Curriculum Development in Nursing Education / Edition 3

by Carroll L. Iwasiw

Overview

Iwasiw (nursing, University of Western Ontario, Canada) presents a balance of theoretical perspectives and practical applications for curriculum development in this text for those who design and develop all levels of nursing curricula. The text outlines various processes of curriculum development, explains philosophical approaches, and provides examples of goals, sample courses, teaching and evaluation strategies, and human and physical resources. Each aspect of an entire curriculum development process is described in detail. Case studies, activities, and questions to guide curriculum development round out each chapter. Annotation ©2004 Book News, Inc., Portland, OR

Product Details

ISBN-13:	2901284026268
Publisher:	Jones & Bartlett Learning
Publication date:	07/31/2014
Pages:	454
Product dimensions:	6.00(w) x 1.25(h) x 9.00(d)

About the Author

Dr. Carroll Iwasiw is the former director of the Western University Ontario School of Nursing and oversaw the introduction of a university-college collaborative BScN program. She led the development of a nursing management curriculum in Russia in 1995-1998 and the first BScN curriculum in Rwanda in 2005-09. Dr. Iwasiw has chaired the Council of Ontario University Programs in Nursing and is chair of the Canadian Association of Schools of Nursing Accreditation Bureau. She is a recipient of a teaching excellence award from the Ontario Council of University Faculty Associations and has been named a World Expert in Nursing Education by the World Health Organization.

Dr. Andrusyszyn is currently the Director of the Arthur Lab att School of Nursing. She has served on the Board of Accreditation of the Canadian Association of Schools of Nursing, the Nursing Education Advisory Council for'the'province of Manitoba, and the Ministerial Council on Nursing Education in Manitoba. She was a former Chair of the Brandon University School of Nursing and Health Studies in Manitoba. Dr. Andrusyszyn coordinated an international development program for nurses from Botswana and conducted faculty development workshops across the country related to facilitating online learning as well as curriculum renewal.'

Dr. Dolly Goldenberg is the former Chair of Graduate Programs in Nursing, Faculty of Health Sciences, Western University'Ontario, London, Ontario, Canada. She is the author and co-author of numerous peer-reviewed articles on nursing education, curriculum, evaluation, and nursing administration, as well as a reviewer for several peer-reviewed nursing journals. Currently, she is a co-founding editor of the on-line International Journal of Nursing Education Scholarship. Dr. Goldenberg has served as a mentor and co-investigator for graduate nursing students with their research, and particpated in assessments of nursing faculty applicants for Research Grants to the Social Sciences and Humanities Council of Canada. She was a co-investigator for the Ontario Ministry of Colleges and Universities' Articulation Study, which led to Ontario's university-college collaborative baccalaureate nursing programs. Dr. Goldenberg received the Excellence in Nursing Education Award from Iota Omicron Chapter of Sigma Theta Tau for her achievements in teaching, curriculum development, and evaluation. She has been active in nursing program evaluation, and consults about program development, revision, as well as accreditation.

Table of Contents

Part I Introduction to Curriculum Development in Nursing Education: The Evidence-Informed, Context-Relevant, Unified Curriculum
Chapter 1 Creation of an Evidence-Informed, Context-Relevant, Unified Curriculum
Part II Core Processes of Curriculum Work
Chapter 2 Faculty Development for Curriculum Work and Change
Chapter 3 Ongoing Appraisal in Curriculum Work
Chapter 4 Scholarship in Curriculum Work
Part III Preparation for Curriculum Development
Chapter 5 Determining the Need and Gaining Support for Curriculum Development
Chapter 6 Deciding on the Curriculum Leader and Leading Curriculum Development
Chapter 7 Organizing for Curriculum Development
Part IV Development of an Evidence Informed, Context-Relevant, Unified Curriculum
Chapter 8 Data Gathering for an Evidence-Informed, Context-Relevant, Unified Curriculum
Chapter 9 Analyzing and Interpreting Contextual Data for an Evidence-Informed, Context-Relevant, Unified Curriculum
Chapter 10 Establishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified Curriculum
Chapter 11 Formulating Curriculum Goals and Outcomes for an Evidence-Informed, Context-Relevant, Unified Curriculum
Chapter 12 Designing an Evidence-Informed, Context-Relevant, Unified Curriculum
Chapter 13 Creating Coursesfor an Evidence-Informed, Context-Relevant, Unified Curriculum
Part V Implementation and Evaluation of an Evidence-Informed, Context-Relevant, Unified Curriculum
Chapter 14 Ensuring Readiness for, and Fidelity of, Curriculum Implementation
Chapter 15 Planning Curriculum Evaluation
Part VI Nursing Education by Distance Delivery
Chapter 16 Curriculum Considerations in Nursing Education Offered by Distance

Editorial Reviews

Reviewer: Kathleen A Poindexter, PhD, MSN, RN, CNE (Michigan State University College of Nursing)
Description: The authors present an organized and practical approach to developing an evidence-informed, context-relevant, unified nursing education curriculum. They also provide information to facilitate curricular work ranging from enhancing lesson plans to creating a new nursing education curriculum. The book focuses on presenting theory and emphasizes a concept-based curricular approach. The previous edition was published in 2008.
Purpose: The purpose is to provide information on the processes used to develop a curriculum for nursing education. The underlying premise is that developing nursing curricula is an ongoing process that is responsive to current and anticipated changes in society, healthcare trends, and advances in professional practice. The authors meet their objectives by offering a practical approach to curricular work.
Audience: The intended audience is individuals involved in designing and developing prelicensure nursing education programs, including nursing education faculty, graduate teaching assistants, instructional designers, and those preparing to be nursing faculty. The authors are expert nurse educators and curriculum developers.
Features: The book is divided into six parts. Part 1, an introduction to curriculum development, provides relevant definitions used throughout the book. The Model of Evidence-Informed, Context-Relevant, Unified Curriculum is presented and serves as an organizer for the remainder of the book. Part two introduces the three core processes of curriculum work: faculty development, ongoing appraisal, and scholarship. Part three addresses the preparation necessary for curriculum work, including needs assessment, faculty/stakeholder support, and leadership. Part four details pertinent information on collecting and analyzing contextual factors and philosophical approaches to curriculum design and discusses creating concept-based courses. Part five introduces the concepts of readiness and fidelity in relation to curricular implementation. Curricular versus program evaluation is also discussed. The final section of the book presents curricular considerations associated with distance delivery for nursing education. Each chapter includes a summary, synthesis activities that include a case study, and questions to guide readers contemplating integration into an academic setting.
Assessment: This is a comprehensive resource for individuals involved in nursing education curriculum development or review as well as faculty who are simply interested in redesigning a lesson plan. This expanded third edition adds several new and relevant topics such as interprofessional education, concept-based learning, scholarship, and an expanded section on distance delivery. Numerous updated resources, ideas, and references have been added to improve clarity and the understanding of the curriculum development process.

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