Judgment, inquiry, engagement, voice: reenvisioning an undergraduate nursing curriculum using a shared...

Area of Science:

• Nursing Education
• Curriculum Development

Background:

• Recent recommendations from major nursing organizations (e.g., American Association of Colleges of Nursing, Institute of Medicine, Carnegie Foundation) are driving curriculum redesign in undergraduate nursing programs.
• Curricular change, while complex, offers opportunities for faculty development and engagement.

Purpose of the Study:

• To describe a unique process for engaging faculty and stakeholders in the creation of a new, future-oriented undergraduate nursing curriculum.
• To highlight key stages and products of the curriculum development process.
• To illustrate how the developed framework translates into coursework and breaks down educational silos.

Main Methods:

• A collaborative approach involving the entire faculty and stakeholders was employed.
• The process focused on leveraging university and faculty strengths to build a cohesive curriculum.
• Key products and developmental milestones were identified and analyzed.

Main Results:

• Faculty engagement at each stage fostered ownership and endorsement of the new curriculum.
• The redesigned curriculum effectively integrates academic coursework with clinical experiences.
• The curriculum successfully bridges the gap between undergraduate education and the complexities of clinical practice.

Conclusions:

• A participatory curriculum redesign process can lead to a comprehensive and well-supported undergraduate nursing program.
• The developed curriculum enhances the integration of theory and practice, preparing students more effectively for clinical settings.
• Breaking down traditional silos in nursing education is crucial for producing competent and adaptable practitioners.