Response to Case Study 1 – Mountain View College Department of Nursing – Solved Essay

This article provides response to Case Study 1 – Mountain View College Department of Nursing.

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Assignment:

Critical Thinking Exercises : 

Case Study #1: Mountainview College Department of Nursing

Mountainview Community College , an associate degree-granting college, is located in a medium-sized metropolitan city of approximately 400,000 inhabitants. Health facilities include four hospitals, several-drop in clinics staffed by physicians and primary health care nurse practitioners; and a visiting nurse service in which all community-based health care except medical care is coordinated. The College provides business, technology, community service, and health science programs to approximately 6500 full and part-time students. Among the programs is a 2-year, associate-degree nursing (ADN) program. Springhaven University is also located in the city and offers a 4-year baccalaureate nursing (BSN) program. In addition to offering the 2-year ADN program, Mountainview College has entered into a collaborative partnership with Springhaven University, to offer the first two years of the BSN program. Springhaven will offer the third and fourth years. There is agreement to develop a new curriculum together. Participants from both institutions and the health community are working collaboratively to develop the new BSN curriculum.

Solution

Introduction

Leadership in curriculum development within a learning institution largely depends on what the leader in context makes it. Several tasks linked to the process of curriculum necessitate the leader in sorting out as well as prioritize this task (DeMathews, 2014). Additionally, curriculum leadership embraces the management of the current programs, review of materials and control the issues at hand. They also solve the emerging problems daily and simultaneously determine new direction align the staff with the resources available and nurture meaningful change for improvement in both nursing schools and education (Fowler, 2018). Consequently, the case analysis explores the issues that the Dean of a nursing school should do to ensure a new curriculum is developed. To achieve the goal, the author engages in critical thinking exercises through two case studies with one being Mountainview College Department of Nursing and the other Old Ivy University College of Nursing 

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Case Study #1: Mountain View College Department of Nursing

Description of Matters the Dean of nursing at Springhaven University and the Chair of the nursing department at Mountainview Community College should discuss

The success of the project on collaborative curriculum project leadership requires a proper understanding of how the leadership of the various projects addressing curriculum development will be shared. As the term collaborative indicates, it underscores the fact that both the Dean and the Chair to the project with each having distinct yet complementary duties and responsibilities about the development process. Each leader should consider the other their equal in order to provide a forward momentum where each party avails their collective experience and expertise to the success of the curriculum development exercise. The rationale behind this is that the Dean of Nursing at the Spring Haven University has different experiences on successes and failures compared to their counterpart, who is the Chair of Nursing at Mountainview Community College. Success will only result if the two converses plan and understand how to bring their distinct experiences.

Factors to Be Considered When Deciding On Leadership for the Collaborative Curriculum Development Process

The two leaders have to focus on the strengths and shortcomings that each of the leaders present on the table. There is a possibility of each presenting differing priorities and non- negotiable. Subsequently, the two leaders have their priorities presented from the very beginning. In some organizations, shared leadership manifests with massive adjustments which eventually lead to positive outcomes. A case in point could be some organization’s use of shared leadership model which enables the leaders to have a chance to focus on the areas of where each most talented in and if necessary hire team leaders. The resulting leadership framework is not only successful but distinctly outlines the lateral compared to the vertical or hierarchal structured organization. With power division at the lateral/ horizontal level, it means that power, authority ad making of decisions is more broadly and deeply dispersed (Muller et al., 2018).

Selection versus Appointment of Curriculum Leader

This paper holds the view that curriculum leaders should be selected as opposed to being appointed since the former entails choosing the best from a set of elements that the ideal candidate should meet. On the other hand, Appointment connotes the arbitrary imposition of a leader by those in authority. The Appointment may overlook whether the leader has the necessary skills and competencies or not. In an ideal situation, the two leaders should each come from their respective institution in order to promote the concept of fairness. Additionally, the two institutions will perceive that they are adequately represented. At the same time, their respective leaders should be familiar with their institutional needs and therefore be able to communicate with their counterpart effectively. Be that as it may, the leaders should also be ready to collaborate and work with other community leaders to further the development of the curriculum goals and the learning institution pillars.

