Role of Faculty In Nursing Education
Introduction
The landscape of nursing education is shaped by diverse curriculum models and the crucial role of faculty in their development. Effective curriculum design is essential for preparing nurses who can meet the evolving demands of the healthcare sector. This discussion explores various types of curricula in nursing education, the historical evolution of curriculum development, and the integral role of faculty in shaping and implementing curricula.
Types of Curriculum in Nursing Education
Curricula in nursing education are multifaceted and can be categorized into several types, each with its own purpose and influence on the educational experience.
- Official Curriculum
The official or legitimate curriculum comprises the formal documents and frameworks that outline the educational plan. This includes the curriculum framework, philosophy, mission, and specific lists of outcomes, competencies, and learning objectives. Bevis (2000) defines the legitimate curriculum as the agreed-upon framework by faculty, explicitly or implicitly. These documents are essential for transparency and communication with students, health care practice partners, and accrediting agencies, ensuring that the curriculum meets established educational standards.
- Operational Curriculum
The operational curriculum refers to what is actually taught by educators and how its importance is conveyed to students. According to Posner (1992), this curriculum encompasses the knowledge, skills, and attitudes (KSAs) emphasized in both classroom and clinical settings. It is shaped by the daily interactions between faculty and students, reflecting the practical application of the theoretical framework.
- Illegitimate Curriculum
Bevis (2000) describes the illegitimate curriculum as content that is known and taught by faculty but not formally evaluated or documented. This includes aspects such as caring, compassion, and the use of power, which may be significant but are often overlooked in formal assessments.
- Hidden Curriculum
The hidden curriculum involves the values and beliefs communicated through faculty’s verbal and nonverbal interactions. Bevis (2000) and Posner (1992) emphasize that while faculty may be unaware of the implicit messages they send, students are acutely aware of these “hidden agendas.” The hidden curriculum can profoundly impact students’ learning experiences and their professional development.
- Null Curriculum
The null curriculum represents content and behaviors that are intentionally or unintentionally omitted from the formal curriculum. Bevis (2000) highlights the importance of recognizing and addressing what is not being taught, such as clinical reasoning skills. Understanding the null curriculum helps faculty identify gaps and make necessary adjustments to ensure a comprehensive educational experience.
Curriculum Development in Nursing Education
Historically, curriculum development in nursing education has evolved significantly, influenced by various educational theories and practices.
- Historical Perspectives
Bevis (2000) challenged the traditional Tylerian behaviorist paradigm, advocating for a focus on human interaction and active learning. This shift emphasized the importance of student-teacher interactions and the dynamic nature of the learning process. Since Bevis, scholars like Diekelmann and Diekelmann (2009) and Ironside (2014) have further developed these concepts, emphasizing the need for curricula that reflect contemporary health care trends and practices.
- Contemporary Challenges and Opportunities
Nursing curricula are often shaped by current practices, accreditation standards, and regulatory requirements, which can lead to variability and lack of standardization. The evolving healthcare environment presents opportunities for curricula to address new challenges, such as:
- Enhancing skills in delegation, supervision, prioritization, clinical reasoning, and leadership.
- Focusing on health promotion, disease prevention, and care transitions to improve outcomes and reduce health care disparities.
- Improving student–faculty–preceptor interactions and designing clinical models that immerse students in practice settings.
- Developing learner-centered environments that incorporate evidence-based research and cultural sensitivity.
Valiga (2012) emphasizes the need for proactive and innovative approaches to nursing education, advocating for a national agenda to support necessary transformations in the field.
- Future Directions
As nursing education continues to evolve, faculty must remain adaptable and responsive to changes in healthcare needs and educational trends. This involves crafting curricula that are flexible, evidence-based, and aligned with contemporary healthcare practices and policies.
Role of Faculty in Curriculum Development in Nursing Education
Faculty play a pivotal role in the development and implementation of nursing curricula. Their expertise and involvement are crucial for ensuring that curricula are relevant, effective, and aligned with professional standards.
- Faculty Responsibilities
The National League for Nursing (NLN) outlines the responsibility of nurse educators in formulating program outcomes and designing curricula that reflect contemporary healthcare trends (NLN, 2012). Faculty are expected to use their expertise to identify essential knowledge and competencies required for nursing practice, ensuring that graduates are well-prepared for their professional roles.
- Engaging Stakeholders
In contemporary nursing education, there is an increasing emphasis on involving a broad range of stakeholders in the curriculum development process. This includes practicing nurses, healthcare administrators, and regulatory bodies. Engaging these stakeholders adds complexity to the development process but is essential for creating curricula that meet workforce expectations and respond to emerging healthcare needs.
- Curriculum Design Approaches
Traditional curriculum development focused on structured frameworks, objectives, and learning experiences. However, contemporary approaches emphasize a shift from an epistemological orientation (focused on content) to an ontological orientation (focused on the learner’s development) (Doane & Brown, 2011; Ironside, 2014). This shift promotes a learner-centered approach, where the focus is on facilitating the learner’s transformation into a competent nursing professional.
- Curricular Integrity and Academic Freedom
Faculty autonomy in curriculum development is traditionally linked to the concept of academic freedom. Faculty are considered “owners” of the curriculum, responsible for assessing, implementing, and evaluating its effectiveness. However, achieving curricular integrity requires collaboration and consensus among faculty members. The American Association of Colleges and Universities (2006) emphasizes that academic freedom involves working collectively to design and uphold curricula that foster effective student learning.
- Collaboration and Communication
Effective curriculum development necessitates ongoing communication and collaboration among faculty members, administrators, and other stakeholders. This collaborative approach ensures that curricula remain relevant, coherent, and aligned with educational goals. Faculty must balance their expertise with the need for collective decision-making to maintain curricular quality and integrity.
Conclusion
The development of nursing curricula involves navigating various types of curricula and addressing contemporary challenges in healthcare education. Faculty play a central role in this process, from designing curricula that reflect current practices to engaging stakeholders and ensuring curricular integrity. As nursing education continues to evolve, it is essential for faculty to adopt innovative approaches, collaborate effectively, and remain responsive to the changing needs of the healthcare sector. By doing so, they can help shape a nursing education system that produces competent, skilled professionals ready to meet the demands of modern healthcare.
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