Literaturnachweis - Detailanzeige
| Autor/in | Burdick, Delphine Asonfac |
|---|---|
| Titel | A Concept-Based Curriculum Experiences: A Qualitative Inquiry of Transitioned Nursing Faculty |
| Quelle | (2018), (187 Seiten)
PDF als Volltext Ph.D. Dissertation, Capella University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4383-4028-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Nursing Education; Curriculum Development; Educational Innovation; College Faculty; Teacher Role; Bachelors Degrees; Experience; Systems Approach; Cooperative Planning; Administrator Role; Faculty Development |
| Abstract | Current literature on nursing education indicates curriculum design mandates that meet recommendations from the nursing legislature and accreditation bodies. Innovative curricula designs in nursing education are aimed towards resolving content saturation issues associated with traditional systems-based curricula while improving quality in pedagogy to meet current health care needs. A concept-based curriculum is an innovative option currently being implemented in many nursing programs across the nation. Given that nursing faculty serve as change agents of current curriculum design and implementation, it is necessary to appraise their experiences as curricula transitions evolve and new faculty join the profession. The study included an investigation of the experiences of nursing faculty members who have completed curriculum transition from the traditional systems-based to concept-based at the baccalaureate (BSN) education level. Data collection included interviews with 11 nursing faculty teaching both didactic and clinical courses in a BSN program that has completed curriculum transition to concept-based in the southwestern region of the United States. Semi-structured interview questions and an inductive thematic approach to text analysis of interview transcripts were utilized to uncover the experiences of nursing faculty in a program that has responded to curriculum reforms in nursing education. The study findings revealed the differences between systems-based and concept-based curricula and pedagogies. Also, the impact of collaborative efforts, administrative support, and continuous education on faculty performance during curriculum change was uncovered. Additionally, the study findings revealed that, although nursing faculty experienced a multitude of challenges associated with curriculum transition to concept-based, the need to overcome current nursing education issues of content-laden and additive curricula motivated participants to explore solutions that resolved most of the obstacles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
