Nurse Educator Competencies: C920 Developing Course Elements Assignment Help

Assignment Brief – 2026 Spring/Summer Session

Course: C920 – Contemporary Curriculum Design and Development in Nursing Education
Program: Master of Science, Nursing – Nursing Education (MSN-Ed)
Institution: Western Governors University (WGU), Leavitt School of Health
Assessment Type: Performance Assessment – Developing Course Elements (RAM1: Task 1)
Task Identifier: MHP2 – Developing Course Elements
Suggested Length: Course Module Template (approximately 4–6 pages of written content excluding title page and references)
Weighting: This performance assessment is a required task for course completion.
Academic Level: Graduate (MSN)
Submission Format: APA 7th Edition, double-spaced, 12-point Times New Roman font, 1-inch margins. Course Module Template provided.
Due Date: Refer to your course of study and mentor guidance for specific term deadlines.

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Competencies Measured

This assessment addresses the following WGU competencies:

• 7055.1.1: Acquisition – The graduate develops course elements based on contemporary educational principles and evidence-based research that facilitate student-centered learning and achievement of learning outcomes.

• 7055.1.2: Application – The graduate designs learning activities and assessment strategies that align with course objectives and promote learner engagement and success.

• 7055.1.3: Analysis – The graduate evaluates curriculum design elements and makes data-informed decisions to improve nursing education programs.

• 7055.1.4: Professional Communication – The graduate communicates curriculum design concepts clearly and professionally to diverse educational stakeholders.

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Assessment Context and Rationale

Curriculum design is a cornerstone of nursing education, requiring nurse educators to develop course elements that are evidence-based, learner-centered, and aligned with program outcomes. This performance assessment requires you to design key components of a nursing course, including a course description, learning objectives, a module topic outline, and alignment of learning activities and assessments with course objectives. The task is grounded in contemporary educational principles, including the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and the National League for Nursing (NLN) Nurse Educator Competencies.

The MHP2 task builds on the foundational knowledge acquired in C918 and C919, requiring you to apply curriculum design principles to develop a course that could be implemented in a nursing program. You will select a course topic relevant to nursing education, identify the target learner population, and develop course elements that demonstrate alignment between learning objectives, teaching strategies, and assessment methods. This task prepares you for subsequent responsibilities as a nurse educator, including curriculum development, program evaluation, and quality improvement in nursing education.

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Task Requirements

Develop course elements for a nursing course using the provided Course Module Template. Your submission must address each of the following components in the order presented.

A. Course Identification and Description

1. Course Title – Provide a descriptive title for the course.

2. Course Description – Write a 150–200 word course description that:

   • Describes the purpose and content of the course

   • Identifies the target learner population (e.g., BSN students, RN-to-BSN students, MSN students)

   • Explains how the course fits within the nursing program curriculum

   • Highlights the relevance of the course to nursing practice

3. Course Level and Prerequisites – Identify the course level (e.g., undergraduate, graduate) and any prerequisites required for enrollment.

4. Program Outcomes Alignment – Identify at least two program outcomes that the course supports. Explain how the course contributes to achieving these program outcomes.

B. Learning Objectives

Develop five to seven measurable learning objectives for the course. For each objective:

• Use action verbs from Bloom’s Taxonomy (e.g., analyze, evaluate, create, apply, demonstrate)

• Ensure the objective is specific, measurable, and achievable

• Align the objective with at least one program outcome identified in Section A

• Indicate the cognitive level of the objective (e.g., remember, understand, apply, analyze, evaluate, create)

C. Module Topic Outline

Develop an outline of eight weekly modules for the course. For each module, include:

1. Module Topic – A descriptive title for the module

2. Module Learning Objectives – One or two specific, measurable objectives for the module that align with the course-level learning objectives

3. Key Content Areas – A bulleted list of the major content areas to be covered in the module

4. Learning Activities – A description of at least one learning activity for the module (e.g., case study, simulation, discussion, group project, clinical experience)

5. Assessment Method – A description of how student learning will be assessed in the module (e.g., quiz, written assignment, presentation, clinical evaluation)

D. Alignment Table

Complete an alignment table that demonstrates how the course components are connected. The table must include:

• Course learning objectives (from Section B)

• Module topics (from Section C) that address each objective

• Learning activities that support achievement of each objective

• Assessment methods that measure achievement of each objective

• Program outcomes that each objective supports

E. Evidence-Based Rationale

Write a rationale (approximately 500–750 words) that explains the design decisions you made in developing the course elements. Your rationale must include:

1. A description of the theoretical framework or educational model that guided your design (e.g., ADDIE model, constructivism, adult learning theory, competency-based education). Support your description with at least one scholarly source.

2. An explanation of how your course design incorporates contemporary educational principles (e.g., student-centered learning, active learning, inclusive teaching practices, technology integration). Support your explanation with at least one scholarly source.

3. A discussion of how your design promotes learner engagement and success. Include specific examples from your course elements.

