The Collaborative Improvement Model: An Interpretive Study of Revising a Curriculum

Stakeholder Engagement in Nursing Curriculum Development and Renewal Initiatives: A Review of the Literature

“…Many roles and functions displayed a progression of community engagement that moved beyond the consult phase into the involve and collaborate phases of the spectrum (see Table 2). Involvement and collaboration were reflected in active and mutual participation by stakeholders who served in leadership roles, such as a project lead (Chowthi-Williams et al, 2016;Gillespie, 2014); curriculum committee co-chair (Axtell et al, 2010); or member of an executive team (Jeffries et al, 2013), advisory board (Dorfman et al, 2008;Landry et al, 2011) or task force/committee (Axtell et al, 2010;Chiang et al, 2011;Nosek et al, 2017). These examples are linked under the second theme of formalized roles and functions.…”

“…Positive leadership. Positive leadership in stakeholder engagement was demonstrated by those in formal leadership roles through the use of effective communication and interpersonal skills in showing support, drawing out inspiration, and making personal connections with partners to promote a culture of safety (Axtell et al, 2010;Nosek et al, 2017). Diverse facilitation techniques, such as using different communication modes to elicit feedback (e.g.…”

“…Diverse facilitation techniques, such as using different communication modes to elicit feedback (e.g. written, verbal, small group) in combination with active listening help to promote active participation and foster productivity (Nosek et al, 2017). Stakeholders also responded positively to leadership that was action-oriented, used a structured process (Keogh et al, 2010;Olinzock et al, 2009), and emphasized shared goal development and achievement (Keogh et al, 2010;Nosek et al, 2017).…”

“…written, verbal, small group) in combination with active listening help to promote active participation and foster productivity (Nosek et al, 2017). Stakeholders also responded positively to leadership that was action-oriented, used a structured process (Keogh et al, 2010;Olinzock et al, 2009), and emphasized shared goal development and achievement (Keogh et al, 2010;Nosek et al, 2017). Key to positive leadership was the promotion of continued learning by providing or facilitating training and educational opportunities for stakeholders (Landry et al, 2011).…”

“…Engaging students as key stakeholders in curriculum design can lead to a transformative process for both learners and teachers. Such engagement may lessen hierarchical structures between faculty and students to enhance positive learning experiences, encourage faculty to think differently about their teaching strategies, and support succession management by cultivating graduate students' own teaching abilities (Dalrymple et al, 2017;Nosek et al, 2017). Clinical partners (e.g., practitioners, managers) in diverse health care settings have a pulse on patient complexity and the challenges nurses experience in the current health care system (Tiwari et al, 2002).…”