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What to Include In Faculty Development Program When Preparing Potential Curriculum Leaders

The preparation of potential curriculum leaders demands that their faculty development program incorporate a unit on emotional intelligence. According to Sovde et al. (2019), the successful development of a curriculum would be incomplete if the program’s leadership does not factor emotional intelligence. Leaders of the 21st century must acquaint themselves on how to understand their emotions and the impact that they have on others.

Case Study #2: Old Ivy University College of Nursing

How can Dr Eme help the faculty choose a change theory to guide their overall process?

Leaders and senior executives of the 21st century acknowledge that change theories drive both people and programs or projects. For Dr Eme to assist the faculty in selecting the appropriate change theory the views of Connolly & Seymour (2015) who posit that a project seeking to effect reform or change usually mirrors the theory of change of the project designers should guide his selection. Scholars also opine that change theories matter since they are mostly evidenced in their implications and what remains invisible and cannot, therefore, be questioned. As such, Lewin’s theory of planned change first described in 1947 could come in handy in guiding Old Ivy University College of Nursing organizational change. Udod & Wagner (2018) observe that the essence of Kurt Lewin’s 3 step model captures the expected changes in cultural norms and practices through the unfreeze, transition and refreeze stage.

Committees to Facilitate Curriculum Development

The committees that would facilitate curriculum development could at the bare minimum consist of a general education committee, distance learning/ online education committee and the student learning outcomes and assessment committee. The general education committee would cover the continued evaluation and refinement of the general education plan and collaborate with the faculty to develop and complete the GE rationales for their outlined courses. On the other hand, the DL/ Online education would concern itself with online class, a hybrid class integrating online and in-person format where the latter attends campus in person on set dates. This committee would also address the needs of the web-enabled class, which means a conventional on-campus class which uses the internet (the web) to gain access to the course management system. The DL committee would also address remote instruction where a class holds a virtual meeting, for example, through the Zoom app during specified days and time. The third and last curriculum development committee is SLOA which would prepare the learning and teaching resources as well as learning outcomes expected. Appropriate assessment methods would also be outlined. The members of these committees should be selected with suggested members comprising a faculty member for each academic division, three student member’s academic deans amongst others.

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Strategies Dr Lumella and Dr.Eme Could Use to Encourage MS and PhD Program Faculty to Take Part in Undergraduate Curriculum Development

The leaders in curriculum development should anticipate some faculty, specifically those teaching the Masters and Doctoral degrees, to resist taking part in the development of curriculum for undergraduate students. The resisting faculty members could argue that their education potential could underutilize if the participates in undergraduate curriculum development personal and departmental mental models as well as denial could be some of the barriers triggering this resistance. To overcome the resistance, the two doctors impress the resistors on the need to nurture and enhance faculty self- efficacy by cultivating a culture of shared decision making which starts at the undergraduate level programs. 

Decision-Making Approaches Would Be Effective For the Curriculum Developers

The curriculum developers have different decision-making models which are broadly grouped into the management decision-making model, systematic decision-making model and open access decision-making model, which would enhance the development of a suitable curriculum. Läänemets & Rüütmann (2015) also suggest a decision-making model guided by the 5 W-2H, which comprises the perennial questions of any education process.

Figure 1: Curriculum development decision-making process model (Läänemets & RĂĽĂĽtmann (2015).

These questions attempt to answer the questions about why to develop a new curriculum when to develop it. What to include, where to teach it, who is the target, how it will be taught and to level extent or level of depth should each level go.