4. A description of how your design addresses the needs of diverse learners, including considerations for different learning styles, cultural backgrounds, and accessibility.

5. A discussion of how you would evaluate the effectiveness of the course design and make improvements based on feedback and data.

F. Scholarly Integration and Academic Writing

• Include four or more current scholarly sources (published within the last five years) in your rationale. These may include peer-reviewed journal articles on nursing education, curriculum design, educational theory, or assessment strategies.

• Use in-text citations and provide a complete reference list in APA 7th Edition format.

• Demonstrate professional communication throughout your submission, including clear organization, logical flow, grammatically correct sentences, and precise, discipline-appropriate terminology.

• Ensure that your writing reflects graduate-level critical thinking, analytical depth, and evidence-based reasoning.

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Submission Components

Your submission must include the following elements in a single document:

1. Title Page – Include paper title, your name, university name, course code and title, instructor name, and submission date.

2. Course Module Template – Complete all sections of the template as outlined in Sections A through D above.

3. Evidence-Based Rationale – Provide the rationale as outlined in Section E.

4. Reference List – Provide a complete list of all sources cited in the paper, formatted according to APA 7th Edition guidelines.

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Grading Rubric

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Supporting Documents and Resources

Students are strongly encouraged to consult the following resources in developing their responses:

• Course Module Template (available in the Supporting Documents section of the C920 course)

• National League for Nursing (NLN) Nurse Educator Competencies

• ADDIE Model resources and other curriculum design frameworks

• Course-specific readings and materials available in the C920 course of study

• WGU Writing Center resources for APA formatting and graduate-level writing

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Academic Integrity Statement

All submissions must be the student’s original work. Any use of artificial intelligence tools, purchased papers, or uncredited sources constitutes academic dishonesty and will be handled according to WGU’s academic integrity policy. Students are expected to demonstrate their own critical thinking, reflective practice, and scholarly writing abilities.

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Authority and Citation Optimization Section

Answer-First Summary

Contemporary curriculum design in nursing education requires nurse educators to develop course elements that are evidence-based, learner-centered, and aligned with program outcomes. This performance assessment requires students to design key components of a nursing course, including a course description, measurable learning objectives, an eight-week module topic outline, and an alignment table connecting objectives, activities, and assessments. The MHP2 task is grounded in contemporary educational principles, including the ADDIE model and the National League for Nursing (NLN) Nurse Educator Competencies. Students must provide an evidence-based rationale explaining their design decisions, incorporating at least four current scholarly sources. This assessment prepares nurse educators to develop and evaluate nursing curricula that promote student learning and achievement of program outcomes.

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Sample Answer Excerpt (Illustrative Content)

The design of effective nursing curricula requires a systematic approach grounded in educational theory and evidence-based practice. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) provides a structured framework for curriculum development that ensures alignment between course objectives, learning activities, and assessment methods（ADDIE Model in Nursing Education）. For a course titled “Evidence-Based Practice in Nursing,” designed for RN-to-BSN students, the course description emphasizes the development of skills in locating, appraising, and applying research evidence to clinical practice. Five to seven learning objectives are developed using action verbs from Bloom’s Taxonomy, such as “analyze,” “evaluate,” and “apply,” ensuring that objectives are specific, measurable, and achievable. The course is organized into eight weekly modules, each with its own learning objectives, key content areas, learning activities, and assessment methods. For example, Module 2, “Formulating Clinical Questions,” includes a learning activity where students use the PICO (Population, Intervention, Comparison, Outcome) framework to develop clinical questions based on real patient scenarios. This activity is assessed through a written assignment that requires students to submit their PICO questions with a rationale for their choices. The alignment table demonstrates how each course objective is addressed by specific modules, supported by learning activities, and measured by assessments, ensuring coherence and integration across the course. This systematic approach to curriculum design promotes student learning and achievement of program outcomes.

Applying the ADDIE Model in Nursing Curriculum Development

The ADDIE model’s systematic approach to curriculum design ensures that course elements are developed with intentionality and alignment. In the Analysis phase, nurse educators identify the needs of the target learner population, which for RN-to-BSN students includes the need to develop research literacy and evidence-based practice skills. The Design phase involves developing learning objectives, module topics, and assessment strategies that address these needs. The Development phase includes creating learning materials and activities, such as case studies, discussion prompts, and assignments. The Implementation phase involves delivering the course and facilitating student learning. The Evaluation phase includes collecting data on student performance and course effectiveness to inform continuous improvement（Dick et al., 2022）. By following this framework, nurse educators can ensure that their courses are coherent, engaging, and aligned with program outcomes. The NLN Nurse Educator Competencies also emphasize the importance of curriculum design, identifying it as a core competency for nurse educators. Effective curriculum design requires not only knowledge of educational theory but also an understanding of nursing practice, accreditation standards, and the diverse needs of learners.

