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Curriculum revision isn't just change: it's transition!
1College of Nursing Graduate Program, University of Oklahoma, University Center, Tulsa 74106-0700, USA.
Summary
Nursing curriculum revision can cause faculty resistance. Viewing revision as a transition, not just change, helps faculty adapt, leading to improved curricula and faculty well-being.
Area of Science:
- Nursing Education
- Healthcare Management
Background:
- Nursing programs nationwide are revising curricula due to healthcare industry shifts.
- Curriculum revision often elicits faculty apprehension and resistance.
- Nursing curricula are deeply connected to faculty identity.
Purpose of the Study:
- To explore faculty responses to curriculum revision in nursing programs.
- To propose a framework for managing curriculum revision as a transition process.
- To identify strategies for fostering positive faculty engagement during curriculum change.
Main Methods:
- Conceptual analysis of curriculum revision as a psychological transition.
- Exploration of faculty's psychological relationship with nursing curricula.
- Application of transition theory to the curriculum development process.
Main Results:
- Framing curriculum revision as a transition, rather than change, can mitigate faculty resistance.
- Planned strategies based on transition principles can lead to successful curriculum outcomes.
- Faculty engagement in transition-focused revision enhances psychological effectiveness and well-being.
Conclusions:
- Adopting a transition-focused approach to curriculum revision is crucial for nursing programs.
- Successful curriculum revision fosters faculty adaptation, leading to enhanced professional identity and mastery.
- This approach supports the development of 21st-century nursing curricula and faculty well-being.