Curriculum and Instruction Commons^™

Matters Of Change: Nurse Educators’ Experiences Transitioning To A New Curriculum: A Qualitative Approach, Sarah Balcom, Janet Lynne Kuhnke, Lilla Roy

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: Nurse educators’ transition to a concept-based curriculum requires organizational and administrative support as well as collaborative teamwork. Implementing curricular changes can be challenging. One-on-one interviews were conducted with nurse educators who shared their perspectives on transitioning from a traditional to a newly adopted concept-based baccalaureate nursing curriculum.

Objective: This study explores nurse educators’ perceptions of change as they transitioned from a traditional four-year (eight-semester) baccalaureate nursing curriculum to a three-year (eight-semester) concept-based curriculum.

Method: The researchers used a qualitative descriptive design. Six nurse educators were recruited using purposive sampling. The interviews were conducted by a nurse educator new to …

Self-Study: A Method For Continuous Professional Learning And A Methodology For Knowledge Transfer, Judy C. Woods

Quality Advancement in Nursing Education - Avancées en formation infirmière

Purpose: Clinical nursing instructors must participate in continuous professional learning to maintain competency in nursing practice and in clinical instruction to prepare nursing students adequately for professional practice. The purpose of this research was to examine self-study as a method of continuous professional learning in nursing education.

Procedures: A clinical instructor undertook to improve her clinical instruction with regard to five formative assessment strategies illustrated to promote student learning in regular classrooms. She translated and then implemented these strategies in nursing education. This self-study of instructional practice employed a reflective journal and systematic documentation of iterative processes of planning, action, …