PROSPECTS FOR CHANGE: Some evaluative reflections from one articulated Baccalaureate program

Neuman, Betty; Wyatt, M.

doi:10.3928/0148-4834-19810101-07

J Nurs Educ

1981

DOI: 10.3928/0148-4834-19810101-07

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PROSPECTS FOR CHANGE: Some evaluative reflections from one articulated Baccalaureate program

Betty Neuman¹,

M. Wyatt²

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Curriculum revision: making the process work

Neufeld

1983

Journal of Advanced Nursing

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This paper presents the experience of one nursing faculty in revising a baccalaureate programme for registered nurses. Mechanisms used to facilitate the process of curriculum revision and to promote involvement of community agencies as well as faculty members and students are discussed. These mechanisms include use of a core co-ordinating group (curriculum co-ordinator, consultant in instructional development, administrative support person) to guide the process, acceptance of a draft of nursing theory content before proposing specific courses and student and community agency representation on course-development committees. The revision process is then analysed in relation to change theory. Particular attention is given to the concepts of involving all those affected by the change, maintaining open and effective communication and factors which minimize resistance.

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Curriculum revision: making the process work

Neufeld

1983

Journal of Advanced Nursing

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Participation in Prepared Childbirth

et al. 1984

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A Comparative Study of Adult Developmental Patterns of RN and Generic Students in a Baccalaureate Nursing Program

King¹

1986

J Nurs Educ

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The current influx of RN students into baccalaureate nursing programs has led to many curriculum changes that are based on the unverified assumption that the RN students are "different." This study examined the differences and similarities among RN and generic nursing students using a conceptual framework designed by Weathersby (1977) which incorporated into a single framework Levinson's life stage, Loevinger's ego development, and Kolb's learning styles theories in order to trace the adult development patterns of generic and RN students. Three instruments were used: The Washington University Sentence Completion Test, the KoIb Learning Style Inventory, and Tarule's Educational Experience Inventory. The sample consisted of 49 RNs and 30 generic students enrolled at a large southern state university. The results of the analyses revealed significant difference between RN and generic students on the variables life stages and ego development but not on learning styles. These results substantiated the premise that RN and generic students differ significantly in their stages of adult development, and consequently affect the students' perception and expectations of the educational process.

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PROSPECTS FOR CHANGE: Some evaluative reflections from one articulated Baccalaureate program

Cited by 3 publications

References 1 publication

Curriculum revision: making the process work

Curriculum revision: making the process work

Participation in Prepared Childbirth

A Comparative Study of Adult Developmental Patterns of RN and Generic Students in a Baccalaureate Nursing Program

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