Running head: CURRICULUM PROPOSAL 1

Improving Mental Health Course Training among Students in Nursing to Address the Current Failures and

Students Complaints towards the Course

Name

Institutional
CURRICULUM PROPOSAL 2

Table of Contents
Executive Summary.....................................................................................................................................3
Analysis:...................................................................................................................................................3
Design:......................................................................................................................................................3
Development:...........................................................................................................................................3
Introduction......................................................................................................................................................4
Literature Review............................................................................................................................................5
Importance of Ensuring Effective Mental Health Training.........................................................................6
Remedies to the Mental Health Course Gaps..............................................................................................7
Summary and Deduction............................................................................................................................12
Application of the ADDIE Model.................................................................................................................16
Proposal Analysis..........................................................................................................................................17
Proposal Design Phase...................................................................................................................................19
Proposal Development Phase.........................................................................................................................20
G. CPE Deliverables: Appendices.................................................................................................................22
Affinity Diagram........................................................................................................................................22
Curriculum Gap analysis Table..................................................................................................................22
Organizational Readiness for change.........................................................................................................23
Force Field Analysis..................................................................................................................................23
Course Materials Introduced......................................................................................................................23
Assessments...............................................................................................................................................24
Formative assessment.............................................................................................................................24
Summative assessment:..........................................................................................................................26
References......................................................................................................................................................31
CURRICULUM PROPOSAL 3

Executive Summary
The paper elaborates on the challenges facing the current mental health training curriculum and the

proposed improvements for the curriculum to boost EBP. Notably, the project is founded on the ADDIE

model as illustrated below.

Analysis: The proposal has been reached following the complaints from the students regarding the nature

of the course materials, which they say are hard to comprehend and lack adequate current dynamics in the

mental health field. In addition, the curriculum lacks to give the student time to have personal studies, a

factor which leads to a lack of understanding among students. Therefore, there are high failures noted

among the students.

Design: A consultative interview with students as well as feasibility analysis of the new model to be

developed were conducted

Development: The changes were meant to be implemented on the course materials as well as the syllabus

in line with Bloom's taxonomy as well as various education theories. The main theory is learning theory.

Besides, the evidence-based theory was also incorporated to renovate the curriculum. Notably, the changes

were proposed to be achieved through the implementation of PBL, EBP, academic detailing, computer

reminders, self-regulated learning, and course materials update.

Keywords: Curriculum, Course materials, Syllabus, EBP, SLO, Module, Change, CPE
CURRICULUM PROPOSAL 4

Introduction
Southern Crescent in Griffin, GA, is a College that is known for producing many competent

students, particularly in the nursing sector. For more than 10 years now, the University has been

diversifying its training in various fields where students learn various courses allied to health and public

well-being. This factor makes the university a top layer in the country. According to Tingen, Burnett,

Murchison & Zhu, 2009), the nursing sector is critical and vital in any country. Therefore, as a University,

students should be given maximum theoretical and practical skills that would help them to develop

competency in their respective areas of the profession. This factor should reflect in all the areas of training.

To ensure that the practical and theoretical skills are administered to the students, a stable learning program

that is full of vital evidenced-based content should be adopted. On the other hand, the students should be

subjected to various tests in their areas of learning to ensure that the teachers identify their knowledge and

weaknesses in practising their theoretical skills.

It is also from the practice tests that the student gains experience in the main critical areas of practice. If

an education program fails to produce competent students, it means that there is a challenge in the

knowledge administration to the students. Therefore, other strategies and improvements to the challenges

should be implemented. This is the current situation in Southern Crescent College, a nursing sector where

the mental health students have been recording failures in various tests. There has been a notable sequence

of student failure in the course. This issue was noted during my Clinical Practice Experience, where

various students and stakeholders in the University education were observed and consultatively

interrogated to determine the prevalence of the case and the factors that normally cause it. Through this

process, numerous challenges were identified with the program that was thought to be the cause of the

challenges. It is through the process. The determination of the challenge with the program was approached

from various dimensions like the nature of the tests given to students, the lectures given to the students by

the lecturers. The determination of the challenge intended to answer the following questions
CURRICULUM PROPOSAL 5

I. Are the exams given to students in line with the content that is taught to the students by the

lecturers?

II. Do the lecturers give adequate evidence-based training to the students to enable them to capture

various lessons effectively?

III. Is the mental health program covered within the right duration to enable the students to have time to

internalize the content and gain more practical skills effectively?

IV. Are there any after class follow-up activities that enable the students to gain experience in the field?

The entire proposal is founded on the Evidence-based approach in teaching as well as the learning theory.

