Perceptions of faculty preparedness for developing, evaluating and revising BSN curriculum
Meredith L. Roberts, RN, PhD
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Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty’s constructions were used to develop a middle range descriptive theory Challenged and Overwhelmed. From further faculty recommendations on strategies Supported and Empowered: a Model of Understanding to Support Faculty’s Growth and Competence in Curriculum Development, Evaluation, and Revision was created to support faculty’s growth and competence in curriculum development, evaluation and revision. Findings such as the low confidence found in most faculty, including the very experienced when it came to assessing curriculum, and the inadequate knowledge of curriculum as well as strategies discovered to benefit faculty are shared that assist faculty’s growth and competence in curriculum development, evaluation and revision. These strategies can be used to improve faculty development, educational strategies, and graduate education, resulting in better nurse educator preparedness. Improving educational strategies through better competency will improve the nursing profession. Educator competency, preparation, the faculty shortage, standards, initiatives, and educational competencies and curriculum reform were reviewed. Quality information for educators is provided for evaluating and improving current nursing curriculum, and to guide strategic planning and facilitate nurse program success. Faculty perceptions of how to increase competence, and improve preparation for their role developing, evaluating and revising curriculum were shared.
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Roberts, Meredith L. (2016-03-29)Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. ...
How Challenged and Overwhelmed Faculty Become Supported and Empowered in Curriculum Development, Evaluation and Revision Roberts, Meredith L. (2016-07-13)Session presented on Sunday, July 24, 2016: Purpose: To discover the perceptions of faculty related to their preparedness and confidence in developing, evaluating, and revising nursing curriculum and to use faculty's ...
Applying the Model Supported and Empowered to Support Faculty's Growth and Competence in Curriculum Roberts, Meredith L. (2016-09-16)Session presented on Monday, September 19, 2016: Nurse faculty may be unprepared to develop or evaluate curriculum, as this is not a part of usual practice (Anderson, 2009). Educators may be recruited from non-education ...
Nursing Students Perceptions of an Extended Undergraduate Curriculum Programme at a Higher Education Institution Julius, Chantal (2016-07-13)Session presented on Thursday, July 21, 2016 and Friday, July 22, 2016: Purpose: During apartheid, South African education laws encouraged racial segregation with learning opportunities and resources spread unequally ...
Development of a comprehensive professional development program for Salem State College School of Nursing faculty with a plan for implementation and evaluation Skrabut, Kathleen L.The purpose of this applied dissertation project was to identify the elements of a comprehensive professional development program and apply that knowledge to the development of an institutionally-specific program for Salem ...