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The individuals selected to form a review group should be specialists in the given learning domain. For example, a curriculum for a health specialty degree such as dentistry can only be created or reviewed by persons with a strong background in dentistry. Hence, specialty checks and further training in curriculum development are vital when convening such a group. Second, the group should be made up of responsible citizens who have no questionable backgrounds (Uys & Gwele, 2005). During the creation or review process of the nursing curriculum, group members should be effective contributors who can provide and support valid arguments. In other words, the individual members of the review team should be confident individuals who are driven by a common purpose or goal (Iwasiw, Andrusyszyn & Goldenberg, 2009).
It is indeed true that faculty team members may have their own opinion on the best way to deliver curriculum content to learners. However, their approach may completely differ from the recommended curriculum guidelines. Therefore, it is necessary to facilitate a dialogue between faculty members and curriculum developers. Both teams can be brought into a common discussion table so that they can deliberate their experiences in implementing the curriculum. For example, faculty members should be given the chance to explain their customized methodologies in curriculum development and whether such methods deliver positive outcomes (Headrick, Barton & Ogrinc, 2012). On the other hand, curriculum developers should assess the approaches that have been adopted by faculties against the actual learning outcomes. Finally, a consensus can be reached by both the faculty team members and curriculum developers. The most effective and result-oriented curriculum delivery methods should eventually be adopted by faculty members and documented by curriculum developers.
It is a strenuous task to develop a curriculum. In any case, curriculum development should not be viewed as a single event but rather as a continuous process. In most cases, curriculum development begins when there is a need to develop a new set of learning objectives. Every decision made regarding the development of a nursing curriculum should be conclusive and well-thought-out. However, it is crucial to understand that the process can never be concluded. In other words, the process cannot come to an end even if the curriculum outcomes have been appraised after the process of implementation.
It may be necessary to embrace adaptations in the course of curriculum development. In addition, the resultant outcomes have to be assessed. Therefore, it is obvious that curriculum development is a vicious cycle that can never be brought to a halt.
In The Essentials of Masters Education in Nursing adopted by the American Association of Colleges of Nursing, a number of vital areas in curriculum development have been explored (Essentials Series, 2014). For example, the recommended areas of practice in the Masters Education program have been documented in the guide. In addition, the nursing practice context and the overall curriculum outline of the Masters nursing in education have been tackled in this guide. Other areas addressed in the guide include systems leadership, advocacy and health policy, safety and quality improvement as well as healthcare information systems.
The piece of literature offers a solid platform for nursing students who wish to pursue nursing education up to the Masters level. For example, quality improvement and leadership ideals taught at the Masters level of education are practically essential as part and parcel of curriculum (Lang, 2003). Nurses should be astute leaders on their own bearing in mind that they deal with patients from diverse backgrounds on a daily basis. Healthcare informatics is yet another key area of concern that should be incorporated in curriculum development. Information systems in healthcare delivery cannot be left out in the modern development of the nursing curriculum. As a matter of fact, healthcare records can be maintained in a better way by adopting an electronic health records system (McCoy & Anema, 2012).
On the other hand, the guide may hamper curriculum development in nursing because there are no pragmatic triggers for change in the entire plan. For instance, workplace satisfaction among nurses and the introduction of new ideas are core change processes that ought to be addressed by the nursing curriculum. New demands may also be made by the regulatory body. Unless the curriculum has been adequately tailored to address such changes, the outcomes cannot be impressive.
In the case of The Essentials of Baccalaureate Nursing, it is vital to mention that the piece of literature may positively guide curriculum development in nursing in various ways (Essentials Series, 2014). To begin with, most of the vital areas of the baccalaureate nursing practice have been addressed. For example, the material can positively transform curriculum development in nursing since it has explored the importance of evidence-based practice scholarship and also articulated crucial perspectives on systems leadership and organizational management (Paterson & Grandjean, 2008). Some of the key tenets of professionalism in nursing have also been included in the study. In addition, regulatory environments for healthcare policy and finance are prudent concerns for nursing educators when the curriculum is being developed. However, there are no clear and systematic guidelines on the national curriculum development in nursing in the above piece of literature. It can also hamper curriculum development because it lacks basic outlines of a curriculum design.
References
Essentials Series (2014). Web.
Headrick, L. A., Barton, A. J. & Ogrinc, G. (2012). Results of an effort to integrate quality and safety into medical and nursing school curricula and foster joint learning. Health Affairs, 31(12), 2669-26680.
Iwasiw, C., Andrusyszyn, M.A. & Goldenberg, D. (2009). Curriculum Development in Nursing Education. London: Jones and Bartlett Publishers.
Lang, R. D. (2003). Healthcare information management systems concentration curriculum choices: Evaluating the CIO perspective. Journal of Information Systems Education, 14(4), 373-380.
McCoy, J.L. & Anema, M. (2012). Fast Facts for Curriculum Development in Nursing: How to Develop & Evaluate Educational Programs in a Nutshell. New York: Springer Publishing Company.
Paterson, M., & Grandjean, C. (2008). The bridge to practice model: A collaborative program designed for clinical experiences in baccalaureate nursing. Nursing Economics, 26(5), 302- 309.
Uys, R.L. & Gwele, S.N. (2005). Curriculum Development in Nursing Process and Innovations. New York: Routledge.
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