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Exploring Unplanned Curriculum Drift.

The Journal of Nursing Education

|October 31, 2015

Summary

This summary is machine-generated.

Staff actions inconsistent with curriculum concepts cause curriculum drift in nursing education, hindering desired learning outcomes. This impacts the quality of teaching and learning in undergraduate nursing programs.

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Area of Science:

Nursing Education
Curriculum Studies
Pedagogy

Background:

Examined unplanned curriculum drift in undergraduate nursing education.
Curriculum drift is when learning experiences deviate from the intended syllabus or outcomes.
Aimed to identify opportunities for quality enhancement in teaching and learning.

Purpose of the Study:

To explore staff perceptions of a new Bachelor of Nursing curriculum.
To investigate the phenomenon of curriculum drift in an Australian regional university.
To understand the link between staff interpretation and curriculum implementation.

Main Methods:

Survey of staff involved in implementing an innovative nursing curriculum.
Utilized a constructivist case study approach.
Explored perceptions of key philosophical and pedagogical concepts.

Main Results:

Staff actions were inconsistent with their understanding of the curriculum's core concepts.
Identified a discrepancy between intended curriculum and actual delivery.
Survey responses indicated varied interpretations of the innovative curriculum.

Conclusions:

Discrepancy between staff actions and curriculum concepts contributes to curriculum drift.
Curriculum drift compromises the achievement of desired learning outcomes for nursing students.
Innovative curricula risk reverting to unplanned states due to implementation challenges.