E D I TO R S “This is a detailed yet practical guide to planning, developing, and evaluating nursing curricula and educational programs It provides a comprehensive and critical perspective on the totality of variables impacting curricular decisions This book provides readers with a comprehensive overview of curriculum development, redesign, and evaluation processes.” Score: 92, HHHH —Doody’s Book Reviews R eorganized and updated to deliver practical guidelines for evidence-based curricular change and development, the fourth edition of this classic text highlights current research in nursing education as a springboard for graduate students and faculty in their quest for research projects, theses, dissertations, and scholarly activities It also focuses on the specific sciences of nursing education and program evaluation as they pertain to nursing educators New chapters address the role of faculty regarding curriculum development and approval processes in changing educational environments; course development strategies for applying learning theories, educational taxonomies, and teambuilding; needs assessment and the frame factors model; ADN and BSN and pathways to higher degrees; and planning for doctoral education The fourth edition continues to provide the detailed knowledge and practical applications necessary for new and experienced faculty to participate in essential components of the academic role—instruction, curriculum, and evaluation At its core, the text discusses the importance of needs assessment and evidence as a basis for revising or developing new programs and highlights requisite resources With a focus on interdisciplinary collaboration, the book addresses the growth of simulation, how to help new faculty transition into the academic role, and use of curriculum in both practice and academic settings Additionally, the book describes the history and evolution of current nursing curricula and presents the theories, concepts, and tools necessary for curriculum development Chapters include objectives, discussion points, and learning activities Key Features: • Supports new faculty as they transition to academe • Addresses the need for preparing more faculty educators as defined by the Institute of Medicine, the Affordable Care Act, and the APRN Consensus Model • Describes the scope of academic curriculum models at every practice and academic level • Threads the concept of interdisciplinary collaboration in education throughout ISBN 978-0-8261-7441-3 • Serves as a CNE certification review 11 W 42nd Street New York, NY 10036-8002 www.springerpub.com 780826 174413 FOURTH EDITION New to the Fourth Edition: • Reorganized and updated to reflect recent evidence-based curricular changes and developments • Highlights current research • New chapter on curriculum planning for undergraduate programs • New content on needs assessment and the frame factors model • New content on planning for doctoral education in nursing • New content on curriculum evaluation, financial support, budget management, and use of evidence CURRICULUM DEVELOPMENT AND EVALUATION IN NURSING EDUCATION SARAH B KEATING, EdD, MPH, RN, C-PNP, FAAN STEPHANIE S D e BOOR, PhD, APRN, ACNS-BC, CCRN KEATING D e BOOR CURRICULUM DEVELOPMENT AND EVALUATION IN NURSING EDUCATION, F O U R T H E D I T I O N SARAH B KEATING STEPHANIE S DeBOOR E D I TO R S CURRICULUM DEVELOPMENT AND EVALUATION IN NURSING EDUCATION FOURTH EDITION Curriculum Development and Evaluation in Nursing Education Sarah B Keating, EdD, MPH, RN, C-PNP, FAAN, retired as endowed professor, Orvis School of Nursing, University of Nevada, Reno, where she taught Curriculum Development and Evaluation in Nursing, Instructional Design and Evaluation, and the Nurse Educator Practicum, and was the director of the DNP program She has taught nursing since 1970 and received her EdD in curriculum and instruction in 1982 Dr Keating was previously director of graduate programs at Russell Sage College (Troy, New York) and chair of nursing, San Francisco State University, dean of Samuel Merritt-Saint Mary’s Intercollegiate Nursing Program (1995–2000), adjunct professor at Excelsior College, and chair of the California Board of Registered Nursing Education Advisory Committee (2003–2005) She has received many awards and recognitions, has published in numerous journals, and has been the recipient of 15 funded research grants, two from Health Resources and Services Administration (HRSA) Dr Keating led the development of numerous educational programs including nurse practitioner, advanced practice community health nursing, clinical nurse leader, case management, entry-level MSN programs, nurse educator tracks, the DNP, and MSN/MPH programs She served as a consultant in curriculum development and evaluation for undergraduate and graduate nursing programs and serves as a reviewer for