Curriculum Development in Nursing Education 4th Edition
Visit the link below to download the full version of this book:
https://medipdf.com/product/curriculum-development-in-nursing-education-4th-edit
ion/
Click Download Now
World Headquarters
Jones & Bartlett Learning
5 Wall Street
Burlington, MA 01803
978-443-5000
[email protected]www.jblearning.com
Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact Jones & Bartlett
Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com.
Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations, professional associa-
tions, and other qualified organizations. For details and specific discount information, contact the special sales department at Jones &
Bartlett Learning via the above contact information or send an email to [email protected].
Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend Learning Company
All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner.
The content, statements, views, and opinions herein are the sole expression of the respective authors and not that of Jones & Bartlett Learn-
ing, LLC. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise
does not constitute or imply its endorsement or recommendation by Jones & Bartlett Learning, LLC and such reference shall not be used
for advertising or product endorsement purposes. All trademarks displayed are the trademarks of the parties noted herein. Curriculum
Development in Nursing Education, Fourth Edition is an independent publication and has not been authorized, sponsored, or otherwise
approved by the owners of the trademarks or service marks referenced in this product.
There may be images in this book that feature models; these models do not necessarily endorse, represent, or participate in the activities
represented in the images. Any screenshots in this product are for educational and instructive purposes only. Any individuals and scenarios
featured in the case studies throughout this product may be real or fictitious, but are used for instructional purposes only.
The authors, editor, and publisher have made every effort to provide accurate information. However, they are not responsible for errors,
omissions, or for any outcomes related to the use of the contents of this book and take no responsibility for the use of the products and
procedures described. Treatments and side effects described in this book may not be applicable to all people; likewise, some people may
require a dose or experience a side effect that is not described herein. Drugs and medical devices are discussed that may have limited avail-
ability controlled by the Food and Drug Administration (FDA) for use only in a research study or clinical trial. Research, clinical practice,
and government regulations often change the accepted standard in this field. When consideration is being given to use of any drug in the
clinical setting, the health care provider or reader is responsible for determining FDA status of the drug, reading the package insert, and
reviewing prescribing information for the most up-to-date recommendations on dose, precautions, and contraindications, and determining
the appropriate usage for the product. This is especially important in the case of drugs that are new or seldom used.
Production Credits
VP, Product Management: David D. Cella Cover Design: Kristin E. Parker
Director of Product Management: Amanda Martin Text Design: Scott Moden
Product Manager: Rebecca Stephenson Rights & Media Specialist: John Rusk
Product Assistant: Christina Freitas Media Development Editor: Troy Liston
Production Editor: Kelly Sylvester Cover Image: © Colormos/The Image Bank/Getty Images
Senior Marketing Manager: Jennifer Scherzay Chapter Openers: © ioat/Shutterstock
Product Fulfillment Manager: Wendy Kilborn Printing and Binding: McNaughton & Gunn
Composition: S4Carlisle Publishing Services Cover Printing: McNaughton & Gunn
Library of Congress Cataloging-in-Publication Data
Names: Iwasiw, Carroll L., author. | Andrusyszyn, Mary-Anne, author.
Title: Curriculum development in nursing education / Carroll Iwasiw and
Mary-Anne Andrusyszyn.
Description: Fourth edition. | Burlington, Massachusetts : Jones & Bartlett
Learning, [2020] | Includes bibliographical references.
Identifiers: LCCN 2018028635 | ISBN 9781284143584 (pbk.)
