Order Description
Assessment Description
Curriculum design is an essential part of a program design and it guides stakeholders to achieve overall desired course and program outcomes. The purpose of this assignment is to become familiar with the basics of program design and to ensure alignment with program outcomes.

Write a 500-750-word paper that addresses the following:

Provide a rationale for how the lesson plan you developed in Topic 4 fits within the course outline you developed in Topic 3.
Create program outcomes that would be aligned with your lesson plan and course outline.
Include a detailed explanation of how your lesson plan and course outline align with the program to meet the program outcomes.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in the Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN Nursing Education

6.3: Participate in curriculum design and evaluate program outcomes.
Rubric
expand Lesson Plan and Course Outline assessment
Lesson Plan and Course Outline
27 points

expand Program Outcomes assessment
Program Outcomes
22.5 points

expand Lesson Plan and Course Outline Alignment With Program Outcomes (B) assessment
Lesson Plan and Course Outline Alignment With Program Outcomes (B)
22.5 points

expand Mechanics of Writing (includes spelling, punctuation, grammar, language use) assessment
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
9 points

expand Paper Format (Use of appropriate style for the major and assignment) assessment
Paper Format (Use of appropriate style for the major and assignment)
4.5 points

expand Documentation of Sources assessment
Documentation of Sources
4.5 points

TOPIC 3
2Course Outline Relation to Nursing PracticeThe human resource management course is a critical element in nursing leadership and is a significant asset for health organizations. According to Armstrong (2020), human resource management entails the integrated use of systems, policies, and practices to help an organization achieve its goals by ensuring proper recruitment, maintenance, and development of workers. The course is relevant to nursing practice because it will equip nurses with leadership skills and practices needed in managing the vital human resource available in the healthcare system. Health human resources, encompassing doctors, nurses, midwives, support staff, and others, are core building blocks of health organizations and require proper management to ensure their optimum delivery of services (Manyazewal, 2017). This course will equip the learner with an understanding of the management of human resources for health within the hospital setting. Course Outline Key ElementsCourse OutcomesUpon completing this course, the learner will be able to apply best practices in managing health human resources to ensure optimum performance of the people involved in care delivery at the hospital setting. The learner will appreciate the need for practicing proper recruitment, maintenance, and development of human resources for health. The human resource management course will provide nurses with a deeper understanding of the functions of human resource managers and the benefits of a strong human resource management system. Topical Outlines/ModulesDuring the course, the learners will interact with content from the following topical outlines
3•Managerial functions of human resource manager including planning and organizing workforce •Steps of human resource procurement •Motivation and compensation for employees•Maintenance of human resources – health, safety, welfare, and social security •Development of human resources – training, executive development, succession, career planningQSEN CompetenciesThis course outline focuses on helping nurses attain quality and safety education for nurses\’ competencies, which are needful in nursing education. One of the key QSEN competencies is teamwork and collaboration in ensuring that patients receive high-quality care, which improves outcomes. The human resources management course will equip nurses with the skills to motivate and develop their staff to promote enthusiasm and the best output. Nurses will learn the significance of teamwork or collaboration in ensuring the best output from employees.Another QSEN competency is safety where nurses should focus on harm prevention. By maintaining and developing the employees, nurses will learn to adopt the culture of patient safety hence preventing harm (Farokhzadian et al., 2018). The course focuses on equipping nurses with the knowledge and skill of developing a health workforce including ways to prevent harm. The other QSEN competency elaborated in this course is informatics, which involves the use of technology in promoting patient safety and quality of care (Forman et al., 2020). The course outline will involve equipping nurses with skills of leading colleague nurses and other members of the healthcare workforce in the utilization of technologies, which support patient care
4Course ObjectivesThe learner will:1.Describe the function of nurse managers and leaders in human resource management including the steps involved in the procurement of human resource2.Recognize how nurse leaders and managers can motivate and compensate employees3.Explain the measures taken to maintain human resource4.Describe the ways to develop human resources Assessments and Assigned WeightAssessment Assigned Weight Case Study 20%Discussion Board Assignment20%Individual Presentation 30%Final Assessment30%Total 100%Learning Resources and Teaching Methods•Leadership and management textbooks•Articles •Lectures•Discussion board
5ReferencesArmstrong, M. (2020). Human resource management practice. Kogan page limited. http://103.38.12.142:8081/jspui/bitstream/123456789/71/1/A%20Handbook%20of%20Human%20Resource%20Management%20Practice.pdf Farokhzadian, J., Nayeri, N. D., & Borhani, F. (2018). The long way ahead to achieve an effective patient safety culture: challenges perceived by nurses. BMC health services research, 18(1), 1-13.Forman, T. M., Armor, D. A., & Miller, A. S. (2020). A review of clinical informatics competencies in nursing to inform best practices in education and nurse faculty development. Nursing education perspectives, 41(1), E3-E7. Manyazewal T. (2017). Using the World Health Organization health system building blocks through survey of healthcare professionals to determine the performance of public healthcare facilities. Archives of public health = Archives belges de sante publique, 75, 50. https://doi.org/10.1186/s13690-017-0221-

