Curriculum Case Study

This case study examined issues of nursing curriculum redesign from faculty standpoint,
discussing how curriculum review takes place, who is involved, and how to overcome obstacles
and barriers to its implementation. Who is the leader? How does this person do the job? Why is
it necessary? How does one involve and include all the stakeholders, whether in the community,
on the faculty, or within the student body? All of these issues were explored in this assignment,
leading to enhanced understanding of curriculum redesign and its significance to the ongoing
relevance of the school as well as the success of the students.
Following is the paper written exploring these issues.
 Northern Lights University, Curriculum

Mary Monopoli

Case Study: Roles in Curriculum Design, Development, and Review

SUNY Delhi

NURS 602-11217, Curriculum Development and Instructional Design

Katherine Quartuccio

September 16, 2018

 Abstract

A school of nursing’s successful curriculum redesign and implementation depends on a host of

factors. These include a strong curriculum leader, appointed by the head of the nursing and

supported by faculty, students, and community stakeholders. Ideally, the curriculum leader

should be selected from within the school of nursing, have strong ties to the community, support

the mission and goals of the school, and whose integrity, knowledge, and abilities are

uncompromised.

If this is the ideal, then it seems reasonable to assume that all stakeholders in all areas would

immediately commit to and become involved with the process. However, this is often not the

case. Due to personal and professional reasons, there will be some who will have reservations

about the timing or the need for curriculum redesign. They may question the appointment itself,

wondering if the candidate can really do the job. While it may not be possible to convince

everyone of the need for change or the qualifications of the leader, it is imperative that as many

stakeholders as possible are supportive and involved.

The following assignment reflects on the choice made by Northern Lights University of a

curriculum leader, and explores the methods and means used to encourage and inform decisions

by stakeholders to commit to the process. Research at this school has indicated the need for

change, and it is the leader’s job to convince everyone to join in. This is the first step in a

successful undertaking.
 Northern Lights University, Curriculum

Northern Lights University (NLU) is embarking on significant changes in its Bachelor-

level nursing program. This is considered important enough to warrant the appointment of a

curriculum leader, selected from within the school of nursing. Dr. Isabel Purset, the head of the

school, appoints Dr. Sylvia Kraus to this position. This appointment is based on Dr. Kraus’s

success in developing and implementing current curriculum, as well as her substantive and

positive relationships with university administration and community practice partners. Dr. Kraus

has worked at the university for 22 years. Although the announcement of Dr. Kraus’s

appointment is generally well-received, there are some who are concerned about her ability to

move the curriculum forward due to her ties to the current curriculum (Iwasiw & Goldenberg,

2015).

Question 1. What factors and influences led the school leader, Dr. Purcet, to appoint the

current curriculum chair, Dr. Kraus, to undertake the additional responsibilities of leading

curriculum development?

Iwasiw and Goldenberg (2015) maintain that it is essential for curriculum leaders to have

experience in curriculum planning and development and understand the process. They must be

organized and professional, and have the ability to work well with others. Dr. Kraus’s history

indicates that she meets these criteria, having led the process that resulted in the current

curriculum. This indicates that the process and challenges of change are known to her. She is

well-connected, and has good relationships with both university and community stakeholders.

Added to this is her seniority in the school, indicating that she is aware of and committed to the

school’s mission and vision.

 Question 2. Analyze the merits of Dr. Purcet’s decision and the merits of the reservations

about Dr. Klaus’s appointment. What conclusion can be drawn about the wisdom of Dr.

Purcet’s decision?

Dr. Purcet’s decision was based on Dr. Kraus’s proven skills as a leader and

communicator. Dr. Purcet has already exhibited traits of transformational leadership relative to

curriculum planning and development in the restructuring that took place eight years prior.

Included in these are vision, strategizing, and follow-through. These are the ‘big-picture’

elements; contained within are characteristics such as responsiveness, optimism, and empathy

(Iwasiw & Goldenberg, 2015).

Dr. Kraus’s institutional experience is significant. She is familiar with curriculum

requirements for the BSN level, and understands the challenges and expectations of the

educators. This, as Iwasiw and Goldenberg (2015) point out, gives her credibility with other

members of the committee and the faculty at large.

Dr. Kraus’s track-record as a communicator and relationship-builder is germane. The

quality of the finished product is, to a large degree, dependent on the leader’s ability to engage

with the team members (Iwasiw & Goldenberg, 2015). There are bound to be areas of

disagreement and times of frustration when putting together a curriculum plan. Dr Kraus’s

history indicates that she will be able to help overcome these hurdles.

Iwasiw and Goldenberg (2015) state that curriculum experience is a key criterion when

selecting a leader. Those who question Dr. Kraus’s appointment may fail to appreciate the

importance of this. It has been eight years since the current curriculum has been put in place.

Dr. Kraus has maintained ties with the professional community during this time, and presumably
has witnessed changes in the profession and the care environment which mandate adjustments to

current teaching. She is obviously committed to the success of NLU’s nursing school, and

would realize that curriculum upgrades are necessary in order to help ensure the professional

success of the graduates and continued success of the school.