A Practical Work Plan for Developing the Curriculum

Matkvovic et al. (2014) remark that irrespective of whether the curriculum developer will opt whether learner-centered, subject-centered or problem-centered curriculum a curriculum development model should involve the following sequential steps. The first step is defining the problem, followed by an analysis of the environment, the identification of the leading stakeholders and the identification of the resources. The fifth step is the analysis of internal capacity, which is then succeeded by assessment of feasibility before the last and final step, which is the desired outcome can be assessed or evaluated. Some of the logistical factors connected to joint curriculum planning include but are not limited to the timeframe for program development, securing of funding to kick start the curriculum developed and how to deal with critical administrative issue amongst other logical considerations.

For Publication Arising From Curriculum Development

Once the curriculum has been fully developed, the curriculum developers should look for a suitable printer and subsequent publisher to have the complete curriculum development report published for onward dissemination to stakeholders. The faculty can determine whom to be included in the list of authors and the academic titles of the final document writers.

Resources Needed For the Curriculum Work to Be Achieved

For the achievement of the curriculum works, some of the critical resources include knowledgeable people with the necessary expertise and influence at the community level, faculty members as a human resource should detail their subjects and grades certified to teach, their competencies and present assignments. Other resources are like the state curriculum guides and professional resources and materials for the instructors. Al these would be rendered underutilized or unnecessary if students and their personal and demographic details were excluded from the curriculum activities.

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Case Study 1 - Mountain View College Department of Nursing.
Case Study 1 – Mountain View College Department of Nursing.

Faculty Development Activities That Would Be Would Be Helpful

To adequately develop the competencies of the faculty members some the activities that would be helpful are like having the faculty take part in relevant workshops, one on one training sessions as well as hands-on training. Other activities that would lead to immense benefits are like peer training, peer review courses webinars and online modules.

Conclusion

In conclusion, the two case studies have established the leadership in curriculum development can take to primary approaches. The first entails a leader who singularly concentrates on retaining the current program by using scheduled reviews, limited solving of emerging problems and restricted activities. The other which epitomizes an effective and efficient leader in curriculum development constitutes a leader who widens process of curriculum development by offering a vision, organization and the necessary motivation to secure the participation of others in the curriculum design. The transformative curriculum leader endeavors to go beyond the management and maintenance function to addressing school reforms for the existing and future generation of learners.

References

Connolly, M. R., & Seymour, E. (2015). Why Theories of Change Matter. WCER Working Paper No. 2015-2. Wisconsin Center for Education Research.

DeMatthews, D. E. (2014). How to improve curriculum leadership: Integrating leadership theory and management strategies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas87(5), 192-196.

Fowler, S. (2018). Toward a new curriculum of leadership competencies: Advances in motivation science call for rethinking leadership development. Advances in Developing Human Resources20(2), 182-196.

Helms, R. M. (2014). Mapping international joint and dual degrees: US program profiles and perspectives. Center for Internationalization and Global Engagement, American Council on Education, One Dupont Circle NW, Washington, DC USA20036.

Läänemets, U., & RĂĽĂĽtmann, T. (2015, March). Educational decision-making about curriculum development, environments and economics of education. In 2015 IEEE Global Engineering Education Conference (EDUCON) (pp. 764-767). IEEE

Matkovic, P., Tumbas, P., Sakal, M., & Pavlicevic, V. (2014). Curriculum Development Process Redesign Based on University-Industry Cooperation. In Proceedings of the sixth International Conference on Education and New Learning Technologies (EDULEARN) (pp. 4113-4123).

MĂĽller, R., Sankaran, S., Drouin, N., Vaagaasar, A. L., Bekker, M. C., & Jain, K. (2018). A theory framework for balancing vertical and horizontal leadership in projects. International Journal of Project Management36(1), 83-94.

Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational research61(3), 257-273.

Sovde, D., James, K., Waters, J., Green, G. Q., Krengel, K., Moore, E., & Farrington, C. (2019). Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams. Aspen Institute.

Udod, S., & Wagner, J. (2018). Common Change Theories and Application to Different Nursing Situations. Leadership and Influencing Change in Nursing.

