Curriculum Mapping
Rita D'Aost, PhD, ACNP, ANP-BC, CNE, FAANP, FNAP, FAAN Pamela Smith, EdD, RN, ANP
Objectives
Describe the purpose of curriculum mapping
Examine challenges in curriculum mapping
Describe resources for curriculum mapping
Why Map?
- Curriculum mapping is the process of matching learning outcomes with elements of the curriculum to create an alignment between goals and learning opportunities
- May be done at the institutional, program, or course level
- For the purposes of assessing program learning outcomes, curriculum mapping visually represents key elements of a program and how they contribute to student learning
Formal
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Curriculum: Formal and Informal
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Informal
What can be mapped?
Both formal and informal curricula play crucial roles in shaping the knowledge, skills, and professional behaviors of future nurses.
more info
Curriculum Mapping
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Curriculum Mapping and CBE Debate
CBE
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Broader Implications
Info
Process
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Curriculum Mapping in Nurse Education and CBE Considerations
CBE considerations
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Challenges & Benefits
Info
Curriculum Mapping: Challenges
- Complexity of Alignment
- Lack of Standardization
- Data Management and Tracking
- Stakeholder Engagement
- Assessment and Evaluation
- Resource Constraints
- Technological Barriers
Info
Curriculum Mapping: Process
Establishe Goals and Objectives
Gather Curriculum Data
Organize and Analyze Data
Align with Standards and Best Practices
Review and Revise
Implement and Monitor
Document and Communicate
Info
Curriculum Mapping Tools and Software
Tools
Software
- Atlas Curriculum Mapping
- Chalk & Wire
- Taskstream by Watermark
- Some Learning Management Systems
- Excel
- Power BI
- Google sheets
Sample Curricular Mapping Tools – AACN Essentials
- Curriculum Map for All Domains and Level 1 Sub-competencies
- Curriculum Map for All Domains and Level 2 Sub-competencies
American Association of Colleges of Nursing- AACN
References
Frank, J. R., Snell, L. S., Ten Cate, O., Holmboe, E. S., Carraccio, C., Swing, S. R., ... & Harris, P. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32(8), 638-645. doi:10.3109/0142159X.2010.501190
Hale, J. A. (2008). A Guide to curriculum mapping: Planning, implementing, and sustaining the process. Corwin Press.
Harden, R. M., & Laidaw, J. M. (2012). Essential skills for a medical teacher: An introduction to teaching and learning in medicine. Churchill Livingstone.
Michael, M., Wilson, C., Jester, D. J., Andel, R., lD'Aoust, R., Badana, A. N., & Hyer, K. (2019). Application of curriculum mapping concepts to integrate multidisciplinary competencies in the care of older adults in graduate nurse practitioner curricula. Journal of Professional Nursing, 35(3), 228-239.
CBE considerations
- Identify Competency Frameworks
- Select Learning Approaches
- Identify Performance-Based Assessment
Formal
- Coursework and Lectures
- Clinical Rotations and Practicums
- Simulation Labs
- Assessment and Evaluation
- Capstone Projects
Challenges & Benefits
- Alignment Complexity
- Resource Intensive
- Faculty Training:
- Improved Outcomes
- Enhanced Accountability
- Student-Centered Learning
CBE
- Learning Outcomes vs. Time-Based Progression
- Assessment and Evaluation
- Personalization vs. Standardization:
- Equity and Access:
- Implementation Challenges:
Mapping
While the formal curriculum involves clearly defined objectives, content, and assessments, the informal curriculum encompasses unstructured and often implicit learning experiences. The informal curriculum can be mapped, although it presents unique challenges compared to mapping the formal curriculum. The major challenge is subjectivity, consistency in assessment for all students, and time constraints. Capturing informal learning requires thorough and ongoing documentation, which can be time-consuming for both students and educators.
