Part II: Step 2: Curriculum Development and Preparation 1

Part II: Step 2: Curriculum Development and Preparation

Name

Institution
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The curriculum development and preparation process analytically shape the learning

outcomes and learning strategies regarding a given subject. Moreover, each component affects

and interacts with other components. For instance, what will be taught in a community education

session is precisely affected by the trainer (nurse student) teaching the subject. Teaching

strategies are also affected by the trainer, the environment setting, and his/her characteristics.

There are various essential considerations for community curriculum development namely; the

identification of health issues (communicable diseases); needs of the learners (community

members and nurses); intended outcomes or changes intended for learners; relevance of the

context; methods to be used to accomplish the intended outcomes; evaluation strategies of the

content, methods and intended outcomes.

Consequently, some of the elements I would use to provide a community education

curriculum are; practices, social-emotional learning, civic engagement, and equity. Practices are

used by trainers to create an idea and increase the learner’s understanding (Lalor, 2022).

Diagrams and physical presentations are examples of practices that a trainer can use in delivering

content on communicable diseases. Social-Emotional learning entails the skills and strategies

that a trainer can use to help the learners understand and manage themselves. On the other hand,

civic engagement is a curriculum element that requires active participation as a state, local, and

national community member through discussion. Additionally, the equity element recognizes the

community members or nurses’ attributes in terms of ethnicity, culture, race, class, sexuality, and

gender identity in efforts to achieve the overall goal of prevention and control of communicable

diseases.

Arguably, many materials are needed to properly educate community members and

nurses on Covid 19, HIV, and Flu infectious diseases among others. They include YouTube
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videos on the prevention and control of infectious diseases, CDC educational materials for

patients, PowerPoint presentations, textbooks, journals, images, maps, posters, and flipcharts

among others. Nevertheless, the formative assessment method is an ideal evaluation concept that

a trainer can use to measure the success of the educational curriculum. It entails identification

and responding to learning needs. Ideally, in teaching session that entails formative assessment,

the trainer typically interacts with learners frequently and meet individual needs to reach their

goals. Using formative assessment in the prevention and control of communicable diseases,

learners can be in a position to ask various questions and clarification in areas they did not

understand.
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References
Lalor, A.D.M., 2022. Online Exclusive. 5 Elements of A Relevant Curriculum. ASCD.
https://www.ascd.org/el/articles/5-elements-of-a-relevant-curriculum