Reimagining nursing education curriculum using a backward course design in an undergraduate fundamental nursing course

Background

The American Association of Colleges of Nursing (AACN) introduced the Essentials to address the education-to-practice gap and produce competent nurses. Competency-based education requires students to meet progression indicators, demonstrating competency attainment. Wiggins and McTighe's (2005) three-stage learning-centered approach enables nurse educators to create outcome-based learning experiences.

Purpose and significance

The purpose of this article is to apply the backward course design to the AACN (2021b) quality and safety competencies and provide an example for implementation in a proposed undergraduate fundamental nursing course.

Results

An iterative process was followed using backward course design aligning with competency-based education. The AACN's Essentials competencies provided the learning outcomes in the first stage. In the second stage, assessments of students' competence in knowledge, skills, and attitudes related to the learning outcomes were developed. In the final stage, learning activities were developed to ensure student success in the aligned assessments.

Recommendations

Outcomes, including progression indicators, for assessment of competency attainment must be identified throughout the curriculum. Methods to assess and track students' competency, leveled across the curriculum, must also be developed along with aligned learning activities. Faculty must keep a clear understanding of the steps involved in the backward course design and consider developing a formalized process for students who are not able to progress.