RAM1 Task 1: Developing and Presenting Course Modules

Western Governors University C920 Contemporary Curriculum Design and Development in Nursing Education requires students to create two weekly course modules for a Community Health Nursing course and present the modules in a professional narrated PowerPoint presentation that demonstrates alignment with learning outcomes, instructional design principles, and diverse learner needs.

In this performance assessment for Western Governors University course C920 Contemporary Curriculum Design and Development in Nursing Education, students build on the eight-week course outline developed in C919. As lead faculty for a prelicensure BSN Community Health Nursing course titled “The Role of the BSN Nurse in Promoting Community Health,” students design two complete weekly modules and deliver a narrated PowerPoint presentation that explains the modules to faculty colleagues and the program director.

Competencies

• 7055.1.1 Create Environment for Student Development: The learner creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.
• The learner applies instructional design models to develop high-quality course modules for diverse nursing students.
• The learner aligns module objectives, learning outcomes, content, resources, and activities with professional nursing standards.
• The learner presents curriculum materials clearly and professionally to academic stakeholders.

Introduction

Students develop two unique weekly course modules for the eight-week BSN Community Health Nursing course. Each module must include module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed learning activities. Students then create a narrated PowerPoint presentation that presents both modules, justifies design decisions, and demonstrates how the modules support diverse learners and contemporary nursing education standards. The class meets for two hours weekly with a typical enrollment of 40 students representing varied experience levels, ages, and cultures.

Requirements

The submission must represent original work. No more than a combined total of 30 percent of the submission and no more than a 10 percent match to any one individual source may be directly quoted or closely paraphrased from sources, even if cited correctly. Use the originality report provided upon submission as a guide.

Submit two components:

1. Completed Course Module Template containing two fully developed weekly modules. Each module must include:
   • Module title and topic
   • Two to three course objectives
   • Two to three measurable student learning outcomes
   • Content overview
   • Learning resources (scholarly and professional)
   • Detailed learning activities appropriate for a two-hour class session
2. Narrated PowerPoint presentation (suggested length 8–12 slides, 5–8 minutes of narration) that:
   • Introduces the overall course and the two selected modules
   • Presents the key elements of each module
   • Explains alignment with instructional design principles and diverse learner needs
   • Justifies resource and activity choices with reference to professional standards
   • Includes a references slide

The PowerPoint must be submitted as a .pptx file with embedded narration (student’s own voice). Webcam video is not required.

Rubric Criteria (Competent Performance)

• Both modules contain all required elements and are appropriate for the BSN Community Health Nursing course.
• Course objectives and student learning outcomes are measurable and aligned.
• Learning activities are detailed, active, and suitable for a two-hour session with diverse learners.
• Narrated PowerPoint clearly presents both modules, demonstrates professional design, and includes accurate narration.
• Design decisions are justified with reference to instructional design principles and nursing education standards.
• APA formatting for citations and references is correct; originality thresholds are met.

Why This Matters in Practice

Nurse educators who design coherent, outcome-aligned modules and can present them persuasively improve curriculum quality and student success. Clear presentation of design rationale helps faculty teams adopt consistent standards and supports accreditation processes.

FAQ

How many modules must I develop for the C920 RAM1 task?
Develop exactly two weekly course modules from the eight-week outline created in C919.

Is narration required on every slide of the PowerPoint?
Yes. Every content slide must include embedded narration in the student’s own voice. The references slide may be silent.

What is the suggested length of the narrated presentation?
Aim for 5–8 minutes total narration across 8–12 slides. Presentations significantly outside this range may be returned for revision.

May I use the same learning resources in both modules?
Resources may overlap when appropriate, but each module must have a distinct content focus and activities.

What file format is required for the PowerPoint?
Submit a .pptx file with embedded narration. Other formats will be returned.

Sample Writing Help

Effective course modules begin with measurable student learning outcomes that drive every subsequent design decision. For a module on community assessment, outcomes that require students to apply a specific assessment framework and present findings to peers create clear targets for content selection and activity design. Learning activities that combine brief didactic input with small-group application and immediate feedback support diverse learners more effectively than lecture alone. When presenting the modules in a narrated PowerPoint, the educator highlights the alignment between outcomes, activities, and professional standards such as the AACN Essentials, allowing faculty colleagues to see both the pedagogical logic and the practical feasibility of the design. This transparent approach increases the likelihood of successful implementation and continuous curriculum improvement.

Activity Design Principles

Active learning strategies that require students to process information rather than passively receive it produce stronger retention and skill development. Incorporating case-based discussion, concept mapping, or role-play within the two-hour session addresses varied learning preferences while remaining realistic for a class of 40. Timing each activity and providing clear instructions on the slides helps the presenting faculty member demonstrate classroom readiness.

Narration Clarity Tips

Students often read dense text from the slides during narration. Stronger presentations use the slides as visual anchors and deliver conversational explanations that expand on key points. Practicing the narration to stay within the 5–8 minute window while covering both modules ensures the presentation remains focused and professional for academic audiences.

References

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/essentials

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (2022). Teaching in nursing and role of the educator (3rd ed.). Springer Publishing.

National League for Nursing. (2023). NLN core competencies for nurse educators. https://www.nln.org/

Create two weekly course modules and a 5–8 minute narrated PowerPoint presentation for WGU C920 that presents the modules, learning outcomes, activities, and design rationale for a BSN Community Health Nursing course.

Assessment:

Formal Narrative Paper on Instructional Design Model Application. Students write a formal paper that analyzes how the ADDIE or another instructional design model guided the development of one of the modules, discusses challenges unique to the online or hybrid learning environment, and proposes specific strategies to address those challenges while supporting diverse learners.