Nurse Educator Case Study

Please be sure to provide complete, thought-provoking responses to the below questions. Review the following case and answer the following analysis questions. Use APA format and 2-3 scholarly references. The Castlefield University School of Nursing case illustrates some ideas about curriculum development and support for undertaking curriculum work. Read the following case and then answer the associated questions that guide a critical analysis of the case.
Castlefield University School of Nursing Case Scenario
Castlefield University School of Nursing offers a 4-year, integrated baccalaureate nursing program, with professional practice beginning in the second semester of the first year. The current curriculum was introduced 12 years previously, and modifications have occurred periodically throughout the years.
Several faculty members of the Castlefield University School of Nursing are considering the need for changes to the undergrad nursing curriculum. In particular, two relatively new faculty members, William and Martha, who obtained their nurse doctorate 2 years ago and then began teaching on a full-time basis in the second year of the program, are especially vocal about the relevance of the curriculum. They are also concerned about reports from healthcare agency staff that Castlefield nursing students and graduates seem unable to meet practice expectations.
Their concerns were brought forth at the monthly meeting at the Undergraduate Curriculum Committee, which is comprised of faculty from all 4 years of the program. One committee member, who has taught at Castlefield for 4 years, appeared sympathetic. However, those with 12 or more years of experience in the nursing program felt there is no need for change because they believe that the present nursing curriculum is up to date. This latter group has enjoyed excellent relationships with the school leader, Dr. Virginia Higgins, who has facilitated their attendance at workshops and conferences on a newer curriculum that involves feminist, caring, and student-centered approaches. Following these workshops, some minor curriculum revisions were made.
William and Martha continue to present their case for curriculum revision. They staunchly propose that the current nursing program seems no longer relevant for the times and required changes. They argued that, from their perspective and that of other faculty and stakeholders with whom they have consulted, there is very little stated or included in the curriculum about evidence-based nursing practice and safety. Martha also added insufficient content in the curriculum about the clients who served and the community. William continued that, while he has been eager to become a member of the faculty 2 years ago, he has yet to identify the relationship of the nursing program to the universitys broad goals. Both William and Mary questioned if the nursing program really represents an evidence-uniformed, content-relevant, unified curriculum.
Two other committee members added their concerns about unsatisfactory reports from healthcare agencies about some students and graduates. All faculty had been shocked to learn that nearly 20% of the graduates were unsuccessful on the National Council Licensure Examination (NCLEX) this year. That particular group of graduates has also been quite vocal about their displeasure with the Castlefield nursing program and with some of the nursing faculty. They had previously met with William and Martha and several nursing staff with whom they had worked as students to discuss what they could do to improve their chances for success on the next NCLEX examination. However, despite the NCLEX failure rate and apparent agency disappointment about some Castlefield students and graduates, there is increasing pressure from the universitys senior administration to increase enrollment and research funding, and publication rates.
Given administrators pressure, the concerns of some nursing faculty and several healthcare employers, and the scheduled approval and accreditation reviews within 3 years. Dr. Higgins is convinced that the time is right for a significant curriculum revision or the development of a new curriculum. After speaking further with William and Martha, some more experienced nursing faculty members, and interested stakeholders. Dr. Higgins called a special meeting to discuss whether curriculum revision or development is needed.
Case Critical Analysis Questions
Discuss the relationship between program evaluation and a quality curriculum.
What formative and summative assessment methods may be useful for nursing education and consistent with the curriculum outlined in this case?
How can a systemic program evaluation be used in this program development venture? Why?
How might a curriculum map be useful when faculty conduct a curriculum revision or curriculum development? Discuss components that should be included in a curriculum map?
What aspects of the overall program should be evaluated for this case?
Reference: Iwasiw, C. & Goldenberg D. (2015). Curriculum Development in Nursing Education. Jones & Bartlett.

Last Completed Projects