About the Book

Curriculum Development in Nursing Education, Third Edition is a text designed for any faculty member developing curricula for nursing education programs. The text focuses on presenting theory and practical ideas for developing an evidence informed, context-relevant, unified curriculum. The authors emphasize a concept based curriculum approach and in addition to expanding on the concept of faculty development, introduce the reader to two new concepts, ongoing appraisal and scholarship in nursing education literature.

The Third Edition has been significantly expanded and improved with new chapters that incorporate updated approaches, references, and a realignment of previous content for in-depth clarity around the curriculum development process. The text guides the reader along each step in this process through its discussion of the three main concepts: faculty development, ongoing appraisal and scholarship, and suggestions for processes around each aspect of the curriculum.

New to the Third Edition:

• Discussion of ongoing appraisal and scholarship as part of the core process of curriculum development
• New theory and insight around faculty development
• Expanded content on developing educational approaches, including attention to brain-based learning
• Updated information on interprofessional education
• New sections on concept-based course design
• Content on readiness for curriculum implementation, including fidelity of implementation
• Expanded section on nursing education by distance delivery that explores ethical aspects of distance delivery and exemplary teaching

About the Author

Carroll L. Iwasiw, RN, MScN, EdD-School of Nursing, Western University, Ontario, Ontario, Canada Dr. Carroll Iwasiw is the former director of the Western University Ontario School of Nursing and oversaw the introduction of a university-college collaborative BScN program. She led the development of a nursing management curriculum in Russia in 1995-1998 and the first BScN curriculum in Rwanda in 2005-09. Dr. Iwasiw has chaired the Council of Ontario University Programs in Nursing and is chair of the Canadian Association of Schools of Nursing Accreditation Bureau. She is a recipient of a teaching excellence award from the Ontario Council of University Faculty Associations and has been named a World Expert in Nursing Education by the World Health Organization. Dolly Goldenberg, PhD, RN, MA, MScN-School of Nursing, Western University Ontario, London, Ontario, Canada Dr. Dolly Goldenberg is the former Chair of Graduate Programs in Nursing, Faculty of Health Sciences, Western University Ontario, London, Ontario, Canada. She is the author and co-author of numerous peer-reviewed articles on nursing education, curriculum, evaluation, and nursing administration, as well as a reviewer for several peer-reviewed nursing journals. Currently, she is a co-founding editor of the on-line International Journal of Nursing Education Scholarship. Dr. Goldenberg has served as a mentor and co-investigator for graduate nursing students with their research, and participated in assessments of nursing faculty applicants for Research Grants to the Social Sciences and Humanities Council of Canada. She was a co-investigator for the Ontario Ministry of Colleges and Universities’ Articulation Study, which led to Ontario’s university-college collaborative baccalaureate nursing programs. Dr. Goldenberg received the Excellence in Nursing Education Award from Iota Omicron Chapter of Sigma Theta Tau for her achievements in teaching, curriculum development, and evaluation. She has been active in nursing program evaluation, and consults about program development, revision, as well as accreditation.