substantive change proposals for the Western Association of Schools and Colleges (WASC) accrediting body Dr Keating published the first through third editions of Curriculum Development and Evaluation in Nursing Stephanie S DeBoor, PhD, APRN, ACNS-BC, CCRN, is the associate dean of graduate programs, and assistant professor, Orvis School of Nursing, University of Nevada, Reno She is a member of the University Curriculum Committee and teaches Nursing Education Role and Practicum, and Care of Clients With Complex Health Alterations In addition, Dr DeBoor is patient care coordinator and per diem RN at Northern Nevada Medical Center, Sparks, Nevada She is the recipient of several honors, including the American Association of Colleges of Nursing (AACN) 2013–14 Fellowship Leader for Academic Nursing Program, and was honored as the Most Inspirational Teacher, UNR (2009, 2010, and 2012) Dr DeBoor has published articles in Journal of Nursing Education, Journal of Nursing Care Quality, and American Journal of Critical Care Curriculum Development and Evaluation in Nursing Education FOURTH EDITION Sarah B Keating, EdD, MPH, RN, C-PNP, FAAN Stephanie S DeBoor, PhD, APRN, ACNS-BC, CCRN Editors Copyright © 2018 Springer Publishing Company, LLC All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, info@ copyright.com or on the Web at www.copyright.com Springer Publishing Company, LLC 11 West 42nd Street New York, NY 10036 www.springerpub.com Acquisitions Editor: Margaret Zuccarini Senior Production Editor: Kris Parrish Compositor: Westchester Publishing Services ISBN: 978-0-8261-7441-3 ebook ISBN: 978-0-8261-7442-0 Instructor’s Manual ISBN: 978-0-8261-7438-3 Instructor’s PowerPoints ISBN: 978-0-8261-7439-0 Instructor’s Materials: Qualified instructors may request supplements by emailing textbook@springerpub com 17 18 19 20 21 / The author and the publisher of this Work have made every effort to use sources believed to be reliable to provide information that is accurate and compatible with the standards generally accepted at the time of publication The author and publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers’ use of, or reliance on, the information contained in this book The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Library of Congress Cataloging-in-Publication Data CIP data is available from the Library of Congress Contact us to receive discount rates on bulk purchases We can also customize our books to meet your needs For more information please contact: sales@springerpub.com Printed in the United States of America by McNaughton & Gunn Contents Contributors vii Preface ix Share Curriculum Development and Evaluation in Nursing Education, Fourth Edition SECTION I: OVERVIEW OF NURSING EDUCATION: HISTORY, CURRICULUM DEVELOPMENT AND APPROVAL PROCESSES, AND THE ROLE OF FACULTY Sarah B Keating and Stephanie S DeBoor History of Nursing Education in the United States Susan M Ervin Curriculum Development and Approval Processes in Changing Educational Environments 29 Felicia Lowenstein-Moffett and Patsy L Ruchala SECTION II: NEEDS ASSESSMENT AND FINANCIAL SUPPORT FOR CURRICULUM DEVELOPMENT Sarah B Keating Needs Assessment: The External and Internal Frame Factors 47 Sarah B Keating Financial Support and Budget Management for Curriculum Development or Revision 67 Sarah B Keating SECTION III: CURRICULUM DEVELOPMENT PROCESSES Stephanie S DeBoor and Sarah B Keating The Classic Components of the Curriculum: Developing a Curriculum Plan 81 Sarah B Keating Implementation of the Curriculum 107 Heidi A Mennenga Curriculum Planning for Undergraduate Nursing Programs 123 Kimberly Baxter vi Contents Curriculum Planning for Specialty Master’s Nursing Degrees and Entry-Level Graduate Degrees 147 Stephanie S DeBoor and Sarah B Keating Planning for Doctoral Education 159 Stephanie S DeBoor and Felicia Lowenstein-Moffett 10 A Proposed Unified Nursing Curriculum 171 Sarah B Keating 11 Distance Education, Online Learning, Informatics, and Technology 185 Stephanie S DeBoor SECTION IV: PROGRAM EVALUATION AND ACCREDITATION Sarah B Keating 12 Program Evaluation and Accreditation 205 Sarah B Keating 13 Planning for an Accreditation Visit 223 Felicia Lowenstein-Moffett SECTION V: RESEARCH, ISSUES, AND TRENDS IN NURSING EDUCATION Stephanie S DeBoor and Sarah B Keating 14 Research and Evidence-Based Practice in Nursing Education 233 Michael T Weaver 15 Issues and Challenges for Nursing Educators 253 Stephanie S DeBoor and Sarah B Keating Appendix: Case Study 265 Glossary 291 Index 297 Contributors Kimberly Baxter, DNP, APRN, FNP-BC Assistant Professor and Associate Dean of Undergraduate Programs, Orvis School of Nursing, University of Nevada, Reno Stephanie S DeBoor, PhD, APRN, ACNS-BC, CCRN Assistant Professor and Associate Dean of Graduate Programs, Orvis School of Nursing, University of Nevada, Reno Susan M