1. Nursing Curriculum Development Concept Map
Tammy Selleck, BSN, RN
Curriculum Reform/Development
-Assist in Determining Relevant Topics for Current and Future Nursing Practice
-Determine Influencing Factors for Development: Regulations/Accreditation, Financial Support, Community Needs, Program Need, etc.
-Faculty Decide on Practice Beliefs and Discipline; Philosophy of Program and Mission Statement
-Also Assist in Determining Relevant Topics
Stakeholders- Nursing Accrediting Bodies, Board of Nursing, Area Hospital Officials, Community
Faculty
-Use Integrative Learning: Incorporation of Content/ Concepts in Classroom/Clinical By “Threading”
Initiating Development Process
.-Establish Implementation Method
-Establish Timeframe Before Evaluating Effectiveness
-Objective for Curriculum Should be Established
-Design and Organize to be Effective in Accomplishing Identified Goals
-Include Important Aspects: Diversity, Collaborative Partnerships, Nursing Philosophy and Theory, Evidence-Based Research, etc.
1.Establish, Design, and Organize Curriculum
3.Implement Planned Curriculum
2.Approval of Department and Board
-Evaluate Effectiveness and If Outcomes and Goals Were Achieved
-Opportunity For Revision and Improvement
4.Evaluate and Analyze
-Curriculum To Incorporate: Course Objectives and Expectations; Course Schedule; Resources: Texts, Journals, Experts; Assignments with Details, Rubrics, and Due Dates for Each; and Forms of Evaluations: Tests and Quizzes
Students
-Submit Curriculum Development Proposal to Nursing Department of Facility and to State Nursing Board
-Makes Changes as Needed
Achieve Overall Goals of Reform- Collaborative Effort, Concise, Effective, Incorporates Integrative Learning, Reflects Concepts and Content from Current Healthcare Environment
References: Boland, D., & Finke, L. (2012). Curriculum Designs. In D. Billings, & J. Halstead (Eds.), Teaching nursing: A guide for faculty, (pp ). St. Louis, MS: Elsevier.; Brady, D., Brown, P., Giddens, J., Harris, J., Smith, D., Wright, M. (2008). A new curriculum for a new era of nursing education. Nursing Education Perspectives, 29(4), 200.; Giddens, J.F. & Brady, D.P. (2007). Rescuing nursing education from content saturation: The case for a concept-based curriculum. Journal of Nursing Education, 46(2), 65–68.; Giddens, J. & Horton, N. (2010). Report card: Evaluation of a concept-based curriculum. Nursing Education Perspectives, 31(6), ; Goodman, T. (2014). Nursing education moves to a concept-based curriculum. Association of periOperative Registered Nurses (AORN), 99(6), C7-C8.; Hardin, J., & Richardson, S. (2012). Teaching the concept curricula: Concept and theory. Journal of Nursing Education, 51(3), ; Keating, S. (2011). Curriculum development and evaluation in nursing. New York, NY: Springer Publishing Company.; Lewis, L. (2014). Outcomes of a concept based curriculum. Teaching and Learning in Nursing, 9(2), doi: /j.teln ; Richardson, J., Grose, J., Doman, M., & Kelsey, J. (2014). The use of evidence-based informed sustainability scenarios in the nursing curriculum: Development and evaluation of teaching methods. Nursing Education Today, 34(4), ; Valiga, T. (2012). Philosophical foundations of the curriculum. In D. Billings & J Halstead (Eds.), Teaching nursing: A guide for faculty (pp ). St. Louis, MO: Elsevier Saunders.