Curriculum Development - Educational Theory
The Associate of Science in Nursing (ASN) program at Ogeechee Technical College (OTC) is grounded in established educational pedagogy and nursing theory. The conceptual framework guides curriculum design, instructional delivery, student assessment, and clinical evaluation. It is built upon the following foundational models of educational pedagogy:
Bloom’s Taxonomy (Cognitive Domain)
Jean Watson’s Theory of Human Caring
Lave and Wenger’s Communities of Practice (CoP)
Bloom’s Taxonomy
Bloom’s Taxonomy for the cognitive domain (Bloom et al., 1956; Anderson & Krathwohl, 2001) serves as a foundational model for developing instructional objectives, exam questions, and clinical evaluation tools. Given that nursing practice requires the integration and application of knowledge, skills, and critical thinking, the ASN program emphasizes the higher-order cognitive processes—application, analysis, synthesis, and evaluation.
Bloom’s framework is used not only to design assessment tools (e.g., exams) but also to structure clinical evaluation criteria across the curriculum. Learning objectives are intentionally crafted using measurable action verbs that clearly articulate what students must do to demonstrate mastery. These objectives progress from simple to complex, aligning with students’ developmental stages throughout the program.
By using Bloom’s Taxonomy as a central guide, the program ensures the development of critical thinking, clinical judgment, and decision-making skills—essential competencies for professional nursing practice.
Nursing Theory
Jean Watson’s Theory of Human Caring provides a foundational framework for nursing practice, emphasizing the importance of holistic, compassionate, and patient-centered care. This theory supports the integration of mind, body, and spirit in the healing process and promotes a caring-healing relationship between the nurse and the client.
Watson’s theory centers on the development of transpersonal caring relationships, in which the nurse connects deeply with the patient to support healing beyond physical needs. These relationships foster trust, empathy, and mutual respect—key elements that contribute to improved health outcomes and enhanced patient satisfaction.
By embracing this holistic philosophy, nurses are encouraged to see each patient as a whole person rather than a diagnosis, taking into account emotional, cultural, and spiritual needs in addition to physical health.
The ASN program at Ogeechee Technical College incorporates Watson’s theory into both didactic instruction and clinical practice. This integration ensures that students not only understand the theoretical foundations of caring science but also apply them consistently in real-world patient interactions, promoting compassionate, ethical, and evidence-based nursing care.
Educational Theory
The ASN program at Ogeechee Technical College integrates Lave and Wenger’s Theory of Communities of Practice (CoP) as a foundational educational framework. This theory emphasizes the value of social learning that occurs when individuals with a shared interest engage collaboratively over time to exchange ideas, solve problems, and develop best practices. According to Wenger, “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Lave & Wenger, 1991).
The application of CoP in the ASN program supports the collaborative nature of nursing education. As students progress through the program, they build a shared identity around the domain of nursing, engage in meaningful interactions within a community of peers and faculty, and participate in authentic clinical practice experiences. This dynamic learning environment fosters the development of both individual competencies and collective professional growth.
The three core components of the CoP model—domain, community, and practice—are clearly reflected in the nursing program:
Domain: The shared focus and professional identity of nursing.
Community: The collaborative relationships formed among students, faculty, and clinical partners through shared learning and caring.
Practice: The experiential development of nursing skills, knowledge, and reflective thinking through real-world clinical application.
Through the integration of CoP principles, students contribute to and benefit from a rich, supportive learning culture where experiences, tools, strategies, and patient care stories are shared—building a collective repertoire that enhances both learning and professional readiness.
At Ogeechee Technical College (OTC), ASN students are provided with intentional opportunities to engage in inter-professional collaboration—an essential competency for contemporary nursing practice. In the skills laboratory environment, students participate in simulations that replicate real-world clinical scenarios and incorporate roles from various healthcare disciplines. These simulations expose students to the types of professionals they will work with in practice, including physicians, physical therapists, speech-language pathologists, occupational therapists, respiratory therapists, radiologic technologists, and laboratory professionals.
Clinical rotations in community-based settings further reinforce these collaborative experiences, as students work alongside diverse members of the healthcare team to provide and manage care for their assigned patients. This multidisciplinary approach prepares students to function effectively within complex healthcare systems and promotes patient-centered, team-based care.
Instructional Strategies and Educational Technology
The ASN program curriculum is developed using current principles of educational pedagogy and is designed to accommodate a variety of learning styles. Learning occurs through a blend of didactic instruction, hands-on laboratory practice, clinical experiences, and technology-enhanced formats. Course content is delivered through a variety of instructional strategies, including:
Lectures and small group discussions
Web-enhanced instruction and multimedia presentations
Laboratory assignments and simulation experiences
One-on-one faculty-student interactions
To promote active learning, faculty employ evidence-based instructional strategies and technology tools aligned with best practices. All ASN nursing courses include a hybrid/blended learning component delivered via the Learning Management System (LMS), Blackboard. This platform enhances instructional delivery and supports student engagement beyond the traditional classroom.
Faculty receive training in distance education methodologies through the Georgia Virtual Technical Connection (GVTC)/Distance Education Department upon hire. Ongoing professional development includes training on course design, technology integration, instructional evaluation, and the use of learning tools such as Office 365 and Blackboard. Faculty may identify professional development needs through the Annual Staff Development Plan, allowing for continuous instructional improvement.
Technology Integration in the Learning Environment
ASN faculty incorporate a variety of digital tools to enhance instruction and simulate real-world nursing practice. These include:
SimChart for Electronic Health Records – supporting documentation and clinical reasoning
Respondus LockDown Browser – simulating NCLEX-RN testing environments for secure exam delivery
Hybrid/Blended Classrooms – promoting flexibility in learning and reinforcing content through multiple modalities
Through the integration of diverse instructional methods and technology-enhanced learning environments, the ASN program ensures students are prepared to meet the demands of modern nursing practice and succeed in both academic and clinical settings.