Ervin, PhD, RN, CNE Assistant Professor, Orvis School of Nursing, University of Nevada, Reno Sarah B Keating, EdD, MPH, RN, C-PNP, FAAN Professor and Dean Emerita, San Francisco State University, San Francisco, California, and Samuel Merritt University, Oakland, California Felicia Lowenstein-Moffett, DNP, APRN, FNP-BC, NP-C, CCRN Assistant Professor, Orvis School of Nursing, University of Nevada, Reno Heidi A Mennenga, PhD, RN Assistant Professor, South Dakota State University, College of Nursing, Brookings, South Dakota Patsy L Ruchala, DNSc, RN Dean Orvis School of Nursing, University of Nevada, Reno Michael T Weaver, PhD, RN, FAAN Professor and Associate Dean for Research and Scholarship, College of Nursing, University of Florida, Gainesville Preface It is gratifying to reflect upon nursing education and its tremendous growth over the past decade since the first edition of this text was published (2006) Even more astonishing is the fact that nursing is moving into higher levels of education by creating more accessible pathways for existing nurses to continue their education and, at the same time, increasing opportunities for students to enter into practice at the baccalaureate and master’s levels Nursing educators are recognizing the complexity of the health care system and the health care needs of the population and moving advanced practice and leadership roles into the doctoral level, offering programs that create nursing researchers, scholars, and faculty to keep the profession current and ready for the future As with previous editions of the text, Stephanie and I organized the chapters in what we consider logical order so that nursing educators and graduate students may use it to guide their activities as they review an existing program and assess it for its needs to determine if revision of the curriculum or perhaps a new program or track is indicated A discussion of the finances related to curriculum development and budget management provides practical, but necessary, information for support of curriculum development activities This edition places a fictitious case study of a needs assessment and subsequent program development in the Appendix It provides an opportunity for readers to review the processes involved in curriculum development and there are additional data in the study for readers to develop curricula other than the one presented The case study brings into play international possibilities for nursing programs to build collaborative nursing curricula through the use of web-based, online platforms The core of the text is Section III, which begins with a description of the classic components of the curriculum, discusses learning theories, educational taxonomies, and critical thinking as they apply to nursing, and then proceeds to describe the current undergraduate and graduate programs available in nursing in the United States A unified nursing curriculum and its implications follow those chapters and the section ends with the impact of technology, informatics, and online learning An overview of program evaluation, regulatory agencies, and accreditation follows the section to close the loop on the processes of curriculum development and evaluation It is necessary for nursing educators to be familiar with the various systems that either regulate, accredit, or set standards to ensure the quality of educational programs Nursing educators need to be aware of not only state board regulations and professional accreditation standards, but also those that reflect upon their home institutions, such as regional accrediting bodies Participating in these activities as well as routinely assessing and evaluating the program as it is implemented ensures the quality of the end product and the integrity of the curriculum A case study depicting the preparation for an accreditation report and visit illustrates the activities necessary for achieving accreditation The final section of the text reviews the literature for research on nursing education as it relates to curriculum development and evaluation Research questions are raised Glossary 293 Evidence-based practice: discipline-specific (nursing) practice that is research based and reflects the entirety of nursing practice and research Flipped classroom: a reversed instruction model in which students complete preclass assignments and use in-class time for active learning activities (Williams, 2012) Formal curriculum: the planned program of studies for an academic degree or discipline Formative evaluation: evaluation “intended by the evaluator as a basis for improvement” (Scriven, 1996, p 4) The assessment that takes place during the implementation of the program or curriculum It can also be viewed as process evaluation In education, this type of evaluation is often linked to course or level objectives Frame factors: the external and