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Behind the Screen: The Impact of Instructional Designers on Nursing Course Development
Allison Ross1, Ashley Swinney, Lisa Haddad
1Author Affiliation: Lecturer (Mrs Ross), Director of Academic Technology (Mrs Swinney), and Executive Associate Dean (Dr Haddad), College of Nursing, Texas A& M University, Bryan, Texas.
Background:
As nursing education shifts toward online, hybrid, and simulation-based formats, course design has grown more complex.
Problem:
Faculty, though content experts, often lack training in instructional design (ID) and digital pedagogy, leading to inconsistent, less engaging learning experiences.
Approach:
This article explores how embedding ID support into each course provides collaborative course development with nursing faculty. Instructional designers contribute pedagogical expertise and technical fluency. A case study from a College of Nursing, supported by a literature review and best practices, illustrates how ID-faculty partnerships improve course quality.
Conclusions:
Structured collaboration with IDs enhances instructional quality and reduces faculty workload. The article recommends early ID involvement, defined workflows, and cross-disciplinary training to build sustainable partnerships and elevate nursing education.
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