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A facilitative approach to learning about curriculum development.

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Graduate nursing students developed curricula using group process and an escalator model. This approach fostered self-direction, self-esteem, and mutual respect, preparing them for future roles.

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Area of Science:

  • Nursing Education
  • Curriculum Development

Background:

  • Graduate students possess high ambitions and a drive for excellence.
  • Educators face challenges in creating learning opportunities that align with these student aspirations.
  • Effective curriculum development is crucial for preparing future nurse educators.

Purpose of the Study:

  • To describe two teaching approaches for graduate nursing curriculum development.
  • To evaluate the impact of these approaches on student learning and professional growth.
  • To prepare future nurse educators for their curriculum development roles.

Main Methods:

  • Implementation of group process and an adapted Bensusan escalator model in a graduate nursing course.
  • Students worked collaboratively as a faculty group to develop hypothetical curricula.
  • Course faculty provided critiques on successive iterations of student work.

Main Results:

  • Students reported enhanced self-direction, self-esteem, and mutual respect.
  • The learning environment was perceived as safe, caring, and supportive.
  • Authentic curriculum development occurred within this pedagogical framework.

Conclusions:

  • The described teaching approaches offer a pragmatic and productive method for graduate nursing education.
  • These methods effectively support students in developing curriculum development skills.
  • The approach fosters key professional attributes essential for nurse educators.