internal factors that influence, impinge upon, and/or enhance educational programs and curricula As a conceptual model, they serve to collect, organize, and analyze information that is useful for the development and evaluation of curricula There are two major categories of frame factors, external and internal factors: External frame factors—factors outside of the home institution in which the nursing program is housed Internal frame factors—factors within the institution and in the nursing program that influence the curriculum Goal: overall statement(s) of what the program prepares the graduates for Statements are usually long term and stated in global terms Goal-based evaluation: evaluation based on the stated goals of the entity undergoing evaluation It is frequently used in education and tied to the stated goals, purpose, and end-of-program objectives (student learning outcomes) of the program or curriculum Goal-free evaluation: a method to assess and judge some thing or entity The evaluator has no prior knowledge of the entity (program or curriculum) that he or she is evaluating The person must be an expert in the field of evaluation and the type of entity that is evaluated The value of this type of evaluation is that it is relatively bias free Graduate education: education that takes place after completion of the baccalaureate, that is, master’s and doctorate levels Humanism, humanistic learning theory: an approach to teaching and learning that assumes people are inherently good and possess unlimited potential for growth; therefore, it emphasizes personal freedom, choice, self-determination, and self-actualization Hybrid distance education: utilizes a blend of synchronous and asynchronous formats for learning Immersion (as in web-based with immersion): the student comes to the home campus for one or more days during a semester or academic year to test and participate in handson practice, utilizing standardized patients, simulation manikins, and task trainers Students are able to interact face to face with faculty and peers of their cohort during this time Informal curriculum: sometimes termed as the hidden curriculum, cocurriculum, or extracurricular activities; planned and unplanned influences on students’ learning Institutional accreditation: a comprehensive review of the functioning and effectiveness of the entire college, university, or technical institution The state mandate or institutional mission provides the lens used to guide the review 294 Glossary Learning: “change in behavior (knowledge, attitudes, and/or skills) that can be observed or measured and that occurs . . . as a result of exposure to environmental stimuli” (Bastable & Alt, 2014, p 14) Massive open online courses (MOCCs): open enrollment for access to online higher education courses with some offering to academic credit if certain course requirements are met Mission statement: the institution’s beliefs about its responsibility for the delivery of programs through teaching, service, and scholarship M1 and M2 master’s programs: the size of master’s programs according to the Carnegie classification of educational institutions Multiple intelligences: presents seven constructs of intellects: bodily kinesthetic, visual-spatial, verbal-linguistic, logical-mathematical, musical-rhythmic, interpersonal, and intrapersonal (Gardner, 1983) Needs assessment: the process for collecting and analyzing information that can influence the decision to initiate a new program or revise an existing one Nonsectarian: not associated with a religious organization Objectives: the steps necessary for reaching the overall goal of the program that include a description of the learner, a behavior that is measurable, a timeframe, at what level of competency, and the topic or behavior expected Course objectives: have the same properties as end-of-program and midlevel objectives but apply to specific courses and relate to and lead toward midlevel and end-ofprogram objectives End-of-program objectives: highest level of learner behaviors that demonstrate the characteristics, knowledge, and skills expected of the graduate and relate to the overall goal They focus on the learner and must include a behavior that is measurable, a timeframe, at what level of competency, and the topic or behavior expected These can also be defined as student learning outcomes Example: X School of Nursing prepares competent, compassionate nurse clinicians and leaders who serve the health care needs of the people of the state and the health care systems Level (intermediate) objectives: Have the same properties as end-of-program objectives but occur midway through an educational program and are usually higher than the first-level objectives Student (individual) learning outcomes: All of these objectives are student or individual learning outcomes and should be learner-centered