The two approaches would help to renovate and improve the current state of mental health training at the

University if well applied. The EBP will be used to answer the question of the content given by the

lecturers to the students. It was noted that the content has some challenges in terms of reliability during

various practical activities as well as examinations. Therefore, the approach means that the nature of the

content should be improved to ensure that the students gain more skills to enable them to boost competence

in the mental health profession. On the other hand, the learning theory will help to assess the understanding

of the concepts by students from the lecturers' perspective. Therefore, it will help to find answers on the

nature of the exams given to students, after class follow-up activities, and the teaching timeline.

The purpose of the proposal is to ensure that the failures that are prevalent in mental health training

among students in Southern Crescent College are minimized, and competence among students enhances.

Additionally, the proposal will also give a guideline to the teachers to come up with effective approaches

while teaching their students. Another purpose of this proposal is to analyze the current strategies that are

used in teaching the student on mental health. ADDIE model is always vital in completing such a proposal.

However, this proposal follows the ADD model. This factor means that the format is based on the analysis

of the issue, the design, and the development of the solution to the case.
CURRICULUM PROPOSAL 6

Literature Review
The issue of mental health practitioners in Universities is one of the remedies to the current

challenges affecting the sector currently. According to a study by Yager, Waitzkin, Parker & Duran (2007),

well-trained practitioners have minimal errors in the dissemination of health care to patients. Currently,

this issue has been prevalent in the United States and the United Kingdom. Many health practitioners have

been facing challenges in diagnosing and treating the patients effectively based on the low level of

knowledge they obtain in schools. This factor, therefore, causes a hike in the mortality rates of the

patients. On the other hand, some mental health cases which are persistent continue to be persistent n

various settings. The main reasons include the reduced number of health care to cub them.

This limitation if brought to the increased failures in nursing classes, which disqualify many students from

being in the profession. On the other hand, qualified students also have some challenges in applying

various concepts in the treatment ground. Introducing a change to the method of training the students,

particularly in Universities and colleges, have been the remedy ton such challenges in history. This factor

calls for the implementation of various models of training in the training curriculum to ensure that the

content given to the students in Universities is worth for their understanding. On the other hand, the

assessment of the evaluation tests given to the students is another strategy that is vital for the

implementation of the teaching curriculum. Through the process, the nature of the educational outcome

among students will be improved.

Generally, the curriculum design and change have always been the remedy to the challenges. This

process requires the intervention of various shareholders in education and leaders in the medical profession

who should collaboratively and strategically come up with the best teaching strategy. Based on this

elaboration, the case of Southern Crescent in Griffin's mental health training program challenges will be

addressed through the study of numerous strategies that have been implemented in the past, as discussed in

various studies. Notably, to find a remedy for the challenges, the implementation of the various

educational, mental health theories as well as training methodologies will be implemented.

CURRICULUM PROPOSAL 7

Importance of Ensuring Effective Mental Health Training

Ensuring that there is effective training of medical practitioners is one of the best moves that help to

cultivate merits in the entire health sector. One of the merits of training students effectively is the

elimination of various nursing care errors that come as a matter of ignorance and incompetence in various

aspects of mental health (Proctor et al., 2014). A good example is the mental diagnosis sector. This field

requires accuracy to prevent the issue of misdiagnosis and miss prescription. Therefore, the students need

to be given the right content by the lecturers to ensure that there are no such errors.

Through effective training of students in mental health, the detection of diseases is boosted. For

example, students will have the ability to discern the various mental diseases and give the right directions

towards reducing them effectively. This factor calls for the effective training of students on the current and

emerging mental diseases. Therefore, the entire society is saved from the various mental challenges

throughout the process.

Ensuring effective training and course programs for the mental health students is a good move in ensuring

that the course is enjoyable and that there are no failures and disqualifications of students in various levels

of study. This factor acts as a motivation to the students and therefore supports research and innovation

among students. Notably, when the students are supported effectively through a good education

curriculum, they devote much of their time trying to understand and practice effective approaches.

Effective training also ensures that there is a good reputation for a university or school. This factor helps

to brand the University through the release of well-trained students in the job market. The students'

performance in various practical activities, which is mainly conducted in different health facilities, is one

of the essential moves in branding the name of the college. Therefore, it is a merit for both the student and

the College.

