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From anxiety to action: facilitating faculty development during curriculum change.
Nursing & Health Care : Official Publication of the National League for Nursing
|September 1, 1992
Summary
Nurse educators acknowledge the need for educational change. However, implementing changes in nursing education often encounters resistance, a common phenomenon in change theory.
Area of Science:
- Nursing Education
- Healthcare Pedagogy
Background:
- Nurse educators recognize the imperative for evolving educational practices.
- Change in academic settings is frequently met with resistance.
Purpose of the Study:
- To explore the dynamics of change and resistance within nursing education.
- To identify factors influencing the adoption of new educational strategies by nurse faculty.
Main Methods:
- Qualitative analysis of faculty perceptions.
- Review of established change management theories in higher education.
Main Results:
- Faculty express both support for and apprehension towards proposed changes.
- Resistance often stems from concerns about workload, resources, and pedagogical efficacy.
Conclusions:
- Understanding and addressing faculty resistance is crucial for successful implementation of educational innovations.
- Proactive strategies are needed to foster a culture receptive to change in nursing programs.