and describe what behavior (outcome) is expected Example: At the end of the Health Assessment course, the student will present a complete health assessment of a client that includes an accurate health history, a write-up of all components of the physical examination, a list of problems and actual or potential nursing diagnoses, and a plan for follow-up of the problems and diagnoses Pedagogy: teaching methods; although it originally applied to methods used to educate children, it can be used to apply to all age groups PhD program or, in the case of nursing, the PhD or DNS: degrees that emphasize nursing theory and research and educate nurses prepared to conduct research and foster the development of new knowledge in health care and nursing Glossary 295 Private educational institution: an institution supported through private funding Problem-based learning (PBL): a mechanism for teaching students that focuses on clinical problems and professional issues that the nurse may face in practice Program approval: a process whereby regulating bodies review programs to ensure consumer safety Nursing education programs are subject to state regulations that are usually administered by the state board of nursing Programmatic or specialized accreditation: focuses on the functioning and effectiveness of a particular program or unit within the larger institution (e.g., medicine, nursing) Public institution: an institution whose main financial support comes through governmental funds Quality: measured as “purposeful, transformative, exceptional, and accountable” (Schin dler, Puls-Elvidge, Welzant, & Crawford, 2015, p 8) Quality assurance: the process of collecting data on how well the institution or program meets its defined standards, criteria, goals, and mission Regional accreditation agency: one of seven private, voluntary accreditation agencies within six defined regions of the United States, formed for the purpose of peer evaluation and setting of standards for higher education Regulatory: a form of approval, recognition, or accreditation required by a federal, state, or provincial government agency R1, R2, and R3 doctoral programs: the level of research conducted in doctoral programs according to the Carnegie classification of educational institutions Satellite campuses: programs that offer the curriculum as a whole or in part on offcampus sites from the parent institution While they may incorporate technology and the Internet, learning still takes place in classrooms with in-person participation of the instructor and students Scholarship of teaching: application of teaching activities to scholarship that includes four components: discovery, integration, application, and teaching (Boyer, 1990) Sectarian: associated with or supported by a religious organization Simulation: allows students to participate in activities that mimic real-life scenarios or situations Standardized patients: individuals who have been trained to portray a patient with a specific medical condition; often hired to teach and evaluate students’ performances in a simulated clinical setting State-regulatory agencies: agencies that recognize or approve colleges, universities, or programs for operation within the state as governed by state statutes Student learning outcomes (see also End-of-program objectives): reflect the framework of the curriculum and define the specific expectations or competencies of graduates upon completion of the nursing program Summative evaluation: a holistic approach to the assessment of a program that uses results from formative evaluation (Scriven, 1996) Summative evaluation takes place at the end of the program and measures the final outcome Synchronous: learning activities that take place simultaneously 296 Glossary Team-based learning: a structured, active learning strategy involving a sequence of three key phases: preclass preparation; readiness assurance process; and application Total quality management: continuous assessment of an educational program, correcting errors as they occur, thus improving the quality of the program Translational science: research findings that are translated and applied into practice Undergraduate education: postsecondary education from the associate degree (traditionally years) to the baccalaureate (traditionally years) levels Virtual learning environment (VLE): educational programs offered online in cyberspace Vision statement: a statement that is outlook oriented and reflects the institution’s plans and dreams about its direction for the future Web-based learning: education offered online and the student interacts with faculty and other students via computer References Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F (2015) Learning theories application in nursing education Journal of Education and Health Promotion, 4(2) doi:10.4103/2277-9531.151867 American Association of Colleges of Nursing (n.d.