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This paper describes the initiation of curricular change in the undergraduate nursing program at the University of Alberta in Edmonton, in light of significant changes in the health care delivery system. In 1995, the program's Administrative Council adopted a Facilitated Deliberative Inquiry consensus model to manage a review of the curriculum and guide change, organizing a Deliberative Group of faculty, student, alumnae, employer, and consumer representatives. The group recommended that the curriculum evolve to a problem-based learning (PBL) model that would integrate essential concepts from support course disciplines. To counter a lack of strong faculty support for the change, open forums, individual meetings, and workshops on PBL were held. The curricular change eventually garnered 80 percent approval among faculty. It is concluded that effective curricular change requires the support of deans and senior administrators, careful choice of a consultant, the segregation of function and authority among faculty, the selective dissemination of specific recommendations when they are still in draft form, a high level of faculty involvement, and early positive experiences with the proposed changes. (MDM)

Descriptors: Administrator Role, Change Agents, Change Strategies, College Faculty, Curriculum Development, Educational Change, Foreign Countries, Higher Education, Interdisciplinary Approach, Management Systems, Models, Nursing Education, Participative Decision Making, Problem Based Learning, Resistance to Change, Teacher Role, Universities











Autor: Williams, Bev

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7927&id=ED411718



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