Date of this version
2017
Document Type
Article
Keywords
interpretive research, phenomenology, hermeneutics, collaborative improvement model, curriculum, curriculum redesign
Abstract
Curriculum revisions in nursing programs are necessary to maintain currency and ensure that nursing students are prepared to competently practice nursing. Yet, the research for curriculum revisions in nursing education is sparse, leaving nursing educators with a thin evidence base upon which to revise curricula. The purpose of this phenomenological and hermeneutical study was to understand the experiences of faculty members and students who used the Collaborative Improvement Model (CIM) at a midwestern nursing department as an approach to revise their curriculum. The findings of this study demonstrate how the CIM (a) promoted student involvement in revising a curriculum, (b) facilitated faculty collaboration across two campuses with different campus cultures, (c) encouraged the Scholarship of Teaching and Learning, and (d) emphasized the need to use external facilitators when revising a curriculum. Faculty members in nursing programs can use this study when considering the CIM as a framework for revising their curricula.
DOI
DOI: 10.1016/j.profnurs.2016.05.006
Published in
Journal of Professional Nursing
Citation/Other Information
Nosek, C., Scheckel, M., Waterbury, T., MacDonald, A., & Wozney, N. (2017). The collaborative improvement model: an interpretive study of revising a curriculum. Journal of Professional Nursing, 33(1), 38-50. doi: 10.1016/j.profnurs.2016.05.006