TOPIC 4 LESSON PLAN ORGANIZER
2Week 4 Assignment1.Lesson Plan Organizer Purpose: To provide the learners with best strategies for managing human resources in healthcare settings to improve their care delivery and overall performance. Course Outcomes: Upon completing this course, the learner will be able to apply best practices in managing health human resources involved in care delivery at various healthcare setting, improving quality, efficiency, and safety of patient care. Learning ObjectivesAssignment Learning ActivityAssessment/Evaluation Strategies Learners will explain managerial functions of a human resource manager.Prepare a flowchart illustrating managerial functions of a human resource manager.Using the flowchart, explain activities undertaken in every managerial function. Five points for completing a 5 minutes test on managerial functions of a human resource manager. And 5 points for the flowchart. Learners will describe employees’ motivation and compensation.Prepare a write up of employees’ motivation and compensation. Using the write up to indicate activities undertaken to motivate employees and those carried out to compensate them. Five points for completing multiple choice questions on this objective. 5 extra points for preparing the write up.Learners will discuss human resources maintenance, including safety, health, and welfare. Prepare a PowerPoint presentation on human resources maintenance. Presenting components of human resources maintenance.Five points for preparing the PowerPoint and five points for the presentation. Learners will explore human resource development. Prepare a summary of human resource development components, including training, career planning and succession from course materials. Using the summary to explain human resource development components including training, career planning and succession. Five points for the summary and additional 5 points for the explanation.
3Learners will explain steps involved in human resource procurement. Prepare a recording on steps involved in human resource procurement. Using the recording to elaborate steps involved in human resource procurement. Five points for the recording and extra 5 points for the explanation. RationaleNursing professional standards state competent level of care in every stage of the nursing process. In other words, these standards indicate the desired and attainable performance level for nurse practitioners to ensure quality patient care (Oldland et al., 2020). Nurse educator competencies combine knowledge, skills, attitudes, abilities, and values, resulting in an effective or highly performing nurse practitioner (Fukada., 2018). A lesson plan indicates learning objectives that nursing students should meet upon completing a particular course. Therefore, a lesson plan enables learners to meet nurse educator competencies, thus meeting nursing professional standards in their clinical practices. References Fukada, M. (2018). Nursing competency: Definition, structure and development. Yonago acta medica, 61(1), 001-007.Oldland, E., Botti, M., Hutchinson, A. M., & Redley, B. (2020). A framework of nurses’ responsibilities for quality healthcare—Exploration of content validity. Collegian, 27(2), 150-163.2. Teaching StrategiesProgram/SettingEducational or Nursing TheoryApplication of Theory to Teaching/LearningTeaching Strategies Based on TheoryAcademic (ASN)Jean Watson’s Theory of Human Caring: This theory emphasizes on Students lack information on the significance of caring in their clinical Ask ASN students to state their weak areas so that they can be
4creating a caring environment for nurse practitioners and patients (Alharbi & Baker, 2020).practice; hence this theory will inform them on the impact of a caring environment of care providers and the patients. assisted to improve them. Academic (BSN)Peer Learning Model: It is preferred since it enables the learners to cooperate as a team and study various concepts on their own (Carvalho & Santos, 2021).The BSN students lack the self-confidence and communication skills. This model will enable them to become confident and develop good communication skills as they interact with their peers during learning. Peer learning is preferred since it enables students to learn even in the absence of preceptors to guide them.Academic (MSN)Blended Learning Theory: Combines various learning