Question – Case Study 1 – Mountain View College Department of Nursing

Assignment:

Critical Thinking Exercises : 

Case Study #1: Mountainview College Department of Nursing

Mountainview Community College , an associate degree-granting college, is located in a medium-sized metropolitan city of approximately 400,000 inhabitants. Health facilities include four hospitals, several-drop in clinics staffed by physicians and primary health care nurse practitioners; and a visiting nurse service in which all community-based health care except medical care is coordinated. The College provides business, technology, community service, and health science programs to approximately 6500 full and part-time students. Among the programs is a 2-year, associate-degree nursing (ADN) program. Springhaven University is also located in the city and offers a 4-year baccalaureate nursing (BSN) program. In addition to offering the 2-year ADN program, Mountainview College has entered into a collaborative partnership with Springhaven University, to offer the first two years of the BSN program. Springhaven will offer the third and fourth years. There is agreement to develop a new curriculum together. Participants from both institutions and the health community are working collaboratively to develop the new BSN curriculum.

1. Describe matters that the dean of nursing at Springhaven University and the Chair of the nursing department at Mountainview Community College should discuss about leadership of the collaborative curriculum development project.

2. What factors should be considered when deciding on leadership for the collaborative curriculum development process?

3. How might a curriculum leader be selected or appointed? Who should the leader be? Should there be two leaders, one for each institution? Why or why not? How could community nursing leaders contribute to the leadership of the curriculum development enterprise?

4. What should be included in a faculty development program to prepare potential curriculum leaders?

Case Study #2: Old Ivy University College of Nursing

Old Ivy University College of Nursing offers BSN, BSN completion, MS, and PhD programs. It is located in a large metropolitan city of approximately 2,500,000 inhabitants. Health facilities include twelve hospitals, nurse practitioner clinics, home health services, and drop-in clinics. The university provides graduate and undergraduate programs to 52,000 full-and part-time students in a full range of programs.

The College of Nursing has approximately 1300 students, of whom approximately sixty percent are full-time, and these mainly in the BSN program. The BSN program has been accredited. Although the curriculum content and teaching-learning approaches have been updated periodically, the overall structure of the curriculum and the location of clinical experiences have undergone little change. Most faculty members believe that the curriculum has lost its unity and that it is time to develop a new curriculum with more progressive philosophical approaches and learning experiences.

Most faculty teaching classroom courses in the BSN program have a PhD degree; some have a master\’s degree. Some clinical instructors have master\’s degrees, although the majority has a BSN. Doctorally-prepared faculty teach in the MS and PhD programs although most without an undergraduate teaching assignment do guest lectures in the BSN program.

Dr. Lumella, the Dean of the College of Nursing, is supportive of the undergraduate faculty\’s proposal to design a completely new curriculum. She has appointed Dr. Beverly Eme, an experienced and long-time faculty member, as the curriculum leader. Dr. Eme is a popular choice since she teaches in the BSN program and is highly supportive of faculty colleagues. Dr. Eme begins to plan how to proceed with her colleagues.

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Case Study 1 - Mountain View College Department of Nursing.
Case Study 1 – Mountain View College Department of Nursing.

1. How can Dr. Eme help the faculty choose a change theory to guide their overall process?

2. What committees could be struck in order to facilitate curriculum development? What purposes would they serve? How should committee members be selected or appointed? Who should the members be?

3. If some of the faculty teaching in the MS and PhD programs are reluctant to participate in undergraduate curriculum development, how could Dr. Lumella and Dr. Eme encourage them to do so?

4. What decision-making approaches would be effective for the curriculum developers?

5. What could be a practical work plan for developing the curriculum? What are the logistical factors associated with joint curriculum planning by faculty members of various degree levels?

6. What potential is there for publication arising from curriculum development? How might faculty determine authorship?

7. What resources might be needed for the curriculum work to be achieved?

8. What faculty development activities would be helpful?

  • Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 3 and 4)
  • Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapter 2)

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