More Bang for Your Buck: Engaging Graduate Students in Curriculum Development

2.50
Hdl Handle:
http://hdl.handle.net/10755/603846
Category:
Full-text
Type:
Poster
Title:
More Bang for Your Buck: Engaging Graduate Students in Curriculum Development
Author(s):
Dewald, Robin Jill; Palm, Andrew D.; Gofter, Lori A.; Sileo, Maureen Walls; Mancuso, Marie Anne
Lead Author STTI Affiliation:
Tau Kappa
Author Details:
Robin Jill Dewald, RN, CNE, rdewald@excelsior.edu; Andrew D. Palm, RN CNE; Lori A. Gofter, RN, OCN, CAPA; Maureen Walls Sileo, RN, CEN, CLNC; Marie Anne Mancuso, RN
Abstract:
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Future nurse educators need to have real-life experience in curriculum development.  The curriculum development courses for master’s nurse education provides in-depth information. However, the practical application of the knowledge usually only occurs after the new nurse educator is charged with developing or revising curriculum after he or she begins his or her first teaching experience.  By providing students with hands-on curriculum development of courses that may need to be developed or revised gives the students the necessary exposure to this important skill.  Additionally, because the student are involved in the development, course content and activities will most likely be relevant to the learners needs.  This project involved the integration of master’s nursing education students in curriculum redesign of master’s level courses for their capstone projects. The project consisted of two separate "curriculum committees", each of which included a faculty member as mentor, two graduate nursing students, and an instructional designer.  Each committee was charged with revising a master’s of nursing education course.  The students had all recently successfully completed the courses.  Including students in the curriculum revision and development process is a practice innovation with significant potential for advancing the theory to practice transition for new nurse educators.  Rather than waiting until graduates acquire teaching position, the students engaged fully in the actual curriculum redesign while still in the student role.  The development process emphasized accreditation regulations, learner experience, and future employer needs and expectations. The graduate students benefit from the mentoring and role modeling provided by the faculty supporting them.  The college benefits by extensive feedback from students advocating for instructional design improvement, based on their personal experience and observation.  The profession of nurse educators benefit from better prepared novice nurse educators who are armed with valuable experience and have had a chance to better identify with their new roles. This experience is needed for the redesign of nursing education to meet 21st century healthcare needs.  This innovation fills an existing theory to practice gap and is anticipated to facilitate the role transition for new nurse educators.
Keywords:
curriculum development; problem-based learning; transformational learning
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST23
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleMore Bang for Your Buck: Engaging Graduate Students in Curriculum Developmenten
dc.contributor.authorDewald, Robin Jillen
dc.contributor.authorPalm, Andrew D.en
dc.contributor.authorGofter, Lori A.en
dc.contributor.authorSileo, Maureen Wallsen
dc.contributor.authorMancuso, Marie Anneen
dc.contributor.departmentTau Kappaen
dc.author.detailsRobin Jill Dewald, RN, CNE, rdewald@excelsior.edu; Andrew D. Palm, RN CNE; Lori A. Gofter, RN, OCN, CAPA; Maureen Walls Sileo, RN, CEN, CLNC; Marie Anne Mancuso, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603846en
dc.description.abstractSession presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Future nurse educators need to have real-life experience in curriculum development.  The curriculum development courses for master’s nurse education provides in-depth information. However, the practical application of the knowledge usually only occurs after the new nurse educator is charged with developing or revising curriculum after he or she begins his or her first teaching experience.  By providing students with hands-on curriculum development of courses that may need to be developed or revised gives the students the necessary exposure to this important skill.  Additionally, because the student are involved in the development, course content and activities will most likely be relevant to the learners needs.  This project involved the integration of master’s nursing education students in curriculum redesign of master’s level courses for their capstone projects. The project consisted of two separate "curriculum committees", each of which included a faculty member as mentor, two graduate nursing students, and an instructional designer.  Each committee was charged with revising a master’s of nursing education course.  The students had all recently successfully completed the courses.  Including students in the curriculum revision and development process is a practice innovation with significant potential for advancing the theory to practice transition for new nurse educators.  Rather than waiting until graduates acquire teaching position, the students engaged fully in the actual curriculum redesign while still in the student role.  The development process emphasized accreditation regulations, learner experience, and future employer needs and expectations. The graduate students benefit from the mentoring and role modeling provided by the faculty supporting them.  The college benefits by extensive feedback from students advocating for instructional design improvement, based on their personal experience and observation.  The profession of nurse educators benefit from better prepared novice nurse educators who are armed with valuable experience and have had a chance to better identify with their new roles. This experience is needed for the redesign of nursing education to meet 21st century healthcare needs.  This innovation fills an existing theory to practice gap and is anticipated to facilitate the role transition for new nurse educators.en
dc.subjectcurriculum developmenten
dc.subjectproblem-based learningen
dc.subjecttransformational learningen
dc.date.available2016-03-29T13:11:04Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:11:04Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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