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Faculty development: the essence of curriculum development.

K L Rush, L L Ouellet, D Wasson

    Nurse Education Today
    |April 1, 1991
    PubMed
    Summary
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    Nurse educators are shifting from behaviorist to professional models for curriculum development. This transition requires educators to adapt their views and practices for complex nursing environments.

    Area of Science:

    • Nursing Education
    • Curriculum Development
    • Educational Paradigms

    Background:

    • Traditional nursing education relied on behaviorist principles for curriculum building.
    • This approach prepared graduates for predictable environments but is insufficient for complex modern nursing practice.

    Purpose of the Study:

    • To examine the process of shifting nursing education paradigms from behaviorist to professional models.
    • To propose strategies for mobilizing nurse educators in their role transition.

    Main Methods:

    • Analysis of the shift in educational orientations for nursing curriculum development.
    • Exploration of the assumptions underlying professional models of education.

    Main Results:

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  • Nurse educators are increasingly disenchanted with behaviorist approaches.
  • A shift towards professional models necessitates changes in educators' views and practices.

    • Conclusions:

    • Transitioning to a professional education paradigm requires active resocialization of nurse educators.
    • Strategies are needed to support educators in adopting new roles as both teachers and learners.