Curriculum Development in Nursing Education
·???????? Competency 1: Examine the development of a curriculum for a nursing program.
There are diverse courses in mental health course. This paper focuses explicitly on the Multicultural Approaches to Mental Health Course. Nursing students will learn about mental health related to gender, ethnic identity, and social class in this course. The course will further explore the oppressive social factors that lead to mental health illnesses, such as sexism, racism, and ageism (The University of Texas, 2021). Students will learn how to work with people in a multicultural context when carrying out assessments, diagnoses, and interventions. The course will focus on strategies that nurses can use to navigate cross-cultural relationships. In this case, students will learn how to reflect on contexts of race, culture, ethnicity, and world views within social, ideological, and philosophical bases (O'Byrne, 2021). Topics such as disabilities, individual identities, religion, race, class, gender & and sexuality are emphasized. The students will have an opportunity to explore how culture can shape client identities, shape counseling, and determine how people deal with cross-cultural encounters in the face of mental illnesses.
There is a rationale for adding Multicultural Approaches to Mental Health Courses into the nursing curriculum. For instance, both economic and social losses are caused by mental health illnesses. Substance use, and mental and neurological disorders, according to (WHO, 2021) account for more than 10% of global illness disorders. Loss of productivity results from anxiety and depression that cost the global economy more than US$ 1 trillion each year. In developing countries, about 70% of the people suffering from mental health illnesses receive little medical attention. According to WHO, mental health care should be part of primary health care. Nurses lack the skills and knowledge to identify and recommend treatment for mental illnesses. Education is needed to improve recognition of these disorders, increase referrals to specialized health care, and initiate supportive cognitive therapies. Support is required from specialist mental health services to assist nurses in caring for people suffering from complex mental health illnesses because nurses are vital primary care providers. In many countries, psychiatric education is undeveloped and inadequate, meaning that training nurses in this course will contribute to health wellness. A topical outline for the course is attached in the appendixes.
·???????? Competency 2: Analyze factors that impact the design of a nursing curriculum.?(2 pages)
The faculty members will collaborate with diverse teams when considering a new course within the nursing curriculum. The faculty members are tasked to undertake teaching, research, and service roles, enabling them to disseminate knowledge to students, and internal and external stakeholders. They help in research, although through complementation by graduate teaching assistants. Their contribution widens the knowledge base in the academic field. When the curriculum is being implemented, they will oversee, observe, and assess the effectiveness of the teaching methods, learning outcomes, learning activities, and the relation between the course and the curriculum. When they detect errors, they will report to the instructor, who will then report to the level coordinator or course leader. Faculty and students will observe the need for new programs in the new course based on their experiences and interactions with other professionals and the public (Keating, 2014). Their role in curriculum development at the individual level may include familiarization with curriculum elements and developing instructional designs that match the curriculum. They play the role of assessing, observing, and reporting the need for curricular revision to include new programs. They further participate in scholarly activities relating to curriculum developments, such as developing evidence-based educational nursing practice. Existing members orient new faculty members through the curriculum (Keating, 2014). Faculty members with significant experience will offer leadership roles in the curriculum such as overseeing accreditation, activities of academic committees, institutional service related to curriculum development, program review of assignments, and service as course coordinators or specialty leaders.
Collaboration between external and internal stakeholders is needed throughout the process of curriculum development. External stakeholders in nursing education come in various forms which are not institutionalized. The type and scope of the collaborations between businesses/employers and higher education institutions are complex and multi-faceted because many activities, agents, and diverse goals are involved. External stakeholders are individual businesses and public organizations such as schools and professional bodies (Fagrell et al., 2020). These bodies are concerned with education quality which is why they guide in program development. Employers are the most influential external stakeholders in higher education. The collaborations between the external stakeholders and the institutions focus on three elements (Fagrell et al., 2020). First, creating new and revising the existing programs through collaboration with company representatives, trade unions, and other employer bodies who come in to suggest the structure, contents, teaching methods, examination, and time allocation for diverse programs. Second, they collaborate on designing learning and teaching processes, and this is done through case studies, guest lectures, external supervision, study visits, internships, and degree projects. Third, they collaborate on orienting students into work-life by developing internship programs, mentoring, career counseling, and recruitment fairs.