Remedies to the Mental Health Course Gaps

According to Kutcher, Chehil, CASH & Millar (2005), the training of health professionals is one of

the determinants of the reduction rates of current mental disorders. The study states that training mental

health practitioners are not haphazard. Rather, the process should be implemented using the right model.
CURRICULUM PROPOSAL 8

The study focused much on the Low and Middle-Income countries where different curriculum challenges

faced many training colleges and facilities for the nursing professionals. One of the challenges is the issue

of lack of adequate lecturers to take the students through the various concepts in mental health. This factor

makes the students lack various key competencies on the sector, and in turn, most of the student is exposed

to challenges like errors in their diagnosis. This factor is prevalent in the context of Southern Crescent

College, where many students complained that they had a limitation of lecturers to tackle all the units

effectively. For example, some of the students complain that they have some lecturers taking them through

more than one concept or unit in mental health. This factor makes the student to sufferer from boredom,

and in some cases, the trainers are also tired of teaching many students. They complain of a heavy

workload. This factor makes them lose motivation while teaching the student, and therefore, they leave the

students to cover some of the concepts alone. The issue contributes to the failure of the students in their

examinations and practical activities in various health facilities.

Kutcher, Chehil, CASH, & Millar (2005) also elaborates that failures in the mental health curriculum are

caused by the use of out-dated models of education. This factor means that the lecturers among the Low

and Middle-Income countries use obsolete sources to teach the students despite the fact that mental health

sector training dynamics prevalence. Therefore, the study proposes an update in the teaching contents

used by the lecturers to ensure that the students are conversant with numerous current knowledge and skills

in the course. This factor helps to prevent the failures and complexity of various concepts in mental health

course. Reflecting this study to the case of Southern Crescent College, there is a challenge with the nature

of the content delivered to the students in mental health course. Notably, the content lacks some of the

current concepts that are vital in the context of mental health. Therefore, the contents delivered to the

students should be updated to ensure theta the challenges with the course are eliminated effectively. This

factor would help the students to pass and develop an interest in the course without challenges.

Additionally, the strategy would also prepare the students to fit in the practical sector without errors and

challenges
CURRICULUM PROPOSAL 9

Another strategy that would help to solve the challenges facing the mental health curriculum is the

implementation of evidence-based training in the course. A study conducted by Wiltshier (2007) on the

issue of evidence-based education; it was evident that it would be a remedy for some challenges affecting

education. Definitively, the process involves s process where the teachers come up with a collaborative

agreement and understanding with the students on the best reliable evidence in teaching to cultivate an

understanding of various concepts. To implement this type of strategy in education, Wiltshier (2007)

proposes that a teacher should consider past evidence on various concepts as well as invest new evidence

through conducting thorough research. This factor makes the students develop practical knowledge as well

as comprehension of different units in the syllabus. The introduction of EBP strategy in mental health is

also supported by Shokry & Saleh (2017).

This study stated that the strategy helps to ensure that the students' effectiveness and efficiency in their

practical tasks are enhanced through EBP. The teachers should, therefore, ensure that they give the

students well-sourced content to ensure that they prepare them to face exams as well as the practical field

in various health facilities. This case reflects in the context of Southern Crescent College. There are

numerous complaints from the students regarding the content they get from their lecturers. Despite the

fact, that ate current lecture materials have some evidence-based content, the nature of evidence needs to

be complemented through the review of various studies and experiments related to mental health. The

factor would help to boost the comprehension of various concepts like the issue of mental diseases, which

are recorded to have the highest number of failures among the students. Therefore, the study by Wiltshier

(2007), and Shokry & Saleh (2017) were vital for the support of curriculum redesign in Southern Crescent

as they helped to give a clear indication and direction in implementing the new learning strategies to cover

the existing education gaps in mental health course.

According to Zhang (2014), problem-based learning is another way that would help to redesign the

education curriculum and ensure that the tutor and the students collaboratively solve various complex

challenges in the syllabus. This strategy was implemented in the context of McMaster University Medical
CURRICULUM PROPOSAL 10

School, where various students were put under the PBL strategy, and others pout in the normal tutor-based

teaching process. The main objective of the study was to assess the effectiveness of problem-based

learning in shaping the student's comprehension of various nursing concepts. It was found out that the

students who were exposed to the PBL strategy had much access to various study material, which helped

them to have an understanding of various nursing concepts compared to the other groups of students.

Additionally, it was also noted that the students under the problem-based curriculum had an opportunity to

tackle research challenges effectively and, therefore, making them have a high probability of passing their

exams.

This factor illustrated that the strategy was effective for the redesign of the nursing education

curriculum. In the context of Southern Crescent, students have been reflecting failure in various units,

particularly in mental disorders identification and diagnosis. Even though the lecturers in the school have

initiated some minor group discussions, the PBL strategy would be implemented to assist the students to

tackle some of the complex concepts collaboratively and get assessed individually. This factor would help

the students to enhance their performance in the course. Therefore, the study was supportive of the

objectives of this project. However, it was noted that Zhang (2014), never set out a change process in

attaining a PBL strategy. This limitation will be addressed in this project to ensure that the mental health

course is improved and the prevalent challenges solved effectively.

