Table of Contents
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Preface |
xi |
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PART
I |
INTRODUCTION
TO CURRICULUM DEVELOPMENT IN NURSING EDUCATION: THE CONTEXT-RELEVANT
CURRICULUM |
1 |
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Chapter 1 |
Introduction to Context-Relevant
Curriculum Development in Nursing Education |
3 |
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Chapter Overview |
3 |
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Chapter Goals |
4 |
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Definitions and
Conceptualizations of Curriculum |
4 |
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Curriculum
Development in Nursing Education |
6 |
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Chapter Summary |
12 |
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References |
12 |
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PART
II |
SUPPORTS
FOR CURRICULUM DEVELOPMENT |
13 |
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Chapter 2 |
Faculty Support for Curriculum
Development |
15 |
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Chapter Overview |
15 |
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Chapter Goals |
16 |
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Considerations
for Curriculum Development |
16 |
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Gaining Faculty
Support for Curriculum Development |
20 |
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Deciding to
Proceed with Curriculum Development |
26 |
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Chapter Summary |
26 |
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Synthesis
Activities |
26 |
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References |
31 |
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Chapter 3 |
Leading Curriculum Development |
33 |
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Chapter Overview |
33 |
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Chapter Goals |
33 |
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Leadership |
34 |
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Curriculum
Development Leadership |
38 |
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Faculty
Development |
41 |
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Chapter Summary |
42 |
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Synthesis
Activities |
42 |
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References |
45 |
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Chapter 4 |
Organizing Curriculum Development |
47 |
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Chapter Overview |
47 |
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Chapter Goals |
48 |
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Organizing
Curriculum Development |
48 |
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Faculty
Development |
65 |
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Chapter Summary |
66 |
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Synthesis
Activities |
66 |
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References |
69 |
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Chapter 5 |
Faculty Development for
Curriculum Development and Change |
71 |
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Chapter Overview |
71 |
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Chapter Goals |
72 |
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Faculty
Development for Curriculum Development |
72 |
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Faculty
Development for Change |
79 |
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Chapter Summary |
92 |
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Synthesis
Activities |
93 |
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References |
97 |
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PART
III |
DEVELOPMENT
OF A CONTEXT-RELEVANT CURRICULUM |
99 |
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Chapter 6 |
Data-Gathering for a
Context-Relevant Curriculum |
101 |
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Chapter Overview |
101 |
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Chapter Goals |
102 |
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The
Context-Relevant Curriculum and Contextual Factors |
102 |
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Internal
Contextual Factors |
104 |
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External
Contextual Factors |
110 |
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Approaches to
Data-Gathering for Curriculum Development |
116 |
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Faculty
Development |
126 |
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Chapter Summary |
127 |
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Synthesis
Activities |
127 |
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References |
131 |
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Chapter 7 |
From Contextual Data to
Curriculum Nucleus |
135 |
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Chapter Overview |
135 |
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Chapter Goals |
136 |
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Definition of
Terms |
136 |
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Analysis,
Interpretation, and Synthesis of Contextual Data |
137 |
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Determining the
Curriculum Nucleus |
145 |
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Faculty
Development |
149 |
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Chapter Summary |
150 |
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Synthesis
Activities |
150 |
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Chapter 8 |
Developing Philosophical
Approaches and Formulating Curriculum Outcomes |
171 |
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Chapter Overview |
171 |
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Chapter Goals |
172 |
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Curriculum
Philosophy |
172 |
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Philosophical
Approaches |
178 |
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Curriculum
Outcomes |
182 |
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Faculty
Development |
186 |
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Chapter Summary |
187 |
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Synthesis
Activities |
187 |
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References |
191 |
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Chapter 9 |
Curriculum Design |
195 |
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Chapter Overview |
195 |
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Chapter Goals |
195 |
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Curriculum
Design |
196 |
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Program Type
and Structure |
196 |
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Program Delivery |
197 |
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Program Models |
203 |
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Curriculum
Designs in General and Health Professional Education |
204 |
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Organizing
Strategies for Nursing Curriculum Design |
207 |
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Course
Sequencing Patterns |
211 |
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Curriculum
Design Process: Creating a Context-Relevant Nursing Curriculum |
211 |
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Faculty
Development |
223 |
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Chapter Summary |
224 |
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Synthesis
Activities |
224 |
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References |
228 |
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Chapter 10 |
Course Design |
231 |
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Chapter Overview |
231 |
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Chapter Goals |
231 |
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Course Design |
232 |
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Approaches to
Course Design |
240 |
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Course Design
Process |
246 |
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Designing
Individual Classes |
252 |
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Faculty
Development |
253 |
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Chapter Summary |
255 |
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Synthesis
Activities |
255 |
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References |
258 |
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PART
IV |
CURRICULUM
IMPLEMENTATION AND EVALUATION |
261 |
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Chapter 11 |
Planning Curriculum
Implementation |
263 |
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Chapter Overview |
263 |
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Chapter Goals |
263 |
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Purpose of
Curriculum Implementation Planning |
264 |
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Making
Curriculum Plans Public |
264 |
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Marketing |
266 |
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Contractual
Agreements |
267 |
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Logistics |
269 |
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Faculty
Development |
271 |
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Chapter Summary |
272 |
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Synthesis
Activities |
273 |
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References |
276 |
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Chapter 12 |
Planning Curriculum Evaluation |
279 |
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Chapter Overview |
279 |
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Chapter Goals |
280 |
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Definitions of Curriculum Evaluation and Program Evaluation |
280 |
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Overview of the
Curriculum Evaluation Process |
280 |
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Purposes of
Internal Curriculum Evaluation and External Program Evaluation |
281 |
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Benefits of
Curriculum Evaluation for Faculty Members |
283 |
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Curriculum
Evaluation Models |
284 |
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Planning
Curriculum Evaluation |
289 |
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Establishing
Standards, Criteria, and/or Indicators |
291 |
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Planning
Data-Gathering about the Curriculum |
292 |
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Planning
Evaluation of Curriculum Components |
295 |
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Judging
Curriculum Quality and Making Recommendations |
300 |
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Reporting
Evaluation Results, Recommendations, and Subsequent Actions |
301 |
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Reflecting Back
and Looking Forward |
301 |
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Faculty
Development |
302 |
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Chapter Summary |
302 |
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Synthesis
Activities |
303 |
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References |
306 |
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PART
V |
FLEXIBLE
DELIVERY OF NURSING EDUCATION CURRICULA |
309 |
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Chapter 13 |
Flexible Delivery of Nursing
Education Curricula |
311 |
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Chapter Overview |
311 |
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Chapter Goals |
311 |
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Distance
Education and Flexible Delivery |
312 |
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Requirements
for the Use of Flexible Delivery |
313 |
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Decisions to
Employ Flexible Delivery and Consequent Curriculum Implications |
314 |
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Values and
Beliefs Inherent in the Use of Flexible Delivery |
315 |
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Curriculum
Design Incorporating Flexible Delivery |
316 |
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Designing
Courses for Flexible Delivery |
316 |
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Summary of
Curriculum and Course Design Process for Flexible Delivery |
323 |
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Faculty
Development |
324 |
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Chapter Summary |
325 |
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Synthesis
Activities |
325 |
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References |
329 |
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PART
VI |
FUTURE
PERSPECTIVES |
333 |
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Chapter 14 |
The Future of Curriculum
Development in Nursing Education |
335 |
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Influences on
Curriculum Development in the Future |
335 |
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Curriculum
Development in the Future |
337 |
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References |
339 |
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Index |
341 |
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