Write a Curriculum Proposal Introduction, Literature Review, and ADDIE Overview on Pressure Ulcer Prevention Module for NRS 150 Contemporary Nursing Practice I

NRS 150 Contemporary Nursing Practice I: Curriculum Proposal Assignment on Prevention of Pressure Ulcers

Develop a 200-word introduction section, complete a literature review summary table with six recent peer-reviewed sources, synthesize findings, and provide an ADDIE model overview for proposing a new educational module on pressure ulcer prevention in undergraduate nursing programs.

Paper Instructions

Complete the “Introduction” section of your curriculum proposal in 200 words or less. Nursing programs often overlook dedicated training on pressure injury risks, leaving new graduates less prepared for this common patient safety issue. Include a summary of each of the following:

• the curriculum gap or need that you identified
• the module you are proposing that will address the curriculum gap or need
• the college or university, corresponding type of nursing program (e.g., associate’s or baccalaureate degree), and title of the course where your module will be added
• the theoretical framework (education or learning theory) that underlies your proposal
• the purpose of the curriculum proposal document
• a brief overview of the structure of the proposal (i.e., ADDIE phases)

Students frequently report feeling underprepared in clinical settings without focused content here. This section sets the foundation for justifying change in nursing education.

C. Literature Review Section Requirements

Complete the “Literature Review” section of your curriculum proposal by doing the following:

1. Complete Table 1: “Literature Review Summary Table,” using six peer-reviewed articles published within the past five years that support your curriculum proposal topic.

Focus on sources that highlight gaps in knowledge among nursing students or the value of targeted education. Recent studies emphasize how early curriculum integration improves long-term patient outcomes.

2. Synthesize your literature review findings for only the six peer-reviewed articles you reviewed in part C1 by discussing each of the following:

• connections between similar articles
• any dissimilar or contradictory findings, if applicable
• how the literature review findings support your specific module proposal

Strong synthesis shows patterns across research and directly ties evidence to your proposed solution. Clear connections strengthen the case for curriculum updates.

D. Introduction to the ADDIE Model

Complete the “Introduction to the ADDIE Model” section in your curriculum proposal by writing a brief overview of the purpose and process of each of the five phases of the ADDIE model.

Educational design benefits from systematic approaches like this one. It ensures modules are effective and evidence-based.

Template for Table 1: Literature Review Summary Table

(Note: Each Table, Figure, and Appendix must start on its own new page)

Section Headings for Your Proposal

Title of the Paper (Note: Include Your Introduction)

Literature Review

Research Synthesis

Introduction to the ADDIE Model

Pressure ulcer prevention remains a key nurse-sensitive indicator, and integrating dedicated modules early in nursing education aligns with national patient safety goals. Recent evidence shows that theory-driven, ADDIE-based curriculum changes lead to better knowledge retention and clinical application among students. Proposals like this one help bridge theory-to-practice gaps using current best practices in instructional design.

Peer-Reviewed References

1. Lavallée, J. F., Gray, T. A., Dumville, J., & Cullum, N. (2019). Barriers and facilitators to preventing pressure injuries in nursing homes: A qualitative analysis informed by the Theoretical Domains Framework. *Journal of Tissue Viability*, 28(4), 191–198. https://doi.org/10.1016/j.jtv.2019.08.004
2. Dalvand, S., Ebadi, A., & Gheshlagh, R. G. (2019). Nurses’ knowledge on pressure injury prevention: A systematic review and meta-analysis. *Clinical, Cosmetic and Investigational Dermatology*, 12, 639–650. https://doi.org/10.2147/CCID.S201991
3. Sari, D., & Kadar, K. S. (2021). Student nurse knowledge of and attitudes toward pressure injury prevention: How sufficient is undergraduate education? *Advances in Skin & Wound Care*, 34(10), 527–532. https://doi.org/10.1097/01.ASW.0000793804.19714.16
4. Barakat-Johnson, M., Lai, M., Gefen, A., & Coyer, F. (2022). Medical and surgical nurses’ approach to patient pressure injury prevention education: An integrative review. *Journal of Clinical Nursing*, 32(13-14), 3522–3536. https://doi.org/10.1111/jocn.16814
5. Källman, U., Hommel, A., Borgström, M., & Bååth, C. (2023). Students’ knowledge, attitude and practices towards pressure ulcer prevention and management. *Nursing Open*, 10(3), 1456–1465. https://doi.org/10.1002/nop2.1412