (2003). The Curriculum. Retrieved 19 March 2018, from http://www.unhas.ac.id/hasbi/LKPP/Hasbi-KBK-SOFTSKILL…SCL/…/cecilia%20e.pdf
Keating, S. (2010). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer Publishing Company.