Curriculum revision: making the process work

This paper presents the experience of one nursing faculty in revising a baccalaureate programme for registered nurses. Mechanisms used to facilitate the process of curriculum revision and to promote involvement of community agencies as well as faculty members and students are discussed. These mechanisms include use of a core co-ordinating group (curriculum co-ordinator, consultant in instructional development, administrative support person) to guide the process, acceptance of a draft of nursing theory content before proposing specific courses and student and community agency representation on course-development committees. The revision process is then analysed in relation to change theory. Particular attention is given to the concepts of involving all those affected by the change, maintaining open and effective communication and factors which minimize resistance.     

Order out of chaos: the use of a matrix to validate curriculum integrity

The rapid pace of change in the health care system now mandates that curriculum design be a dynamic, living process. A structural grid, or matrix, that lists the nursing courses and the major concepts identified in the philosophy and the theoretical framework was developed by the nursing faculty. The matrix is a visual representation of the curriculum concepts and how they are implemented in each course. The matrix serves as a reference point to validate that the essential knowledge for safe practice and new developments in nursing are being taught. The matrix is a living document, expected to evolve, that validates the integrity of the curriculum and confirms that faculty are "teaching what they say they are teaching."     

Nationwide faculty development: a model for a shift from diploma to baccalaureate education

Many countries are in the process of moving nursing education from 2-year or 3-year diploma programmes to institutions of higher education This paper reports on a national project in Israel in which diploma school faculties were retooled for baccalaureate teaching. Among many issues associated with this shift are two addressed by this paper what are the essential differences between diploma and baccalaureate education and how can faculty be developed so that the change is substantive and not the same type of education with a different label? The authors propose (a) more radical changes must occur in the preparation of faculty for there to be substantive differences in the graduates, (b) the objectives curriculum model widely exported from the USA promotes training for technical levels of nursing and inhibits true education for professional practice; (c) there are six types of learning, not one, and the difference between technical and professional nursing education lies in the types of learning emphasized by faculty     

A Comprehensive Faculty Development Model for Nursing Education

Professional nursing education has undergone profound legislative changes requiring a university baccalaureate in nursing as entry to practice as a registered nurse (RN) in Ontario, Canada. Subsequent partnerships between colleges and universities were mandated by the ministry of post secondary education in order to maximize existing resources, such as faculty, and capitalize on the strenghts of both sectors. Faculty, in partnered collaborative undergraduate nursing programs, are challenged by the ever-evolving transition in conceptualization, development, and delivery of nursing education; consequently, the design, dissemination, and evaluation of effective faculty development programs is of paramount importance (Steinert, 2000). This paper focuses on the creation of the Comprehensive Faculty Development Model implemented by a collaborative BScN program partnership in south-western Ontario. It describes the model's contextual underpinnings, illustrates the component parts, explains their relationship, and provides an in-depth discussion of foundational concepts. The model was developed under the auspices of a collaborative faculty development committee with representation from all partners. Summaries of four research studies designed and implemented by members of the partnership provide a useful assessment of how faculty members experienced the inaugural BScN program; however, more study is needed in order to understand what approaches to faculty development are most effective and sustainable.     

Planning nursing education for the 21st century

In looking towards the 21st century, the faculty at the Presbyterian Hospital School of Nursing, along with the Presbyterian Health Services Corporation and Queen's College, adopted a 1-2-1 programme The process of developing a new nursing curriculum is presented as the task force proceeded from the philosophy and goals to conceptual framework and curriculum objectives After discussions with nurse administrators and educators, extensive literature reviews and brainstorming sessions, concepts and subconcepts were chosen to form a philosophy The metaparadigm of nursing and other related concepts were then organized into a conceptual framework Ongoing communication and feedback from the faculty ensured group ownership of all documents The eclectic organizational scheme was a good fit for a large faculty with differing beliefs and values about a nursing curriculum The process of developing a future orientated nursing curriculum has been exciting, challenging and rewarding The faculty is committed to the new philosophy, goals and conceptual framework and believe that the 1–2–1 programme will educate future practitioners who are prepared to meet the challenges and changes in health care for the 21st century     

