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A process-driven curriculum in nursing education.

S T Myers, K M Stolte, C Baker

    Nursing & Health Care : Official Publication of the National League for Nursing
    |November 1, 1991
    PubMed
    Summary
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    This study presents a curriculum framework centered on learning strategies and thinking processes, moving beyond traditional content-based education. It outlines five key operations for innovative educational designs in nursing.

    Area of Science:

    • Nursing Education
    • Curriculum Development
    • Educational Psychology

    Background:

    • Traditional nursing curricula often prioritize content over the underlying learning strategies and cognitive processes.
    • There is a growing need for innovative educational designs in nursing to meet evolving healthcare demands.
    • Newer accreditation standards, such as those from the National League for Nursing (NLN), encourage creative curriculum approaches.

    Purpose of the Study:

    • To describe a novel curriculum model based on learning strategies and thinking processes, rather than solely on content.
    • To identify and define the core operational components essential for this process-oriented curriculum.
    • To provide an example of an innovative curriculum design that aligns with contemporary educational best practices.

    Main Methods:

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    • The study involved conceptualizing and structuring a curriculum framework.
    • Key cognitive and operational processes central to nursing practice were identified and categorized.
    • The authors defined five critical operations that form the basis of the curriculum.

    Main Results:

    • A curriculum model was developed, shifting the focus from content delivery to the cultivation of learning strategies and thinking processes.
    • Five critical operations were identified: clinical process, consultation, managerial process, educative/learning process, and investigative process.
    • This framework offers a structured approach to designing nursing education that emphasizes skill development and critical thinking.

    Conclusions:

    • Curricula can be effectively designed around learning strategies and thinking processes, offering a valuable alternative to content-based models.
    • The identified five critical operations provide a practical foundation for implementing such a curriculum.
    • This approach supports the development of adaptable and critically thinking nursing professionals, aligning with modern educational standards.