process delivery model, student\’s learning style in direct learning interaction and online, and learning model (Jowsey et al., 2020). Students are interested in developing their online and direct learning skills. Blended learning is valuable since it develops students’ online and direct learning capabilities. Academic (NP)Humanistic Nursing theory: This theory advocates for holistic approach to care to improve patient outcomes (Khademi et al., 2017).NPs need to understand aspects of holistic care to enable them provide patients with holistic care, thus improving their mental, emotional, and physical health. NPs learn the importance of providing holistic care to their patients. Direct Patient TeachingPender Health Promotion Model: This model presents health as a positive dynamic state rather than absence of disease (Chen & Hsieh, 2021). This model enables the students to understand the significance of health promotion is enhancing client\’s well-being. It describes the multi-dimensional nature of persons as they interact within the environment to pursue health.
5Long-Term Care FacilityTheory of Cultural Humility: This theory describes cultural humility as lifelong pledge to self-assessment and self-evaluation to resolve the power differences between patient and provider dynamic (Foronda, 2020). Cultural humility allows nurses particularly those working in long-term care setting to provide quality care leading to positive health outcomes and patient satisfaction. Nurses can figure out care needs that need to be addressed when attending to clients in long-term care facilities. Hospital Leininger’s Theory of Cultural Care, Diversity and Universality: It states that individuals’ perception of illness, wellness, and recognition of treatment modes are influenced by cultural heritage (McFarland & Wehbe-Alamah, 2019). Nurses should consider cultural diversity during care delivery to achieve positive outcomes. Students discuss cultural components that impact care delivery process and health outcomes.Community HealthOrem’s Self-Care Deficit Theory: It emphasizes caregiver’s ability to take care of themselves and their dependents (Khademian et al., 2020)Most community health nurses fail to care for themselves and their dependents but focus on meeting health needs of community members.It enables community health nurses to look at their patients need for knowledge, emotions, skills, attitudes and values. Primary Care Office Situational Approach: It considers management as situational in nature (Contandriopoulos et al., 2018). Primary care providers face challenges in dealing with some situations in the primary care office. Manager in primary care offices will make their decisions based on current situations resulting in the best outcomes.
6References Alharbi, K., & Baker, D. O. G. (2020). Jean Watson’s Middle Range Theory of Human Caring: A Critique. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR) ISSN: 2581-4281, 3 (1), 1-14.Carvalho, A. R., & Santos, C. (2021). The Transformative Role of Peer Learning Projects in 21st Century Schools—Achievements from Five Portuguese Educational Institutions. Education Sciences, 11(5), 196.Chen, H. H., & Hsieh, P. L. (2021). Applying the Pender’s Health Promotion Model to Identify the Factors Related to Older Adults’ Participation in Community-Based Health Promotion Activities. International Journal of Environmental Research and Public Health, 18(19), 9985.Contandriopoulos, D., Perroux, M., & Duhoux, A. (2018). Formalisation and subordination: a contingency theory approach to optimising primary care teams. BMJ open, 8(11), e025007.Foronda, C. (2020). A theory of cultural humility. Journal of Transcultural Nursing, 31(1), 7-12.Khademi, M., Mohammadi, E., & Vanaki, Z. (2017). A grounded theory of humanistic nursing in acute care work environments. Nursing ethics, 24(8), 908-921.Khademian, Z., Ara, F. K., & Gholamzadeh, S. (2020). The effect of self-care education based on orem’s nursing theory on quality of life and self-efficacy in patients with hypertension: a quasi-experimental study. International journal of community based nursing and midwifery, 8(2), 140.
7McFarland, M. R., & Wehbe-Alamah, H. B. (2019). Leininger’s theory of culture care diversity and universality: An overview with a historical retrospective and a view toward the future. Journal of Transcultural Nursing, 30(6), 540-557.

