Innovation
Curricular are often designed and developed to include separate modules which are reported as contributing to fragmentation in skills development (Cadman et.al., 2003) and compartmentalisation of professional development (Gass et. al., 2004). The Spidergram of Curriculum Design (SgCD) below illustrates the template used for mapping learning outcomes and syllabus content nursing programmes.
The use of a spiderweb design allows for a visual mapping of the learning outcomes and syllabus content of each module or learning unit to be connected and mapped to an unfolding case studies in an attempt to reduce fragmentation and compartmentalisation of the knowledge and skills developed, taught, and assessed within separate modules.
The spidergram of curriculum design (SgCD) shows how the syllabus content can be mapped into a case based model (If you hover over the sections the text will appear). Each colour represents a year in the life of the student and each segment represents content vital for pre-registration education. This model has helped us to think in a creative, yet structured way, which allows each team to visualise the student journey, whilst ensuring it meets not only the module syllabus, but also the requirements of the NMC and relevant national and local policy drivers.
References
Cadman, K., Clack, E., Lethbridge, Z., Millward, J., Morris, J. and Redwood, R. (2003) Reflection: a casualty of modularisation?: Enquiry Based Reflection Research Group. Nurse Education Today. 23 (1), pp.11-18.
Gass, J., Banks, D. and Wilson, A.J. (2004) Modularisation- Flexible or Restrictive Professional Education. Nurse Education Today. 24 pp.337-343.
What prompted innovation?
The Spidergram of curriculum design (SgCM) was developed to support the integration of case based scenarios into a modular programme. As an educational provider we used our recent curriculum revalidation as an opportunity to review and embed the following are key pedagogical principles into our nursing programme;
• Case and enquiry based learning,
• Technology Enhanced Learning (TEL), simulation and clinical skills,
• An integrated approach to theory and practice.
What makes innovation different?
The visual representation of curriculum mapping.
Changes in practice
The Curriculum 13 nursing programme which started in September 2013 has been designed to ensure that the principles of case based and enquiry based learning are embedded within each module. With an anticipation that terms of practice and theory modules will become outdated and instead students will simply experience their education as one of unified practice learning opportunities.
Impact
Positive feedback from academic colleagues at and from NMC external reviewers.
Dissemination
- The concept of case based curriculum design has been presented at internal road shows within the Department of Nursing and Midwifery at UWE Bristol.
- Our external dissemination plans include an abstract being submitted for NETNEP 2014, and a paper is being written for submission to the Nurse Education Today.The concept of case based curriculum design has been presented at internal road shows within the Department of Nursing and Midwifery at UWE Bristol.
- Our external dissemination plans include an abstract being submitted for NETNEP 2014, and a paper is being written for submission to the Nurse Education Today.