1.Class a challenge for faculty is selecting the exemplars to use for each concept. We all have our “sacred cows” that we do not want to give up. But a CBC uses a few examples and learners are supposed to transfer that knowledge to other situations.
What exemplars would you use to teach the concepts of: Oxygenation, Pain, Perfusion, Infection, Spirituality, Stress & Coping
Select 1 of those concepts and choose 3 exemplars to represent that concept.
Example: for Grief & Loss our exemplars are Amputation, End of Life, SIDS. These span the life cycle and are very different types of loss with grief.

2. Hi Carla,
Thank you for your post on learning objectives and course outcomes. It made me consider the importance of aligning with professional standards and competencies. This sparked a deeper look into the Commission on Collegiate Nursing Education (CCNE). CCNE contributes to the improvement of the public’s health through promoting the quality and integrity of nursing programs, and holds institutions to high standards that reflect quality of nursing education to best support the improvement of the profession of nursing (CCNE, 2018, p. 4). A program accredited by the CCNE must include key elements including outcomes for students, faculty, and the program. These outcomes can also be reflected in the vision and mission statement of a university, and it can be a piece of the bigger picture regarding the ways in which a university’s standards are consistent with those expectations of the CCNE.

Course Outcomes and Learning Objectives