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The University of Texas at Tyler College of Nursing

Nurs 5327 Nursing Education Curriculum Development
TEMPLATE: Critique of Course Description and Learning Outcomes:
Student: (Type In name ) Rongna Sun
Instructions:
1. Download and analyze the assigned nursing course description.
2. Complete this template without changing it except to enter with your conclusions in
practical wording.
3. Use at least ONE NURS 5327 course reference to support of your information.
Paraphrase text references directly from text chapters, citing chapter authors, and go
beyond lecture citations.
4. Save the entire template with your name in the title and submit in the Assignment link.
I. Nursing course specifications: (10%) (4-6 lines total)
See http://www.tccns.org/about.aspx Texas common Course Numbering System
Standard course numbering and title: NURS 3310, NURS stands for nursing, first digit
3 means junior level, second digit 3 stands for 3 semester hours, and third and
fourth digits 10 specify the course.
Course Credit: Appropriateness of format for credit distribution: The format is
appropriate. This course has 3 credit hours, with one of them accounting for theory
content, 2 for Laboratory.
Prerequisites (How clearly specified): It is clearly specified that admission to the nursing
program, NURS 3303, NURS 3205, NURS 3307 or concurrent enrollment are
prerequisites.
II. Course Description: (20%) (4-6 lines EACH area separately)
My critique on how well the course meets these criteria for effective nursing program
elements to give reassurance to key stakeholders that the emphasis is on these
components.
1. Nursing emphasis (Level of nursing judgment. Stage and acuity of care from preventive to
critical. Care settings ):
The emphasis of this course is to develop nursing skills for performing a holistic health
assessment. This course includes planned clinical practice activities (laboratory, and clinical
settings), which meets Commission on Collegiate Nursing Education (CCNE)s standards
(CCNE, 2013). The course is at intermediate level of nursing judgment, and it does not
specify acuity of care or care settings.

2. Target population (Age or developmental stage. Health care status):

The target population of this course is patients across the life span. The knowledge and skills
taught by this course include collecting a health history and performing comprehensive
physical examination. It does not specify if consideration is given to population at different
age or developmental stage. It does not specify target populations health status.
3. Health challenges (Physical, Developmental, Sociocultural, Spiritual needs) :

Health assessment includes assessment to physical, cognitive and social functioning

level, which addresses target populations physical, developmental, sociocultural and

Spring 2016 Adapted and Used with permission from J. McVey, PhD, RN

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spiritual needs. According to CCNE (2013), baccalaureate curricula build upon a
foundation of the arts, sciences, and humanities. The course description meets the
standards.
4. Learning experiences: (Lecture with testing. Other assignments):

Learning experiences include lecturing with five exams, health history assignment,
grand rounds presentation, daily activities and lab/clinical assignments, such as vital
signs check off, 100 blood pressures, head to toe practicum, lab breath sounds
competency, lab heart sounds competency, lab written assignments and Focused Sim
man assessments. Students will practice health assessment skills in the laboratory
and other selected settings.
Reference in APA format:
Commission on Collegiate Nursing Education (CCNE). (2013). Standards for
accreditation of baccalaureate and graduate nursing programs. Retrieved from
http://www.aacn.nche.edu/ccne-accreditation/Standards-Amended-2013.pdf
III. Learning Outcomes: (30%) (4-6 lines each *area) My critique how well the
learning outcomes assure stakeholders that the emphasis is on these components.
1. Nursing emphasis (Level of nursing judgment. Stage and acuity of care from preventive to
critical. Care settings ):
This course will prepare nursing students to integrate the nursing skills, knowledge, and
attitudes when performing a holistic health assessment, and to integrate health promotion,
maintenance, restoration, and disease prevention when educating patients. The curriculum
evaluation assesses if the students are able to acquire and use the knowledge and skills to
meet program goals (Boland, 2015).

2. Target population (Age or developmental stage. Health care status):

This course prepares students to use evident-based findings to assess adult patients, which is
inconsistent with course description. In course description, it states the course will explore
patients across the life span. It does not specify the health status of the target population.
Student learning outcomes are the objectives or steps the learner takes to reach the
outcomes and goals of the program (Keating, 2015).

3. Health challenges (Physical, Developmental, Sociocultural, Spiritual needs) :

One of the expected outcomes is to prepare students integrate principles from the
physical and behavioral sciences in the development of health history and physical
assessment skills. Physical and behavioral science courses will give the students
foundation for understanding patients physical, developmental, sociocultural and
spiritual needs.
4. Learning Domains (Cognitive, Affective, Psychomotor):
The outcomes of the course include students demonstrating professional values and
the concept of caring in developing nurse/patient relationships, Discussing
importance of inter/intra-professional collaboration as related to patient

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assessment. Learning domains include lecturing, testing, assignments, presentation,
and clinical practices, which reflects cognitive, affective and psychomotor aspects.
Reference in APA format:
Boland, D. (2015). Program evaluation. In Oermann, M. H. (Ed.). Teaching in nursing
and role of the educator: the complete guide to best practice in teaching,
evaluation, and curriculum development. (275-301). New York, NY: Springer
Publishing Company.
Keating, S.B. (2015). The context in which teaching takes place: the curriculum. In
Oermann, M. H. (Ed.). Teaching in nursing and role of the educator: the
complete guide to best practice in teaching,evaluation, and curriculum
development. (275-301). New York, NY: Springer Publishing Company.
IV. Teaching/ Learning Strategies and Assignments (20%) (5-6 lines each area)
Congruency of strategies and assignments with course description:
Lab/Clinical assignments are mandatory, including vital signs check off, 100 blood
pressures, head to toe practicum, lab breath sounds competency, lab heart sounds
competency, lab written assignments, focused Sim man assessments.
The assignments are in congruent with course description develop nursing skills for
performing a holistic health assessment.
Congruency of strategies and assignments with course objectives:
The lab assignments provide opportunities for students to practice the assessment skills
the course is intended to teach. The health history assignment and grand rounds
presentation allow the students to integrate and present the knowledge and skills learned
from the course. The assignments are in congruent with course objectives.
V. Grading Procedures: (20%) (2-4 lines each area)
Critique of Grading Criteria (Specificity and appropriateness)
1. Specific grade weights for assignments listed to total 100% and assigned grade
categories in decimal terms (ending in zero or 5 for easy calculation):
The total grades of all assignments is 100%, including 15% x4 exams, 20% for
comprehensive final exam, 5% health history assignment, 10% grand rounds
presentation, and 5% daily grade. All assigned grade categories ends in zero or
5.
2. Comparison of grade weighting between written tests and other graded
assignments:
All written tests take 80% and other graded assignments take 20% of all grades,
including health history assignment 5%, grand round presentation 5%, and daily
grade 5%. Lab assignments are mandatory, measured by pass/fail.
3. Critique of EQUALITY of Grading Scale categories A through F (comparison of
% points in each for grades A, B, C, and D):

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Letter grades are as follows: A 90-100, B 80-90, C 75-79, D 60-74, F below 60.
There are 10% points in A and B grades, 5% points in C, and 15% points in D.
This is appropriate and clear.
4. Overall clarity, effectiveness, and fairness of grading Criteria:
Overall, the grading criteria are clear, effective and fair. Theoretical part of the
course is measured mostly with exams, and a few assignments. Laboratory part of
the course is measured with competencies and skill checks.

Spring 2016 Adapted and Used with permission from J. McVey, PhD, RN