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To demonstrate its holistic nature, the FIU BSN curriculum framework has a concept of a “globe.” The “globe” is a demonstration of the cohesiveness of the curriculum, its goals and values. The global model is characterized by levels that run from bottom to top of the “globe”. It is also characterized by organizing threads (pervasive and vertical) that start from the base of the “globe” to the top. The base of the “globe”, which is the curriculum starting point, has the behavioral sciences, general education and biological sciences. From this point the students to the nursing knowledge foundation, basic knowledge in nursing specialty and nursing knowledge synthesis as they accomplish their study plans. The levels have seven pervasive threads of organization: cultural competence, Ethics, Process of Decision Making, Globalization, Genomics, Quality and Safety, Technology and Globalization. The vertical threads of organization are four: Professional Nursing, Scholarship and Research, Practice that is Evidence Based, Systems of Global Health and Illness/ Health Management (FIU).
The influences of the design of the curriculum are the factors that are pervasive in the thread. In broad these include communication and collaboration, Quality and Safety, the process of decision making, cultural competence, Genomics, Globalization and Ethics (FIU).
The Commission for Collegiate Nursing Education (CCNE) gives the accreditation standards for the nursing programs. The standards are divided into four categories which include: the Governance and Mission; the Resources and institutional commitment, the Teaching and Learning processes and the curriculum; and the Program outcomes assessment and its achievement. Emphasis will be laid on the 3rd standard that deals with curriculum (CCNE, 2013).
FIU nursing curriculum is developed according to the nursing program goals, mission and
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However, to find computers being used in the classrooms at least in the United States-was, not at all a common sight. In fact, it was unlikely and occurred only at the high school level and in limited situations. Now, in the new millennium, educators have the basis to believe that computer technology is used in the school.
Chalufour and Worth (2006) inform that national standards often set parameters for what students ought to know and be capable of doing in science. However, national standards often neglect what kindergarten students should know and should be doing in science.
Still, it’s worth noting that teaching professionals must attend to the varieties of students, cultures, and grade levels when considering assessment strategies. As a high school chemistry and physics teacher, I have developed a number of assessment strategies that have formed my own philosophy to the assessment process.
Teaching philosophies derived from known psychologists and philosophers, such as Jean Piaget, lay an emphasis on the learning process that children at preschool age experience (Mooney, 2000). For instance, if the child views the world as a large puzzle, then his/her new experiences will be regarded as pieces of such puzzle (Piaget, 1952).
Some believe it was the addition of materials to the school curriculum to include the less represented groups. Others talk of it as a transformation that aimed at addressing the oppressive foundations of the world and how education has served to maintain equality among all groups (James, 2002).
The course designers must foremost appreciate the learning background of the potential students. The crux of the matter in designing the course entails the meticulous threading of the course to integrate the programs in a way that envisions the objectives in the curriculum framework, program competencies and outcomes (Keating, 2011).
School policies are made at the provincial level while funding and supervision takes place at the central level, territorial level, and national level. Education is normally administered in English in order to give all children
a teacher for young Scottish with a divided personality in that she believes that every action she partakes and every manner in which she behaves is of importance but did not interpret the potential harmful influence her behavior would have on her students. Although Miss Brodie
For instance, when one considers what topics that a student will necessarily be greeted with during the course of their studies, the first matter of discourse instantly shifts to what type of information the student will be presented with. Secondary to the actual
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