Overview Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Assessment Instructions Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum. Requirements Design a course to be included in your selected nursing curriculum. In your course design: Describe an appropriate course to include in a selected curriculum. Provide a rationale for adding a course to a selected curriculum. Suggest a topical outline for a course to be added to a selected curriculum. Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design. Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design. Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design. Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design. Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development. Suggested Resources Capella University Library Resources The following resources address course development in nursing education: Ardisson, M., Smallheer, B., Moore, G., & Christenbery, T. (2015). Meta-evaluation: Experiences in an accelerated graduate nurse education program. Journal of Professional Nursing, 31(6), 508–515. Schnetter, V. A., Lacy, D., Jones, M. M., Bakrim, K., Allen, P. E., & O'Neal, C. (2014). Course development for web-based nursing education programs. Nurse Education in Practice, 14(6), 635–640. Bengtsson, M., & Carlson, E. (2015). Knowledge and skills needed to improve as preceptor: Development of a continuous professional development course – A qualitative study part I. BMC Nursing, 14, 1–7. Choi, H., Kim, J., Bang, K-S., Park, Y-H., Lee, N-J., & Kim, C. (2015). Applying the flipped learning model to an English-medium nursing course. Journal of Korean Academy of Nursing, 45(6), 939–948. Hill, R. Y., Foster, B., & Oermann, M. (2015). Dedicated education unit model for a transition into practice course. The Journal of Continuing Education in Nursing, 46(9), 403–408. Baessler, M., Best, W., & Sexton, M. (2016). Beyond program objectives. The Journal of Continuing Education in Nursing, 47(6), 248–249. Valiga, T. M. (2014). Attending to affective domain learning: Essential to prepare the kind of graduates the public needs. Journal of Nursing Education, 53(5), 247. SHOW LESS These resources focus on the role of the educator in nursing education: Oermann, M. H. (Ed.) (2013). Teaching in nursing and role of the educator. New York, NY: Springer Publishing Company. Chapter 3, "Teaching Methods." Johnson, K. V. (2016). Improving adjunct nursing instructors' knowledge of student assessment in clinical courses. Nurse Educator, 41(2), 108–110. Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219. This resource reviews internal and external factors that influence curriculum development: Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer Publishing Company. Chapter 6, "External Frame Factors." Chapter 7, "Internal Frame Factors." Internet Resources The following resources provide resources for, and explore the use of, simulation evaluations: Adamson, K. A., Kardong-Edgren, S., & Willhaus, J. (2013). An updated review of published simulation evaluation instruments. Clinical Simulation in Nursing, 9(9), e393–e400. Retrieved from http://www.nursingsimulation.org/article/S1876-139... Todd, M., Hawkins, K., Hercinger, M., Manz, J., Tracy, M., & Iverson, L. (2017). Creighton Competency Evaluation Instrument. Retrieved from https://nursing.creighton.edu/academics/competency... Wiles, B. (2014). Simulation evaluation. Xavier University. Retrieved from http://qsen.org/teaching-strategies/simulation/sim...

For this assignment, you will create a digital poster or exhibit that connect the topic of the course to modern-day examples (from the recent past or current time). You will develop a digital exhibit that highlights contemporary representations of American identities that relate to at lease one assignment from the reading list. The exhibit may include items in any media format: art, literature, news, video, music, social media, advocacy sites, and more). Your assignment will also include a 2-page paper or "curator's note," in which you will interpret and explain the message, significance, or implications of the representations you selected for your exhibit. In your curator's note, draw connections to course readings, philosophical approaches, etc.