Faculty Support and Development in Curriculum Essay

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Nursing Curriculum Development

Curriculum Development:

The first required step before initiating an RN-to-BSN degree completion program is determining the need for such a curricular change. Indeed, this will ultimately call for application to accredited in this area. Therefore, the demanding process of change must be warranted within the community. This means that the initial step would be to explore the apparent need for professional development in the research and academic capacities of nursing. If it can be determined that adding the Bachelor's program to the community's offerings would substantially address the demand in the field for nurses who are thusly educated, it would be appropriate to proceed with the new curriculum development.

Resources required for making this a reality would include the funding for achieving accreditation, the support of faculty for developing a proper course of education and the means for preparing the faculty that would ultimately be required to administer to newly advanced path of learning. It is expected that it would require roughly two years of application and development before a new curriculum could be put into place.

Once done, the positive offshoot would be a more attractive range of course offerings for prospective students and a better set of presenting skills for graduates entering the job market. The only negative consequence anticipated would be the demand to bring new and differently skilled personnel onboard. With an adjustment period, this negative could be quickly erased.

Case #1:

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Essay on Faculty Support and Development in Curriculum Development Assignment

The most immediately pressing factor for Meadowvale is the apparent lack of applicability of current curriculum to the professional standards reflected on the National Council Licensure Examination for Registered Nurses. A 20% failure rate, combined with a generally voiced discontent among the school's graduates, suggests that the current curriculum has become outdated relative to the demands and expectations of actual professional development. Therefore, Meadowvale is propelled by its declining performance to bring major change to a long-standing curricular orientation.


The primary sources of support will be those personnel with whom Dr. Lopez has established a strong and positive working relationship. According to the case history, Lopez benefits specifically from a successful working relationship with faculty members, university administrators, and clinical and professional colleagues. This gives her a great opportunity to make inroads into development by selecting key members of the faculty to help drive the new curriculum home with colleagues. According to the Keating (2011) text, supportive faculty will be the most important source in both developing curriculum and working against the inevitable resistance that is likely to arise. Keating tells that "in a study of faculty perceptions of implementation of curriculum change, Powell-Cope, Hughes, Sedlak, and Nelson (2008) found that administrators, other faculty, and students who were 'champions for curricular change' were also identified as facilitators of successful implementation of the new curriculum." (Keating, p. 34)

This is especially true in a case where change has been necessitated by a 15-year curricular holding pattern. Many faculty professionals who have become too comfortable with the current system may prove a source of resistance.


For many faculty members, the philosophical orientation of the curriculum change is likely to be a determinant factor. As the case history tells, there is little central guidance on the philosophy of the nursing curriculum in place. As a result, patient-centered, feminist and social justice ideas all influence educational approach. Those who are aligned with the centrally selected philosophical orientation of the new curriculum will most likely be strong advocates and stable personnel.


According to sources such as the text by Iwasiw et al. (2009), these twin failures serve as a significant impetus for immediate change. According to Iwasiw et al., we are justified in thinking of this as a rather urgent need at Meadowvale. As the Iwasiw text indicates, said urgency "is influenced by the factors that prompted consideration of curriculum development initially if, for example, two successive groups of graduates have had a high failure rate on licensing examinations, then there is pressure to improve the curriculum quickly" (Iwasiw et al., p. 19)

In the present case, we are not told of the testing… [END OF PREVIEW] . . . READ MORE

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