| Course | NUR 670 Curriculum Design for Nursing and Health Professions Education |
|---|---|
| Module | Module 2 |
| Paper type | Analytical discussion checkpoint post and peer post |
| Length | About 399 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 670 Module 2
Module 2 Checkpoint: Who Actually Gets a Vote on Our Curriculum
Who Gets a Vote? Institutional, Regulatory and Professional Channels Behind One Curriculum Request
Initial Post
Last spring our hospital partners asked for something simple: a second medical-surgical rotation in the final semester so graduates arrive able to manage four or five patients. Following that request through our program showed me which channels of influence actually shape curriculum decisions, and in what order.
Institutional channels. The college's open-access mission and its cap on program credits came first. Adding clinical hours meant removing something else or exceeding the cap, and the curriculum committee could not do the second without a college vote. Iwasiw et al. (2020) note that the parent institution's mission, resources and policies set the boundaries inside which nursing faculty make choices, and this request hit those boundaries within a week. Clinical placements were the other institutional limit: the second campus has one hospital within reasonable driving distance.
Regulatory channels. A change in clinical hours and course structure counts as a major curriculum change that the state board of nursing must review before it takes effect, so the timeline stretched to a full academic year. Accreditation added a second layer: a curriculum must rest on clear end-of-program outcomes, and the program must show with data that graduates meet them (Accreditation Commission for Education in Nursing, 2023). That standard helped us, because our own outcome data showed graduates rating themselves low on managing multiple patients.
Professional channels. The national Essentials are written for baccalaureate and graduate programs (American Association of Colleges of Nursing, 2021), but they still reach us because most of our graduates continue to a BSN. Their competency language around care coordination gave the committee a shared vocabulary. Our clinical partners are also a professional channel; their request started the process.
What decided it. In the end, regulation set the calendar, the accreditor's data requirement made the case, and the institution's credit cap shaped the solution: we converted part of a skills lab course into the second rotation rather than adding credits. The channel with the least formal power, the clinical partners, was the one that started everything.
Peer Post (Reply to Marcus on Advisory Committees)
Marcus, you described your advisory committee as a formality. Ours was too until we asked members to review our outcome data before the meeting. Could your committee be given a specific question to answer, such as which outcome graduates meet least well?
References
Accreditation Commission for Education in Nursing. (2023). ACEN 2023 accreditation manual: Section III, 2023 standards and criteria. https://www.acenursing.org/
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/essentials
Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning.
Reading the NUR 670 Module 2 assignment instructions
Module 2, Channels of Influence, sorts the forces from Module 1 into the routes by which they reach a curriculum: institutional, regulatory and professional. The posted syllabus pairs the readings with the checkpoint "What Is Shaping Your Curriculum Decisions?", with the first post closing Sunday and the response to a classmate Tuesday. The question is personal in its wording, so answer it from a program you know, whether you teach in it, studied in it or work beside it as a staff educator. Show which channels carry weight and where they pull against each other, then say how that tension settled a curriculum decision. Generic definitions of accreditation and regulation will not do much; the module wants students to see influence acting on a real choice.
How the NUR 670 Module 2 example is put together
Built around a single story, a request from clinical partners for a second medical-surgical rotation, the post moves through each channel in turn. The institutional paragraph covers the open-access mission, the credit cap and limited placements on the second campus. A regulatory paragraph explains why the state board's review stretched the timeline and how the accreditor's outcome standard supplied the data argument. The professional paragraph shows why baccalaureate competencies still reach an associate degree program and treats clinical partners as a professional voice. A closing paragraph states which channel did what, and the peer post offers a practice for making an advisory committee more than a formality. Three sources support it: the course text, the accreditor's standards and the national Essentials.
NUR 670 Module 2 rubric: what earns full marks
A checkpoint is one of six worth 12 points apiece, scored in Canvas on how well the post applies the module's concepts, uses the readings and current sources and engages a classmate. Posts score best when they show channels working on an actual decision rather than defining them, because the syllabus describes these discussions as examining contextual influences, not cataloging them. Accuracy matters: describe accreditation and board approval correctly, and avoid claiming specific rules you have not checked for your state. Organization helps the reader, so one paragraph per channel and a closing judgment work well. The peer post is graded too, and an idea a classmate could try counts for more than praise.
NUR 670 Module 2 help with common mistakes
Students often describe each channel as a textbook would and never show one acting on a choice. Pick a decision your program made or debated and follow it. Another weak spot is overstating rules; check your own state board's website before describing what counts as a major change. Remember that clinical partners, students and faculty are influences too, even when they hold no formal power. Tell the desk which program and decision you have in mind, and the post can be drafted around it. Keep names and identifying details out, as the syllabus asks. Aim the peer post at a gap in a classmate's analysis and offer one specific idea from your own setting.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More NUR 670 and MS in Nursing sample papers
- NUR 670 Module 1: Checkpoint: What Drives Curriculum Priorities?
- NUR 670 Module 3: Checkpoint: How Do Alignment and Accountability Shape Curriculum Integrity?
- NUR 670 Module 4: Checkpoint: How Do Beliefs Become Structure?
- NUR 670 Module 5: Checkpoint: How Does Curriculum Development Evolve Over Time?
- NUR 670 Module 6: Checkpoint: How Do Educators Know When Curriculum Connections Are Working?
- NUR 670 Module 7: End-Course Learning Synthesis (Course Exit Reflection)
- NUR 673 Module 3: Assessment Portfolio, Part 4: Peer Review of Draft Test Questions
- NUR 610 Module 6: Final Presentation Topic Outline
- NUR 553 Module 6: Discussion Board: Health Policy Platform and Peer Response
- NUR 503 Module 3: Health Outcomes and Vulnerable Populations Evaluation
NUR 670 Module 2 questions, answered
Where can I find a free NUR 670 Module 2 sample paper?
The NUR 670 Module 2 checkpoint sample above follows one curriculum request through institutional, regulatory and professional channels, with a peer post.
What are the channels of influence in NUR 670?
Module 2 groups influences on curriculum into institutional, regulatory and professional channels, such as the college, the state board and accreditors.
Does a state board review curriculum changes?
Most state boards of nursing review major changes to an approved program, such as clinical hours or structure; check your own board's rules.
How do accreditation standards affect curriculum?
Accreditors expect clear end-of-program outcomes and evidence that graduates meet them, which pushes programs to align courses and collect data.
How should I write the NUR 670 peer post?
Respond to a specific point in a classmate's post and add an example, a source or a practical idea that extends their analysis.