1. (a) The curriculum shall be:

   1. (1) planned, implemented, and evaluated by the faculty;
   2. (2) based on the mission and goals (philosophy and outcomes);
   3. (3) organized logically, sequenced appropriately;
   4. (4) based on sound educational principles; and
   5. (5) designed and implemented to prepare students to demonstrate the essential competencies.
2. (b) Non-nursing courses are shared with students in other disciplines, are offered in a supportive sequence with rationale, and are clearly appropriate for collegiate study.
3. (c) A reasonable balance shall be maintained between nursing and non-nursing courses.
4. (d) There shall be a rationale for the ratio of classroom to clinical laboratory hours for each clinical nursing course. The recommended ratio is three clock hours of clinical laboratory for each one hour of classroom instruction.
5. (e) The curriculum should facilitate articulation among programs.

6. (f) The curriculum shall include, but not be limited to, the following areas:

   1. (1) arts, sciences, and humanities content which meets the needs of the curriculum and satisfies the criteria of the accrediting agencies of the governing institution;
   2. (2) legal, ethical, historical, cultural, political, socioeconomic, environmental safety, and professional issues and trends in nursing and health care. Emphasis should be placed on the Nurse Practice Act and the Rules and Regulations relating to Professional Nurse Education, Licensure and Practice; and

   3. (3) classroom and clinical learning activities using a systematic approach to problem-solving and emphasizing critical thinking in nursing situations with people of all age groups with commonly occurring acute and long-term physical and mental health problems, illnesses, and experiences incorporating promotion and maintenance of health.

      1. (A) In addition, the baccalaureate and entry-level master's degree programs in nursing shall include learning activities in basic research and management/leadership; and
      2. (B) classroom and clinical learning activities in community health nursing.
7. (g) Learning opportunities shall be established to assist students to develop skills in observation, assessment, problem-solving, communication and interpersonal relationships.
8. (h) Learning experiences, carefully selected and guided, shall be developed to prepare students to recognize and analyze health care needs, to select and apply relevant knowledge and appropriate methods for meeting the health care needs of individuals and groups, and to evaluate the effectiveness of the nursing care.
9. (i) Students shall be provided classroom learning experiences either prior to or concurrent with the related clinical learning experiences.
10. (j) Clinical learning experiences shall be sufficient in quantity and quality to provide opportunities for students to achieve the stated objectives.
11. (k) Students shall have sufficient opportunities in simulated or clinical settings to develop manual technical skills essential for safe, effective nursing practice. The learning experiences shall provide for progressive development of knowledge, skills, and values as well as continued growth of the student as a self-directed learner.
12. (l) Learning experiences should be enhanced through utilization of contemporary technology.
13. (m) Clinical preceptors may be used to enhance students learning experiences as described in §215.8(h) of this title (relating to Faculty Policies).
14. (n) Evaluation methods and tools to be used for measuring students' cognitive, affective, and psychomotor achievement shall be developed and implemented using sound educational principles.

Source Note:The provisions of this §215.12 adopted to be effective September 1, 1994, 18 TexReg 8905; amended to be effective August 4, 1995, 20 TexReg 5383.