A finished DNP-837A Topic 2 curriculum map example, showing eleven courses against six outcomes and naming the gaps the completed grid exposes. Searches like "dnp 837a topic 2 assignment example", "dnp837a topic 2 sample" and "dnp-837a topic 2 example" land here.
What a finished DNP-837A Topic 2 curriculum map looks like
The finished map is a grid that anybody could argue with, which is the point. Eleven courses run down one axis and six program outcomes across the other, and every cell is either blank or marked at one of three levels. The marks are not the writer's opinion: each one is justified from a course level objective and an assignment that produces evidence, and where the syllabus claims an outcome the assignments do not support, the cell is left blank and the discrepancy noted. Three findings come out of the completed grid. One outcome is introduced repeatedly and never demonstrated. Two courses touch every outcome, which usually means they touch none seriously. One outcome appears only in a course that half the cohort takes as an elective.
How a DNP-837A Topic 2 example is structured
The map is built before it is read, and the two halves are kept apart deliberately. It opens with the rules of the grid: what earns an introduced mark, what earns reinforced, and what a demonstrated mark requires in the way of evidence. The grid itself follows, complete, including the blanks. A third part reports what the evidence behind each mark actually was, since a map built from syllabus language rather than from assignments records intentions instead of practice. A fourth reads the grid down the columns, which is where outcomes with no terminal evidence appear. A fifth reads it across the rows, exposing courses that claim everything and courses that carry more weight than any single course should. The closing part proposes the smallest change that would close the worst gap, and says what it would displace.
Rules stated before the grid
What earns each level of mark is defined first, so a reader can dispute an individual cell rather than the whole map.
Marks justified by assignments
Every cell rests on a course objective and a piece of work that produces evidence, not on a phrase in the syllabus.
Blanks left where they belong
Where a course claims an outcome its assignments cannot support, the cell stays empty and the discrepancy is recorded for the reader.
Read down for missing evidence
Columns expose the outcome introduced three times and demonstrated nowhere, which is the gap the whole exercise exists to find.
Read across for overloaded courses
Rows expose the course claiming every outcome, which usually means it delivers none of them at any serious depth.
Where marks go in DNP-837A Topic 2
A map that is entirely full is the first thing a reader distrusts, since a complete grid means the levels were assigned generously rather than evidenced. A second failure is marking cells from syllabus wording, which records what a course intends and not what a graduate can produce. Maps with no rules stated at the front cannot be argued with, because nobody knows what a mark was supposed to mean. Grids presented with no reading afterward leave the analysis undone, and the grid was only ever the instrument. Outcomes demonstrated solely in electives are a finding, and papers that miss it have not checked who actually takes the course. Recommendations with nothing displaced assume the sequence has spare room.
Get a DNP-837A Topic 2 example written to your instructions
Send the DNP-837A Topic 2 assignment instructions and the rubric your classroom posts, with the program courses and outcomes your section supplies. We write a custom example to those criteria, with grid rules defined, every mark justified from an assignment, and the gaps read out of the completed map, in 24 to 48 hours. The first one is free.
DNP-837A Topic 2 questions, answered
What is a curriculum map actually for?
Finding the outcomes nothing delivers. A catalog lists courses and a handbook lists outcomes, and the two documents can coexist for years without anybody checking that the second is produced by the first. Putting them on one grid forces the question, and the answer is usually that at least one outcome is claimed everywhere and evidenced nowhere.
Should I mark a cell from the syllabus or the assignments?
The assignments, always. A syllabus states what a course intends to address, and intentions map beautifully. Assignments show what a learner is required to produce, which is the only thing that can serve as evidence at the end. Where the two disagree, that disagreement is itself worth reporting, and it is often the most useful paragraph in the paper.
What if the map comes out looking fine?
Check the rules you used. A grid with no blanks in it almost always means introduced was awarded for any mention and demonstrated for any assignment. Tighten the definition of demonstrated to work a reader could examine, then map again. If the result is still clean, say so and defend the standard you applied, because a reader will test it.