1
Narrative Analysis of Course Module Design for “The Role
of the BSN Nurse in Promoting Community Health”
College of Health Professions, Western Governors University
Contemporary Curriculum Design and Development in Nursing Education
April 20, 2026
ADDIE Module
, 2
The ADDIE instructional design model (Analysis, Design, Development,
Implementation,
Evaluation) systematically guided the creation of Module 1: Foundations of
Community
Health [the first of two weekly modules developed for this course]. During
the Analysis
phase, I identified the diverse student population (varying ages, experience
levels, and
culture) and their need for a shared foundational knowledge of community
health
principles before progressing to complex topics. This analysis directly
influenced the
Design phase, where I established the module’s two Student Learning
Outcomes (SLOs)
using lower-order Bloom’s taxonomy verbs (“identify” and “describe”) to
ensure
foundational mastery. In the Development phase, I selected learning
resources (CDC,
2023; Rector & Stanley, 2022) and created a low -stakes quiz and reflection
activity
specifically aligned to these SLOs. The Implementation phase would involve
delivering
these materials via the university’s learning management system with clear
instructions.
Finally, the Evaluation phase is represented by the quiz scores and
reflection quality, which
provide data on whether students achieved the SLOs, directly informing
revisions before
the next module.
Narrative Analysis of Course Module Design for “The Role
of the BSN Nurse in Promoting Community Health”
College of Health Professions, Western Governors University
Contemporary Curriculum Design and Development in Nursing Education
April 20, 2026
ADDIE Module
, 2
The ADDIE instructional design model (Analysis, Design, Development,
Implementation,
Evaluation) systematically guided the creation of Module 1: Foundations of
Community
Health [the first of two weekly modules developed for this course]. During
the Analysis
phase, I identified the diverse student population (varying ages, experience
levels, and
culture) and their need for a shared foundational knowledge of community
health
principles before progressing to complex topics. This analysis directly
influenced the
Design phase, where I established the module’s two Student Learning
Outcomes (SLOs)
using lower-order Bloom’s taxonomy verbs (“identify” and “describe”) to
ensure
foundational mastery. In the Development phase, I selected learning
resources (CDC,
2023; Rector & Stanley, 2022) and created a low -stakes quiz and reflection
activity
specifically aligned to these SLOs. The Implementation phase would involve
delivering
these materials via the university’s learning management system with clear
instructions.
Finally, the Evaluation phase is represented by the quiz scores and
reflection quality, which
provide data on whether students achieved the SLOs, directly informing
revisions before
the next module.
