Project Description
In response to student feedback about assignment overlap across nursing courses, Jasmine Kaneshiro and Sydney Record redesigned final projects and scaffolding assignments in NURS 412: Healthcare Systems and NURS 452: Care Coordination and Transition Management. Their goal was to ensure that each course built upon the other while remaining distinct, giving students the opportunity to deepen their understanding of nursing systems, policy, and practice. Drawing on threshold concepts and Bloom’s Taxonomy, they developed assignments that prompted students to engage with policy, advocacy, and patient care across contexts. The redesigned coursework supported students in demonstrating learning through active engagement and interdisciplinary communication rather than hypothetical or repetitive projects.
Participation in the Writing@UW Fellowship gave them the time and structure to align assignments across courses and reimagine the role of writing in developing critical thinking, equity-oriented learning, and real-world application. Fellowship workshops and feedback helped clarify the connections between course outcomes and writing tasks, strengthening the coherence and intentionality of their curriculum redesign.
Materials
- Revised final project prompts for NURS 412 and 452 (forthcoming)
- Scaffolded assignments that build toward final projects (forthcoming)
- Revised syllabus for NURS 452 (forthcoming)
Transforming Writing Instruction Through Collaboration
Through their collaboration in the fellowship, Jasmine and Sydney worked to untangle the curriculum overlap and rethink what students should carry forward from one course to the next. Their shared work on threshold concepts helped clarify what students need to understand and demonstrate at each stage of the nursing program. The fellowship provided a dedicated space and structure to transform recurring concerns into pedagogical action, supporting more intentional sequencing and meaningful learning across the nursing curriculum.