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Opis
Section I:: Introduction to the History of Curriculum Development and Faculty Role
Chapter 1:: Best Laid Plans:: A Century of Nursing Curricula
Chapter 2:: Responsibilities of Faculty in Curriculum Development and Evaluation
Section II:: Learning Theories, Education Taxonomies, and Critical Thinking
Chapter 3:: Learning Theories Applied to Nursing Curriculum Development
Chapter 4:: Taxonomies and Critical Thinking in Curriculum Design
Section III:: Conducting A Needs Assessment for Reviewing and Developing Curricula
Chapter 5:: External Frame Factors:: Influence and Assessment
Chapter 6:: Internal Frame Factors:: Influence and Assessment
Section IV:: Curriculum Development
Chapter 7:: Components of the Curriculum
Chapter 8:: Undergraduate Curricula in Nursing
Chapter 9:: Graduate Curricula in Nursing
Section V:: Curriculum and Program Evaluation
Chapter 10:: Master Planning for Program and Curriculum Evaluation:: Systematic Assessment and Evaluation
Chapter 11:: Application of Educational Evaluation Models to Nursing with A Case Study:: Standardized Patient Technology in Formative and Summative Evaluation of Nurse Practitioners
Chapter 12:: Planning for Accreditation:: Evaluating the Curriculum
Section VI:: Curriculum Development and Evaluation in Staff Development and Patient Education
Chapter 13:: Adaptation to Staff Development and Patient and Family Education
Section VII:: Issues and Trends in Curriculum Development and Evaluation
Chapter 14:: Distance Learning
Chapter 15:: Summary and Issues