Symposium Overview Abstract: Collaborative Curriculum Revision: Process & Evaluation

2.50
Hdl Handle:
http://hdl.handle.net/10755/157782
Type:
Presentation
Title:
Symposium Overview Abstract: Collaborative Curriculum Revision: Process & Evaluation
Abstract:
Symposium Overview Abstract: Collaborative Curriculum Revision: Process & Evaluation
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Leppa, Carol J., Ph.D., RN
P.I. Institution Name:University of Washington Bothell, Nursing Program
Title:Professor
Contact Address:Box 358532, 18115 Campus Way NE, Bothell, WA, 98011, USA
Contact Telephone:425-352-5325
Co-Authors:Suzanne K. Sikma, PhD, RN, Professor
The purpose of this symposium is to discuss how faculty and nursing students (undergraduate and graduate) collaborated in the revision of the RN-Baccalaureate (RNB) curriculum and in the formative evaluation of the new curriculum during the first year of implementation. The location of the curriculum revision was on one campus of a CCNE accredited School of Nursing in a tri-campus university. Our campus houses two nursing programs: the RNB program offered at the campus and atone distance site, and a Master of Nursing program. Curriculum revision needs to actively and broadly engage both the faculty and students in the process. The first paper in the symposium, by the faculty leader of the curriculum revision, describes the process and outcomes of the comprehensive review and revision of the program, identifying specific challenges and strategies used. Two faculty members whom are extensively involved in teaching in the RNB program provided leadership in planning and implementing the evaluation of the revised curriculum. In the second paper of the symposium, they provide an overview of the comprehensive curriculum evaluation plan and discuss their experience collaborating with MN students in implementing selected components of that plan. The MN program on our campus includes an emphasis and core courses on preparing nurses for program planning, leadership, and evaluation. As part of one of the MN core courses, teams of graduate students completed components of the RNB curriculum evaluation, which will be reported in the final three papers in this symposium. The third paper reports on a team project focused on quantitative evaluation of the RNB student self-evaluations. The fourth paper reports on the content analysis of RNB student self-reports of progress in achievement of the twelve core competencies of the curriculum. The final paper discusses recommendations for change in the student self-report evaluation tool as a result of the team?s analysis of faculty and student experiences with it during the formative evaluation during the first year of curriculum implementation.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleSymposium Overview Abstract: Collaborative Curriculum Revision: Process & Evaluationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157782-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Symposium Overview Abstract: Collaborative Curriculum Revision: Process &amp; Evaluation</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</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">Leppa, Carol J., Ph.D., RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Washington Bothell, Nursing Program</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Box 358532, 18115 Campus Way NE, Bothell, WA, 98011, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">425-352-5325</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">leppa@u.washington.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Suzanne K. Sikma, PhD, RN, Professor</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this symposium is to discuss how faculty and nursing students (undergraduate and graduate) collaborated in the revision of the RN-Baccalaureate (RNB) curriculum and in the formative evaluation of the new curriculum during the first year of implementation. The location of the curriculum revision was on one campus of a CCNE accredited School of Nursing in a tri-campus university. Our campus houses two nursing programs: the RNB program offered at the campus and atone distance site, and a Master of Nursing program. Curriculum revision needs to actively and broadly engage both the faculty and students in the process. The first paper in the symposium, by the faculty leader of the curriculum revision, describes the process and outcomes of the comprehensive review and revision of the program, identifying specific challenges and strategies used. Two faculty members whom are extensively involved in teaching in the RNB program provided leadership in planning and implementing the evaluation of the revised curriculum. In the second paper of the symposium, they provide an overview of the comprehensive curriculum evaluation plan and discuss their experience collaborating with MN students in implementing selected components of that plan. The MN program on our campus includes an emphasis and core courses on preparing nurses for program planning, leadership, and evaluation. As part of one of the MN core courses, teams of graduate students completed components of the RNB curriculum evaluation, which will be reported in the final three papers in this symposium. The third paper reports on a team project focused on quantitative evaluation of the RNB student self-evaluations. The fourth paper reports on the content analysis of RNB student self-reports of progress in achievement of the twelve core competencies of the curriculum. The final paper discusses recommendations for change in the student self-report evaluation tool as a result of the team?s analysis of faculty and student experiences with it during the formative evaluation during the first year of curriculum implementation.</td></tr></table>en_GB
dc.date.available2011-10-26T20:11:57Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:11:57Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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