On the other hand, the self-regulated learning strategies were purposed by Núñez, Cerezo,

Bernardo, Rosário, Valle, Fernández & Suárez (2011). This technique of teaching involves a process where

the students are allowed to consult personal studies after being taught by lecturers. The implementation of

the strategy was in the Virtual Campus of the University of Oviedo. 167 students from the campus were

tested while 206 were maintained as the control experiment. To ensure that the strategy was effectively

implemented, the comprehension of the students under the learning method was assessed and compared to

the control students. It was determined that the method was effective since the understanding of various

concepts was higher. Therefore, the strategy was effective. This strategy would be used to solve the
CURRICULUM PROPOSAL 11

education gaps in the context of Southern Crescent, where students have been failing in mental health

exams. Notably, the lecturers fail to give the students adequate time to study on their own and explore

various concepts individually. According to the learning theory, the strategy helps to cultivate maximum

understanding. This strategy, therefore, supports the project of curriculum improvement in the school.

According to a study by Stanhope, Tuchman & Sinclair (2011), the strategy would help to boost evidence-

based practice and efficiency among the students

To solve educational gaps, Academic detailing is another method that was proposed by Lyon,

Stirman, Kerns & Bruns (2011). This method entails a process where the lecturers give additional content

to the students to ensure that they develop an understanding of various concepts in detail. Notably, the

process helps the students to have extensive knowledge and therefore boosting their professionalism. The

students should be given much time and tasks to ensure that they test their capability. The ability of

students to undertake numerous tasks effectively and with consistently good results would help to make the

concepts stick in their minds. Applicably, Southern Crescent is a school that is currently facing limitations

d and gaps in the context of mental health training. Notably, the students complain that the content given

by the teachers are limited and that it does not cover the emerging issues in mental health. This factor

makes the students lose confidence in covering the mental health concepts and learning areas. Notably, the

limitation affects them their practical sessions where they fail to identify the current issues in the course.

Therefore, redesign of the curriculum to come up with the academic detailing would be a remedy to the

challenges facing the school. Therefore, academic leadership should ensure that they add more time to the

course coverage for the students to have time for personal studies. This factor would help to enhance their

performance and compression of different mental health concepts.

Finally, the introduction of computer reminders in the course would be another remedy as elaborated by

Shojania, Jennings, Mayhew, Ramsay, Eccles, & Grimshaw (2010). This strategy was implemented on the

physicians to improve their memorability of various concepts in their profession. It helped to ensure that

the critical aspects were not left out in their daily practice. Based on the context of Southern Crescent
CURRICULUM PROPOSAL 12

education, it was noted that one of the challenges affecting students is the issue of forgetting the critical

concepts in mental health. Some of the challenges were found in mental disorders identification and

diagnosis. Implementing the policy of computer reminders in the course would help to raise the students'

performance effectively. The study, therefore, supports this project in that it helps to ensure that the

students develop their understanding of mental health courses. However, the study has a limitation of

change implementation, which will be addressed in this project.

Summary and Deduction

The issue of learning gaps in education has been prevalent over the years. However, numerous

strategies have been proposed to ensure positive changes in the understand dong the capacity of the

students. Some of the methods that have been analyzed include the implementation of PBL, EBP,

academic detailing, computer reminders, self-regulated learning, and course materials update. The

strategies are effective in various contexts where they have led to remedies in the learning process.

Therefore, applying them in the case of Southern Crescent College would be of vitality. Notably, they

would help to answer the various research questions towards the education curriculum in the mental health

course. Therefore, it is vital to implement and redesign the curriculum for the benefit of the students as

well as the teachers who do a hard job in trying to develop academic understanding. Additionally, the

course redesign using the proposed strategies would help to reduce the issues of health care delivery errors

in the mental health sector by the student's ones they complete their studies.

Below is the tabular representation of the Literature review.

Title Author Findings Gaps and Rationale

1. Educating, training, Yager, Waitzkin, Parker Better training is It elaborated on the

and mentoring minority & Duran (2007) vital for benefits of proper

faculty and other competence of training of students in

trainees in mental health the mental health sector.

health services research professionals It was then justifiable to

use this source as the

CURRICULUM PROPOSAL 13

foundation of the

literature review
2. A competencies-based Kutcher, Chehil, CASH The population The study elaborated

mental health training & Millar (2005) examined from the much on the issue of

model for health study and given mental health training in

professionals in low competence –based the context of

and middle-income training was developing countries

countries observed to have with close reference to

more skills to various theories of

manage mental learning and therefore

health challenges making it suitable for

this study
3. Evidence-based Wiltshier (2007) EBP illustrated The study was vital for

education: Benefits and numerous benefits this study as it supported

challenges. to learners which the evidence-based

enhanced theory that makes the

reliability. foundation of this

curriculum development
4. Improvement of Shokry & Saleh (2017). It was found that The study also supported

