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Nurse teachers' knowledge in curriculum planning and implementation.

Eiddwen Thomas1, Brian Davies

  • 1emt@c14f.fsnet.co.uk

Nurse Education Today
|March 29, 2006
PubMed
Summary

Nurse teachers rely on practical experience over research evidence when developing curricula, potentially hindering evidence-based patient care. This impacts nursing education and future practice.

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Area of Science:

  • Nursing Education Research
  • Curriculum Development
  • Pedagogy

Background:

  • Nurses are expected to use research evidence for patient care.
  • However, a gap often exists between research findings and actual nursing practice.
  • Routine practices frequently overshadow evidence-based approaches.

Purpose of the Study:

  • To investigate the sources and characteristics of knowledge used by nurse educators.
  • To understand how this knowledge influences curriculum development and implementation.

Main Methods:

  • Ethnographic case study design.
  • Data collection through interviews, participant observation, and document analysis.
  • Theoretical framework based on Bernstein's theory of the pedagogic device.

Main Results:

  • Nurse educators primarily utilized their own teaching and clinical experience for curriculum planning.
  • Despite policy influences, teacher-centered practices and reliance on propositional knowledge dominated.
  • Curriculum delivery was determined by educators at institutional and classroom levels.

Conclusions:

  • Identified teaching practices may foster learning approaches contrary to evidence-based care.
  • This contrasts with the current emphasis on evidence-based practice, clinical effectiveness, and governance.
  • Potential disconnect between educational preparation and contemporary healthcare demands.

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