Evaluation findings, not preference, justify the change in NU524 Unit 10: informatics threaded through three clinical courses of a composite BSN program, with costs, approvals and re-measurement planned. Searches like "nu 524 unit 10 assignment example", "nu524 unit 10 sample" and "nu524 unit 10 example" land here.
Thread It, Don't Add It: A Curriculum Revision Proposal to Carry Informatics Through Three Clinical Courses
[Student Name]
Purdue University Global
NU524: Curriculum Development Process, Assessment, and Evaluation Strategies
Unit 10 Assignment
[Instructor Name]
[Date]
The program, findings, costs and approval path are composite and bracketed; the competencies and research cited are published.
Summary for the Curriculum Committee
Request: approve informatics assignments in three existing clinical courses, supported by an academic electronic health record, starting in [fall]. Evidence: three findings, below. Cost: about [$18,000] a year for the academic record license and [16] hours of faculty development. Evaluation: signature assignment achievement and employer ratings for two cohorts after implementation.
Evidence
Finding 1. Signature assignment: 61 percent of the graduating cohort met the rubric threshold on the program's informatics signature assignment, a data-driven quality improvement brief in the capstone course, against a benchmark of 80 percent. Finding 2. Employer survey: employers rated graduates' use of electronic records and data at 2.9 on a five-point scale, the lowest of any outcome and the only one below the benchmark of 3.5. Finding 3. Curriculum map: informatics, the Essentials domain on informatics and healthcare technologies (American Association of Colleges of Nursing, 2021), appears in a single first-semester lesson and then goes unpracticed and unscored until the capstone.
The three findings point to the same cause: students meet informatics once, then are asked to use it at the end of the program without having practiced it in between. The stakes extend beyond grades. Nurses working in hospitals where the electronic record is harder to use report more burnout and intention to leave, and those hospitals have worse surgical patient outcomes (Kutney-Lee et al., 2021), which suggests that graduates' skill with records and data matters for them and for their patients.
Proposal
Informatics is threaded through three clinical courses, each adding one graded assignment that builds on the last, using an academic electronic health record so students can practice without risk to real records.
1. Semester 2, Adult Health I. Documentation and data review: students document care for a simulated patient in the academic record and then review a colleague's flowsheet trend to identify a missed change. Level: apply. Maps to Finding 3's missing reinforcement.
2. Semester 3, Adult Health II. Clinical decision support evaluation: students evaluate an alert from the academic record for timing and usefulness, and propose a change. Level: analyze. Addresses the employer rating in Finding 2.
3. Semester 4, capstone, unchanged signature assignment, now building on the two earlier assignments. Level: evaluate and create. Addresses Finding 1.
Each assignment has a short rubric, and the capstone rubric is not changed, so that results can be compared with the baseline.
Alternatives Considered
A standalone two-credit informatics course. Rejected. The program is at the university's 120-credit ceiling, and adding two credits would require removing two elsewhere; more importantly, a separate course would teach informatics apart from the clinical work where students must use it, repeating the problem of introduction without reinforcement.
An online informatics module. Rejected. It would introduce content again without reinforcing it in practice, and it would not give students experience with a record.
Resources
1. Academic electronic health record license: about [$18,000] a year for [96] students per cohort.
2. Faculty development: [16] hours for the course faculty in semesters two and three, delivered by the program's informatics lead.
3. Course time: each assignment replaces an existing assignment of similar length in its course, so no course hours are added.
Approval Path
Curriculum committee review in [October]; faculty vote in [November]; dean's approval and budget request in [December]; implementation in [fall] of the following year. The change adds assignments within existing courses and does not change program outcomes or credits, so it is expected to be a minor curriculum change for accreditation purposes; the dean will confirm before implementation.
Evaluation
The change will be judged by the same measures that identified the problem. Signature assignment achievement: target 80 percent for the first two cohorts after implementation. Employer ratings of electronic record use: target 3.5 or above. The three new assignments will also be mapped as R and A in the curriculum map, closing the gap in Finding 3. Assessment results will be reviewed for validity as well as level, since an assignment must measure what it claims to (Oermann & Gaberson, 2019).
What Students Will Experience
A student entering the second semester now meets the academic record in her first clinical course, documenting care and then reading a classmate's flowsheet for a trend that was missed. In the third semester she evaluates an alert and argues for a change. By the capstone, when she writes a data-driven quality improvement brief, she has used records and data in two earlier graded assignments and received feedback on both. The capstone asks nothing new of her; it asks her to do, with more independence, what she has already practiced twice. That is the difference between threading a competency through a curriculum and placing it at the end.
Risks
Faculty may experience the new assignments as added work; the proposal addresses this by replacing existing assignments. The academic record may not match the systems students meet in clinical; the proposal accepts this, since the skills being taught, reviewing trends and evaluating alerts, transfer across systems.
References
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education.
Kutney-Lee, A., Brooks Carthon, M., Sloane, D. M., Bowles, K. H., McHugh, M. D., & Aiken, L. H. (2021). Electronic health record usability: Associations with nurse and patient outcomes in hospitals. Medical Care, 59(7), 625-631. https://doi.org/10.1097/MLR.0000000000001536
Oermann, M. H., & Gaberson, K. B. (2019). Evaluation and testing in nursing education (6th ed.). Springer Publishing.
How this NU524 Unit 10 example is structured
Finding precedes change throughout, and every element of the proposal points back to a numbered finding, so a committee member can check that nothing was added out of preference. Two alternatives are weighed and rejected in a half page each: a standalone two-credit informatics course, which the university's 120-credit ceiling would not absorb, and an online module, which would introduce content without reinforcing it. The resources section prices the academic record license at a bracketed figure for the vendor's quote, estimates six hours of faculty development, and notes no new faculty lines. The approval path names department committee, faculty vote and college council, with target months. One paragraph flags that the program director should determine whether the change meets CCNE's threshold for substantive-change notification. Re-measurement uses the same signature assignment and employer item for two cohorts.
Get an NU524 Unit 10 example written to your instructions
Share the evaluation findings your proposal answers, the program or course affected, and the Unit 10 guidelines and rubric. Nothing is billed for the first sample, which takes 24-48h and leaves the program composite. Where real costs or approval bodies are unknown, the sample leaves bracketed placeholders for the figures only your institution can supply. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
NU524 Unit 10 questions, answered
Does a curriculum revision proposal need evaluation data?
It should rest on it. This proposal cites three findings from the program's own evaluation: a signature assignment result, an employer rating and a curriculum map row. A proposal built on a general trend or a personal view tends to read as preference, which is the weakness most rubrics for this assignment look for.
Why thread the content instead of adding a course?
Here, a new course would breach the university's credit ceiling, and an online module would introduce content without reinforcing it. Threading places informatics in courses students already take, with the revised map showing it introduced, reinforced twice and assessed. Other programs might reasonably choose differently, and the alternatives section explains the reasoning.
Does the change require notifying the accreditor?
The proposal does not decide that. It flags the question for the program director, noting that CCNE has a substantive-change policy and that whether this revision meets its threshold is a leadership determination. Proposals that assert the answer either way overstep, since the policy and the program's circumstances govern it.