| Course | NUR 670 Curriculum Design for Nursing and Health Professions Education |
|---|---|
| Module | Module 7 |
| Paper type | End-of-course synthesis reflection paper |
| Length | About 695 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 670 Module 7
Six Takeaways and Three Commitments: A Course Exit Reflection on Designing Curriculum for an Associate Degree Nursing Program Like Mine
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 670: Curriculum Design for Nursing and Health Professions Education
Instructor Name
Month Day, Year
Six Takeaways and Three Commitments: A Course Exit Reflection on Designing Curriculum for an Associate Degree Nursing Program Like Mine
Introduction
I started this course thinking of curriculum as a document my program keeps and revises every few years. I am finishing it thinking of curriculum as a set of decisions that are always being made, deliberately or by default. This reflection names one takeaway from each module and what it means for my work teaching in an associate degree nursing program, then sets out three commitments.
Module 1: Priorities Are an Argument
The first module taught me that contextual forces do not rank themselves. When I listed the forces acting on our program, the licensure exam's focus on clinical judgment, the practice-readiness gap, the national equity agenda and new technology, each seemed urgent. The takeaway was that setting priorities means making a case for one over another, with evidence. For curriculum development, this means a faculty member who wants change has to argue for it, not only point to a trend.
Module 2: Influence Travels by a Path
Following one request, a second medical-surgical rotation, through our institution, the state board and our accreditor showed me that influence has a route and a calendar. Iwasiw et al. (2020) describe the parent institution and external bodies as setting the boundaries for faculty choices, and I saw those boundaries in practice. The significance is practical: before proposing a change, I now ask which channel controls it and how long that channel takes.
Module 3: Integrity Means Matching
The most useful moment in the course came when I traced one program outcome down to the clinical evaluation tool and found it was never measured there. Constructive alignment, the idea that activities and assessments should be built around the verbs of the intended outcome (Biggs, 1996), turned a vague worry into a specific repair. The takeaway is that integrity is checked at the bottom of the curriculum, in the evaluation forms, not at the top.
Module 4: Beliefs Become Structure, Whether or Not We Write Them Down
Going back to our philosophy statement, I found that a handful of its sentences account for most of the course sequence, including the move to concepts. It also showed me a belief we never wrote, that judgment develops with repeated exposure, which nonetheless shapes our leveling. The significance is that unwritten beliefs cannot be examined. Writing them down is part of curriculum work.
Module 5: Development Is a Cycle With Drift Between Turns
Our program's history looked like three bursts of revision with quiet drift between them. A cyclical model of development (Thomas et al., 2022) helped me see that the evaluation step is what prevents drift, and that the faculty working group which made our last revision succeed was a form of agency with a defined place to act. The takeaway is that agency needs structure.
Module 6: Evaluation Is a Rule for Acting
Finally, I learned that collecting evidence is not the same as using it. Organizing four sources with a model of context, input, process and product (Stufflebeam & Zhang, 2017) helped, but the real change was deciding in advance what result would trigger revision. Employer feedback that our graduates notice deterioration but hesitate to speak up has already changed our plans, which showed me the loop working.
Three Commitments
First, I will propose adding our unwritten belief about developing judgment to the program philosophy, so the leveling it produces can be defended and evaluated. Second, I will ask the curriculum committee to make the four-person working group a standing group that reviews the curriculum map each year. Third, I will draft a one-page evaluation plan for the clinical judgment thread with a decision rule, and share it with the program director before the next accreditation report.
Conclusion
Across six modules, the same lesson returned in different forms: curriculum is made of choices, and educators shape it most when they can see those choices clearly, argue for them with evidence and check whether they are working. I leave the course with a clearer sense of where I can act and a short list of things to do next.
References
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364. https://doi.org/10.1007/BF00138871
Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning.
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Press.
Thomas, P. A., Kern, D. E., Hughes, M. T., Tackett, S. A., & Chen, B. Y. (Eds.). (2022). Curriculum development for medical education: A six-step approach (4th ed.). Johns Hopkins University Press.
What the NUR 670 Module 7 instructions ask for
In Week 7, Module 7, Synthesis of Course Learning, students prepare the End-Course Learning Synthesis, due in Week 8. The syllabus calls it the Course Exit Reflection and describes it exactly: identify one key takeaway from each module and briefly explain its significance for curriculum development in nursing or health professions education. It is worth 18 points, the largest single item in a 100-point course. Plan one short section per module, since the six checkpoints map neatly to the six takeaways, and end with what you will carry into practice. Use the course readings where a takeaway rests on a concept, and use "I" freely; the genre calls for it.
How the NUR 670 Module 7 example is put together
The paper opens with a two-sentence shift in thinking, from curriculum as a document to curriculum as decisions, which gives the six sections a common thread. Each module section has a heading that states the takeaway itself, then a short account of where the insight came from and a sentence on its significance. Sources appear where a takeaway rests on a concept: the nursing curriculum text, constructive alignment, the six-step cycle and the CIPP model. A commitments section turns three of the takeaways into actions with a person and a deadline. The conclusion names the lesson that runs through all six modules. At about 850 words, the reflection stays short enough for a synthesis while covering every module.
Where the marks sit in the NUR 670 Module 7 rubric
At 18 points, the exit reflection carries more weight than any single checkpoint. Faculty will look first for the required structure, one takeaway per module with its significance, so a section per module makes grading straightforward. Reflections earn more when each takeaway is a genuine insight stated in the writer's words, not a module title repeated. Linking takeaways to concepts and sources from the readings shows synthesis rather than recall. Significance should point at curriculum development, as the prompt specifies, not only personal growth. Commitments or next steps show the learning moving into practice. Clear, professional writing and correct APA format for any sources round out the paper.
NUR 670 Module 7 help with common mistakes
The most common shortfall is a list of what each module covered rather than what the writer took from it. State each takeaway as a claim. Another is uneven coverage, with three modules discussed at length and three in a sentence; give each a similar share. Avoid adding new research the course never used; draw on your checkpoint posts and readings. Send the desk your six checkpoint posts or notes, and the reflection can be drafted from your own course record. Keep the significance tied to curriculum work, as the syllabus asks. End with something concrete you will do, because a synthesis that leads nowhere reads as a summary.
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
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NUR 670 Module 7 questions, answered
Where can I find a free NUR 670 Module 7 sample paper?
The complete NUR 670 Course Exit Reflection sample, with one takeaway from each module, its significance and three commitments, is on this page.
What does the NUR 670 Course Exit Reflection ask?
One key takeaway from each module with a brief explanation of its significance for curriculum development in nursing or health professions education.
How many points is the NUR 670 exit reflection worth?
The posted syllabus lists the Course Exit Reflection at 18 of the course's 100 points.
How long should a course exit reflection be?
Check Canvas for any length limit; a section of about a paragraph for each module plus a brief introduction and conclusion is typical.
Should a reflection paper include references?
Cite the readings where a takeaway relies on a concept or model, and use APA format; personal reflections themselves need no citation.