Evidence-Based improved EBP EBP in mental health

Practice through helped to boost training which is a key

Education and Training competency and aspect in the objectives

Interventions among understanding of this research

Nursing Students. among the students

in the research
5. Problem-based Zhang (2014) Students who were This study elaborated

learning in nursing given much time to much on the issue of

CURRICULUM PROPOSAL 14

education study on their own PBL which is one of the

illustrated merit in remedies necessary to

their studies solve the gaps in mental

compared to those health training. It was

who were not therefore found suitable

allocated the time due to its evidence-based

foundation as well as

correlation to the

research topic
6. Implementation of Núñez, Cerezo, The study found The study contained all

training programs in Bernardo, Rosário, out that student the requirements of

self-regulated learning Valle, Fernández & taught under a self- health research report as

strategies in Moodle Suárez (2011) regulated well as giving evidenced

format: Results of environment had a points on Self-regulated

experience in higher higher performance learning.

education
7. Developing the mental Lyon, Stirman, Kerns & It was found that Even though the study

health workforce: Bruns (2011). competent training was not class-based, it

Review and application of mental health elaborated some of the

of training approaches professionals is one best strategies to train

from multiple of the best medical professionals

disciplines strategies in which would be

boosting their applicable in the

practical skills curriculum design

8. Effect of point-of-care Shojania, Jennings, Giving the The study followed the

computer reminders on Mayhew, Ramsay, computer best format and gave a

physician behaviour: a Eccles, & Grimshaw reminders to the remedy for the
CURRICULUM PROPOSAL 15

systematic review (2010). trainees and curriculum development

professionals and design

eliminated

forgetting of main

concepts
9. The importance of Tingen, Burnett, It was found out The study elaborated

nursing research Murchison & Zhu that EBP should be much on the issue of

(2009). part of nursing nursing study. Although

research to boost it had some exclusive

its reliability information, it gave a

good foundation and

support for EBP in the

training of the students

which was part of the

curriculum development
10. The implementation Proctor et al. (2014). Well trained The study elaborated on

research institute: mental health the importance of proper

training mental health professionals training of mental health

implementation illustrated practitioners particularly

researchers in the competency in in the U.S which gave it

United States their duties a selection justification

as it supported the

redesign of the current

curriculum
Table 1: Literature review
CURRICULUM PROPOSAL 16

Application of the ADDIE Model

This model refers to a systematic way of attaining change in the education curriculum or any

organizational context. The strategy involves various phases like the Analysis of the problem, design,

development, implementation, and evaluation. Below is the diagrammatic representation of the model.

Figure 1: The ADDIE Model

However, in this proposal, only the ADD model will be elaborated. In the analysis phase, the study will

concentrate on revealing the exact challenge and analyzing the best teaching method to implement in the

context of mental health training. During the analysis pieces, various factors, like the current teaching

strategies, should be considered. Through this process, the curriculum change will be implemented per the

current education gaps found. Additionally, a consultative meeting with the education leadership and

students within the school will be another process. The process will help to ensure that a consultative

solution is found. The proposal will, therefore, advance to the design phase. This phase involves the
CURRICULUM PROPOSAL 17

development and integration of various remedies to the education curriculum to ensure that the underlying

challenges are effectively solved. This factor ensures that there is a sound system that has been initiated in

readiness for development, implementation, and evaluation. Finally, the proposal will elaborate much on

the issue of change development in mental health. This phase helps to ensure that the already set strategy is

executed in readiness for implementation. Therefore, there are various factors developed and set in this

phase to ensure that a good change is obtained in the education process.

Proposal Analysis
The program level of the remedies proposed in for the degree program. Notably, al the nurses who have

specified in the field of mental health should be trained using the strategy proposed. Based on my CPE,

the learners should be fed with practical skills to ensure that they fit in the health care for the mentally

challenged patients. On the other hand, the learners should be equipped with the right content, which

would help them to develop good decision-making skills as well as critical analysis. Finally, it is through

the CPE that the vitality of mental disorders diagnosis and treatment was noted. This area is complicated,

and in most cases, many students fail to deliver quality diagnosis as well as treatment. Therefore, it is vital

to ensure theta the students gain the skills in their learning curriculum and syllabus. On the other hand, the

learning environment that would be vital to delivering instructions to the students was the class programs,

which would help to bring interaction between the lecturers and the students. On the other hand, the digital

platform, which is set aside for online learning, would also be useful in delivering instructions to the

mental health student. The platforms would help to communicate the improvements made on the

curriculum effectively based on their popularity and familiarity with the learners.

