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Related Experiment Video

Updated: Jun 1, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Using constructive alignment theory to develop nursing skills curricula.

Sundari Joseph¹, Charles Juwah

¹The Robert Gordon University, Faculty of Health and Social Care, Garthdee Road, Aberdeen AB107QG, United Kingdom. s.joseph@rgu.ac.uk

Nurse Education in Practice

|June 14, 2011

Summary

This summary is machine-generated.

Constructive alignment theory positively impacts nursing education by enhancing clinical skill acquisition and confidence in newly qualified nurses (NQN). This framework offers valuable insights for nursing curriculum development and effective nurse educator practice.

Related Experiment Videos

Last Updated: Jun 1, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Curriculum Development
Educational Theory

Background:

Constructive alignment theory is established in higher education but less documented in nursing skills curricula.
Clinical skill acquisition is crucial for undergraduate nursing students transitioning to practice.
Evaluating pedagogical frameworks' impact on newly qualified nurses (NQN) is essential.

Purpose of the Study:

To explore the application of constructive alignment theory in undergraduate nursing skills curricula.
To ascertain the impact of a constructively aligned curriculum on student nurses' skill acquisition and NQN confidence.
To compare outcomes between NQNs from a constructively aligned curriculum and those without.

Main Methods:

A mixed-methods study involving undergraduate student nurses and newly qualified nurses (NQN).
Follow-up of students (n=58) as NQNs to assess skill acquisition and confidence.
Comparison with NQNs from non-aligned curricula, incorporating preceptor feedback.

Main Results:

The constructively aligned curriculum demonstrated positive benefits for NQNs regarding confidence to practice.
Skill identification was reported in the immediate post-registration period for participants.
Preceptors' views supported the positive impact of the aligned curriculum on NQNs.

Conclusions:

Constructive alignment is a beneficial theoretical framework for nurse educators and nursing skills curriculum development.
The study recommends two process models for advancing nursing skills curriculum design.
Implementing constructive alignment can enhance NQN confidence and preparedness for practice.