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Registered nurses' perspectives on co-designing undergraduate nursing curriculum: A qualitative study.
Monica Peddle1, Rachael Sabrinskas2, Thomas Mathew2
1Centre for Quality and Patient Safety Research in the Institute for Health Transformation, School of Nursing and Midwifery, Deakin University, Australia.
Summary
Registered nurses
Area of Science:
- Nursing Education
- Curriculum Development
- Qualitative Research
Background:
- Explores registered nurses' perspectives on co-designing undergraduate nursing curricula.
- Findings inform revisions for Bachelor of Nursing programs.
Purpose of the Study:
- Investigate registered nurses' experiences with co-design in curriculum development.
- Identify factors and structures supporting effective co-design in nursing education.
Main Methods:
- Qualitative descriptive exploratory design.
- In-depth individual interviews with registered nurses.
- Data collected between 2022 and 2023.
Main Results:
- Identified three key themes: perceptions of co-design, impacting factors, and supporting structures.
- Recognized subthemes within each main theme.
- Highlighted a general lack of understanding regarding co-design in nursing curriculum development.
Conclusions:
- Co-design in nursing curriculum development is not widely understood by stakeholders.
- Co-design is increasingly used in higher education to enhance partnerships and learner engagement.
- Collaboration between academics and clinicians is crucial for successful co-design implementation in nursing education.
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