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Stakeholders' perspective about their engagement in developing a competency-based nursing baccalaureate curriculum: A
Michele Virgolesi1, Anna Marchetti2, Gianluca Pucciarelli1
1University of Rome Tor Vergata, Department of Biomedicine and Prevention, Rome, Italy.
Summary
Stakeholder engagement in nursing curriculum design creates a vital link between education and practice. This approach can enhance professional identity and job satisfaction for nurses.
Area of Science:
- Nursing Education
- Curriculum Development
- Higher Education
Background:
- Competency-based education (CBE) is an innovative educational model.
- Stakeholder perspectives are crucial in CBE, particularly in nursing.
- Limited research exists on stakeholder views in competency-based nursing curriculum design.
Purpose of the Study:
- To analyze stakeholder opinions and perspectives.
- To explore the development of a competency-based baccalaureate nursing curriculum.
- To investigate the role of stakeholder engagement in this process.
Main Methods:
- Phenomenological study employing Husserlian and Gadamerian approaches.
- Data saturation achieved through interviews to ensure comprehensive theme identification.
- Content analysis to categorize findings.
Main Results:
- Identified a 'bridge' connecting education and the work context.
- Stakeholder engagement emerged as a significant, albeit contentious, issue.
- Stakeholder engagement was found to be key in structuring the curriculum development methodology.
Conclusions:
- Stakeholder engagement fosters continuous interaction between academia and professional practice.
- This engagement can lead to improved professional identity among nurses.
- Enhanced job satisfaction for nurses is a potential outcome of this collaborative approach.
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