| Course | NUR 634 Facilitating Learning and Teaching Innovation in Nursing Education |
|---|---|
| Module | Module 5 |
| Paper type | Milestone: detailed learning design with aligned assessment |
| Length | About 1,030 words, 6 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NUR 634 Module 5
Milestone Two: Designing the Pre-Class Materials, Unfolding Case and Aligned Assessment for a Flipped Heart Failure Session
[Student Name]
Southern New Hampshire University
NUR 634: Facilitating Learning and Teaching Innovation in Nursing Education
Milestone Two
[Instructor Name]
[Date]
The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.
Milestone Two: Designing the Pre-Class Materials, Unfolding Case and Aligned Assessment for a Flipped Heart Failure Session
A flipped classroom succeeds or fails on design details: pre-class materials that students actually complete, in-class activities that require the pre-class learning and assessments that test what the activities practiced. This milestone designs those details for the heart failure session proposed in Milestone One. It argues that short, well-constructed videos, a case written so each segment exercises a specific objective and assessment aligned item by item with those objectives will give the innovation a fair test.
Designing the Pre-Class Materials
Students will complete three videos, a short reading and a quiz before class. Two principles guided the video design. First, length: an analysis of millions of video-watching sessions in online courses found that engagement dropped sharply after about six minutes, and that shorter videos were watched more completely than longer ones, regardless of content (Guo et al., 2014). Each video will therefore run five to seven minutes: one on the physiology of reduced cardiac output and fluid retention, one on how heart failure is classified and one on the main drug classes and what nurses monitor for each. Second, cognitive load: Mayer and Moreno described ways to reduce the load that multimedia places on working memory, including segmenting content into learner-paced pieces, signaling key points, removing extraneous material and pairing narration with graphics rather than on-screen text that duplicates it (Mayer & Moreno, 2003). The videos will use narrated diagrams rather than slides of bullet points, with a pause and a question at the end of each segment.
The 12-page reading from the course text reinforces the videos. A 10-question online quiz, due two hours before class, gives immediate feedback and shows faculty which concepts need attention; the three most-missed concepts will be addressed in a 10-minute segment at the start of class.
Writing the Unfolding Case
The in-class case follows Mr. D., a 70-year-old retired carpenter admitted with heart failure, through one day. Each of four segments corresponds to a phase of clinical judgment and ends with questions groups must answer before the next segment is released.
Segment one, noticing: students receive the morning report and bedside data, including a weight 2.1 kg higher than two days earlier, crackles at both bases, 2+ ankle edema, jugular venous distension and a blood pressure of 148/90. They list the findings that matter and explain why. Segment two, interpreting: students receive laboratory results and the patient's statement that he stopped his furosemide because it made him urinate at night. Groups decide what is happening and rank possible explanations. Segment three, responding: groups select priority nursing actions, prepare an SBAR call to the provider and justify each action. Segment four, reflecting: the case jumps to the next morning, with urine output of 2,400 mL, a weight down 1.5 kg and a potassium of 3.3 mmol/L. Students evaluate the response, identify the new concern and plan discharge teaching that addresses why he stopped his diuretic.
Faculty prompts are scripted for each segment, such as asking a group that jumps to treatment what they noticed first, and each segment has an answer key with the reasoning faculty should listen for.
Aligning Objectives, Activities and Assessment
Constructive alignment holds that learning improves when the intended outcomes, the teaching activities and the assessment tasks are designed to match, so that students are asked to practice and demonstrate the same performance the outcomes describe (Biggs, 1996). Table 1 shows the alignment for the session's four objectives.
Table 1. Alignment of Objectives, Activities and Assessment
| Objective | Pre-class | In-class activity | Assessment |
|---|---|---|---|
| Identify cues of fluid overload | Video 1 and quiz items 1 to 4 | Segment 1: list and justify findings | Two exam items asking students to select relevant cues from a patient record |
| Interpret cues as worsening heart failure | Video 2 and reading | Segment 2: rank explanations | Two exam items requiring students to choose the most likely explanation |
| Select and justify priority actions | Video 3 and quiz items 7 to 10 | Segment 3: SBAR call and rationale | One exam item on priority action; SBAR rated in clinical |
| Evaluate response to diuretic therapy | Video 3 | Segment 4: evaluate outcomes and new concern | Two exam items on evaluating response and identifying hypokalemia |
Note. Exam items are written in the format of the Next Generation NCLEX case-based items where possible.
Planning for Unprepared Students
Some students will arrive without completing the videos. The session begins with a five-question readiness check on paper. Students scoring below three of five will join a faculty-led table for the first segment, reviewing the key concepts with the case data, and then rejoin their groups. Groups will be told that everyone must be able to explain the group's answers, which creates peer accountability. Quiz completion will count for a small share of the course grade to signal that preparation matters.
