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Doody's Review ServiceReviewer: Kathleen A Poindexter, PhD, MSN, RN, CNE (Michigan State University College of Nursing)
Description: The authors present an organized and practical approach to developing an evidence-informed, context-relevant, unified nursing education curriculum. They also provide information to facilitate curricular work ranging from enhancing lesson plans to creating a new nursing education curriculum. The book focuses on presenting theory and emphasizes a concept-based curricular approach. The previous edition was published in 2008.
Purpose: The purpose is to provide information on the processes used to develop a curriculum for nursing education. The underlying premise is that developing nursing curricula is an ongoing process that is responsive to current and anticipated changes in society, healthcare trends, and advances in professional practice. The authors meet their objectives by offering a practical approach to curricular work.
Audience: The intended audience is individuals involved in designing and developing prelicensure nursing education programs, including nursing education faculty, graduate teaching assistants, instructional designers, and those preparing to be nursing faculty. The authors are expert nurse educators and curriculum developers.
Features: The book is divided into six parts. Part 1, an introduction to curriculum development, provides relevant definitions used throughout the book. The Model of Evidence-Informed, Context-Relevant, Unified Curriculum is presented and serves as an organizer for the remainder of the book. Part two introduces the three core processes of curriculum work: faculty development, ongoing appraisal, and scholarship. Part three addresses the preparation necessary for curriculum work, including needs assessment, faculty/stakeholder support, and leadership. Part four details pertinent information on collecting and analyzing contextual factors and philosophical approaches to curriculum design and discusses creating concept-based courses. Part five introduces the concepts of readiness and fidelity in relation to curricular implementation. Curricular versus program evaluation is also discussed. The final section of the book presents curricular considerations associated with distance delivery for nursing education. Each chapter includes a summary, synthesis activities that include a case study, and questions to guide readers contemplating integration into an academic setting.
Assessment: This is a comprehensive resource for individuals involved in nursing education curriculum development or review as well as faculty who are simply interested in redesigning a lesson plan. This expanded third edition adds several new and relevant topics such as interprofessional education, concept-based learning, scholarship, and an expanded section on distance delivery. Numerous updated resources, ideas, and references have been added to improve clarity and the understanding of the curriculum development process.