Northern Prairie College of Nursing

Flora Previl

School of Nursing, SUNY Delhi

NURS 602: Curriculum Development and Instructional Design

Katherine Quartuccio

February 15, 2022

 Abstract

The Northern Prairie College of Nursing had decided to undertake the development of a new

undergraduate nursing curriculum. The dean of the school is considering three candidates for the role of

curriculum leader. This paper will answer questions for critical analysis regarding making the choice for

this role. This will include pros and cons for each selection, questions to ask candidates, who is the best

choice for the position, and how this appointee can demonstrate competences and contribute to the

development of colleagues’ curriculum leadership skills. Lastly, personal reflections on choosing a

curriculum leader, managerial/organizational skills, and development of curriculum teams will be

discussed.
 Northen Prairie College of Nursing

The Northern Prairie College of Nursing is undertaking the task of developing a new

undergraduate nursing curriculum. The Dean, Priya Singh, is considering three candidates among the

tenured individuals in the College of Nursing. She decides to meet with each candidate to assess their

interest in leading the curriculum development, leadership styles and curriculum ideas (DeNisco, 2021, p.

126). This situation is part of a case study regarding how to choose a curriculum leader. The following

subheadings will answer questions for critical analysis of the choices for curriculum leadership.

Question 1: Pros and Con of Candidates

The pro for Dr. Sarah Lewen is her previous experience leading an undergraduate curriculum

development. Also, she is liked and respected for her gentle interpersonal manner and reputation as a

leading researcher in Family Nursing. The con for Dr. Sarah Lewen is her lack of relationships outside of

the College of Nursing and the fact that most of the faculty does not know her well.

The pro for Dr. Rinaldo Suarez is his activity in the University Senate which sets education

policy and programs. He is also well respected and is generous with ideas and supportive of others’

efforts. This is an aspect of an authentic leader: one who presents one's true self by sharing information.

The con for Dr. Rinaldo Suarez is not well known and is frequently absent attending research

conferences.

The pro for Dr. Muriel McKay is that she is already the elected chair of the undergraduate

curriculum committee. She serves as a mentor, is well known and gets the work completed quickly and

effectively. A con for Dr. Mckay is her intention to retire in three years.

Question 2: Questions for Candidates

 A question Dr. Singh can ask Dr. Sarah Lewen is how relationships outside of the College of

Nursing can help with curriculum development. She can also ask her about her experience developing the

undergraduate curriculum in the neighboring university. An understanding of the need to create

relationships outside of the nursing program and a positive experience developing previous curriculum

would be viewed as a favorable answer.

A question Dr. Singh can ask Dr. Rinaldo Suarez is how he can balance curriculum development

work with his current pain research? Favorable response would include the willingness to delegate time

consuming aspects of his role in pain research while focusing on curriculum development.

A question for Dr. Mckay would be if she is willing to push back her retirement enough to be

able to allow time for the curriculum to be developed, implemented, and evaluated which usually takes 3

years but might take longer (DeNisco, 2021. p 117). I would also ask if she was willing to share the

position with another person who she would be responsible for mentoring to continue the work after her

retirement.

Question 3: Consulting Before Choosing Leader

Dr. Singh can choose to consult with faculty colleagues before making the selection. Since these

will be the ones to work with the leader in development and implementation of the curriculum, their

opinion and support should be respected. She should consult with full-time faculty because they will be

more involved with the work as supposed to stakeholders, administrators, and community leaders.

Question 4: Candidate Choice

Dr. Sarah Lewen would be the choice I would make. She has experience in curriculum

development, implementation, and evaluation in an undergraduate program in a neighboring college.

Therefore, she had experience with the approval and accreditation requirement. Also, she processes

rational skills because she is respected by her colleagues. She is also well liked for her gentle

interpersonal manner. Nursing faculty members reported that the approachability and openness of the
leader is a factor that contributed to their job satisfaction and a positive relationship (DeNisco, 2021, p.

114). Some faculty members might criticize the decisions because she is a new faculty member. And

although seasoned staff can recognize the issues and gap in a curriculum (Hopkins et al., 2021), I believe

Dr. Sarah Lewen should not be considered a new faculty member. She might be new to the school, but

she is experienced in curriculum development.

Question 5: Overcoming Criticism

The appointee, Dr. Lewen, can overcome criticism and gain support by displaying

transformational leadership that allows for shared leadership attitude. Transformational leaders are

strongly related to “team members' performance, satisfaction, enthusiasm, team spirit, organizational

commitment, efficacy, commitment to change and creativity” (DeNisco, 2021, p. 113). In shared

leadership, Dr Lewen can display humility to acknowledge her strengths related to her experience in

curriculum development as well as weakness related to her not fully knowing the culture, values, and

internal politics related to her new position (DeNisco, 2021, p. 113). By sharing her leadership, she can

become an informal leader and research suggests that informal leaders share more information and

knowledge within the team, ultimately enhancing team performance (Martin et al., 2018). And when it

comes to curriculum development it is impossible for the formal leader to lead all aspects of the work.