Conceptual frameworks and patterns of nursing curriculum

Common concepts of conceptual frameworks and curriculum patterns are identified by studying all 18 English-speaking, generic baccalaureate nursing programmes in Canada. Four identified curriculum patterns use client systems, health-illness, growth and development, and nursing roles as the primary curriculum organizer to sequence programme courses. The nursing programmes commonly use nursing process, followed by growth and development, human needs, and family as secondary organizers to structure contents of programme course. Identifying a curriculum by its organizers is useful to curriculum practice and research. Nursing faculty can use the identified organizers as primary or secondary organizers in designing, changing or evaluating their curriculum. It is also possible to use a nursing model with the identified organizers for an effective curriculum structure. Research studies on conceptual frameworks could use primary and secondary organizers to compare strength and weakness among different nursing curriculum structures.     

A new look at nursing school program development: self- and external evaluation

Developing and evaluating educational programs in schools of nursing is one of the most critical functions of the faculty. This process can be approached from a variety of perspectives. Historically, most faculty efforts have been directed at development or evaluation; however, a more proactive approach is to incorporate a process which will encompass both. To accomplish this, two models, the Holistic Formative Evaluation Model and the Stakes Countenance Model, have been merged to produce a model which is applicable to the integrated development and evaluation of a nursing curriculum. This model, the Internal Program Development and Self-Evaluation Model, provides faculty, curriculum developers, and administrators with a comprehensive process which focuses on the monitoring program internal consistency and congruence.     

Media for an integrated nursing curriculum.

In conclussion, the media decision-making process for an integrated nursing curriculum is based upon the following steps: - An analysis of the philosophy and unifying strands in the conceptual framework of the curriculum model, - An evaluation of currently owned media in terms of the theoretical framework and educational objectives of the model, - An assessment of commercial media with realistic planning for purchase and/or production, and - The development of a systematic ongoing evaluation process by students, faculty, and nursing service personnel. The focus of this discussion has been clarification of the assessment and planning steps necessary in the media decision-making process for an integrated nursing curriculum. While these steps are applicable to any educational model, they have particular relevance to a curriculum model in which concept learning and interrelationships are stressed.     

The nursing process re-examined: enrolment and translation

The current paper proposes a different way of considering the nursing process Extant theorizing of the nursing process as a framework to help teach or organize nursing is consistent with a'diffusion model'of practice In line with this view, it is assumed that a set of best practices can be assimilated by theorists and then, through a process of'diffusion', implemented throughout hospitals and clinics (or wherever else nurses practise) Difficulties with implementing the nursing process are explained as due to inadequate resources, inadequate training or the'context'of practice The nursing process is considered in the current paper in relation to processes of'enrolment'and'translation'As a model or framework the nursing process is both a technology and a set of arte facts through which nurses extend themselves in ways which help manage their interests and (re)constitute their identity Rather than researching practice as if there is a model of nursing to which nurses should conform, a different view of the nursing process emerges as one in which nurses enrol, and are enrolled by, managerialist and performative devices in their organizing and identity work     

Changing to a conceptual base curriculum

The movement of undergraduate nursing education from the hospital to tertiary institution in Australia has highlighted the need for nursing to develop curricula that reflect a more rigourous academic basis and the universality of nursing care. This change demands that nursing faculty must articulate a philosophy and concept of nursing upon which to base a curriculum in order to meet present and future needs of society for health care. The faculty in the School of Nursing of Curtin University of Technology in Western Australia has responded to this challenge and is currently in the process of implementing its conceptual model of nursing.     