Subjects: | MESH: Education, Nursing | Curriculum | Evidence-Based
Nursing--education
Classification: LCC RT71 | NLM WY 18 | DDC 610.73071/1--dc23
LC record available at https://lccn.loc.gov/2018028635
6048
Printed in the United States of America
22 21 20 19 18 10 9 8 7 6 5 4 3 2 1
Contents
Preface ix
Acknowledgments xiii
Part I Introduction to Curriculum Development in Nursing
Education: The Evidence-Informed, Context-Relevant,
Unified Curriculum 1
CHAPTER 1 Creation of an Evidence-Informed, Context-Relevant,
Unified Curriculum 3
Chapter Preview 3
Questions Addressed in This Chapter 4
Definitions and Conceptualizations of Curriculum 4
Curriculum or Program? 7
Curriculum Development in Nursing Education 9
Model of Evidence-Informed, Context-Relevant, Unified
Curriculum Development in Nursing Education 10
Interpersonal Dimensions of Curriculum Development 16
Chapter Summary 18
References 18
Part II Core Processes of Curriculum Work 21
CHAPTER 2 Faculty Development for Curriculum Work and Change 23
Chapter Preview 23
Questions Addressed in This Chapter 23
Faculty Development 24
Relationship of Faculty Development, Curriculum Work, and Change 25
Faculty Development for Curriculum Work 27
Faculty Development for Change 34
Chapter Summary 48
Synthesis Activities 49
References 52
iii
iv Contents
CHAPTER 3 Ongoing Appraisal in Curriculum Work 55
Chapter Preview 55
Questions Addressed in This Chapter 55
Definition, Purposes, and Bases of Ongoing Appraisal 56
Criteria for Ongoing Appraisal of Curriculum Work 57
Ongoing Appraisal Processes in Curriculum Work 57
Cognitive Processes Inherent in Ongoing Appraisal 59
Questions for Ongoing Curriculum Appraisal 62
Interpersonal Aspects of Ongoing Appraisal 64
Chapter Summary 65
Synthesis Activities 65
References 68
CHAPTER 4 Scholarship in Curriculum Work 69
Chapter Preview 69
Questions Addressed in This Chapter 69
Scholar, Scholarliness, and Scholarship in Curriculum Work 70
From Curriculum Work to Scholarship 74
Chapter Summary 80
Synthesis Activities 80
References 83
Part III Preparation for Curriculum Development 85
CHAPTER 5 Determining the Need and Gaining Support
for Curriculum Development 87
Chapter Preview 87
Questions Addressed in This Chapter 87
Determining the Need for Curriculum Development 88
Gaining Support for Curriculum Development 93
Responding to Initial Objections 98
Deciding to Proceed with Curriculum Development 100
Core Processes of Curriculum Work 101
Chapter Summary 102
Synthesis Activities 103
References 106
CHAPTER 6 Deciding on the Curriculum Leader
and Leading Curriculum Development 107
Chapter Preview 107
Questions Addressed in This Chapter 107
Leadership in Academic Nursing 108
Theoretical and Philosophical Perspectives on Leadership:
Application to Curriculum Work and Change 110
Deciding on the Curriculum Leader 115
Appointment of the Curriculum Leader 116
Responsibilities of the Curriculum Leader 118
Leadership Within Curriculum Teams 121
Development of Curriculum Leaders 121
Contents v
Core Processes of Curriculum Work 123
Chapter Summary 126
Synthesis Activities 126
References 129
CHAPTER 7 Organizing for Curriculum Development 133
Chapter Preview 133
Questions Addressed in This Chapter 133
Curriculum Leader’s Responsibilities When Organizing
for Curriculum Development 134
Faculty Members’ Responsibilities When Organizing
for Curriculum Development 148
Core Processes of Curriculum Work 150
Chapter Summary 152
Synthesis Activities 152
References 155
Part IV Development of an Evidence-Informed,
Context-Relevant, Unified Curriculum 157
CHAPTER 8 Data Gathering for an Evidence-Informed,
Context-Relevant, Unified Curriculum 159
Chapter Preview 159
Questions Addressed in This Chapter 159
Overview of Contextual Factors, and Gathering and Interpreting
Contextual Data 160
Internal Contextual Factors 161
External Contextual Factors 169
Approaches to Gathering Contextual Data for Curriculum
Development 175
The Work of Data Gathering 182
Relationship of Gathering Contextual Data to an Evidence-Informed,
Context-Relevant, Unified Curriculum 187
Core Processes of Curriculum Work 188
Chapter Summary 189
Synthesis Activities 189
References 192
CHAPTER 9 Analyzing and Interpreting Contextual Data
for an Evidence-Informed, Context-Relevant,
Unified Curriculum 195
Chapter Preview 195
Questions Addressed in This Chapter 196
Definitions 196
Analysis and Interpretation of Contextual Data 197
Determining the Core Curriculum Concepts and
Key Professional Abilities 215
Relationship of Analysis and Interpretation of Contextual Data to an
Evidence-Informed, Context-Relevant, Unified Curriculum 218
vi Contents
Core Processes of Curriculum Work 219