Nursing Education Seminar II Curriculum Development

Student’s Name

Institutional Affiliation

Date

Nursing Education Seminar II Curriculum Development

Curriculum development is an essential skill for nursing students to prepare them for diverse roles during their practice. Curriculum development is a step-by-step process of organizing how courses are taught in schools, colleges, and universities (Rajurkar et al., 2019). The course constituters to making nursing students passionate learners while acquiring skills beyond the commonly recognized nursing practices. A good curriculum should have a lesson plan that aligns with course outcomes (Rajurkar et al., 2019). In that regard, this paper discusses how the lesson plan designed in topic 4 is in tandem with the outline developed in topic 3.

How do the course outline and the lesson plan align?

Indeed, the lesson plan developed in Topic 4 fits within the course outline developed in Topic 3. The course outcomes in topic 3 allow learners to apply best practices in managing human resources. Also, the student is expected to acknowledge the importance of practicing proper management, recruiting, and others. According to Tursunbayeva (2019), human resource managers direct and lead the normal employee-related operations, such as hiring, delivering payment, carrying out interviews, and others. The course outline in topic three and the lesson plan in topic four agree on improving the students’ knowledge and skills regarding employee management (Fried & Fottler, 2018). Both topics agree on similar learning methods a material. The two topics complement each other. For example, the course outline provides topics or modules and learning resources. On the other hand, the lesson plan provides how the topics will be taught and how the learning sources will be utilized. Additionally, both the lesson plan and the outline aim to achieve similar objectives.

Program outcomes

1. Students will discuss the importance of a human resource manager in a healthcare facility.
2. Students will apply human resource skills to certain scenarios at their workplace.
3. Students will demonstrate leadership skills at their workplaces

How do the program outcomes align with the lesson plan and the course outline?

These program outcomes above align with both the course outline and the lesson plan in one way or the other. For instance, outcome 1 states that students will understand the importance of a human resource (HR) manager within a healthcare setting. An HR manager deals with all employee affairs, including recruitment (Archana, 2019). Both the lesson plan and the outline have put in place strategies to ensure students understand the functions of a human resource manager. According to Sampson et al. (2021), human resources manage shifts, train employees, and advise on regulatory and legal issues.

Regarding outcome 2, both the outline and the lesson plan have designed some assessment methods to gauge students’ skills gained during the lessons. Regarding outcome 3, both the outline and the lesson plan provide materials, learning strategies, and assessments to improve students’ knowledge of human resources. Human resources are leaders because they deal with employee affairs (Mitosis et al., 2021). HR is the core link between the management and the workforce (Sampson et al., 2021). Since human resource is a leadership skill, the course outline and the lesson plan align with the program outcomes.

Conclusion

Nursing students are taught curriculum development to broaden their skills and knowledge beyond clinical practice. From the analysis, both the lesson plan and the course outline align. Both of them have similar objectives. They also complement each other, as discussed in the paper. Additionally, the program outcomes align with the course outline and the lesson plan.

References

Archana, K. (2019). Human Resource Management in the Healthcare Industry-A Literature Assessment. Think India Journal, 22(4), 9626-9631. https://thinkindiaquarterly.org/index.php/think-india/article/view/10561

Fried, B., & In Fottler, M. D. (2018). Fundamentals of human resources in healthcare. Association of University Programs in Health Administration.

Mitosis, K. D., Lamnisos, D., & Talias, M. A. (2021). Talent management in healthcare: A systematic qualitative review. Sustainability, 13(8), 4469.  https://doi.org/10.3390/su13084469

Rajurkar, S., Chavan, K. D., Kachewar, S. G., & Giri, P. A. (2019). A review of significant aspects contributing to curriculum development. International Journal of Research in Medical Sciences, 7(1), 317. http://dx.doi.org/10.18203/2320-6012.ijrms20185185

Sampson, C. J., In Fried, B., & (2021). Human resources in healthcare: Managing for success. Association of University Programs in Health Administration

Tursunbayeva, A. (2019). Human resource technology disruptions and their implications for human resources management in healthcare organizations. BMC health services research, 19(1), 1-8. https://doi.org/10.1186/s12913-019-4068-3