Student-Centered Curricular Revisions to Facilitate Transition from Associate Degree in Nursing to Bachelor of Science in Nursing Education

Linton, Mary; Knecht, Linda; Dabney, Beverly Waller; Koonmen, Jamie

doi:10.1016/j.teln.2019.06.008

Cited by 3 publications

(12 citation statements)

References 9 publications

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“…3,4 Nursing faculty have frequently used 1 of several available national standards, such as the Quality and Safety Education for Nurses (QSEN) competencies 3 and AACN Essentials. 3,5 The literature describes the process as faculty creating a table format to indicate where in the coursework the standard is met. This allows discovery of4 key conclusions about curricular content: (1) itis complete, (2) strengthening is needed, (3) there are gaps, or (4) material is presented more than once and is redundant.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This allows discovery of4 key conclusions about curricular content: (1) itis complete, (2) strengthening is needed, (3) there are gaps, or (4) material is presented more than once and is redundant. 3 Neville-Norton and Cantwell 4 outlined a comprehensive curricular mapping strategy. The process began with reviewing standards, identifying EOP and course outcomes, followed by the creation of course maps, and, finally, defining assessment strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, NCLEX-RN licensure pass rates improved from 77% to 86%, and program credits were reduced. 3 Other authors have used curricular mapping in specific knowledge areas such as adverse childhood experiences, mental health, and gerontology. [6][7][8] These articles detail a process in which a specific national or international standard was used, and modules or educational units were mapped to the broader standard by faculty working in small teams to test achievement of a limited number of goals.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Curriculum mapping has been described in the literature as identifying the standards and then mapping content to that standard. 3,4 Nursing faculty have frequently used 1 of several available national standards, such as the Quality and Safety Education for Nurses (QSEN) competencies 3 and AACN Essentials. 3,5 The literature describes the process as faculty creating a table format to indicate where in the coursework the standard is met.…”

Section: Literature Reviewmentioning

confidence: 99%

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Systematic Curriculum Mapping of Virtual Patient Assignments to End-of-Program Outcomes

et al. 2021

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Background: During the COVID-19 pandemic, virtual clinical learning assignments replaced onsite clinical instruction in many prelicensure nursing programs, but the alignment of those learning experiences to end-of-program outcomes was unknown.Purpose: This article describes the process and results of mapping student competencies gained via virtual patient simulation experiences to a program's end-of-program outcomes and accrediting standards. Methods: A faculty team followed the process of curriculum mapping as described in the literature to evaluate the effectiveness of the program's virtual clinical learning product in addressing end-of-program outcomes. Results:The mapping process identified where competencies were being met, which needed enhancing or were redundant, and where gaps existed. Conclusions: Curriculum mapping is an effective strategy in evaluating whether virtual patient simulation learning experiences support end-of-program outcomes. Mapping learning activities to outcomes will be fundamental to curriculum development and evaluation as schools of nursing integrate accrediting standards.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Systematic Curriculum Mapping of Virtual Patient Assignments to End-of-Program Outcomes

et al. 2021

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“…2 From analyzing the mapping, faculty can then draw 4 key conclusions, specifically that the curriculum is complete, strengthening is needed, there are gaps, and/or material is redundant. 3 The process is designed to provide data that drive decision-making about curricular change. Although the purpose is clear, there are variations in mapping techniques.…”

mentioning

confidence: 99%

Curriculum Mapping for Competency-Based Education

Altmiller

2023

Nurse Educ

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Use of Curriculum Mapping to Promote Licensed Practical Nurses' Attainment of a Baccalaureate Nursing Degree

Nance¹,

Brown²

2022

J Nurs Educ

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Background: To increase the number of baccalaureate-prepared nurses, efforts have focused on degree completion for RNs. Less attention has been given to foster baccalaureate nursing (BSN) degree pathways for licensed practical nurses (LPNs). To facilitate the development of an LPN-to-BSN degree pathway, faculty at one BSN program used curriculum mapping as a form of inquiry. Method: A six-step curriculum mapping process was used to examine content congruency and alignment between North Carolina LPN concept-based curriculum and foundational courses in the BSN program. Results: Analysis of the data revealed an alignment between LPN courses and three foundational BSN courses. Conclusion: Findings were used to inform faculty members of the decision-making process for a revised LPN-to-BSN pathway. Curriculum mapping can be used as a tool to facilitate the development of the LPN-to-BSN pathway. LPN-centered curriculum options may be key to increasing the number of BSN nurses. [ J Nurs Educ . 2022;61(11):646–649.]

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Student-Centered Curricular Revisions to Facilitate Transition from Associate Degree in Nursing to Bachelor of Science in Nursing Education

Cited by 3 publications

References 9 publications

Systematic Curriculum Mapping of Virtual Patient Assignments to End-of-Program Outcomes

Systematic Curriculum Mapping of Virtual Patient Assignments to End-of-Program Outcomes

Curriculum Mapping for Competency-Based Education

Use of Curriculum Mapping to Promote Licensed Practical Nurses' Attainment of a Baccalaureate Nursing Degree

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