東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Nursing Educator's Experiences when ...

Alley, Kati.

Linked to FindBook

Google Book

Amazon

博客來

Nursing Educator's Experiences when Implementing Concept-Based Curriculum to Address Content Saturation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Nursing Educator's Experiences when Implementing Concept-Based Curriculum to Address Content Saturation./
Author:	Alley, Kati.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
Contained By:	Dissertation Abstracts International79-07B(E).
Subject:	Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10744132
ISBN:	9780355652949

Nursing Educator's Experiences when Implementing Concept-Based Curriculum to Address Content Saturation.
Alley, Kati.

Nursing Educator's Experiences when Implementing Concept-Based Curriculum to Address Content Saturation. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 117 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.

Thesis (Ph.D.)--Capella University, 2018.

Schools of nursing have had to change and adapt their curriculum to prepare new nurses to be safe and effective at the bedside. With the continued addition of content into nursing curriculum, schools of nursing have found their curriculum to be content saturated. In an effort to combat content saturation, many schools of nursing have adopted concept-based curriculum. However, very little research has been conducted regarding the implementation process and experiences nursing instructors have had when implementing concept-based curriculum to address content saturation. This study asked the question "What are nursing instructors' experiences when implementing concept-based curriculum to address content saturation?" Knowing and understanding the experiences nursing instructors have had when implementing concept-based curriculum will allow schools of nursing to have a better understanding of what is involved and some of the struggles that could be faced during the implementation to concept-based curriculum. This study utilized a basic qualitative methodology with semi-structured face-to-face interview questions to allow the participants to fully explain their experience. The participants for this study were nursing instructors who have been a part of the implementation process of concept-based curriculum to address content saturation. The data analysis consisted of reading and analyzing the interviews to identify categories, subcategories and eventually themes that emerged from the study. The findings indicated that the experiences instructors had when implementing concept-based curriculum to address content saturation were both positive and negative. The participants in the study experienced that faculty and administration buy-in was important, the use of active learning was beneficial to students, there were positive student outcomes and there was a significant time commitment needed for preparation and curriculum development. There were also negative participant experiences as well which included resistance to change and an overall reaction of 'horrible.'

ISBN: 9780355652949Subjects--Topical Terms:

528444
Nursing.

Nursing Educator's Experiences when Implementing Concept-Based Curriculum to Address Content Saturation.
LDR:03081nmm a2200313 4500 001 2203144
005 20190528072650.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780355652949
035 $a (MiAaPQ)AAI10744132
035 $a (MiAaPQ)capella:20020
035 $a AAI10744132
040 $a MiAaPQ $c MiAaPQ
100 1 $a Alley, Kati. $3 3429934
245 1 0 $a Nursing Educator's Experiences when Implementing Concept-Based Curriculum to Address Content Saturation.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
500 $a Adviser: Julia Bronner.
502 $a Thesis (Ph.D.)--Capella University, 2018.
520 $a Schools of nursing have had to change and adapt their curriculum to prepare new nurses to be safe and effective at the bedside. With the continued addition of content into nursing curriculum, schools of nursing have found their curriculum to be content saturated. In an effort to combat content saturation, many schools of nursing have adopted concept-based curriculum. However, very little research has been conducted regarding the implementation process and experiences nursing instructors have had when implementing concept-based curriculum to address content saturation. This study asked the question "What are nursing instructors' experiences when implementing concept-based curriculum to address content saturation?" Knowing and understanding the experiences nursing instructors have had when implementing concept-based curriculum will allow schools of nursing to have a better understanding of what is involved and some of the struggles that could be faced during the implementation to concept-based curriculum. This study utilized a basic qualitative methodology with semi-structured face-to-face interview questions to allow the participants to fully explain their experience. The participants for this study were nursing instructors who have been a part of the implementation process of concept-based curriculum to address content saturation. The data analysis consisted of reading and analyzing the interviews to identify categories, subcategories and eventually themes that emerged from the study. The findings indicated that the experiences instructors had when implementing concept-based curriculum to address content saturation were both positive and negative. The participants in the study experienced that faculty and administration buy-in was important, the use of active learning was beneficial to students, there were positive student outcomes and there was a significant time commitment needed for preparation and curriculum development. There were also negative participant experiences as well which included resistance to change and an overall reaction of 'horrible.'
590 $a School code: 1351.
650 4 $a Nursing. $3 528444
650 4 $a Health education. $3 559086
650 4 $a Curriculum development. $3 684418
690 $a 0569
690 $a 0680
690 $a 0727
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertation Abstracts International $g 79-07B(E).
790 $a 1351
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10744132