Historical Overview of Organizing Design and Theoretical Framework

Historical Overview of Organizing Design and Theoretical Framework

Historical Overview of Organizing Design and Theoretical Framework

The modular curriculum design dates back to the 1960s. It was established in response to the increasing demand for flexible and competence-based learning experiences. Since the approach breaks down the curriculum into smaller components, it provides the students with an explicit understanding of the essential concepts. One of the first supporters of modular curriculum design was Robert Gagné. In the 1960s, Gagné proposed that learning becomes more effective when the concepts are divided into smaller components (Berger-Estilita & Greif, 2020).

This approach correlates with the modular design, which is evident in U-M SON’s BSN curriculum. Moreover, the program provides flexibility through different educational delivery methods such as hybrid, face-to-face, and digital. On the other hand, Benner’s Novice to Expert Model was developed by Patricia Benner, a nursing theorist, who introduced this model in 1982. The model aims to provide experiential learning to the nurses while they progress from beginner to expert professionals (Ozdemir, 2019). The BSN curriculum ensures students progress from basic to advanced nursing concepts to develop the necessary skills and knowledge throughout their educational journey.

Significant Components of Organizing Design and the Model

The critical components of modular design include different modules, clear learning objectives, different delivery methods and activities, and formative and summative assessments. This approach is related to U-M SON’s BSN curriculum as the program plan outlines several segregated modules based on the learning objectives and program outcomes, such as evidence-based practices, patient-centered care, and effective leadership. Similarly, the program plan illustrates different teaching delivery methods (digital, hybrid, and face-to-face learning). Clinical practicums and electives are examples of various assessments (University of Michigan School of Nursing, n.d.).

On the other hand, Benner’s Novice to Expert model includes five stages of development: novice, advanced beginner, competent, proficient, and expert. This model is integrated into our BSN program as the nursing students joining the program have no experience and knowledge about nursing care. Once they start learning foundational courses, they become advanced beginners with more experience and knowledge compared to the initial stage.

They begin to develop a broader understanding of nursing practice at this stage. Next, through clinical experiences during the academic journey, the students can connect the concepts in the real world, developing their competencies to make sound clinical judgments. Proficient students can handle complex situations and are ready to enter the professional world. Lastly, these students become experts after working in clinical areas and can make spontaneous decisions based on their clinical experience and theoretical knowledge.

References

AACN. (2021). The essentials: Competencies for professional nursing education. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf 

Ama Amoo, S., & Innocentia Ebu Enyan, N. (2022). Clinical learning experiences of nursing and midwifery students; a descriptive cross-sectional study. International Journal of Africa Nursing Sciences, 17, 100457. https://doi.org/10.1016/j.ijans.2022.100457

Berger-Estilita, J., & Greif, R. (2020). Using Gagné’s “Instructional Design” to t