Question 6: Curriculum Leadership Shared?

It would be reasonable for curriculum leadership to be shared by two candidates. Faculty

members already display leadership within their role in teaching. According to DeNisco (2021), the

responsibilities for the curriculum leader are divided into relational, curricular, and

organizational/managerial leadership. These responsibilities can be divided between two or three leaders.

This shared leadership can have the consequence of having a power struggle especially when roles are not

clearly defined (Lorinkova & Bartol, 2018). This can delay the development of the curriculum and create

an environment with lack of support and motivation.

 Question 7: Strategies for Demonstrating Competence

One strategy for the appointee to demonstrate competence would be to create a vision – the

impact the curriculum is going to have on students, faculty, and organization. Another strategy is to create

a timeframe for change, understanding the resources available and developing a meaningful and realistic

plan. Developing a communication strategy which includes the aims and objectives, activities, events,

resources needed time scale. Generating and communicating quickly and visible wins also improve team

spirit and cooperation (McKimm & Jones, 2018).

Question 8: Announcing Curriculum Leader

Dr. Singh can announce the appointment to the nursing faculty during a staff meeting.

Institutional administrators can be notified via college newsletter (paper and/or electronic) and interoffice

correspondence (such as email). Letters can be sent to community leaders involved with the college

regarding the appointment of a curriculum leader.

Question 9: Development of Colleagues Curriculum Leadership Skills

Dr. Lewen can contribute to the development of colleagues' curriculum leadership skills by

becoming a mentor. Mentoring includes good communication, effective listening, asking the right

questions, and offering advice that focuses on changing behavior, not the person. Although faculty have a

level of leadership, they need to have the confidence that they have the tools to be independent and

meaningful contributor to the curriculum (Olson et al., 2021). Sharing knowledge regarding time

management and regulatory compliance will help that process.

Reflections

Curriculum leader

Reflecting on the role of curriculum leader, I have come to appreciate that it takes much more

than knowledge of how to develop a curriculum. It takes someone that can help the fellow faculty to
perform to their best ability. All nursing faculty understand what goes into a curriculum and are leaders

within their role in teaching. Therefore, whoever takes leadership in curriculum development is

responsible for creating the type of work environment, mentoring, support, and encouragement needed for

their team members to thrive.

Managerial and Organizational Skills

Managerial and organizational skills are needed in any nursing role. Creating schedules to

complete work in a timely manner is a skill all nurses need to develop. Leading fellow peers is what I

would find challenging. Which is why I appreciate that leaders need to be humble and acknowledging the

strength and contributions of others to increase cooperation. This can help the fellow faculty members to

feel comfortable when the leader creates a plan, forms work, and delegate task according to those groups.

Development of Curriculum Teams

I find it very concerning that curriculum leaders are often thrust into their position for other reasons aside

of their leadership skills. That is one reason I believed Dr. Sarah Lewen would make a desirable choice

for curriculum leader. She had the experience of leading curriculum change. Dr Lewen would also be able

to mentor someone regarding curriculum responsibilities. This way all faculty members involved in

curriculum development can learn to engage in continuous self-appraisal of the curriculum.

Effective leadership can make a significant impact when implementing curricular changes

(Hopskins et al., 2021). The case study of the curriculum leader for the Northern Prairie College of

Nursing had helped me to appreciate that the position requires someone who has knowledge of the

curriculum process, organizational and managerial skills, and the leadership skill that can help them work

well with the rest of the faculty.

 References

DeNisco, S. M. (2021). Advanced practice nursing: Essential knowledge for the profession (4th

ed). Jones Bartlett Learning.

Hopskins, K., Kroning, M. & Kobes, P. (2021). Leadership’s role in curriculum revision.

Teaching and Learning in Nursing, 16(2), 166-168.

https://doi.org/10.1016/j.teln.2020.11.002

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look at the dynamics of shared leadership. Personnel Psychology,74(1), 77-17.

https://doi.org/10.1111/peps.12409

McKimm, J. & Jones, P. K. (2018). Twele tips for applying change models to curriculum design,

development, and delivery. Medical Teacher, 40(5), 520-526.

https://doi.org/10.1080/0142159X.2017.1391377

Martin, J., Cormican, K., Sampaio, S.C. & Wu, Q. (2018). Shared leadership and team performance: An

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10.1016/j.procs.2018.10.089

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