Defining best practices and validation for curriculum mapping

Abstract

The alignment of curriculum content with standards is a quality improvement measure used to identify gaps or overlaps in academic content. Curriculum mapping results, while commonly used, are rarely reported. Undergraduate faculty mapped 11 courses in a single timepoint using a web-based curriculum mapping tool. Quantitative results were calculated and compared to defined client needs categories. A validation analysis was performed by mapping one course in triplicate. Faculty feedback following the exercise was obtained by online survey. Three client needs categories were determined to be marginally out of range in the initial analysis of the quantitative mapping data. The curriculum map was substantiated by high correlation of curriculum measures in the validation process. A curriculum map should be planned with the aim as the central guide to inform the standards and measures selected for comparison. Measures and Standards chosen for the map as well as any actionable data generated should be informed by the aim. Validation can be performed by mapping subsets of the curriculum in triplicate. A team approach with high participation from the faculty should be considered when planning a full curriculum map.

Keywords:

• Curriculum mapping
• nclex-rn
• quality improvement
• assessment

REVIEWING EDITOR:

• Serafina Pastore, Senior Editor, Education, Psychology, Communication, Università degli Studi di Bari Aldo Moro, Italy

SUBJECTS:

• Higher Education
• Curriculum Studies
• Nursing

Acknowledgement

The authors would like to acknowledge Chandani Parikh, Exxat, Inc., Customer Success Specialist, who provided significant support in the entry of measures and standards and who always responded quickly and clearly to all emails and requests. The authors would also like to acknowledge Karen Waterfall, MSN and Amy Joachim, MSN who assisted with the validation study. Publication made possible in part by support from the Thomas Jefferson University Open Access Fund.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Hannah R. Smith

Hannah Smith is an Assistant Professor and Assistant Dean for Academic Strategy at the Jefferson College of Nursing in Philadelphia, Pa. She has a PhD in biochemistry and molecular biology and has over 13 years of experience in curriculum development and program assessment. Her interests include academic technology, competency-based learning, and curriculum development.

Jesse Chittams

Jesse Chittams received his master’s degree in Mathematical Statistics in 1993, and has over 30 years of experience directing the data management and statistical efforts for research projects involving medical and academic records data within the following institutions: Drexel, UP ENN, NIH, and Jefferson. He currently serves as Consulting Director of Data Analytics for the Jefferson University School of Nursing. His research interests include longitudinal data analysis and clinical trials.