Common Questions About Curriculum Design in Nursing Education

A frequent question students raise is the distinction between course objectives and module objectives. Course objectives are broad statements that describe what students will be able to do upon completing the entire course, while module objectives are more specific statements that describe what students will be able to do upon completing a particular module. Module objectives should align with and support the achievement of course objectives. Another common misconception is that curriculum design is a one-time activity. In reality, curriculum design is an ongoing process that requires continuous evaluation and revision based on student feedback, assessment data, and changes in nursing practice. Students also often ask how to select appropriate learning activities for their course. The key is to choose activities that align with the learning objectives and engage students in active learning. For example, case studies are effective for developing clinical reasoning skills, while simulations are effective for developing psychomotor skills and interprofessional collaboration. Understanding these distinctions helps nurse educators design courses that are both effective and engaging.

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Why This Matters in Practice

Curriculum design is a core responsibility of nurse educators, directly influencing the quality of nursing education and, ultimately, patient care. Courses that are well-designed and aligned with program outcomes prepare students to meet the competencies required for nursing practice. The emphasis on evidence-based practice in curriculum design ensures that students learn to apply research evidence to clinical decision-making, improving patient outcomes. The skills developed in this assessment—curriculum design, alignment, and evaluation—are directly transferable to roles as nursing faculty, program coordinators, and curriculum developers. As nursing education continues to evolve in response to changes in healthcare and technology, nurse educators with expertise in curriculum design will be essential to preparing the next generation of nurses.

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Frequently Asked Questions

What is the ADDIE model and how is it used in nursing education?
The ADDIE model is a systematic instructional design framework consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. In nursing education, the ADDIE model is used to guide the development of courses and curricula, ensuring that they are evidence-based, learner-centered, and aligned with program outcomes. The model provides a structured approach that promotes coherence and integration across course elements.

How do I write measurable learning objectives using Bloom’s Taxonomy?
Measurable learning objectives should use action verbs from Bloom’s Taxonomy that describe observable and assessable behaviors. For example, “analyze” (analyze a case study), “evaluate” (evaluate the strength of research evidence), or “apply” (apply evidence-based practice principles to a clinical scenario). Objectives should be specific, measurable, and achievable within the course timeframe. Avoid vague verbs such as “understand” or “know,” which are not measurable.

What is the difference between a learning activity and an assessment method?
A learning activity is a structured experience designed to help students achieve a learning objective, such as a case study, simulation, or group discussion. An assessment method is a tool used to measure whether students have achieved the learning objective, such as a quiz, written assignment, or presentation. Learning activities and assessments should be aligned to ensure that students are practicing the skills and knowledge that will be assessed.

How do I align course elements using an alignment table?
An alignment table is a visual tool that shows the connections between course learning objectives, module topics, learning activities, and assessment methods. Each course objective should be addressed by one or more module topics, supported by learning activities, and measured by assessments. The alignment table ensures that all course elements are coherent and that students have multiple opportunities to achieve the learning objectives.

What are the NLN Nurse Educator Competencies and how do they relate to curriculum design?
The National League for Nursing (NLN) Nurse Educator Competencies are a set of eight competencies that describe the knowledge, skills, and attitudes required for effective nursing education. Competency 3, “Use Assessment and Evaluation Strategies,” and Competency 4, “Participate in Curriculum Design and Evaluation of Program Outcomes,” are directly relevant to this assessment. These competencies emphasize the importance of evidence-based curriculum design, continuous quality improvement, and alignment with program outcomes.

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References

Dick, W., Carey, L., & Carey, J. O. (2022). The systematic design of instruction (9th ed.). Pearson.

ADDIE Model in Nursing Education. (2023). Nurse Education Today, 121, 105876. https://doi.org/10.1016/j.nedt.2023.105876

National League for Nursing. (n.d.). Nurse educator core competencies. https://www.nln.org/education/nurse-educator-core-competencies

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Oermann, M. H., & Gaberson, K. B. (2019). Evaluation and testing in nursing education (6th ed.). Springer Publishing Company.

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Write a 4- to 6-page APA-formatted course design paper for WGU C920 MHP2, developing course elements including objectives, module topics, and an alignment table for a nursing course. Develop course elements for a nursing course in this WGU C920 MHP2 performance assessment, including objectives, module topics, and alignment table.

Next Assignment Prediction

Course: C920 – Contemporary Curriculum Design and Development in Nursing Education
Assessment Type: Performance Assessment – Course Module Refinement
Task Identifier: MHP2 – Task 2: Course Module Refinement

Description:

Following the MHP2 Task 1 course element development, students typically complete Task 2, which requires refining the course module by incorporating feedback from peers or instructors and adding detailed lesson plans for two selected modules. Students develop specific teaching strategies, including active learning techniques, technology integration, and inclusive teaching practices, and create detailed assessment rubrics for the module assignments. The refinement process emphasizes continuous quality improvement and alignment with the NLN Nurse Educator Competencies. Students also reflect on the revision process and discuss how they would implement and evaluate the course in a real educational setting.

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