| Course | NURS 619 Nurse Educator III: Curriculum Development (NURS619) |
|---|---|
| Module/Week | 3 |
| Assignment | Curriculum Plan Part I: Mission, Vision and Philosophy |
| Paper type | Curriculum plan part (mission, vision, philosophy) |
| Length | about 759 words, 3 double-spaced pages plus title page and references. Course guide: the first section of a seven-to-ten page curriculum plan, giving the school's mission statement, vision statement and philosophy, with recent peer-reviewed support |
| Format | APA 7 student paper |
| Points | 100 |
| School | Liberty University Online |
| Program | MSN |
| Where it sits | Module/Week 3 in Liberty's published NURS 619 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for NURS 619 Week 3
Curriculum Plan Part I: Mission, Vision and Philosophy for the Cedar Hill Christian College School of Nursing
[Student Name]
School of Nursing, Liberty University
NURS 619: Nurse Educator III: Curriculum Development
Curriculum Plan: Part I
[Instructor Name]
[Date]
Cedar Hill Christian College is a composite school created for a model curriculum plan; build your plan for the school your course asks you to identify.
Curriculum Plan Part I: Mission, Vision and Philosophy for the Cedar Hill Christian College School of Nursing
The School and Its Context
Cedar Hill Christian College is a composite private college of about 2,400 students in a small city in the rural South, with a new prelicensure BSN program that will admit 48 students a year. The region has fewer nurses per capita than the state average, high rates of heart disease and diabetes, and two critical access hospitals that rely heavily on travel nurses. The college's identity as a Christian liberal arts institution and the region's needs together shape the statements below.
Mission Statement
The Cedar Hill Christian College School of Nursing prepares baccalaureate nurses who provide safe, compassionate, evidence-based care to the people of rural communities, integrating faith and learning in service to God and neighbor.
The key terms carry specific meanings. "Safe" and "evidence-based" commit the program to competency-based outcomes and current practice. "Rural communities" names the population the program primarily serves. "Integrating faith and learning" describes how the college's Christian identity will appear across the curriculum, not only in chapel.
Vision Statement
By 2036, the Cedar Hill School of Nursing will be recognized as the region's leading source of nurses who stay to serve its rural hospitals, clinics and homes, with graduates known for clinical judgment, servant leadership and care for the whole person.
Philosophy
Persons
We believe every person is created in the image of God, with inherent dignity and worth, and is a unity of body, mind and spirit living within families and communities.
Health
We believe health is a dynamic state of well-being across physical, mental, social and spiritual dimensions, shaped by individual choices and by the conditions of the communities in which people live.
Nursing
We believe nursing is a calling and a profession that promotes health, prevents illness, relieves suffering and accompanies people through life and death, using clinical judgment grounded in science and guided by compassion.
The Learner and the Educator
We believe learners are active builders of understanding who bring experience and values to their education, and that educators guide and model learning, caring for students as persons while holding them to the standards patients deserve. Final-year students interviewed by Bolianatz et al. (2026) spoke of their education as a formation in which care flowed both ways between teachers and learners, and the authors placed the educator's care at the center of that formation, which supports our belief that the educator-learner relationship is part of the curriculum.
Teaching and Learning
We believe learning is deepest when students construct knowledge through guided experience, revisiting key concepts at increasing levels of complexity. Reekie et al. (2023) described a constructivist approach in which faculty mapped how concepts are leveled and scaffolded across a BSN curriculum so that students build on prior learning, an approach this program will adopt. We also believe faith and learning belong together. Bell (2025) described a biblically based concept curriculum that integrates faith into curricular content, teaching and assessment and reported that students perceived more integration of faith after its implementation, which supports our plan to teach concepts such as dignity, caring and stewardship with the same rigor as clinical concepts. A philosophy is useful only if a reader can predict from it how the program will teach, and these beliefs are written to make that prediction possible.
How These Statements Were Developed
The statements were drafted in a process that a real school would follow. The mission began with three questions put to the college's provost, two regional hospital chief nursing officers and a focus group of prospective students: whom should the program serve, what should its graduates be able to do, and what should make them different from graduates of other programs. Their answers converged on rural service, safe practice and faith-informed care, which became the core of the mission. The vision was written by asking what success would look like in ten years if the program fulfilled its mission, and the regional retention of graduates emerged as the clearest sign. The philosophy was drafted by the founding faculty, who each wrote their beliefs about persons, health, nursing and learning before the group compared and reconciled them. Billings and Halstead (2016) emphasize that faculty ownership of the philosophy is essential, since faculty must teach from it every day.
How Part I Will Carry Forward
| Element | Where it will appear in later parts |
|---|---|
| Rural communities in the mission | A program outcome on population health in rural settings and a rural clinical placement in the final year |
| Faith integration in the mission and philosophy | Concepts of dignity, caring and stewardship mapped across courses |
| Learners as builders of understanding | A concept-based, scaffolded curriculum design in Part III |
| Educators who care and hold standards | Competency-based assessments with formative feedback in the Part IV syllabus |
| Vision of graduates who stay | A capstone partnership with regional hospitals |
A Biblical Foundation
Micah 6:8 summarizes the Lord's requirements as justice, kindness and humility (English Standard Version Bible, 2001/2016), and the mission and philosophy above try to express each: justice in serving underserved rural communities, kindness in compassionate care, and humility in learning that never ends. Billings and Halstead (2016) note that a program's mission and philosophy should reflect the values of its parent institution, and these statements are written to carry Cedar Hill's Christian identity into every part of the nursing curriculum.
