Curriculum Design, Implementation and Evaluation - Essay Example

Curriculum Design, Implementation and Evaluation Three Certificate Program Introduction and Overview The core aim of the program is to prepare students for an effective and efficient entry into management and control of healthcare system. The program also provides participating students with potential and ability required in various nursing and management opportunities especially in extended care facilities. With effective support, students who will undertakes courses offered in this program will acquire essential skills and competence required in managerial and administrative positions in clinic hospitals, senior doctor offices as well as in patients’ homes. Supervised experiences, hands-on practice as well as classroom lectures in extended care facilities will as well be critical aspects of the program. Moreover, the program has met state and federal requirements and international health standard. The programs is designed to take place in Livonia campus Purpose This is a 12 weeks three-course case management-certificate program. The program aims at preparing the selected students to effectively and professionally participate in advancing the health condition of the public. The program projects at assisting qualified students to become active members of the health team in the country. The program will as well equip students with the required competence and skills essential in offering direct patient care as new practitioners of practical nursing in several health services. Upon completion of all the required in the course, successful students are expected to pursue and succeed in National Council Licensure Examination. Timeline The case management-certificate program is divided into three main course, healthcare training course, psychological training course as well as administrative and management course. Within the first three weeks, the program intend to offers intensive training on the general health care skills and competence. These skills entail offering classroom lecture and practical training on basic first aids skills. The programs will offers systematic training on the most effective means of preventing direct and indirect infections to clients, families and other healthcare practitioners. After completion of the initial course, the programs will train students on the most productive invention measures of addressing psychological needs of clients. In this training, students will be trained on the available intervention and therapeutic measures. The final four weeks will entails offering management and administrative courses. Trainers will inform and train students on essential leadership and management skills and styles as well as the most effective means of meeting clients and customers’ needs and demands. Moreover, every course is supposed to take three hours in a week. This therefore means that, every program is supposed to take nine hours. Program Outcome At completion of this three-course case management-certificate program, graduates are expected to have acquired exceptionally demanding skills in health practices. The programs’ graduates will have developed and acquired skills and ability of integrating various health care processes including learning and teaching, caring process, documentation and communication process as well as clinical problem solving process. To create an effective and friendly healthcare environment, the case management-certificate program graduates are supposed to effectively collaborate and work together with the entire healthcare teams in facilitating efficient and safe care to healthcare clients. Moreover, the program’s graduates are supposed to have acquired skills essential in protecting families, clients as well as healthcare professionals from direct infections, indirect infections, and other environmental hazards. In promoting and maintaining public health, the program graduate should have the capability of applying growth and development knowledge in promoting optimal health, solving complicate client situation as well as effectively participating in protecting and detecting emerging health complications. The programs graduates are as well expected to efficiently use their psychosocial integrity to promote and support psychosocial and emotional well-being of families and clients in stressful and confusing events. Proper utilization of physiological competence among the programs graduates will be very effective in promoting conformability and in assisting clients and families in their daily living activities. Graduates should also demonstrate their ability and competence in managing and administering medication and in monitoring clients who are receiving parenteral therapies. In addition, by utilizing their competence, the program’s graduates are also supposed to take the necessary action in minimizing the likelihood of development of new complications on the already existing healthcare complications. The program’s participants are also supposed to effectively utilize their management and leadership skills and competence in the management and operation of healthcare systems. Graduates have the responsibilities of utilizing their leadership skills in forming effective teams that can enhance quality decisions in healthcare systems. Finally, the program is also intended at educating trainees on the most effective ways of participating in offering effective care services to clients who demonstrate chronic, acute or life-threatening physiological health complications Description Students who will undertake courses in this case management-certificate program are expected to complete the all the requirements in the three courses that are offered. Successful completion of the programs will help trainees to be adequately prepared to perform critical job functions as a licensed practical nurse and managers. The programs have the capability of