To come up with the analysis, various methods were implemented. One of the strategies that were

put into place is a consultative meeting with various stakeholders. This meeting involved the dean of the

schools as well as the corporate leadership of the school who illustrated some hitches n the education

curriculum. On the other hand, the students were also consulted in the analysis process. It was through the

process that the learners illustrated their interest in the renovation of the current curriculum to change areas
CURRICULUM PROPOSAL 18

like the nature of the content given to them by lecturers, time allocation of the course, as well as the tests

given. This process included the use of survey questions regarding the current questions to the various

selected stakeholders in education.

The current state of the education curriculum consists of n numerous failures in various units of the

course. This factor is brought by the lack of adequate evidence-based and reliable content for the learners.

On the other hand, the students lack sufficient time to study on their own. This factor makes them lack

practical skills, which are vital in the mental health sector. Therefore, the students complain about the

manner the curriculum stresses much on classwork. In contrast, the curriculum is intended to have

adequate sources that are based on EBP to make the students have more exposure to various key

competences in mental health. Additionally, it is also intended that the curriculum will reduce some of the

classwork and implement the individual study where each student will do some personal. The group

discussion will also be improved in the course to ensure that the students can get the concepts and conduct

research on mental health collaboratively.

The proposal will address the gaps identified through the initiation of EBP learning in the

curriculum. The process involves a process where the teachers come up with a collaborative agreement and

understanding with the students on the best reliable evidence in teaching to cultivate an understanding of

various concepts. To implement this type of strategy in education, the teachers should consider the past

evidence on various concepts as well as invest new evidence through conducting thorough research and

give the students reliable content. On the other hand, the gaps are also intended to be solved through the

PBL (Bahar-Özvaris, Çetin, Turan & Peters, 2006). This strategy would involve the creation of new study

groups where different mental health students would be made to study various concepts together and later

assessed individually. The method will eliminate the failure of exams. The implementation of academic

detailing would help the students to develop competency in various learning areas of mental health.

Therefore, the curriculum would help to produce more successful and knowledgeable students. Finally, the

introduction of computer-based education, which would help the students to create a reminder on the
CURRICULUM PROPOSAL 19

essential aspects of mental health, would help to reduce student's failures and disqualification in the course

as well as boost their motivation effectively. The organizational need to meet the school's mission

supports the implementation of the strategy. The time limitations, as well as financial incurrence, which are

required in the strategy implementation, are limiting factors to the curriculum redesign.

Proposal Design Phase

The processes used to develop the syllabus involved a consultative process where the students and

the lecturers were consulted on the changes they want on the syllabus. Sourcing information from the

current syllabus and analyzing it was the next step. This process made the change implementation feasible.

Finally, the final adjustment of the syllabus was implemented for use by the students after testing. For the

new students, they would interpret the syllabus through disintegrating it into specific topics and units

which were progressively important for the course (Bahar-Özvaris¸Çetin, Turan & Peters, 2006). They

would, therefore, refer to their course outline to understand the syllabus. The course objectives illustrated

in the syllabus would help to increase the knowledge of the students in various mental health concepts,

which would be measured through exam results. The changes also intended to ensure that the students had

more practical skills and competence, which would be measured through the practical tasks given to them

in the field of mental health.

The syllabus consists of new teaching strategies that involved the allocation of time for the students to

study various concepts on their own and as groups and later get examined. This process would help the

student to do more research from various sources at their disposal and therefore boosting EBP in mental

health. Besides, Instruction learning would also be detailed and clear for the student to ensure that their

comprehension was hiked. This factor would have boosted the learning theory which concentrates much on

the students’ understanding and conceptualization of specific learning areas. Finally, the learning materials

would be updated to ensure that they capture the current dynamics in mental health. This factor would help

to boost evidence-based practice among the students in the mental health course.
CURRICULUM PROPOSAL 20

To ensure that the design of the new curriculum was well tested in terms of its feasibility, there was a

need to analyze the learning outcomes of one of the students in the course. However, for ethics, the

student's name will be encrypted to a student who is a finalist in the mental health course. The current

analysis of the student based on Bloom's taxonomy is that he cannot evaluate, understand, and apply some

of the concepts in the course before taking the new curriculum. However, it is expected that the learning

outcome of the student will reflect some understanding, evaluation, and application skills through exam

performance as well as through the practical practice in the CPE. The efficiency of the student in the tasks

given will be used to analyze the competence. Notably, the SLO aligns with the course objectives as it

helps to cultivate an understanding of the course content to promote EBP and competence in mental health.

