2.50
Hdl Handle:
http://hdl.handle.net/10755/148539
Type:
Presentation
Title:
A Recipe for Leading Change: Context, Content, and Conduct
Abstract:
A Recipe for Leading Change: Context, Content, and Conduct
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Schug, Vicki, PhD, RN
P.I. Institution Name:College of St. Catherine
Title:Associate Professor, Program Director
Co-Authors:Susan Forneris, PhD, RN, CRRN, CCM; Kathleen Kalb, PhD, RN
[Leadership session research presentation] This paper presents the context of leading change through a curricular revision process based on chaos theory and transformational leadership theory. Using a "3 C" (context, content, and conduct) approach, an 8-member faculty task force provides recommendations for a theory-based framework to guide curriculum revision in a baccalaureate degree program. To create the context for thinking, a series of questions are used beginning with the end in mind.  Faculty organize their thinking around where we have been and where we are going.  Moving from a single to a multi-theory framework provides context to differentiate frameworks that guide curriculum development from those that guide nursing practice. Seminal readings on evidence-based practice and thinking nursing provide additional context for faculty reflection. As task force members move to the edge of chaos, a thinking nursing framework emerges as an educational approach to develop an inclusive understanding of theory, evidence, and nursing knowledge. Using Carper?s Fundamental Patterns of Knowing (1978), the task force explores how patterns of knowledge can be operationalized into curricular content to make the connections between what students learn in the classroom and how they achieve mindfulness in nursing practice. The use of chocolate chip cookies provides a vehicle to transform a shared vision for thinking nursing, engaging the baccalaureate faculty and students in the conduct of this framework.  References:Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.
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.titleA Recipe for Leading Change: Context, Content, and Conducten_GB
dc.identifier.urihttp://hdl.handle.net/10755/148539-
dc.description.abstract<table><tr><td colspan="2" class="item-title">A Recipe for Leading Change: Context, Content, and Conduct</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">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Schug, Vicki, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">College of St. Catherine</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor, Program Director</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">vlschug@stkate.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Susan Forneris, PhD, RN, CRRN, CCM; Kathleen Kalb, PhD, RN</td></tr><tr><td colspan="2" class="item-abstract">[Leadership session research presentation] This paper presents the context of leading change through a curricular revision process based on chaos theory and transformational leadership theory. Using a &quot;3 C&quot; (context, content, and conduct) approach, an 8-member faculty task force provides recommendations for a theory-based framework to guide curriculum revision in a baccalaureate degree program. To create the context for thinking, a series of questions are used beginning with the end in mind.&nbsp; Faculty organize their thinking around where we have been and where we are going.&nbsp; Moving from a single to a multi-theory framework provides context to differentiate frameworks that guide curriculum development from those that guide nursing practice.&nbsp;Seminal readings on evidence-based practice and thinking nursing provide additional context for faculty reflection. As task force members move to the edge of chaos, a thinking nursing framework emerges as an educational approach to develop an inclusive understanding of theory, evidence, and nursing knowledge. Using Carper?s Fundamental Patterns of Knowing (1978), the task force explores how patterns of knowledge can be operationalized into curricular content to make the connections between what students learn in the classroom and how they achieve mindfulness in nursing practice. The use of chocolate chip cookies provides a vehicle to transform a shared vision for thinking nursing, engaging the baccalaureate faculty and students in the conduct of this framework.&nbsp;&nbsp;References:Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.</td></tr></table>en_GB
dc.date.available2011-10-26T09:46:40Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:46:40Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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