NURS-FPX6107 covers systematic curriculum design methodology, teaching nurse educator students to build courses that intentionally build toward specific program-level competencies rather than an arbitrary sequence of topics.
Curriculum design frameworks and backward design
NURS-FPX6107 covers backward design methodology — starting from the desired end competencies and working backward to determine what content and assessment sequence will actually build toward them — as opposed to designing a course by simply listing interesting topics.
Mapping courses to program-level competencies
The course covers curriculum mapping, the practice of explicitly tracing how each course and assignment contributes to specific program-level competencies, ensuring no competency gap exists across the full curriculum.
Key topics in NURS-FPX6107
- Backward design methodology for curriculum development
- Curriculum mapping to program-level competencies
- Sequencing content to build progressively toward complex skills
- Aligning assessment methods with curriculum objectives
- Identifying and closing competency gaps across a curriculum
- Working with accreditation standards in curriculum design
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Worked example: backward design in practice
- Forward design (weaker): Choosing interesting topics to cover, then figuring out how to assess them
- Backward design (stronger): Starting with the required end-of-program competency (e.g., 'safely administer complex medication regimens'), then working backward to determine exactly what content, practice, and assessment sequence would genuinely build that competency
- Lesson: Backward design ensures every piece of the curriculum has a clear, traceable purpose tied to an actual required outcome, rather than existing because it seemed like reasonable content to include
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Frequently asked questions
Choosing topics based on what seems important or interesting to cover risks producing a curriculum that is a disconnected collection of content without a clear, traceable connection to the specific competencies students actually need to master by the end of the program. Backward design starts from the opposite direction — first clearly defining the required end competency, then deliberately working backward to determine exactly what content, sequenced practice, and assessment would genuinely build toward that competency — which ensures every element of the curriculum has a clear, justified purpose. NURS-FPX6107 teaches backward design because it produces a more coherent, intentional curriculum where nothing is included simply because it seemed reasonable, and nothing genuinely necessary for the end competency is left out.
Curriculum mapping is the practice of explicitly documenting how each individual course and assignment across an entire program contributes to specific program-level competencies, creating a visible, traceable map connecting granular course content to the broader competencies the program is accountable for producing in its graduates. This matters at the full-program level (not just within a single course) because gaps can exist between courses — a competency might be assumed to be covered somewhere in the curriculum but, upon actually mapping it, turns out not to be explicitly addressed or assessed anywhere. NURS-FPX6107 teaches curriculum mapping because it's the tool that makes these otherwise-invisible program-level gaps visible and correctable, which is essential both for genuine program quality and for satisfying accreditation review, which typically requires this kind of documented mapping.