Chapter Summary 220
Synthesis Activities 221
CHAPTER 10 Establishing Philosophical and Educational
Approaches for an Evidence-Informed,
Context-Relevant, Unified Curriculum 227
Chapter Preview 227
Questions Addressed in This Chapter 227
Curriculum Philosophy 228
Ideas About Teaching and Learning as Part
of Curriculum Philosophy 234
Philosophical and Educational Approaches 256
Relationship of Philosophical and Educational Approaches to an
Evidence-Informed, Context-Relevant, Unified Curriculum 258
Core Processes of Curriculum Work 259
Chapter Summary 260
Synthesis Activities 261
References 264
CHAPTER 11 Formulating Curriculum Goals and Outcome
Statements for an Evidence-Informed,
Context-Relevant, Unified Curriculum 269
Chapter Preview 269
Questions Addressed in This Chapter 269
Taxonomies of Thinking, Feeling, and Performance:
Bases for Describing the Educational Destination 270
Curriculum Goals and Learning Outcomes 275
Purposes of Curriculum Goals and Curriculum Outcome Statements
for Various Audiences 281
Formulating Curriculum Goals and Curriculum
Outcome Statements 284
Relationship of Curriculum Goals and Outcome Statements to
an Evidence-Informed, Context-Relevant, Unified Curriculum 288
Core Processes of Curriculum Work 289
Chapter Summary 290
Synthesis Activities 291
References 295
CHAPTER 12 Designing an Evidence-Informed, Context-Relevant,
Unified Curriculum 297
Chapter Preview 297
Questions Addressed in This Chapter 297
Curriculum Design 298
Curriculum Designs from General Education Evident
in Nursing Curricula 306
Interprofessional Education 308
Contents vii
Organizing Strategies for Nursing Curriculum Design 311
Designing an Evidence-Informed, Context-Relevant, Unified
Nursing Curriculum 315
Planning Curriculum Evaluation 330
Relationship of Curriculum Design to an Evidence-Informed,
Context-Relevant, Unified Curriculum 330
Core Processes of Curriculum Work 331
Chapter Summary 333
Synthesis Activities 333
References 337
CHAPTER 13 Creating Courses for an Evidence-Informed,
Context-Relevant, Unified Curriculum 341
Chapter Preview 341
Questions Addressed in This Chapter 341
Course Design 342
Course Design Components 342
Course Design Approaches 364
Processes to Create Evidence-Informed, Context-Relevant,
Unified Courses 369
Creating Individual Classes 378
Planning Course Evaluation 379
Relationship of Course Design to an Evidence-Informed,
Context-Relevant, Unified Curriculum 379
Core Processes of Curriculum Work 380
Chapter Summary 381
Synthesis Activities 382
References 385
Part V Implementation and Evaluation of an
Evidence-Informed, Context-Relevant,
Unified Curriculum 387
CHAPTER 14 Ensuring Readiness for and Fidelity of Curriculum
Implementation 389
Chapter Preview 389
Questions Addressed in This Chapter 389
Readiness for Curriculum Implementation 390
Fidelity of Curriculum Implementation 390
Planning for the Procedural Component of Fidelity of Implementation 391
Planning for the Educative Component of Fidelity of Implementation 397
Planning for the Instructional Components
of Fidelity of Implementation 399
Relationship of Ensuring Readiness for, and Fidelity of Implementation
to, an Evidence-Informed, Context-Relevant, Unified Curriculum 402
Core Processes of Curriculum Work 402
Chapter Summary 404
viii Contents
Synthesis Activities 404
References 407
CHAPTER 15 Planning Curriculum Evaluation 409
Chapter Preview 409
Questions Addressed in This Chapter 410
Definitions of Curriculum Evaluation and Program Evaluation 410
Purposes of Internal Curriculum Evaluation 412
Purposes of External Program Evaluation 414
The Curriculum Evaluation Process 415
Curriculum Evaluation Models 426
Planning Evaluation of Curriculum Components 429
Planning Evaluation of Other Aspects of the Curriculum 433
Planning Evaluation of Actual Curriculum Outcomes 435
Assessment of Fidelity of Implementation 436
Benefits of Participation in Planning and Conducting
Curriculum Evaluation 437
Relationship of Curriculum Evaluation to an Evidence-Informed,
Context-Relevant, Unified Curriculum 438
Core Processes of Curriculum Work 438
Chapter Summary 440
Synthesis Activities 440
References 443
Part VI Nursing Education by Distance Delivery 445
CHAPTER 16 Curriculum Considerations in Nursing Education
Offered by Distance 447
Chapter Preview 447
Questions Addressed in This Chapter 447
Distance Education 448
Institutional Requirements for Distance Education 450
Values and Beliefs Inherent in a Commitment to Nursing Education
by Distance Delivery 455
Sources of Decisions to Offer Distance Education and
Consequent Nursing Curriculum Implications 455
Designing Nursing Curriculum and Courses for Distance Delivery 456