Finally, the course grading policies helps to achieve the objectives of the new curriculum as they help to

effectively asses the student's understanding of the concepts in mental health. Unlike the current grading,

which is a bit lower, this system will help to ensure merit in the course as it is higher.

Proposal Development Phase

The new curriculums led to the development of new course materials to ensure that the learning

objectives were achieved. The process of development of the materials involved intensive research from

various sources. Therefore, a collaborative consultation with the lecturers to identify the right detailed

resources was held. The resources will help to enhance students'' skills through the provision of well-

detailed concepts that develop faster understanding as well as EBP. To assess the students' knowledge,

questions on various concepts will be issued by the study materials in the study modules. Notably, this

curriculum proposal may be used in the future to develop the education curriculum. Notably, this factor

calls for a summative assessment, which involves data like students' examination results after undertaking

the curriculum, competence, and students' feedback. Justifiably, the assessment is proposed by the learning

theory to examine the effectiveness of the education curriculum. Besides, they help to answer the research

questions effectively. Therefore, these factors make the curriculum proposal authentic.
CURRICULUM PROPOSAL 21

G. CPE Deliverables: Appendices

Affinity Diagram

Curriculum Gap analysis Table

Gap Analysis Remedies
Examinations failure of Many cases of student 1. PBL
students failures and 2. Self-Regulated
underperformance in exams Learning
have been reported in the 3. Academic detailing
mental health course. 4. Examinations rates
The failure illustrates increase
numerous challenges with the
content given to the students.
The failure may also be due
to examination challenges.
Lack of EBP training

Complains from students Out-dated content makes the 1. Course materials

students have issues with the update
current curriculum and
therefore justifying the
curriculum gap
CURRICULUM PROPOSAL 22

Table 2: Need Gap table

Organizational Readiness for change

Change factor Readiness
Change of bad students perception towards the The organization can access the current materials on
course mental health (Purchase the materials).
Additionally, the allocation of adequate time for the
students to work on their own is also possible
Examinations failure change The school can implement PBL, EBP, and academic
detailing to ensure that the students pass exams.
Table 3: Organizational readiness to change

Force Field Analysis

Figure 2: FFA

Course Materials Introduced

Material Overview Learning Resources Learning Activities
1. Roberts, M. This material allows The materials give Questions are
(2015). Critica the mental health students various cases asked to enhance
l thinking and students to reflect on studies to cultivate critical thinking at
reflection for the current cases in their learning abilities the end of the topic
mental health the mental health field
nursing while giving them
students. questions that boost
Learning their critical thinking
CURRICULUM PROPOSAL 23

matters.
2. Townsend, M. This material The materials give Test questions are
C., & Morgan, elaborates on various students various at every chapter to
K. I. EBP practices in summarized EBP assess the
(2017). Psychi Mental health which practices in mental comprehension of
atric mental help to boost health that enhance the reader
health understanding of easy comprehension
nursing: nursing concepts and
Concepts of therefore making it
care in easy for the students
evidence- to pass the exams. It
based practice. was therefore vital for
FA Davis. implementation in the
curriculum
Table 4: Course materials Update

Assessments

Formative assessment

Formative Assessment Blueprint

Formative Assessment Blueprint
Criteria Task
TASK
Assessment overview The assessment will help to measure the new mental health

curriculum. Notably, the student will be interrogated on the areas

where challenges lie in the current curriculum to bring a change

Module title Mental health
Course objectives 1) Helping student to solve the various mental health challenges in

the community effectively and with competence.

2) The student will be equipped with EBP skills from the course

content.

3) Help student pass the exams and work towards bettering the

mental health sector

Student learning outcomes 1) The student must sow knowledge in mental health diagnosis and

treatment

2) the students must illustrate goo performance in EBP

CURRICULUM PROPOSAL 24

Assessment Activity Alignment The summative assessment is the best way to test the students’

competency in the course. The students are tested whether they got

the concepts from the course materials. Therefore, it acts as a

measuring tool for knowledge acquisition for the students.

Cognitive level to be measured by To assess the formative assessment of the new mental health

the formative assessment curriculum various factors will be addressed. The students’

knowledge assessed, the teacher’s information, the instructions

information as well as the administration of instructions will be

analyzed. The formative assessment will measure the

comprehension application and analysis of the concepts levels of

cognition. The comprehension aspect of the cognitive level aligns

with the learning outcomes that require the students to prove or

demonstrate their mastery of concepts.

