The Curriculum Of CNA Classes Online

This chapter provides insight into considerations that must precede a decision to undertake curriculum development, either from the perspective of designing a new curriculum or of revising an existing one. Although a revision or a completely new curriculum may seem the obvious choice for rectifying some aspect of a program, it is worthwhile to carefully consider faculty willingness to undertake this endeavor. Reflection about the reasons for curriculum change, who will be involved, the time frame, and how to gain support for the idea are addressed. A chapter summary follows. Synthesis activities include two cases: the first is followed by a critique, and the second provides an opportunity to analyze readiness for curriculum revision or development. Questions to guide thinking about preliminary considerations for curriculum development conclude the chapter. These questions are designed to help the reader decide if circumstances are right to begin the formal process of curriculum development in individual settings.

Consider factors and influences that precipitate curriculum development or revision

  • Identify participants in the curriculum development process
  • Assess acceptance of and readiness for curriculum development or revision
  • Justify the decision to proceed with or suspend the curriculum development process

Considerations for Curriculum Development

Why Consider Curriculum Change?

The purpose of nursing programs is to graduate cna classes online who will contribute to the health and quality of life of individuals and the community they serve. Situations that impede the ability of the school of nursing to achieve this purpose, and consequently threaten its stability, success, or reputation, precipitate thoughts of curriculum change. Among such circumstances could be alterations in:

  • Success rates on licensure or registration examinations
  • Accreditation or approval standards
  • Institutional, professional, and/or governmental regulations
  • New graduates’ ability to meet employers’ expectations
  • Resources available in the school of nursing
  • Faculty numbers or expertise
  • Educational technologies
  • Competition from other schools
  • Organization of nursing education, state- or province-wide
  • Nursing workforce
  • Provision of health care
  • Nursing and educational paradigms

Trends, demographics, local and national circumstances, economics, technologies, professional priorities, changing values and beliefs about teaching and learning, nursing, and cna training online education, are all interrelated conditions to which nursing curricula must respond (Bevis, 2000a; Bowen, Lyons, & Young, 2000; Conley, 1973). As well, the desire for curricula¬

Possibilities consistent with the evolving health care system. A curriculum is a living, dynamic entity, so change is inevitable.

How and Where Witt Support Be Gained?

Faculty desiring curriculum change should seek support from every source imaginable: learners, faculty, clinical colleagues, health care clients, and administrators. The support of representatives from each group strengthens the case for proceeding with curriculum development work. However, at this early stage, initial support is needed from faculty colleagues and the dean or director of the school of nursing so that the intensive work can be formally started. It also is helpful to identify possible funding sources for curriculum development, such as internal university funds or foundations known to support innovation in nursing education.

It is essential to clearly articulate why curriculum development is necessary. For example, it is important to present factual data about how deficiencies in the current curriculum are evident (e.g., failure rate on licensing exams). Similarly, the changing trends that led to the conclusion that the curriculum is outdated should be addressed.

Gaining support for curriculum development involves an appeal to logic and values. Neither one alone is sufficient. The precise approach will, of course, be dependent on the organization and the people involved. The educational institution might pride itself on being innovative, responsive to diversity, and a leader in education. If so, linking the concept of curriculum change with these prized values will help “sell” the idea. In Table 2.1, suggestions are offered which will be helpful in convincing others that curriculum development is needed.

It is important to consider the best way to seek support. Should colleagues be approached individually or collectively? Clearly, there are advantages and drawbacks to both (See Table 2.2 for an analysis of approaching colleagues individually or collectively). A combination may be appropriate, first talking with colleagues individually to gain the acceptance of informal leaders, and then presenting ideas to a larger group. The decision will be influenced by knowledge of the interpersonal dynamics among colleagues and by the credibility of those seeking support for curriculum change.

The support of the dean or director is necessary before curriculum work can proceed, no matter how much endorsement exists among faculty. Matters to address with the school leader are included in Table 2.3. It is unlikely that precise information about each point will be available. However, recognition of both the academic and administrative aspects of curriculum development will increase credibility with the head of the nursing program.

How Can Initial Objections Be Addressed?

Overcoming Objections Initial resistance is an expected reaction to the possibility of change. Overcoming initial objections to the idea of curriculum development is an important.




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The Career Of A Nursing Executive

Leaving the room, Lincoln shut the door behind her. “The unit was a madhouse,” she says. “I went with her to her patient. And then on to the next thing. Phones were constantly ringing; nurses were being paged every which way. As the chaos increased, we answered one phone and heard a frantic voice on the other end of the line. It was the cardiac care unit, the unit just below ours. ‘What the hell’s going on up there?’ they screamed. ‘The ceiling down here is falling in and water is flooding the unit.’”

“Oh my god,” Lincoln thought, as she hung up the phone and raced over to the bathroom. “I opened the door and water streamed out into the hallway. I had left the tub on and shut the door and forgot about it because of the crush of other responsibilities. I was… well, how can I describe it? Mortified, humiliated. And also very, very angry.” “You don’t come out of nursing school ready to start on an understaffed unit. I should have been oriented,” Lincoln says. Training was what she determined to get.

The next morning, Lincoln went to the nurse manager and begged her to let her spend the next five shifts with no patient load, following a veteran nurse and just absorbing and learning. She agreed, with one caveat. “She told me they couldn’t pay me that I’d have to work for nothing.” The two came to an agreement: Lincoln would work seven shifts and get paid for only two.

With that week of training complete, Lincoln felt more secure. Over the next eleven months her skills improved, but the situation in her hospital deteriorated as more nurses were laid off and patient loads increased. Since Canada was experiencing widespread hospital “restructuring,” Lincoln was unable to find more satisfying work. Lincoln followed many other Canadian nurses who went to the United States during the 1990s because of the lure of better pay. What she didn’t understand was that positions in U.S. hospitals were vacant because similar hospital restructuring was taking place in the United States. When she spoke to the vice president of nursing in the U.S. hospital trying to woo her down to Texas, Lincoln was surprised to learn that she was being interviewed for a head muse position on the cardiology unit. She told the nurse executive that she’d had less than a year’s experience as a nurse with none of it in cardiology. Lincoln’s reservations were dismissed, and she was told that the hospital would provide her with a few weeks of training for the position. She nonetheless refused to take the job and was hired as a staff nurse on another unit.

For years, nursing students have complained about the education they receive from veteran nurses in the clinical setting. Restructuring only exacerbates the problem. And the rudimentary introductions new nurses.

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