Table of Contents:
Preface • Acknowledgments Part I: Introduction to Curriculum Development in Nursing Education: The Evidence-Informed, Context-Relevant, Unified Curriculum Chapter 1: Creation of an Evidence-Informed, Context-Relevant, Unified Curriculum • Chapter Overview • Chapter Goals • Definitions and Conceptualizations of Curriculum • Curriculum Development in Nursing Education • Model of Evidence-Informed, Context-Relevant, Unified Curriculum • Development in Nursing Education • Interpersonal Dimensions of Curriculum Development • Chapter Summary • References Part II: Core Processes of Curriculum Work Chapter 2: Faculty Development for Curriculum Work and Change • Chapter Overview • Chapter Goals • Faculty Development • Relationship of Faculty Development, Curriculum Work, and Change • Faculty Development for Curriculum Work • Faculty Development for Change • Chapter Summary • Synthesis Activities • References Chapter 3: Ongoing Appraisal in Curriculum Work • Chapter Overview • Chapter Goals • Definition of Ongoing Appraisal • Purposes of Ongoing Appraisal • Ongoing Appraisal Processes in Curriculum Work • Cognitive Processes Inherent in Ongoing Appraisal • Criteria for Ongoing Appraisal in Curriculum Work • Interpersonal Aspects of Ongoing Appraisal • Chapter Summary • Synthesis Activities • References Chapter 4: Scholarship in Curriculum Work • Chapter Overview • Chapter Goals • Scholarliness in Curriculum Work • Scholarship in Curriculum Work • From Curriculum Work to Scholarship • Chapter Summary • Synthesis Activities • References Part III: Preparation for Curriculum Development Chapter 5: Determining the Need and Gaining Faculty and Stakeholder Support for Curriculum Development • Chapter Overview • Chapter Goals • Determining the Need for Curriculum Development • Gaining Faculty and Stakeholder Support for Curriculum Development • Responding to Initial Objections • Deciding to Proceed with Curriculum Development • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Chapter 6: Deciding on the Curriculum Leader and Leading Curriculum Development • Chapter Overview • Chapter Goals • Theoretical Perspectives on Leadership: Application to Curriculum Work and Change • Deciding on the Curriculum Leader • Curriculum Leadership • Leadership Within Curriculum Teams • Development of Curriculum Leaders • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Chapter 7: Organizing for Curriculum Development • Chapter Overview • Chapter Goals • Curriculum Leader’s Responsibilities in Organizing for Curriculum Work • Faculty Members’ Responsibilities in Organizing for Curriculum Development • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Part IV: Development of an Evidence-Informed, Context-Relevant, Unified Curriculum Chapter 8: Gathering Data for an Evidence-Informed, Context-Relevant, Unified Curriculum • Chapter Overview • Chapter Goals • Overview of the Contextual Factors, and Gathering and Interpreting Contextual Data • Internal Contextual Factors • External Contextual Factors • Approaches to Gathering Contextual Data for Curriculum Development • Relationship of Gathering Contextual Data to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Chapter 9: Analyzing and Interpreting Contextual Data for an Evidence-Informed, Context-Relevant, Unified Curriculum • Chapter Overview • Chapter Goals • Definition of Terms • Analysis and Interpretation of Contextual Data • Determining the Core Curriculum Concepts and Key Professional Abilities • Relationship of Analysis and Interpretation of Contextual Data to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities Chapter 10: Establishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified Curriculum • Chapter Overview • Chapter Goals • Curriculum Philosophy • Ideas About Teaching and Learning as Part of Curriculum Philosophy • Philosophical and Educational Approaches • Relationship of Philosophical and Educational Approaches to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Chapter 11: Formulating Curriculum Goals or Outcomes for an Evidence-Informed, Context-Relevant, Unified Curriculum • Chapter Overview • Chapter Goals • Taxonomies of Thinking and Performance: Bases for Describing the Educational Destination • Curriculum Goals and Outcomes • Formulating Curriculum Goal or Outcome Statements • Relationship of Curriculum Goals and Outcomes to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Chapter 12: Designing an Evidence-Informed, Context-Relevant, Unified Curriculum • Chapter Overview • Chapter Goals • Curriculum Design • Curriculum Designs from General Education Evident in Nursing Curricula • Interprofessional Education • Organizing Strategies for Nursing Curriculum Design • Designing an Evidence-Informed, Context-Relevant, Unified Nursing Curriculum • Planning Curriculum Evaluation • Relationship of Curriculum Design to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Chapter 13: Creating Courses for an Evidence-Informed, Context-Relevant, Unified Curriculum • Chapter Overview • Chapter Goals • Course Design • Approaches to Course Design • Processes to Create Evidence-Informed, Context-Relevant, Unified Courses • Creation of Individual Classes • Planning Course Evaluation • Relationship of Course Creation to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Part V: Implementation and Evaluation of an Evidence-Informed, Context-Relevant, Unified Curriculum Chapter 14: Ensuring Readiness for Curriculum Implementation • Chapter Overview • Chapter Goals • Readiness for Curriculum Implementation • Fidelity of Curriculum Implementation • Engaging Stakeholders to Enhance Readiness for, and Fidelity of, Implementation • Logistical Planning for Structural Aspects of Fidelity of Implementation • Relationship of Ensuring Readiness for and Fidelity of Implementation to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Chapter 15: Planning Curriculum Evaluation • Chapter Overview • Chapter Goals • Definitions of Curriculum Evaluation and Program Evaluation • Overview of the Curriculum Evaluation Process • Purposes of Internal Curriculum Evaluation and External Program Evaluation • Benefits of Participation in Planning and Conducting Curriculum Evaluation • Curriculum Evaluation Models • Frameworks to Assess Fidelity of Implementation • Planning Curriculum Evaluation • Establishing Standards, Criteria, or Indicators • Planning Data Gathering for Curriculum Evaluation • Planning Evaluation of Curriculum Components • Planning Evaluation of Other Aspects of the Curriculum • Planning Evaluation of Actual Curriculum Outcomes • Judging Curriculum Quality and Making Recommendations • Reporting Evaluation Results and Recommendations • Reflecting Back and Looking Forward • Relationship of Curriculum Evaluation to an Evidence-Informed, Context-Relevant, Unified Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Part VI: Nursing Education by Distance Delivery Chapter 16: Curriculum Considerations in Nursing Education by Distance Delivery • Chapter Overview • Chapter Goals • Distance Education • Nursing Education by Distance Delivery • Institutional Requirements for Distance Education • Ethical Considerations in Distance Education • Values and Beliefs Inherent in a Commitment to Nursing Education by Distance Delivery • Sources of Decisions to Offer Distance Education and Consequent Nursing Curriculum Implications • Nursing Curriculum Design Incorporating Distance Delivery • Deciding on Course Design • Implementing and Evaluating Nursing Education by Distance Delivery • Relationship of Nursing Education by Distance Delivery to an Evidence-Informed, Context-Relevant, Unified Nursing Curriculum • Core Processes of Curriculum Work • Chapter Summary • Synthesis Activities • References Index