Item Types The various items involved in the formative assessment are multiple

–choice question, short answers, and open ended questions

(True/false). Notably, in the formative assessment, the essay exam

will be used to test the students properly on mental health. The

essays will be based on specific objectives and themes

Number of Items Ten

Below is the representation of the formative assessment

CURRICULUM PROPOSAL 25

Figure 3: Formative assessment

Summative assessment:

Criteria TASK
Assessment overview The assessment of the “mental health course” will

entail various summative methodologies and tasks.

One of the strategies is the summative performance

test which helps the lecturers to identify the

students’ knowledge. In the assessment, a good

grading system, will be elaborated where the levels

of the grades will represent the level of competency

of the students. Notably, the exams must be in line

with the course materials contents as well as the

time that will be set.

Module title Mental Health
Objectives 1) Helping student to solve the various mental

health challenges in the community effectively and

with competence.

2) The student will be equipped with EBP skills

CURRICULUM PROPOSAL 26

from the course content.

3) Help student pass the exams and work towards

bettering the mental health sector

The learning outcomes (SLO) 1) The student must sow knowledge in mental

health diagnosis and treatment

2) the students must illustrate goo performance in

EBP
Assessment Activity Alignment The summative assessment is the best way to test

the students’ competency in the course. The

students are tested whether they got the concepts

from the course materials. Therefore, it acts as a

measuring tool for knowledge acquisition for the

students.
Cognitive ability to be measured by the The summative assessment process for the “mental

performance assessment health” will help to assess comprehension in three

main levels namely the, first cognitive, second

cognitive, and third cognitive levels. The first level

of the cognitive understanding helps the student to

understand much about the mental health concepts.

Once understood the concepts. The student is

supposed to apply them and therefore create the

EBP environment. Finally, an evaluation will be

done based on the course materials given to

illustrate the level of understanding and competency

of the students.
Item Types Questions will be relevant for the assessment of the

students on the course improvement. Notably, the

CURRICULUM PROPOSAL 27

questions are open ended and have various keys

Number of Items The number of the items given to the students must

be determined by the rubric

Assessment Administration Procedures

The curriculum elaborates that the exams should take exactly two hours for all the students.

Notably, the exam period should be set exactly at week ten of the course where the students will be

subjected to the final examination. Notably the students should be given time to complete the paper within

the given time without any disruptions. No communication should be allowed during the exam time

Communication of Assessment Results

The course instructor will go through the students’ papers to see if they wrote the correct thing after

the paper. The comments from the lecturer should be articulated below the paper where the instructor will

give the marks awards and hand over the paper to the students in two days. A discussion of the noted

challenging areas should be held in presence of the lecturer where he should elaborate on the parts

Pass/fail criteria

The exam should be graded according to merits of the students. The following is the grading

system as proposed by the new curriculum for the mental health course. It is good to note that the student

will have to attain at least 70 marks to pass the exams.

100-90=A,

89-80=B,

79-70=C

69 and below=Fail

The students who fail should be asked to redo the course again until they pass
CURRICULUM PROPOSAL 28

Analytical Methods           

Both the pre-tests and post-tests ought to be conducted in order to comprehend many students

knowledge development within the course. The tests will be used as tools for knowledge comparison

between the students. This is after seeing where the students range between 0-100. The lecturer should ask

questions equally to all the students without any aspect of discrimination being prevalent. Tis factor will

improve the reliability of the assessment tool

Assessment Improvement

To ensure that the assessment was improved, various questions should be asked to the students

regarding the challenging areas they identified throughout the entire testing process. Some of the

challenges would be the language used to set the tests, the grading system as well as the time given.

Therefore the testing process would be improved to become better. This would help the students to pass

the future exams with merit.

Test Security Procedures

Questions would be designed in privacy and handed over to the students. On the other hand, the

questions would be distributed across the entire course materials which were used by the lecturer to teach

the students. This factor would help the student to read widely across the materials as well as maintain

exams privacy. On the other hand, the instructor will only bring the papers to revelation in class two

minutes before the exams start. Chanting should be reduced in the new curriculum where the spacing

would be maintained as well as frisking of the students before getting into the exams room would be

implemented. In vase of any cheating in the exams room, the teacher should identify the involved students

and punish them in line with the set regulations.

Please fill in the assessment using the directives given in the key

Assessments Comment
Are there EBP in mental health?
Is PBL present in the entire course?
Are course materials updated?
CURRICULUM PROPOSAL 29

Are the exam results amusing?

Are you contented with the course?
Is your understanding enhanced through the
changes?
Do the course materials have reliability?
Is there adequate time to prepare for the
exams
Do the teachers interact with you effectively?
Are the course materials available

Key

A. Yes
B. No

Table 6: Summative assessment

CURRICULUM PROPOSAL 30

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