offering skills and competences that are essential for a professional nurse. Through intensive educational training, the program will motivated the programs trainees to effectively perform their duties with minimum supervision. Moreover, after successful completion of the programs requirements the trainees will be eligible for employment in clinics, hospitals, physician’s offices, general community health settings, nursing homes and schools. To take part in this training, the potential trainees are supposed to submit high schools transcripts to confirm successful completion of high school education. The applicant of the program must have successfully completed the following courses, on unit of high school algebra, one unit of o-level chemistry with adequate laboratory training management and accounting courses as well as one unit in high school biology with laboratory training. Intensive training on computer training will also be very essential and critical to successfully complete the course. To confirm their computer competence, the applicants should validate their competence by producing certificate-indicating success in GCC Computer competency Exams. Apart from offering the general nursing course, this new and innovative initiative will train students on various mechanisms of providing competent, passionate, and safe nursing care that relies on the existing professional standards and theories. The program will as well educate students on the most effective ways of incorporating leaders’ theoretical frameworks and assumptions in real life situations. In its practicum section, the program will ensure that, all its graduate have competence and skills essential in the management of groups and healthcare organizations. The existing theories on nursing practices and leadership competence will form the basis of the training. The program’s graduates will as well be adequately prepared to exercise their nursing proficiency by collaboratively working with groups, individual’s, communities, and families with an aim of promoting community health and individuals wellbeing. Moreover, after completion of the program, graduates should have the ability of demonstrating strong and essential leadership traits that motivates and supports inter-professional collaborative model of client centered care and protection. The program is as well aims at instilling essentials skills that will help graduates to constructively influence and direct the future of the country health care and nursing practices from the general local context to a consistent and strong understanding of international healthcare environment (Souza, Karkada and Somayaji, 2008). The initial assumption of the program is based on the assumption that, consistent training is incredibly vital in advancing the quality of services offered in healthcare system. Training plays a very essential role in the identification of clients needs and in the formulation of the most valuable means of dealing with the identified needs and demands. The program is therefore developed on the bases of the concepts of ethical guidelines of global healthcare essential in nursing inquiry, leadership and management as well as relational practices. The program will as well offer training on reflective and critical inquiry mechanism as well as the most effective means of working in mutual relationship with clients and their families with an aim of promoting the countries health standards and individuals wellbeing. Under this program, students are supposed to commence their training with comprehensive understanding of the existing theory and the most productive ways of incorporating the existing theory into practice. Moreover, to provide a realistic and safe learning environment, the program will rely on creative and innovative teaching strategies. The strategy will fully utilize emerging information technology mechanisms both in training and in effecting the trained skills and competence. In addition, the program is intended at providing a supportive and welcoming environment in order to enhance inclusiveness and diversity. Opportunities To participate in the program, the prospective students should have successfully completed the high school education. Moreover, the student ought to have pursued at least one unit in chemistry and biology. Success in laboratory test in chemistry and biology is as well incredibly essential and critical in the program. The prospective students should as well have the will and passion of undertaking course in nursing. Nursing professionals who have an intension of refreshing their skills and competence are also highly encouraged to participate in the programs. To be admitted in the program, the prospective student should produce valid certificate to confirm compliance with the set standards. High school and college certificate should also be accompanied by varied recommendation letter from the relevant administration (Caldwell and Mays, 2012). Successful completion of the courses in the case management-certificate program is expected to open numerous opportunities to graduates. Successful candidates will have the required skills and competence of dealing with various health complications. Graduates have an opportunity to search for recruitment in various health care and management entities including hospitals, clinics, and healthcare professional offices as well as in nursing homes. In addition, the graduate will have the required skills of administering effective and most essential psychological and psychosocial therapy. Therefore, successful graduates will not only search for employment in healthcare institutions, they will also have an opportunity of being employment in social welfare institutions such as rehabilitation centers and consultation firms. Leadership and management training will as well offer graduate with essential leadership skills and competence essential in the management and control of