I.

Course No.:

NED 702

II.

Course Title:

Principles of Curriculum and Instruction in Nursing

III.

Professor:

RENANTE A. EGCAS, Ph.D.

IV.

Course Description:
The course is designed to prepare nurses for careers in higher
education. The course also aims to help MN students develop the teaching
skills, research-based curricular knowledge, and technological expertise
necessary for effective nurse faculty and nurse leaders in university and
college settings.

V.

Course Objectives:
At the end of this course, the students should be able to:

VI.

Evaluate curriculum and reconstruct educational program of the

selected nursing schools;
Make training proposals for nurses continuing education;
Present contemporary best practice in nursing instruction/teaching;
Orchestrate instructional strategies and techniques for culturally
diverse individuals and/or groups of learners;
Articulate issues and concerns and capabilities of dedicated nurse
educators in a pluralistic society;
Apply leadership concepts in various educational settings;
Conceptualize educational leadership in relation to change;
Demonstrate a knowledge-base understanding of classroom and/or
school administration for today's schools and for the future.

Topic Outline :

Models of Curriculum and Philosophies of Instruction

Historical Roots of Nursing Curriculum and Instructional Models
Approaches to Curriculum and Instructional Design
Technological Options to Enhance Curriculum and Instruction
Approaches to Multicultural and Inclusive Education
Instructional Leadership
Leadership Theory (Review)

Trait Theory
Leadership Behavior Theory
Contingency Theories of Effective Leadership
Path-Goal Theory
Charismatic Leadership
Houses Charismatic Leadership
Self-Concept Theory of Charismatic Leadership
Transformational and Transactional Leadership

VII.

Instructional Leadership and School Effectiveness

Instructional Leadership and Teaching and Learning
Instructional Leadership and Students Achievement

Instructional Leadership Models

Hallinger and Murphys Model (1985)
Murphys Model (1990)
Webers Model (1996)

Motivation
Gagnes 9 Events of Instruction
Motivating Learners

Decision-Making
Curriculum Development and Implementation
Analyzing and Improving Teaching

Course Requirements and Rating System:

1. Participation and Attendance
2. End term Examination (Comprehensive)
3. Demo-teaching, Reports and Exercises
4. End Term Paper (Curriculum and Program Evaluation)

10%
30%
30%
30%
100%

VIII. References
Lunenburg, Fred C. and Allan C. Ornstein (2008). Educational
Administration: Concepts and Practices, 5th Edition. New York:
Thompson Learning Publishing Company. ISBN 0-495-11585
Krug, S. (1992). Instructional leadership: A Constructivist Perspective.
Educational Administration Quarterly, 28 (3), 430-443.
Larson-Knight, B (2000). Leadership, Culture, and Organizational

Learning. In Understanding schools as intelligent systems. (Ed.

Leithwood, K). pp. 125-140.Stanford, CT: JAI Press.
Ribrics/Criteria for Rating Presentation/Reports/Discussion
Criteria
Clarity

Description
The presenter presents the topic clearly and logically.
The presenter delivers the topic with mastery.
The presenter gets rid of complications and/or
irrelevant information.

Completeness

Conciseness

Concreteness

Correctness

Rating
20

The presenter uses appropriate presentational devices to

convey his/her points.
The presenter covers all the desired inputs as suggested 20
in the topic outline.
The presenter provides the details of a topic
comprehensively.
The presenter shows the ability to see things from the
learners perspective.
The presenter outlines the topics for better track and
comprehension.
The presenter simplifies and clarifies points for
discussion.
The presenter avoids abstractions by giving concrete
facts/information.
The presenter uses relevant examples, backgrounders,
illustrations, etc to prove his/her points.

The presenter employs visualization.

The presenter gives the correct information and
interpretation about the topic.

The presenter cites authorities to prove the veracity of

information.

20

20

20

100
Total

Rubrics for Rating Participation

Score Criteria
0/20

Demonstrates consistently poor attendance and consistently poor

preparation; may be disruptive in class and hinder the learning of
others; consistently fails to participate in class activities.

12/20 Demonstrates inconsistent attendance/timeliness/preparation in class

activities; may be disruptive in class; is frequently not prepared.
15/20 Demonstrates consistent attendance and preparation; occasionally
participates in class discussions, and regularly participates in other
class activities.
18/20 Demonstrates consistent attendance, preparation, and participation in
all class activities and discussions; occasionally demonstrates insight
by asking questions or making statements that add to and facilitate
the class discussion.
20/20 Demonstrates consistent attendance, preparation, and participation in
all class activities and discussions; consistently demonstrates insight
by asking questions, making statements that add to and facilitate the
class discussion, or building upon others' comments.

Prepared by:

RENANTE A. EGCAS, Ph. D.

Received by:

Name of Students

Year & Section

Signature

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