| Course | NUR 654 Curriculum Foundations in Nursing Education |
|---|---|
| Module | Module 10 |
| Paper type | closing reflective journal on curriculum foundations |
| Length | About 460 words, 3 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NUR 654 Module 10
Module Ten Journal
The Arguments Are a Century Old, and the Students Are Also Teachers
I came to this course as a hospital staff development educator about to teach part time in a new RN to BSN program. I expected practical tools. I did not expect history to be the most useful thing I learned.
Reading the 1923 report on nursing education, I recognized arguments I hear in meetings every month: that students are too often treated as staff, that education should serve learning rather than the hospital's schedule and that nurses need broader preparation for leadership and public health (Committee for the Study of Nursing Education, 1923). A century later, managers still ask whether a degree adds anything to experience. Knowing how long nursing has made this argument changed how I answer. I no longer sound defensive; I can explain that the question is old, that the answer has been refined for a hundred years and that our curriculum is designed to add exactly what experience alone does not.
The second discovery was more uncomfortable. I loved the clarity of the four questions Tyler (1949) posed, which gave our planning team a way to check that every course had a purpose and every purpose an assessment. Then I read Kliebard (1970), who argued that the rationale tells us to state purposes but leaves planners on their own when values collide, so the weightiest decisions are settled before the model is even opened. That was exactly our experience. Our biggest argument was not about sequencing but about whether the program exists to meet employer requirements or to develop leaders, and no model could settle it. I learned that curriculum work is partly technical and partly a negotiation about values, and that pretending otherwise hides the choices that matter most.
The third discovery came from our own survey. Most of our incoming students had precepted a new graduate in the past year, and few had any preparation for it. I had been thinking of them only as learners. They are also teachers, shaping the first year of nurses who arrive, as the research we read suggests, often not yet ready to recognize a deteriorating patient. Designing for them means designing for the new graduates they will coach.
On the curriculum committee this year, I will hold myself to three practices. I will name the value choice behind any proposal, not only its technical merits. I will ask how each course builds on what working nurses already know rather than repeating it. And I will push for the precepting strand to be evaluated with our practice partner, so we learn whether our students become better teachers. I expected tools; I found foundations, and they will shape every decision I help make.
References
Committee for the Study of Nursing Education. (1923). Nursing and nursing education in the United States. Macmillan.
Kliebard, H. M. (1970). The Tyler rationale. The School Review, 78(2), 259-272. https://doi.org/10.1086/442905
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
What the NUR 654 Module 10 instructions ask for
NUR 654's closing journal commonly invites you to consider how studying the foundations of curriculum, its history, theory and standards, has changed the way you think about designing and teaching programs. The voice is your own, but a few scholarly sources in APA 7 are normally expected. Plan on roughly 400 to 600 words. Build the entry around two or three real discoveries, show how each one connected to a moment in your planning work or teaching, tie each to a source you read and finish with practices you will follow in a specific role, such as a curriculum committee, that colleagues would be able to recognize. Stay candid. Tie each discovery to a real decision you faced.
How this NUR 654 Module 10 journal example is built
This journal comes from a staff development educator joining an RN to BSN faculty. The 1923 report on nursing education shows that today's debates about experience and degrees are a century old, which changes how the writer answers skeptical managers. Tyler's four questions help the planning team, but Kliebard's critique reveals that the team's biggest argument, employer requirements versus leadership development, was a value choice no model could settle. A survey showing most students precept new graduates turns learners into teachers. The entry ends with three committee practices: naming value choices, building on experience and evaluating the precepting strand. Its closing line contrasts tools with foundations.
Where the NUR 654 Module 10 rubric puts the points
Closing reflections in NUR 654 tend to be judged on the depth of change the writer describes, the fit between each change and the readings, the relevance to future educator roles, clarity of organization and APA 7 mechanics. Standout entries show a specific moment where a reading collided with the writer's own planning or teaching and changed a habit or belief. Graders value candor about discomfort, such as realizing a favorite model has limits. Practices tied to a named role, like service on a curriculum committee, read as far more credible than general hopes to design better programs. A closing line that ties the discoveries together helps.
NUR 654 Module 10 help: the mistakes that cost points
Reflections lose points when they summarize readings rather than the writer's own shifts, when history or theory is mentioned without a link to practice, when sources are decorative or when closing practices are too vague to recognize. Choose real discoveries, show where each met your work, cite a source for each and end with practices tied to a role. Admitting what unsettled you often makes the entry stronger. If your journal prompt focuses on your philosophy of nursing education or on a particular theorist instead, share it with your NUR 654 notes so the reflection is built around that focus. Close with one clear idea. Show where each reading met your work.
Get NUR 654 Module 10 written to your instructions
Name the NUR 654 readings that unsettled or sharpened your thinking and include the assignment wording. You will receive a personal reflection that connects each discovery to your own planning or teaching and ends with practices for your educator role, within 24 to 48 hours, free the first time. 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 654 Module 10 questions, answered
Where can I find a free NUR 654 Module 10 Journal sample?
The whole entry is here: a nurse educator reflects on nursing education history, the limits of Tyler's model and RN to BSN students who precept new graduates.
Why study nursing education history in a curriculum course?
Many current debates, such as the value of degrees versus experience, are a century old, and knowing their history strengthens today's arguments.
What is a limit of Tyler's curriculum model?
Kliebard argued it offers no way to choose among competing values, so key decisions are made before the model is applied.
What should a curriculum foundations reflection include?
Real discoveries tied to moments in your work, the readings behind them and practices you will follow in a specific educator role.
Why do RN to BSN students matter for new graduates?
Many precept new graduates, so preparing them to coach clinical reasoning shapes new nurses' first year.