healthcare institutions. The program’s graduates will therefore have an opportunity to management healthcare systems with limited barriers. The entire program will offer three very critical courses in nursing professional. The initial training will entail offering basic training on nursing profession. After the completion of the first course, students are expecting to undertake and succeed in the set examination. Students are therefore expected to pass the exam before continuing with the second course o psychology training. Upon completion of the three courses, the student will employ the trained skills in field practicum. Successful completion of the fieldwork practicum will give students a chance to pursue the program final exams. The program will use the results of the final exam to rate trainees’ performances. After succeeding in the final exam, successful student will be awarded with a certificate of completion that will give them an opportunity to search for employment in various institutions (Tapia, Khalaf, Berenson, Globe, Chancellor and Carr, 2009). Managing the Program The program aims at incorporating both fulltime and part time training. Full time training will specifically focus on high school graduates. This segment will be expected to attend their classes during day times. On the other hand, those students who intend to refresh their course will attend part time training. Part time classes will give a chance for profession nurses and other health system managers to attend to class activities and at the same time go on with their daily activities. However, despite giving an opportunity to attend classes at their own convince time, all students are supposed to pass in their examination. The program will also set effective mechanism of ensuring that, the quality of the training offered by the program is of high standard. Therefore, the program will institute class attendance list that will be evaluating students’ class attendance. In this list, students will be expected to sign attendance after attending very class section. The aim of this plan is to ensure consistent attendance of the class session by students and as a result improve the quality of training offered by the program’s trainees. The program’s exams will as well be in line with the program objective and goals. Moreover, the program is also expected to offer handout to students. Despite offering handouts to students, the programs will institute research services and infrastructures such as research libraries and online links to enhance quality and effective researches (Abanto, Tsakos, Paiva, Goursand , Raggio and Bönecker 2012). Assignment 2 Science and Humanities Pre-Requisites for a BSN Nursing Program BSN nursing program enables students to have an option of securing liberal learning and science courses essential for professional nursing education. Students who aspire to pursue BSN nursing program are expected to be well equipped with science course both in high school level and in advanced level. Having adequate competence on criminal backgrounds checks is also critical and fundamental in BSN nursing program. Therefore, to prosper in BSN nursing program, students are expected to undertake all prerequisites essential in the course. Although it is sometimes very challenging to complete all essential prerequisites, students are advised complete some of the very essential prerequisites. The most essential prerequisites include undertaking courses in diversities and ethic studies, pursing courses in modern world history and America ancient history as well as humanities courses that include philosophical courses, theatre and music, theory courses in art, foreign language courses and humanities courses. Human Anatomy with laboratory training, Microbiology with laboratory training as well as Human Physiology is also very critical prerequisites of BSN nursing program. Recent studies have as well confirmed that, knowledge on English composition writing, biochemistry contents, English literature; skills on how to write critical thinking essays as well as interpersonal communications are some of the most critical prerequisites of BSN nursing program in modern society. Apart from the obvious prerequisites, knowledge on Cultural Anthropology, General Sociology, Nutrition, Statistics, Fine Arts, General Psychology and Bioethics have also been rated as some of the most critical requirements of BSN nursing program in many learning institutions (Wilson, Lavis and Guta, 2012). Synthesized knowledge in humanity sciences and liberal arts are very essential in enhancing adequate understanding of BSN nursing program. To enhance holistic care for communities, individuals, and families essential in BSN nursing program can only be facilitated by adequate competence on critical thinking, consistent decision-making process as well as the evaluation and management of safety measures. To practice professional nursing, students who undertake BSN nursing program are expected to have adequate understanding on legal, professional, and ethical standards of practices. Moreover, provisions of cultural competence care to clients in partnership with inter-professional healthcare teams have also proved to be very essential in BSN nursing program. In addition, BSN nursing program is a reflection of interdisciplinary interaction in the modification and design of its curricula. The general training component of BSN nursing program offers students with varied and wide knowledge that is based on social sciences, liberal arts, humanities, physical sciences and multiculturalism. Researchers have as well found out that, a good percentage of nursing training components offer knowledge from the science and art of nursing. In a good number higher learning institutions in the world, BSN nursing program students are expected to cover at least two third of the total prerequisites of the course. Moreover, the core aim of BSN