Mapping the informal curriculum is feasible and can provide valuable insights into the holistic development of nursing students. By identifying key components, using reflective practices, capturing informal learning opportunities, and integrating these experiences with the formal curriculum, educators can ensure a comprehensive educational experience that prepares students for the complexities of professional practice. While challenging, this process can enhance the understanding and value of informal learning in nursing education.
Process
- Identifying Core Competencies
- Defining Course Objectives
- Aligning Learning Activities
- Developing Assessment Tools
- Establish Continuous Review and Improvement
Curriculum Mapping
- Effectiveness and Efficiency
- Standardization vs. Flexibility
- Transparency and Accountability
- Faculty Engagement
Informal
- Clinical Culture and Environment
- Interpersonal Relationships
- Hidden Curriculum
- Extracurricular Activities
Broader Implications
- Impact on Educational Quality
- Availability to change
Curriculum Mapping
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Transcript
Curriculum Mapping
Rita D'Aost, PhD, ACNP, ANP-BC, CNE, FAANP, FNAP, FAAN Pamela Smith, EdD, RN, ANP
Objectives
Describe the purpose of curriculum mapping
Examine challenges in curriculum mapping
Describe resources for curriculum mapping
Why Map?
Formal
Lorem ipsum dolor sit
Curriculum: Formal and Informal
Lorem ipsum dolor sit
Informal
What can be mapped?
Both formal and informal curricula play crucial roles in shaping the knowledge, skills, and professional behaviors of future nurses.
more info
Curriculum Mapping
Lorem ipsum dolor sit
Curriculum Mapping and CBE Debate
CBE
Lorem ipsum dolor sit
Broader Implications
Info
Process
Lorem ipsum dolor sit
Curriculum Mapping in Nurse Education and CBE Considerations
CBE considerations
Lorem ipsum dolor sit
Challenges & Benefits
Info
Curriculum Mapping: Challenges
Info
Curriculum Mapping: Process
Establishe Goals and Objectives
Gather Curriculum Data
Organize and Analyze Data
Align with Standards and Best Practices
Review and Revise
Implement and Monitor
Document and Communicate
Info
Curriculum Mapping Tools and Software
Tools
Software
Sample Curricular Mapping Tools – AACN Essentials
American Association of Colleges of Nursing- AACN
References
Frank, J. R., Snell, L. S., Ten Cate, O., Holmboe, E. S., Carraccio, C., Swing, S. R., ... & Harris, P. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32(8), 638-645. doi:10.3109/0142159X.2010.501190 Hale, J. A. (2008). A Guide to curriculum mapping: Planning, implementing, and sustaining the process. Corwin Press. Harden, R. M., & Laidaw, J. M. (2012). Essential skills for a medical teacher: An introduction to teaching and learning in medicine. Churchill Livingstone. Michael, M., Wilson, C., Jester, D. J., Andel, R., lD'Aoust, R., Badana, A. N., & Hyer, K. (2019). Application of curriculum mapping concepts to integrate multidisciplinary competencies in the care of older adults in graduate nurse practitioner curricula. Journal of Professional Nursing, 35(3), 228-239.
CBE considerations
Formal
Challenges & Benefits
CBE
Mapping
While the formal curriculum involves clearly defined objectives, content, and assessments, the informal curriculum encompasses unstructured and often implicit learning experiences. The informal curriculum can be mapped, although it presents unique challenges compared to mapping the formal curriculum. The major challenge is subjectivity, consistency in assessment for all students, and time constraints. Capturing informal learning requires thorough and ongoing documentation, which can be time-consuming for both students and educators.
Mapping the informal curriculum is feasible and can provide valuable insights into the holistic development of nursing students. By identifying key components, using reflective practices, capturing informal learning opportunities, and integrating these experiences with the formal curriculum, educators can ensure a comprehensive educational experience that prepares students for the complexities of professional practice. While challenging, this process can enhance the understanding and value of informal learning in nursing education.
Process
Curriculum Mapping
Informal
Broader Implications