16.00
Hdl Handle:
http://hdl.handle.net/10755/620818
Category:
Full-text
Format:
Text-based Document
Type:
Dissertation
Level of Evidence:
Qualitative Study, Grounded Theory
Research Approach:
Qualitative Research
Title:
Perceptions of faculty preparedness for developing, evaluating and revising BSN curriculum
Author(s):
Roberts, Meredith L.
Lead Author STTI Affiliation:
Omicron Delta
Advisors:
Treschuk, Judith; Grendell, Ruth; Lehrman, Ela-Joy
Author Details:
Meredith L. Roberts, RN, PhD
Abstract:

Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty’s constructions were used to develop a middle range descriptive theory Challenged and Overwhelmed. From further faculty recommendations on strategies Supported and Empowered: a Model of Understanding to Support Faculty’s Growth and Competence in Curriculum Development, Evaluation, and Revision was created to support faculty’s growth and competence in curriculum development, evaluation and revision. Findings such as the low confidence found in most faculty, including the very experienced when it came to assessing curriculum, and the inadequate knowledge of curriculum as well as strategies discovered to benefit faculty are shared that assist faculty’s growth and competence in curriculum development, evaluation and revision. These strategies can be used to improve faculty development, educational strategies, and graduate education, resulting in better nurse educator preparedness. Improving educational strategies through better competency will improve the nursing profession. Educator competency, preparation, the faculty shortage, standards, initiatives, and educational competencies and curriculum reform were reviewed. Quality information for educators is provided for evaluating and improving current nursing curriculum, and to guide strategic planning and facilitate nurse program success. Faculty perceptions of how to increase competence, and improve preparation for their role developing, evaluating and revising curriculum were shared.

Keywords:
Nursing
MeSH:
Nursing Education Research; Education, Nursing
CINAHL Headings:
Curriculum Development
Repository Posting Date:
3-Oct-2016
Date of Publication:
3-Oct-2016
Description:
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Grantor:
University of Phoenix
Degree:
PhD
Degree Year:
2015

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typeDissertationen
dc.evidence.levelQualitative Study, Grounded Theoryen
dc.research.approachQualitative Researchen
dc.titlePerceptions of faculty preparedness for developing, evaluating and revising BSN curriculumen_US
dc.contributor.authorRoberts, Meredith L.en
dc.contributor.departmentOmicron Deltaen
dc.contributor.advisorTreschuk, Judithen
dc.contributor.advisorGrendell, Ruthen
dc.contributor.advisorLehrman, Ela-Joyen
dc.author.detailsMeredith L. Roberts, RN, PhDen
dc.identifier.urihttp://hdl.handle.net/10755/620818-
dc.description.abstract<p><span>Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty’s constructions were used to develop a middle range descriptive theory </span><em>Challenged and Overwhelmed.</em><span> From further faculty recommendations on strategies </span><em>Supported and Empowered: a Model of Understanding to Support Faculty’s Growth and Competence in Curriculum Development, Evaluation, and Revision </em><span>was created to support faculty’s growth and competence in curriculum development, evaluation and revision. Findings such as the low confidence found in most faculty, including the very experienced when it came to assessing curriculum, and the inadequate knowledge of curriculum as well as strategies discovered to benefit faculty are shared that assist faculty’s growth and competence in curriculum development, evaluation and revision. These strategies can be used to improve faculty development, educational strategies, and graduate education, resulting in better nurse educator preparedness. Improving educational strategies through better competency will improve the nursing profession. Educator competency, preparation, the faculty shortage, standards, initiatives, and educational competencies and curriculum reform were reviewed. Quality information for educators is provided for evaluating and improving current nursing curriculum, and to guide strategic planning and facilitate nurse program success. Faculty perceptions of how to increase competence, and improve preparation for their role developing, evaluating and revising curriculum were shared.</span></p>en
dc.subjectNursingen
dc.subject.meshNursing Education Researchen
dc.subject.meshEducation, Nursingen
dc.subject.cinahlCurriculum Developmenten
dc.date.available2016-10-03T19:37:49Z-
dc.date.issued2016-10-03-
dc.date.accessioned2016-10-03T19:37:49Z-
dc.descriptionThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.en
thesis.degree.grantorUniversity of Phoenixen
thesis.degree.levelPhDen
thesis.degree.year2015-
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