nursing program is to further professional training of diploma or associate degree. In most higher learning institutions, BSN nursing program utilizes the 2+2 model. In this model, students are expected to complete the essential units of the course before exercising the acquired skills. After completion of all units, students are thereafter expected to enter into professional a nursing sequence that is expected to take four semesters. Upon completion of the nursing sequence, the nurse acquires the mandate of exercising the acquired skills in nursing profession. In general, to graduate in BSN nursing program, a graduate is supposed to have successfully completed statistic courses, general psychology, physiology and anatomy 1 and 2, chemistry and microbiology (VanDenKerkhof, Hopman, Carle, Kuhnke and Harrison, 2013). Assignment 3 Compare the Programmatic Outcomes and the Educational Content between an MSN and BSN Program Both MSN and BSN program offers comprehensive training to nurses and other health care professionals. These programs aim at offering training on the most effective ways of advancing health status in the society. A professional who is awarded with a certification of either MSN or BSN program is expected to have completed all the requirements of the program. Moreover, the two programs require aspiring students to have excelled in science subjects including biology with lab, chemistry with lab as well as statistic subjects. Both MSN and BSN program have almost similar prerequisites that are essential in improving the health quality of the public. In general, the two programs aim at providing competence healthcare professionals who can meet the changing needs and demands of the public health. Moreover, the two programs require candidates who are competence in science subjects both in high school and in other higher learning institutions (Leggett, Mackean, Noseworthy , Sutherland and Clement, 2012). Despite having almost similar programmatic outcome and educational content, MSN and BSN program have various conflicting differences. For a starter, a BSN program is presumed to be the initial step towards acquiring a certificate in MSN. For professionals to study MSN programs, they are required to have successfully completed their BSN programs. Secondly, BSN programs students have lower academic qualification compared to MSN students. BSN requires successful completion of high school education while MSN programs demands first degree or diploma certificates in some countries. Thirdly compared to BSN graduate who are supposed to solve general health problems in health systems, MSN graduates have a specific role to play in the society. In most cases, MSN graduates are trained to be policy makers, consultants, educators, and employers. BSN gradates are expected to assume the role of implementing policies that are formulated by MSN graduates. Moreover, despite implementing the existing policies, BSN graduates are trained on the most effective ways of engaging clients and family members in decision-making process. Compared to MSN graduates who are trained to handle complicated and high-level health problems, BSN graduates are trained on how to effectively deal with minor health challenges and emerging social predicaments. Recent researches have as well found out that, BSN degree in nursing is an educational degree that prepares nurses to deal with emerging challenges. MSN degree in Nursing is presumed to be professional degree that equips health care professionals with the necessary skills essential in dealing with challenging social and health issues. The emerging difference between MSN and BSN program graduates relies on the perception that most students pursue BSN to acquire the bases of their career development. They use the acquired skills to develop their future career. MSN students aim at improving their competence level in health system. In most instances, MSN holds several degrees from other healthcare field. The differences by MSN and BSN program are due to programmatic outcome and educational content of the two programs (Yordy, 2006). References Abanto J, Tsakos G, Paiva SM, Goursand, D., Raggio DP and Bönecker M., (2012).Cross- cultural adaptation and psychometric properties of the Brazilian version of the scale of oral health outcomes for 5-year-old children (SOHO-5), Health and Quality of Life Outcomes 2013, 11:16 -25 Caldwell SEM and Mays N (2012). Studying policy implementation using a macro, memo and micro frame analysis: the case of the Collaboration for Leadership in Applied Health Research & Care (CLAHRC) programmers nationally and in North West London Health. Research Policy and Systems, 12 (10), 32-47 Leggett, L.E, Mackean, G., Noseworthy TW, Sutherland L and Clement F., (2012). Current status of health technology reassessment of non-drug technologies: survey and key informant interviews. Health Research Policy and Systems, 12 (10), 38-47. Souza, M. S., Karkada, S.N., and Somayaji, G. (2008). Factors associated with health-related quality of life among Indian women in mining and agriculture. Health and Quality of Life Outcomes, 13 (11), 9-22. Tapia CI, Khalaf K, Berenson K, Globe D, Chancellor M and Carr L., (2009).Health-related quality of life and economic impact of urinary incontinence due to depressor over activity associated with a neurologic condition: a systematic review. Health and Quality of Life Outcomes, 9 (11), 13 -89. VanDenKerkhof EG, Hopman WM, Carley ME, Kuhnke JL and Harrison M., (2013). Leg ulcer nursing care in the community: a prospective cohort study of the symptom of pain, Journal of BMC Nursing, 12 (3), 67-91. Wilson MG, Lavis, J .N. and Guta, A., (2012) Community-based organizations in the health sector: A scoping review. Health Research Policy and Systems, 12 (10), 36-41 Yordy, K. D. (2006). The nursing faculty shortage: A crisis for health care. Princeton, NJ: Robert Wood Johnson Foundation. Read More