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Curriculum mapping is the first step toward revising our courses and curricula to incorporate all level-appropriate AACN Sub-Competencies. Gerry Altmiller emphasized this at the June AACN Faculty Retreat, and you read about it in the June 24 Bruin Brief. There’s a wiki page prepared by Dr. Paul Macey about curriculum mapping and the AACN Essentials that collates all of the information to date in one spot. Today’s Bruin Brief is a deep dive into curriculum mapping and what is expected.

September 15^th is the due date for each course to submit an Excel curriculum map.  Submit through this AACN Essentials document portal. Follow this naming convention for your file:

Nxxx [Program] Map Level [1 or 2]_[First initial Last name]

The sample curriculum map completed for N267 (attached here) uses that exact naming convention.  To find the curriculum map prepared for your course, go to the wiki page or the  AACN Essentials Box Folder and download the file that contains your course. Then locate the course number from the tabs at the bottom, and you can begin.

As a refresher, curriculum mapping is identifying the “what is” situation for each course that you teach – and not the next best version. We need this information to first assess for current gaps in our curricula and then develop a plan to address those gaps.

September 15^th is also the date by which you can submit your Early Adopter competency matrix if you intend to update your course to be aligned with the competencies, sub-competencies, and competency-based assessment expectations of the future.  The same portal will accept your Word document, and you can use a similar naming convention for your file:

Nxxx [Program] Early Adopter [1 or 2]_[First initial Last name]

For those faculty who were not able to attend the June Retreat, the recordings are now available in a BOX folder labeled “AACN Essentials Recordings” and can be accessed at this link: https://uclahs.box.com/s/6ga34wb2duhayp9w4v95nzg6ecky986s

Parts I & II are foundational for the work that must be submitted by September 15, 2022.

We are making progress!

Here are a few examples of how faculty are leading the course mapping endeavor in three different academic programs.

Example 1:  MSN-APRN program faculty have worked in course groups to analyze the AACN sub-competencies and apply those to the courses they teach. Their proactive work, led by Dr. Hamilton and Dr. Pike, has been thoughtful, collaborative, and creative throughout the summer.

Example 2: In the MECN program, Dr. Kristen Choi mapped the N267 Health Policy theory course.  She agreed to share her course map as a how-to example (please see attached spreadsheet).  Only the competencies/sub-competencies that are specifically assessed within the course are tagged on the spreadsheet. By linking the sub-competencies to assignments, the course map offers proof that students who pass the course achieved the associated sub-competencies.

Example 3:  In the BS/MECN programs, Glenda Totten led a group of faculty to analyze foundational courses in the BS/MECN curricula (such as N150A Fundamentals of Professional Nursing) and map current course objectives to competencies. Their group goal is to find gaps in competency assessments across the courses.

Next steps: Work together in your faculty cluster to share mapping and gapping

Based on their work this summer, both Dr. Choi and Glenda Totten have suggested clustering faculty so we can work together in groups. The same recommendation emerged from the AACN Task Force. In a group, we can talk about our maps of “what is” and also talk about gaps across courses in the cluster.  Early adopters can talk through their next steps.

The following Prelicensure faculty groups are suggested:

The following Prelicensure faculty groups are suggested:

Detailed review of the getting-started steps

For curriculum mapping of your particular course(s), please follow these steps:

1. Watch the recordings (especially Parts I & II if you did not attend the retreat).

2. Open the appropriate program map (BS, MECN, or APRN) and review all Domains, Competencies, and Sub-Competencies (Level I is for BS students, Level II is for MSN-APRN and DNP students, and MECN students are a combination of all Level 1 and selected Level II sub-competencies).

3. Find your course tab in the program map and click on it. Review your current course syllabus – especially course description, objectives, skills and competencies, and assignments.

4. Identify the sub-competencies that are assessed with the action-based assignments in the course.

5. Consider Spheres of Care and Featured Concepts that pertain to the course objectives. Once complete, label the excel document and upload it into the following site:

There are also “Opportunities for Early Adopters” who would like to go beyond curriculum mapping and toward making changes in their 2022-2023 course syllabi. Instructions for Early Adopters were outlined in the June 24, 2022 Bruin Brief and are copied here:

Opportunities for early adopters to propose immediate changes for a course

1. Any faculty member who attended the retreat can choose to become an early adopter of competency-based evaluation methods aligned with the Essentials. To get started, we have created a course worksheet that you can complete as you work toward changing your courses with the AACN sub-competencies and SON end-of-program competencies in mind. See attachment or check the Faculty Resources file https://uclahs.box.com/s/ferkpviyjqzrr7qz4lirtnlm1k8nwpqg

2. This worksheet (titled, “Moving into the Future: Early Adopters for Competency-Based Education”) is in the Faculty Resources BOX file in a file labeled “Early Adopters Worksheet for Faculty” and should help you update your 2022-2023 syllabus with:

a. A better Competencies/Skills section (consider using specific sub-competency statements from the AACN Domains)

b. Competency-based instruction and evaluation methods – lots of opportunity for creative thinking here.

c. A new set of course objectives to discuss in small groups (2-5 faculty who teach in similar courses).

Early Adopters may choose to meet or Zoom with Instructional Designers, Dr. Sirui Wang or Dr. Kim DeBacco. Please reach out to Lauren Clark or Carol Pavlish with questions or suggestions as they arise.

Key Contributor:
Carol Pavlish, PhD, RN, FAAN
Professor Emerita

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Lauren Clark
Professor and Shapiro Family Endowed Chair in Developmental Disability Studies

Associate Dean, Academic Programs
Office: (310) 267-5923

Mobile: (801) 503-4755
nursing.ucla.edu