The Three-Day Curriculum: How the Alabama Community College System Drafted a Statewide Standardized Nursing Curriculum

2.50
Hdl Handle:
http://hdl.handle.net/10755/148452
Type:
Presentation
Title:
The Three-Day Curriculum: How the Alabama Community College System Drafted a Statewide Standardized Nursing Curriculum
Abstract:
The Three-Day Curriculum: How the Alabama Community College System Drafted a Statewide Standardized Nursing Curriculum
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Raymond, Alice G., RN, PhD
P.I. Institution Name:J.F. Drake State Technical College
Title:Health Sciences Division Chair
[Invited Poster or Paper Session] The purpose of this case study was to describe how the Alabama Community College System (ACCS) standardized the practical nursing and associate degree nursing curriculum of all the nursing programs within the system. The research question was: ?How did the ACCS develop its standardized nursing curriculum?? The sub questions were, ?who were the key players in the process??, ?Who had the positions of power and dominance, and who did not??, ?Who were included and who were excluded in the process??, ?What were the reasons for inclusion and exclusion??, and ?What were the contextual elements that influenced the development of the curriculum?? The data collected was aggregated in categories (Stake, 1995), and further categorized into time-ordered displays. Content analysis (Merriam, 1998) of the data revealed emergent themes. The data was subjected to pattern-matching (Yin, 2003) with extant theories. The themes were compared to Foucault?s (1977) theories of knowledge and power. A timeline was created, story lines revealed the following themes inherent in the curriculum development process: speed and stealth, uncertainty, lack of power, lack of knowledge and lack of choice.The participants? group dynamics matched with Tuckman?s (1965) group development stages of Forming, Storming, Norming and Performing. Comparison to a published curriculum development process model (Iwasiw, Goldenberg & Andrusyszyn, 2005) revealed that the actual curriculum development began with little preparation ? the first eight stages in the model were bypassed. The program philosophy was created after the content was developed, and did not mesh with the curriculum. Power and knowledge relationships shifted from the administration to the faculty.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Three-Day Curriculum: How the Alabama Community College System Drafted a Statewide Standardized Nursing Curriculumen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148452-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Three-Day Curriculum: How the Alabama Community College System Drafted a Statewide Standardized Nursing Curriculum</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Raymond, Alice G., RN, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">J.F. Drake State Technical College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Health Sciences Division Chair</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">alice.raymond@drakestate.edu</td></tr><tr><td colspan="2" class="item-abstract">[Invited Poster or Paper Session] The purpose of this case study was to describe how the Alabama Community College System (ACCS) standardized&nbsp;the practical nursing and associate degree&nbsp;nursing curriculum of all the nursing programs within the system. The research question was: ?How did the ACCS develop its standardized nursing curriculum?? The sub questions were, ?who were the key players in the process??, ?Who had the positions of power and dominance, and who did not??, ?Who were included and who were excluded in the process??, ?What were the reasons for inclusion and exclusion??, and ?What were the contextual elements that influenced the development of the curriculum?? The data collected was aggregated in categories (Stake, 1995), and further categorized into time-ordered displays. Content analysis (Merriam, 1998) of the data revealed emergent themes. The data was subjected to pattern-matching (Yin, 2003) with extant theories. The themes were compared to Foucault?s (1977) theories of knowledge and power. A timeline was created, story lines revealed the following themes inherent in the curriculum development process: speed and stealth, uncertainty, lack of power, lack of knowledge and lack of choice.The participants? group dynamics matched with Tuckman?s (1965) group development stages of Forming, Storming, Norming and Performing. Comparison to a published curriculum development process model (Iwasiw, Goldenberg &amp; Andrusyszyn, 2005) revealed that the actual curriculum development began with little preparation ? the first eight stages in the model were bypassed. The program philosophy was created after the content was developed, and did not mesh with the curriculum. Power and knowledge relationships shifted from the administration to the faculty.</td></tr></table>en_GB
dc.date.available2011-10-26T09:45:21Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:45:21Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.