Question 3. How could Dr. Purcet announce the appointment of Dr. Kraus as leader of

curriculum redevelopment to institutional administrators, nursing faculty, and community

leaders?

A formal announcement of Dr. Kraus’s appointment and responsibilities would be made

(Iwasiw and Goldenberg, 2015). This might involve an announcement at a specially convened or

scheduled meeting for faculty, staff, and administration. Email announcements should be sent to

community leaders, along with announcements at relevant board meetings. Depending on

resources, Dr. Purcet could also arrange an event, such as a lunch or gathering, to formally

announce Dr. Kraus’s position, explaining the rationale and decision-making process behind it,

and thanking everyone in advance for their cooperation and support.

Question 4. How can Dr. Purcet and committed faculty and stakeholders obtain support

from non-supportive members for Dr. Kraus’s appointment? How can Dr. Kraus herself

overcome the reservations of some colleagues?

Kellogg Insight (2017) says it is important to frame change not just as an opportunity for

growth, but also as a lost opportunity should it not be embraced. This is the “loss aversion”

concept, which plays to the human tendency to fear the sting of a loss more than the pleasure of a

gain (Kellogg Insight, 2017, para. 5). Dr. Purcet could turn this around, using the concept but

making it more positive. She could explain that curriculum change is a necessary means to an
end. By responding to changing needs and realities, NLU is training its students to meet today’s

challenges. Anything less means a loss of momentum, compromising NLU’s reputation as

forward-looking and innovative (Kellogg Insight, 2017).

Iwasiw and Goldenberg (2015) indirectly refer to this loss aversion technique by

recommending the strategy of reminding those who are uncommitted of the potential losses that

NLU might suffer by not moving forward with curriculum re-design. These include losses in

accreditation status, student enrollment, funding, and faculty retainment. It is also advised that

Dr. Purcet should also reassure faculty that they will be supported and helped in managing

teaching loads in order to free up time for curriculum work (Iwasiw & Goldenberg, 2015).

Dr. Kraus’s interpersonal skills have been acknowledged, and she has the respect of her

colleagues. Through small-group or individual meetings, she can work to reassure faculty and

stakeholders that their voice in the process matters, and that the strengths they identify in the

current curriculum have a better chance of remaining intact if they are active and involved.

Their reasons for resisting change may stem from concern that what they perceive as the

strongest or most valuable parts of current curriculum might be eliminated. Dr. Kraus can

remind them that curriculum re-design is an opportunity to strengthen the product by retaining

what works, and eliminating or modifying what does not. However, if they remain absent or

uncommitted, the opportunity to contribute will pass them by (Iwasiw & Goldenberg, 2015).

Question 5. Propose strategies for Dr. Kraus to demonstrate her ability and commitment to

leading curriculum redevelopment.

Successful results depend on Dr. Kraus’s ability to appeal to logic and values (Iwasiw &

Goldenberg, 2015). By meeting with the uncommitted parties in both groups, Dr. Kraus can
present data detailing identified deficiencies of the current deficiencies, and the consequences of

failing to move forward. Boland (2012) as cited in Giddens, Caputi, and Rogers (2015) warns

against complex curriculum models. Corresponding with this approach, Dr. Kraus’s

presentations need to be substantial and evidence-based, but also direct and to-the-point. This is

the appeal to logic. Appeal to values includes strategies such as emphasizing the opportunity to

shape the new curriculum and the pride that the faculty and stakeholders have in the competency

of the graduates and the reputation of NLU. Iwasiw and Goldenberg (2015) again emphasize

the importance of stressing the negative consequences of inaction: diminished prestige and

marketability of the school and its graduates, lost funding opportunities, and sub-optimal

accreditation reviews.

By relating the need for curriculum change to the values of NLU, Dr. Kraus will also

remind her colleagues of what the school stands for, its history and reputation, and how meeting

the healthcare challenges of the future is linked to those values (Iwasiw & Goldenberg, 2015).

By reminding them of the changes that have taken place in healthcare during her own tenure –

and theirs – she can personalize the message. Dr. Kraus can also reassure them that their input,

reflections, and ideas will be valued and considered in formulating new curricula.

Question 6. Suggest how Dr. Kraus can contribute to the development of her colleagues’

curriculum leadership skills while leading curriculum review.

By using the concepts of transformational leadership, Dr. Kraus can support her

colleagues as they progress as planners and leaders in the process (Iwasiw & Goldenberg, 2015).

Transformational leadership includes the abilities to communicate a vision, promote cooperation

and motivation and creative problem solving, while at the same time coaching and mentoring
those involved (Iwasiw & Goldenberg, 2015). Dr. Kraus’s reputation as a skilled leader with

excellent interpersonal skills indicates that she will be able to meet these goals.

