Curriculum Development and Evaluation in Nursing Education: Edition 4
Podrobnosti o e‑knize
- --Doody's Book Reviews
Reorganized and updated to deliver practical guidelines for evidence-based curricular change and development, the fourth edition of this classic text highlights current research in nursing education as a springboard for graduate students and faculty in their quest for research projects, theses, dissertations, and scholarly activities. It also focuses on the specific sciences of nursing education and program evaluation as they pertain to nursing educators. New chapters address the role of faculty regarding curriculum development and approval processes in changing educational environments; course development strategies for applying learning theories, educational taxonomies, and team-building; needs assessment and the frame factors model; ADN and BSN and pathways to higher degrees; and planning for doctoral education.
The fourth edition continues to provide the detailed knowledge and practical applications necessary for new and experienced faculty to participate in essential components of the academic role—instruction, curriculum, and evaluation. At its core, the text discusses the importance of needs assessment and evidence as a basis for revising or developing new programs and highlights requisite resources and political support. With a focus on interdisciplinary collaboration, the book addresses the growth of simulation, how to help new faculty transition into the academic role, and use of curriculum in both practice and academic settings. Additionally, the book describes the history and evolution of current nursing curricula and presents the theories, concepts, and tools necessary for curriculum development. Chapters include objectives, discussion points, learning activities, references, and a glossary.
New to the Fourth Edition:
- Reorganized and updated to reflect recent evidence-based curricular changes and developments
- Highlights current research
- New chapter: Implementation of Curriculum – Course Development Strategies for the Application of Learning Theories, Educational Taxonomies, and Instruction Team-Building
- New chapter on Planning for Undergraduate Programs
- New content on Needs Assessment and the Frame Factors Model
- New content on Planning for Doctoral Education in Nursing
- New content on curriculum evaluation, financial support, budget management, and use of evidence
Key Features:
- Supports new faculty as they transition to academe
- Addresses the need for preparing more faculty educators as defined by IOM report, the ACA, and the Consensus Model
- Describes the scope of academic curriculum models at every practice and academic level
- Threads the concept of interdisciplinary collaboration in education throughout
- Serves as a CNE Certification Review
O autorovi
Sarah B. Keating, MPH, EdD, RN, C-PNP, FAAN, retired as Endowed Professor, Orvis School of Nursing, University of Nevada Reno (UNR), where she taught Curriculum Development and Evaluation in Nursing, Instructional Design and Evaluation and the Nurse Educator Practicum, and was Director of the DNP program.
Stephanie Stimac DeBoor, PhD, APRN, ACNS-BC, CCRN, AACN LANP Fellow, is a Professor, Senior Associate Dean, and the Associate Dean of Graduate Programs, at the University of Nevada, Reno (UNR), Orvis School of Nursing (OSN). She oversees all the graduate programs and specialty tracks at the OSN. She is a member of the University Courses and Curriculum Committee, and the OSN Mae Orvis Symposium Committee. She teaches in both the undergraduate and graduate programs. In addition, Dr. DeBoor serves as the chair of the Research Committee of Sigma - Nu Iota chapter. She is involved in multiple OSN, University and community committees. She is the recipient of several honors, including the American Association of Colleges of Nursing (AACN) 2013–2014 Fellowship Leader for Academic Nursing Program, and was honored as the Most Inspirational Teacher, UNR (2009, 2010, and 2012). She was a recent nominee for the Fall 2023 the Most Inspirational Teacher, by undergraduate nursing students. Dr. DeBoor was a nominee for the University of Nevada, Reno F. Donald Tibbitts Distinguished Teacher Award. Dr. DeBoor has published articles in Nurse Educator, Journal of Nursing Education, Journal of Nursing Care Quality, and American Journal of Critical Care. In addition to this text, Dr. DeBoor contributed a chapter, Curriculum Development and Course Design in Nursing, to Teaching in Nursing and Role of the Educator: The Complete Guide to Best practice in teaching, evaluation, and curriculum development, Fourth Edition (Springer Publishing Company). She also co-authored a chapter, The Ripple Effect of Mentoring in Research and Academia to In N. Rollings Gantz & T. B. Hafsteinsdóttir, (Eds), Mentoring in Nursing through Narrative Stories Across the World (Springer Publishing). She just finished a case study on Intracranial Hypertension to be included in J. Ferdowsali’s “Acute and Critical Care Cases for the Nurse Practitioner”.