Implementing and Evaluating Nursing Education by Distance
Delivery 464
Relationship of Nursing Education by Distance Delivery to an
Evidence-Informed, Context-Relevant, Unified Nursing
Curriculum 467
Core Processes of Curriculum Work 468
Chapter Summary 471
Synthesis Activities 472
References 474
Index 479
Preface
The fourth edition of Curriculum Development in Nursing Education is once
again written for all those engaged in developing, implementing, and evaluating
new curricula, or refreshing existing curricula, in nursing education. Experienced
or recently appointed nursing faculty, graduate students, teaching assistants,
and those who aspire to become nurse educators will find something of value
that they can consider or apply.
The term curriculum is meant to convey the totality of philosophical
approaches, design, courses, teaching-learning and evaluation strategies, interac-
tions, learning climate, human and physical resources, and curricular policies.
The premise that a curriculum should be evidence-informed, context-relevant,
and unified continues in this Fourth Edition. Faculty development, ongoing
appraisal, and scholarship remain core processes of curriculum work in the
model presented.
Chapter headings, subheadings, and configurations have remained relatively
unchanged. However, more current nursing education ideas, perspectives, and
applications have been included throughout. Chapter goals have been replaced
with questions to help focus readers’ attention. Some new tables and figures
have been added, and those retained from the Third Edition have been updated
and/or modified to enhance clarity. A summary, descriptions of faculty devel-
opment, ongoing appraisal, and scholarship activities relevant to the chapter
topic, synthesis activities that comprise a hypothetical case with questions and
additional questions for readers’ consideration in their own setting, and chapter
references are part of all chapters except the first. All cases were newly devel-
oped for this edition of the book. The cases and accompanying questions can
be used as starting points for faculty development conversations or as learning
activities for graduate classes.
Part I is entitled Introduction to Curriculum Development in Nursing
Education: The Evidence-Informed, Context-Relevant, Unified Curriculum.
ix
x Preface
Chapter 1, Creation of an Evidence-Informed, Context-Relevant, Unified Cur-
riculum, begins with definitions of curriculum generally. Then, introduced and
elaborated upon is the idea that a curriculum must be informed by evidence
about students, nursing education and practice, and clients; relevant to its con-
text; and unified, wherein the components are logically, visibly, and consistently
related to the premises of the curriculum. The Model of Evidence-Informed,
Context-Relevant, Unified Curriculum Development is overviewed in Chapter
1. The model has been modified slightly in this edition to differentiate between
formative and summative evaluation.
Included in Part II, Core Processes of Curriculum Work, are the three core
processes: faculty development, ongoing appraisal, and scholarship. Chapter 2,
Faculty Development for Curriculum Work and Change includes Albert Ban-
dura’s Social Cognitive Theory and Social Cognitive Theory of Human Agency
as perspectives relevant to faculty change during curriculum work. Chapter 3,
Ongoing Appraisal in Curriculum Work, is largely unchanged. Chapter 4,
Scholarship in Curriculum Work, continues to differentiate scholarliness and
scholarship, and in Table 4-1, provides examples of how curriculum scholarship
can be evidenced. The three core processes are seen as continuous and neces-
sary components of curriculum work, and therefore are incorporated into all
subsequent chapters.
Part III, Preparation for Curriculum Development, continues to emphasize that
curriculum development requires considerable logistical preparation. Chapter 5,
Determining the Need and Gaining Support for Curriculum Development, has
been reorganized to reduce redundancy and give more prominence to the im-
portance of the school leader’s encouragement and tangible support. Chapter 6,
Deciding on the Curriculum Leader and Leading Curriculum Development,
adds two theories: bridge leadership and shared leadership. The application of
leadership theories to curriculum leadership has been strengthened. Organizing
for Curriculum Development, Chapter 7, addresses both the curriculum leader’s
and faculty members’ responsibilities. Some content has been reorganized
and there have been many small additions within the sections, resulting in an
updated chapter.