The institution collects feedback from external and internal stakeholders related to the curriculum development process at the university level. According to (Matkovic et al., 2014), stakeholders occur in two types; professional stakeholders and curriculum stakeholders. Curriculum stakeholders are the informers about the content, evaluation requirements, delivery, methods, and curriculum scope. The professional stakeholders have a higher interest in a specific profession, have professional attributes at the graduate level, have excellent work capabilities, and specialize in career development and competencies enhancement. The curriculum stakeholders’ collaboration with professional stakeholders creates an open dialogue that seeks feedback, critique, and advice to make the curriculum acceptable to the broader community. Each of the many stakeholders takes a unique stance in curriculum development. For instance, parents, teachers, trade unions, employers, religious groups, researchers, politics, and social organizations play notable roles illustrated in the ADDIE modelThe trainers, developers, and designers use the ADDIE model to create instructional products (Matkovic et al., 2014). The ADDIE model is a generic model with a step-by-step framework essential for the interactive design of the curriculum. It comprises five phases; analysis, design, development, implementation, and evaluation.
Figure 1: University Stakeholders.
Source: (Matkovic et al., 2014)
Figure 2. Curriculum Development Process Model
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Source: (Matkovic et al., 2014)
·???????? Competency 3: Select an appropriate organizing/curriculum framework for the design of the nursing curriculum.
??????????? The curriculum design process is affected by different factors both internally and externally in nursing institutions. Internal factors such as organizational processes, curriculum committees, and internal review bodies hold a fundamental part that critically affects the process. Economic capacity plays a significant role in the success or failure of the curriculum, especially in notable economies. Public institutions supported by government funds have the upper hand, especially in countries with a stable economic environment. They may face recessions or when the economies are affected by different variants in particular regions (Keating, 2014).?On the other hand, private institutions mainly depend on students’ scholarships, tuition, or kickbacks from the owners and other projects to produce income. An economically stabilized institution is in a better position to properly implement a set-out program to create nursing professionals capable of handling the jobs assigned.
??????????? With economic support from endowments, grants, or instant tuitions received, institutions can develop their learning facilities and improve the conditions of the current ones. These facilities include; libraries, classrooms, digital technology, and laboratories, among other tools that help in learning. By having a sufficient self-reliant resource portfolio, institutions can experience their curriculum with much ease. When these factors are intensely assessed and determined, institutions are better positioned to maintain a high-quality program beneficial to both their students and faculty alike (Billings, & Halstead, 2011).? Students’ welfare should be taken care of in the same manner to ensure that they are well-informed and taken care of to utilize the resources provided. Student services support should be intensified in different departments to ensure that each student is well attended to implement a current or a new curriculum being proposed to be introduced. Student records should also be keenly kept and utilized to smooth operation in the changing environment between different programs.
??????????? External factors such as funding, stakeholders, and regulatory and accrediting agencies affect the effectiveness of a curriculum design. These factors play a crucial role in ensuring that the institution can implement either the current program or introduce an improved one. The political atmosphere of the institution's location, whether positive or negative, will impact the amount of funding the institution receives. If the location is closer to the political concentration, institutions are likely to receive support from political players occupying an office in the area, either in cities or urban areas. When the politicians involved have had an interaction or have received help from the nursing profession, they are likely to be in a position to help in funding the said institution (Vergel et al., 2018). Stakeholders of the institutions are to be involved in the curriculum design process to provide oversight both financially and in any critical position such as managerial as required. Since this process requires much financial input, the involvement of the stakeholders should ensure that the institution takes a realistic approach.
??????????? The institutions offering nursing programs rarely require National accreditation but are guided by overall oversight bodies. Institutions without accreditation are bound to receive low applications in contrast to those accredited, as this gives the students a chance to stand out in the job markets. It is also common when students to seek grants and scholarships as many financial bodies require applicants to be in accredited institutions, making it challenging to receive funding if they are not accredited. The nursing institutions should also consider reviews done by regional accreditation bodies that require the institutions to set standards in particular settings.
??????????? The mission, philosophy, and framework of a program and parent institution impact curriculum design differently. The institution’s mission should align with the philosophy of the nursing program since these are essential parts of any program. By setting a clear mission, an institution lays out the direction in which the program takes, reducing or eliminating the possibility of conflicts while undergoing the program. An institution’s mission shares what the institution believes is ingrained in the program, enabling students and parents alike to know what is being offered or what is to be achieved through the program (Khan, et al., 2019). On the other hand, philosophy outlines the standards that display what is essential or required to be learned in institutions. It creates pillars that act as the foundations of the nursing program, ensuring that all the necessary standards are followed by a program for it to be fit for implementation.
??????????? The framework of the program outlines the required outcome from going through the program. These frameworks are expectations that need students to be able to handle specific tasks based on the agenda. It offers set criteria to establish if the program has attained its objectives (Iwasiw & Goldenberg, 2015).?The students undertaking the program can know beforehand the required expertise in the implementation of the learned theories. The frameworks ascertain the type of content and knowledge to be possessed in the program and create a visual representation of the work's kind of work by the knowledge acquired. It enables students going through the program to have an overview of what the real-life position requires focus on the key subjects and grasp the overall ideas presented by the program.
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References
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