Learning about computers

Although this first experience with computer content accomplished what the faculty had hoped for, it also raised questions that had to be answered. For example, is it feasible for a faculty member to be present at all computer practice sessions? Can a project be developed in one semester and implemented in another? Could computer technology be incorporated in all courses so that there is no time gap between its introduction and application? Should a separate course on computer use be incorporated into the curriculum? If faculty's objectives for student education in nursing include knowledge of computers in professional practice, should this also hold true for nursing educators? After evaluating the success of their efforts to incorporate computer technology into the curriculum, C. W. Post's nursing faculty believe that further planning can resolve the problems and concerns they identified and that they will be able to expand on what they have already accomplished.     

Curriculum blueprints for the future: the process of blending beliefs

Bold and innovative educational programs are essential to prepare nurses who will effectively meet the demands of health care delivery in the 1990s. The authors describe the process used to develop the guiding documents for a future-oriented curriculum. The key concepts in the statement of philosophy--nurse, consumer, environment, health, and unification--are depicted in the conceptual model of nursing as dynamic relationships. The content of the model and how it was derived from the faculty members' beliefs about nursing are discussed.     

Concept mapping a baccalaureate nursing program: a method for success

The understanding of curricular design and development is paramount for faculty. For novice faculty, learning teaching methods commonly takes precedence over understanding curriculum development. Professional accrediting bodies of nursing programs require curriculum course content to be pertinent and flow logically. Baccalaureate nursing programs can choose to be accredited by the Commission on Collegiate Nursing Education. The purpose of this article is to describe an educational innovation that one College of Nursing implemented to orient new faculty to the curriculum and prepare for an accreditation renewal. Assigned faculty developed and implemented a concept mapping process aimed to evaluate and revise course content based on national standards and guidelines. Undergraduate faculty understanding and ownership of the curriculum was evident throughout the process. The concept mapping process proved to be an innovative approach to enhance the curriculum and equip faculty with an understanding of the relationship between concepts and course content.     

An Experience in Health Planning for Baccalaureate Nursing Students

A model was developed, using the nursing process, that has been incorporated into a health planning project for a community health nursing course. It is used to assist students to view larger aggregates as the client and to gain knowledge and experience in health planning. Examples of completed projects are presented. Evaluation of the projects by students, faculty, and aggregates supports the use of the model as a framework for nursing intervention within a community for the improvement of client health.     

For us or against us? Perceptions of faculty bullying of students during undergraduate nursing education clinical experiences

The purpose of this review is to determine what we currently know about faculty bullying of nursing students during undergraduate clinical experiences. The review included 31 peer-reviewed articles and dissertations investigating faculty bullying of nursing students and those factors which can influence the phenomenon. A significant finding of this review is that faculty bullying of students arises out of complex contextual influences involving the practice setting, as well as perceptions and coping strategies of both faculty members and students. This belies the current understanding of bullying within nursing education as intentional, and arising from the personal pathologies of the teacher or student. This has implications for clinical faculty members as well as Schools of Nursing. As well, it highlights future directions for research, including interventions to decrease faculty bullying of students.     

A case for learning-centered curricula

Nurses must be able to anticipate and manage the care of patients with complex conditions in a rapidly changing, highly technological health care environment. Yet many of today's nursing programs are failing to provide curricula to meet the changing needs of students who will work in that environment. Typical teacher-centered programs are content heavy and focus on what faculty want to teach, not what students need to learn. Learning-centered education shifts the focus from teaching to student learning. Learning-centered programs identify student learning outcomes that are reflective of current nursing practice, use authentic assessment, and provide learning experiences that move students toward the achievement of outcomes. This article describes the major benefits of a learning-centered curriculum, and a model depicts the dynamic relationship among learning experiences, assessment, and student learning outcomes. We also offer suggestions for nursing faculty who are considering the move from teacher-centered to learning-centered curricula.     

Reality basis for teaching psychomotor skills in a tertiary nursing curriculum

This paper, written whilst the authors were working at Curtin University, Western Australia, describes a process of determining the psychomotor skills to be taught in an undergraduate nursing programme. It outlines how consultation with clinical agencies enhanced the planning of the skills component within the new nursing curriculum and details the outcomes in terms of faculty development and curriculum design.