Planning sessions for faculty to develop their skills and knowledge relative to curriculum

design may be Dr. Kraus’s first step in this process. Committees and individual teams will be

formed to address the many aspects of the process. Each committee or team will have a

designated chairperson (Iwasiw & Goldenberg, 2015). Team chairpersons should meet on a

regular basis to report their findings and accomplishments.

“Relational leadership skills” are essential, and include active listening and the posing of

questions to elicit critical thought (Iwasiw & Goldenberg, 2015, p. 106). Through all of this, Dr.

Kraus will have ‘umbrella’ responsibilities as overall leader. She will designate committees,

ensure horizontal and lateral communication, oversee deadlines, secure needed resources, enlist

support of partnering departments about prerequisite courses, and work to ensure that community

stakeholders are kept informed (Iwasiw & Goldenberg, 2015). These responsibilities may be

hers, but by explaining why they are necessary and reporting their outcomes, Dr. Kraus gives the

team a sense of how all the pieces contribute to the whole.

Reflection

Before taking this class, and working on this paper, I had limited awareness of the

importance of curriculum work. I wanted to put myself in the role of the committed and hard-

working faculty member who understands the need to stay current, but worries about the

challenges involved in curriculum redesign. I imagine this would be different for a senior

instructor who is looking towards retirement, versus the new instructor, fresh from graduate

school and looking ahead to many years of employment.

 However, in all honesty, one of my strengths is recognizing the importance of positive

team-membership. I like working as a member of a team, helping to achieve a goal that is bigger

than all of us. Curriculum redesign and development would definitely fall into this category. In

this case study, given Dr. Kraus’s reputation, and the research which no doubt has gone into the

decision to redevelop the curriculum, I believe I would be on board. She seems to have what we

often heard referred to as “emotional intelligence”. This is something that I have become aware

of only recently. I sometimes watch and listen to people in community meetings and seminars at

the Health Department at which I work, trying to identify those who are connecting emotionally

with those present. Those who can do this are the ones who are not only easier to listen to, but

are also the ones whose message I remember the best. They are also more likely to be able to

bring people together and whose message resonates the clearest.

It was interesting to read about loss aversion and the weight it lends to Dr. Kraus’s

mission. I am the type of person who would be inclined to explore everyone’s reasons for not

wanting curriculum change. However, Iwasiw and Goldenberg (2015) warn against this instinct.

Loss aversion is psychological awareness and a good method of bringing home to all players the

importance of understanding what we have to lose. For example, maintaining the status quo is

always an option. Everybody has a job to do, and the job gets done. The other factor playing

into this is that most of us do not like change. I may be committed to doing my job the way it

has always been done, and if I do not understand the reason why I should be doing it differently,

I might not buy into the need for change. However, if somebody explains to me that change is

needed because it will impact my personal and/or professional goals – whether it is the ability to

do research, a threat to my job-security, or another goal – it would definitely affect my decision

to support the work.

 I also find it really important that the curriculum models and reflects the culture of

the facility. This is very important to me. I have worked for a few different employers, and

those which are non-supportive and defeatist in their attitudes towards their employees or their

mission are much harder to work for. It is really important to me that my supervisor is able to

redirect or reframe an issue so as to highlight its positive points. I am drawn to people from

whom I can learn, but who include me as an equal partner and value my experience and insight.

Dr. Kraus sounds like an excellent choice for curriculum leader, and I believe Dr. Purcet made

the right choice in her appointment.

Iwasiw and Goldenberg (2015) are in favor of an appointment for curriculum leader

being made from within the school of nursing, if at all possible. One of the reasons for this is

lack of awareness of internal politics if one is not familiar with the people and their positions,

personalities, and histories. This is something that I forget at times. When I take on a project, I

am often so enthused and excited that I forget that someone else might feel threatened, or may

feel that I am encroaching on their territory. A dear family friend who was a professor of history

at a well-known university once stated that he could not wait to retire, because of the internal

politics in his department. At the time, I remember thinking that politics should not play a role in

the mission to educate. I am a bit less naïve now, but still need to remember that there are

various reasons why someone may not be on board, and political realities may be one of them.

Conclusion

Curriculum redesign and development is a serious responsibility with many components

and demands. Nursing schools are fortunate if there is a faculty or administration member with

the experience and interpersonal skills to take on the job. Given the speed at which healthcare is

evolving, it is a given that curriculum change will need to take place at some point. It is
therefore critical that the heads of schools of nursing work to capitalize on the skills of the

faculty already in place, broadening their knowledge about curriculum development and

implementation, and working to ensure that a leader will be in place before the need is there. To

ensure that a school retains its place in the forefront of educational efforts, this advance work has

to be done.
 References

Iwasiw, C.L. & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.)

Jones and Bartlett: Burlington, MA

Giddens, J. F., Caputi, L., & Rodgers, B. (2015). Mastering concept-based teaching: A guide

for nurse educators. Elsevier: St. Louis, MO

Kellogg Insight. (2017). Four tips to persuade others your idea is a winner. Retrieved from

https://insight.kellogg.northwestern.edu/article/four-tips-for-persuading-others-that-your-

idea-is-a-winner