A model for evidence based instruction in nursing is discussed. This model delineates method by which evidence based course development can be approached systematically and systematically. Phases and activities inherent in three course development phases – specifically planning, design and application are outlined. Application of the Model for Evidence Based Course Development in Nursing will lead to the institution of a course document that encompasses a core curriculum, a didactic plan and an implementation strategy.
This capstone project is based upon literature research aimed at theorizing about evidence based course development for an associate degree nursing (ADN) program. One of the outcomes of this project is that it will establish strategies by which course development can be deliberated.
Definition of evidence based course development
Evidence is the representation of relationships between concepts that demonstrates patterns of interactions (George, 1995:387). A course development model is uses components of curriculum and the relationships between these components (Print, 1993:61-62).
Established standards of evidence will be used to establish model programs based on research (Flay, Biglan, Boruch, Castro, Gottfredson, Kellanm, Moscicki, Schinke, Valentine, Ji, (2005), Prevention Science.]
Evidence based course development refers to interventions that have documented research supporting their effectiveness. The identification of evidence promotes the use of approaches that are linked to positive outcomes. Practices that are considered evidence based are ones that have been deemed effective within multiple studies that document similar outcomes.
In General, an evidence based course is centered on research that has been empirically articulated; detailed description of interventions and measurement designs – what outcomes were produced in what populations with what intervention; have measurable outcomes that have been assessed with psychometrically sound measures…
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