References
Bell, A. (2025). Integrating faith and learning using a biblical concept-based curriculum. Journal of Christian Nursing, 42(1), 22-27. https://doi.org/10.1097/CNJ.0000000000001226
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). Elsevier.
Bolianatz, J. D., Chernomas, W. M., & McMillan, D. E. (2026). Becoming a nurse: Pedagogical care and professional formation in a concept-based curriculum. International Journal of Nursing Education Scholarship, 23(1). https://doi.org/10.1515/ijnes-2025-0091
English Standard Version Bible. (2016). Crossway. (Original work published 2001)
Reekie, M., de Bosch Kemper, N., Epp, S., Denison, J., Willson, M., & Moralejo, L. (2023). Learning pathways: Levelling, scaffolding & mapping curriculum. Journal of Professional Nursing, 46, 163-167. https://doi.org/10.1016/j.profnurs.2023.03.006
What the NURS 619 Week 3 instructions ask
The Curriculum Plan is the central project of NURS 619, written in four parts that build on one another so that, once Part IV is submitted, the student holds a single seven-to-ten page document whose evidence comes from a seven-to-ten item list of recent refereed work. Part I, due in Module/Week 3, asks for a mission statement, a vision statement and a philosophy for the school of nursing the student has identified, for an undergraduate prelicensure program. The reading that week, Billings and Halstead's chapter on the foundations of curriculum, explains how these statements guide every later decision. A strong Part I states each element clearly and shows how it will carry through the rest of the plan.
How this NURS 619 Week 3 example is built
The part opens with a brief description of the composite school and the community it serves, because a mission must fit a real context. The mission statement is one sentence, followed by a short explanation of its key terms. The vision statement looks ten years ahead. The philosophy is organized under five headings, beliefs about persons, health, nursing, the learner and the educator, and teaching and learning, each two to four sentences. A final table previews how each element will appear in the program outcomes, curriculum design and syllabus to come. Recent studies support the constructivist and faith-integrated commitments in the philosophy.
NURS 619 Week 3 grading rubric: where the points go
Part I of the curriculum plan is generally graded on a mission statement that is clear, specific to the school and suitable for a prelicensure program; a vision statement that describes a realistic future; a philosophy that states coherent beliefs about the core concepts of nursing education; consistency among the three; evidence of planning for later parts; scholarly support; and APA style. Graders look for statements that could only belong to this school, rather than generic language that fits any program. The philosophy earns more when its beliefs are specific enough to guide outcomes and teaching choices in the parts that follow.
NURS 619 Week 3 help: mistakes that cost points
Students often lose points on Part I by writing a mission statement that is a paragraph of aspirations, a vision that repeats the mission, or a philosophy that lists values without defining the program's beliefs about persons, health, nursing and learning. Others forget that the philosophy must be usable, since Parts II through IV will be judged on how well they follow from it. Some omit sources entirely because the part feels like a statement of beliefs. Keep the mission to one or two sentences, make the vision measurable in spirit, organize the philosophy by core concepts, cite recent scholarship where beliefs rest on evidence, and show how each element will carry forward into the outcomes and courses you write next.
Related NURS 619 sample papers
Other NURS 619 weeks
- NURS 619 Week 1: Reflection Paper 1
- NURS 619 Week 2: Reflection Paper 2
- NURS 619 Week 4: Curriculum Plan Part II
- NURS 619 Week 5: Curriculum Plan Part III
- NURS 619 Week 6: Curriculum Plan Part IV
- NURS 619 Week 7: Reflection Paper 3
- NURS 619 Week 8: Curriculum Plan Evaluation
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NURS 619 Week 3 questions, answered
What is NURS 619 Curriculum Plan Part I?
The first of four parts of the course's curriculum plan, due in Module/Week 3 for 100 points, in which students write the mission statement, vision statement and philosophy for an identified prelicensure school of nursing.
Where can I find a free NURS 619 Week 3 sample paper?
The NURS 619 Week 3 Part I with a mission, vision and philosophy for a composite Christian BSN program, with references and grading notes, is laid out on this page free of charge.
What is the difference between a mission and a vision for a school of nursing?
A mission states what the school does now and for whom, while a vision describes what the school aims to become or achieve in the future.
What belongs in a nursing program philosophy?
The program's beliefs about persons, health, nursing, the environment, the learner and educator, and teaching and learning, stated clearly enough to guide outcomes and curriculum design.
How long is the NURS 619 Curriculum Plan?
When all four parts are joined, the plan runs seven to ten pages in APA and cites seven to ten refereed studies published within the past five years.
Use it as a model, or ask for your own
This paper is an original model written by our desk for study. It is not a submitted student paper and not an official Liberty University document. Read it for structure and reasoning, then write your own to the instructions in your Canvas course. If you want a version built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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