Access matters too. Every video will carry accurate captions and a downloadable transcript, which helps students with hearing loss, multilingual students and students who prefer to read. Videos will be compressed so they play on a phone over a mobile connection, since several students in the program rely on phones for coursework and work evening jobs that leave little time at a computer. Materials will be released a week before class, not the night before, so students who work or care for family can fit them into their schedules. These choices follow the principle that a flipped design should not quietly favor students with the most time and the best internet.
Preparing Faculty
Facilitating a case is different from lecturing. The two clinical faculty who will co-facilitate will meet with the course coordinator for two hours before the session to work through the case, rehearse the scripted prompts and agree on what reasoning to listen for. They will practice resisting the urge to give answers and instead ask questions that move a group forward. After the session, faculty will meet for 30 minutes to note which segments worked and which need revision.
Conclusion
The flipped heart failure session now has short, carefully designed videos, a case that exercises each phase of clinical judgment, assessment aligned with each objective and plans for unprepared students and faculty preparation. These details are what turn a promising idea into a session that can be evaluated fairly, which Milestone Three will plan.
References
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364. https://doi.org/10.1007/BF00138871
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning at Scale (pp. 41-50). Association for Computing Machinery. https://doi.org/10.1145/2556325.2566239
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
What the NUR 634 Module 5 instructions ask for
Milestone Two in NUR 634 usually asks you to develop the detailed design of your teaching innovation: learning materials, activities, instructional strategies and assessment, often with an alignment table or lesson plan. Some sections ask for sample materials such as a case, a video script or test items. Expect three to five pages in APA 7, plus any appendices. Design each piece with an evidence-based principle in mind, write activities so they require the preparation and exercise the objectives, align every objective with an activity and an assessment and plan for common problems such as unprepared students, because graders check whether the design would actually work in a classroom next term. Attach the case itself if you can.
How this NUR 634 Module 5 milestone two example is built
This sample designs a flipped heart failure session for a composite associate degree course. Pre-class videos are kept to about six minutes each, following Guo's findings on engagement, and built with Mayer and Moreno's cognitive load principles, with a quiz whose most-missed concepts shape the class opening. A four-segment unfolding case of a 70-year-old carpenter exercises each phase of clinical judgment, including a twist about stopping his diuretic. A table aligns each objective with pre-class work, an in-class activity and exam items, following Biggs's constructive alignment. A readiness check, peer accountability and rehearsed faculty facilitation address the usual pitfalls, and captions and phone-friendly files widen access.
Where the NUR 634 Module 5 rubric puts the points
Design milestone rubrics usually weigh the quality and appropriateness of learning materials, instructional strategies, alignment of objectives, activities and assessment, attention to learner needs, feasibility and APA 7 writing. The best designs cite principles behind each choice, such as video length or cognitive load, and show alignment explicitly in a table. Graders reward activities that cannot be completed without the preparation and assessments that test application rather than recall. Planning for unprepared students and for faculty preparation shows realism, as does attention to access for every learner. Including an answer key or facilitation guide suggests the design could be handed to another instructor and still work as intended.
NUR 634 Module 5 help: the mistakes that cost points
Design milestones lose points when materials are described in general terms, such as students will watch a video, when activities do not require the pre-class work, when assessments test recall while objectives call for application or when no plan exists for students who do not prepare. A common gap is designing for an ideal class rather than a real one. Apply evidence-based design principles, write the case or activity in detail, build an alignment table, plan a readiness check and prepare faculty to facilitate. If your innovation uses simulation, concept mapping or clinical post-conference instead, send the milestone guidelines and your approved proposal for a design built on them.
Get NUR 634 Module 5 written to your instructions
Tell us about your approved innovation and learners and share the milestone guidelines and rubric. You will get a detailed design with evidence-based materials, a written case or activity, an alignment table and plans for real-classroom problems within 24 to 48 hours, and the first is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
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NUR 634 Module 5 questions, answered
Where can I find a free NUR 634 Module 5 Milestone Two sample?
This page has a full design milestone: pre-class videos built on cognitive load principles, a four-segment unfolding heart failure case and an alignment table linking objectives to activities and exam items.
How long should pre-class videos be?
An analysis of millions of online video sessions found engagement dropped sharply after about six minutes, so many educators keep instructional videos short and split longer topics into segments.
What is constructive alignment?
A design principle in which learning outcomes, teaching activities and assessment tasks are built to match, so students practice and are tested on the same performance the outcomes describe.
How do you write an unfolding case study for nursing students?
Present the patient in segments that reveal new data over time, each ending with questions tied to a specific skill, such as noticing cues, interpreting them, choosing actions and evaluating responses.
What should faculty do about students who do not prepare for a flipped class?
Use a short readiness check, give unprepared students a brief guided review, create peer accountability in groups and attach a small grade weight to preparation.