Applying Kotter's Change Model to Implement Constructive Alignment in Clinical Teaching Rounds for Service Evaluation

Area of Science:

• Nursing Education
• Faculty Development
• Educational Psychology

Background:

• Clinical nursing education is vital for competent nurses, but inadequate instructor skills create a theory-practice gap.
• This study addresses the need for improved teaching methodologies in clinical nursing settings.
• Existing teaching practices require enhancement to meet the demands of modern healthcare.

Purpose of the Study:

• To develop and implement a faculty development program using constructive alignment (CA) and Kotter's 8-step change model.
• To identify and address weaknesses in clinical teaching rounds and faculty self-efficacy.
• To improve the overall effectiveness of clinical nursing education through structured faculty development.

Main Methods:

• A mixed-methods approach integrating qualitative (Participatory Action Research) and quantitative (self-efficacy surveys) data.
• Implementation of a year-long program with diagnostic, intervention, and evaluation phases, mapped to Kotter's 8 steps.
• Clinical teachers were guided to conduct teaching rounds using the constructive alignment framework, with outcomes analyzed via inductive thematic analysis.

Main Results:

• The faculty development program, guided by Kotter's model and CA, demonstrated improvements in clinical teaching practices.
• Pre- and post-program self-efficacy surveys indicated enhanced teaching capabilities among clinical faculty.
• The intervention successfully aligned teaching activities with learning outcomes, positively impacting clinical education.

Conclusions:

• Kotter's 8-step model and constructive alignment provide a robust framework for clinical faculty development.
• The study successfully enhanced clinical teaching skills and faculty self-efficacy.
• This approach offers a sustainable model for improving the quality of clinical nursing education.