Part IV, Development of an Evidence-Informed, Context-Relevant, Unified
Curriculum, has six chapters that parallel the phases of the Model of Evidence-
Informed, Context-Relevant, Unified Curriculum Development. As such, the main
ideas of the chapters remain unchanged, although current perspectives have been
included and tables have been updated or modified for clarity. Chapter 8, Data
Gathering for an Evidence-Informed, Context-Relevant, Unified Curriculum,
offers an overview of contextual factors: the forces, situations, and circum-
stances within and outside the school of nursing that influence the curriculum.
Preface xi
Approaches for gathering contextual data are described. Chapter 9 is Analyzing
and Interpreting Contextual Data for an Evidence-Informed, Context-Relevant,
Unified Curriculum. Following a clarification of terms, detailed information is
included about the analysis and interpretation of contextual data. Establish-
ing Philosophical and Educational Approaches for an Evidence-Informed,
Context-Relevant, Unified Curriculum, Chapter 10, has been reorganized to
reduce repetition. Theories for digital learning have been included; andragogy
has been linked to the science of learning; and attention has been given to
concept-based teaching, learning, and curriculum, as well as to competency-based
curricula. Chapter 11, Formulating Curriculum Goals and Outcomes for an
Evidence-Informed, Context-Relevant, Unified Curriculum, presents Atkinson’s
cognitive and affective taxonomies more fully. Processes for formulating goals
and outcome statements are proposed. Chapter 12, Designing an Evidence-
Informed, Context-Relevant, Unified Curriculum describes various program
types, delivery, models, designs, and curriculum organizing strategies. New
program models are included. Considerable attention is given to the process
of designing an evidence-informed, context-relevant, and unified curriculum.
In Chapter 13, Creating Courses for an Evidence-Informed, Context-Relevant,
Unified Curriculum, information is provided about course details, designing
courses, and planning individual classes. Creation of concept-based courses is
also described. Figures and tables have been updated with new content.
Part V is entitled Implementation and Evaluation of an Evidence-Informed,
Context-Relevant, Unified Curriculum. In Chapter 14, Ensuring Readiness for
and Fidelity of Curriculum Implementation, two concepts related to imple-
mentation are emphasized: readiness (the state of preparedness to introduce
and enact the curriculum) and fidelity (the extent to which the curriculum is
implemented as conceived). A new fidelity of implemention model developed
specifically for educational interventions, is used as an organizing framework.
Chapter 15, Planning Curriculum Evaluation, has been reorganized to make
clearer the differences between curriculum and program evaluation, summa-
tive and formative evaluation, and internal and external evaluation. Evaluation
models are summarized.
Part VI, Nursing Education by Distance Delivery has one chapter, Chapter 16,
Curriculum Considerations in Nursing Education Offered by Distance.
Emphasized is the idea that technology should not take precedence over pedagogy,
but rather that a suitable confluence is necessary. Following an interpretation
of delivery of nursing education by distance, necessary resources and ethical
considerations are outlined. Curriculum considerations for course and class
design, implementation, and evaluation are described. Teaching strategies are
linked to their effects on students.
xii Preface
In summary, this Fourth Edition is replete with accessible and evidence-
informed guidance about curriculum development and evaluation. Even though
each unit could be expanded with exemplars and deeper discussion, we believe
that the information shared will make the process of curriculum development
and evaluation a valuable, constructive, and transparent process for novice and
senior academicians in nursing and other professional disciplines.
Acknowledgments
We thank our families, colleagues, graduate students, and friends for their
continued support, ideas, and encouragement during the writing of this edition
of our text. Their presence, forbearance, and good humor have always been
valued. We are also deeply grateful to family and friends, now gone, who have
influenced our lives and careers. Without them, this book and its preceding
editions would not have been possible.
xiii
© ioat/Shutterstock
PART
I
Introduction to
Curriculum Development
in Nursing Education:
The Evidence-Informed,
Context-Relevant,
Unified Curriculum
