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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.
Background:
This article reports a qualitative study exploring perspectives of registered nurses when engaging in co-designing undergraduate nursing curricula. Outcomes can be used to inform the development of revised Bachelor of Nursing curriculum.
Method:
This study used a qualitative descriptive exploratory design with in-depth individual interviews to investigate experiences of registered nurses when engaging in co-design activities in development of undergraduate nursing curricula.
Results:
Five in-depth individual interviews were completed between 2022 and 2023. Three themes including perceptions of co-design, factors impacting co-design and essential structures supporting co-design were recognised each with subthemes.
Conclusion:
The findings suggest co-design in nursing curriculum design is poorly understood amongst stakeholders. However, co-design is increasingly being implemented across higher education to improve partnerships, learner engagement and professional preparation. To promote wider engagement in co-design academics and clinicians need to collaborate to effectively develop and deliver relevant educational services and programs.
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