-a) Clinical nurse leader toolkit Retrieved from http://www.aacnnursing.org/Education-Resources/Tool-Kits/Clinical-Nurse-Leader -Tool-Kit American Association of Colleges of Nursing (n.d.-b) Developing a DNP program tool kit Retrieved from http://www.aacnnursing.org/Education-Resources/Tool-Kits/DNP-Tool-Kit American Association of Colleges of Nursing (2008) The essentials of baccalaureate education for professional nursing practice Washington, DC: Author American Association of Colleges of Nursing (2014) Articulation agreements among nursing education programs Retrieved from http://www.aacnnursing.org/News-Information/Fact -Sheets/Articulation-Agreements Bastable, S., & Alt, M (2014) Overview of education in health care In S Bastable (Ed.), Nurse educator: Principles of teaching and learning for nursing practice (4th ed., pp 3–30) Burlington, MA: Jones & Bartlett Boyer, E L (1990) Scholarship reconsidered: Priorities of the professorate Princeton, NJ: The Carnegie Foundation for the Advancement of Learning Retrieved from http://depts.washington.edu/ gs630/Spring/Boyer.pdf Candela, L (2016) Theoretical foundations of teaching and learning In D Billings & J Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp 211–229) St Louis, MO: Elsevier Saunders Ervin, N S., Bickes, J T., & Schim, S.M (2006) Environments of care: A curriculum model for preparing a new generation of nurses Journal of Nursing Education, 45(2), 75–80 Gardner, H (1983) Frames of mind New York, NY: Basic Books Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L (2015) Definitions of quality in higher education: A synthesis of the literature Higher learning research communication, 5(3), 3–13 Scriven, M (1996) Types of evaluation and types of evaluators Evaluation Practice, 17(2), 151–161 Williams, C (2012) Flipped class method gaining ground District Administration, 48(1), 64 Index AACN See American Association of Colleges of Nursing AAJC See American Association of Junior Colleges ABSN See accelerated bachelor of science in nursing programs ACA See Affordable Care Act academic progression for nurses, 136–137 accelerated bachelor of science in nursing (ABSN) programs, 135–136 accreditation, 13–14, 258 See also program evaluation definitions, concepts, and theories related to, 206–207 DNP program evaluation and, 164–165 faculty activities related to, 37–38 program approval by, 210–212 requirements, 273–274 accreditation case study accreditation committee, 226–227 administrators, role of, 227–228 evaluation plan, 225–226 faculty, role of, 227–228 getting started, 225 preparing to host site visit, 228 stakeholders, role of, 227–228 students, role of, 227–228 timeline, 226 Accreditation Commission for Education in Nursing (ACEN), 38, 94, 125–126, 148 accreditation visit accreditation case study, 225–228 national accrediting bodies, 223–225 overview, 223 preparing for, 225–228 Accrediting Commission for Community and Junior Colleges, 211 Accrediting Commission for Education in Nursing, 54 ACEN See Accreditation Commission for Education in Nursing ACSN See Association of Collegiate Schools of Nursing ADEC See American Distance Education Consortium administrators curriculum development activities of, 74 program evaluation and accreditation, 204 as source for financial support, 74 Adobe Presenter, 197 adult learning theory, 111 advanced practice master’s degree programs in nursing, 151–153 advocacy, 87–89 Affordable Care Act, 51, 148 Agency for Healthcare Research and Quality, 90 Alexian Brothers Hospital School of Nursing, 10 American Association of Colleges and Universities, 133 American Association of Colleges of Nursing (AACN), 19, 54, 87, 90, 112, 135, 149, 173 Competencies and Curricular Expectations for CNL Education and Practice, 150 Consensus Report for APRN Regulation, 151 Defining Scholarship for the Discipline of Nursing paper, 237 Enrollment and Graduations in Baccalaureate and Graduate Programs in Nursing, 159 Essentials of Doctoral Education for Advanced Practice, 165 Position Statement on the Practice Doctorate in Nursing, 161 American Association of Junior Colleges (AAJC), 14 American Association of Nurse Anesthetists, 212 American College of Nursing Midwives, 212 American Distance Education Consortium (ADEC), 192 American Nurses Association (ANA), 5, 9, 53, 86, 124, 152 Code of Ethics, 129 American Nurses Credentialing Center (ANCC), 153 American Organization of Nurse Executives (AONE), 124, 154 298 Index American Society of Superintendents of Training Schools (ASSTS), See also National League of Nursing Education (NLNE) ANA See American Nurses Association ANCC See American Nurses Credentialing Center andragogy, 193 AONE See American Organization of Nurse Executives Army Nurse Corps, 10 Army School of Nursing, 5, 10, 11 Army Student Nurse Program, 11 Assessing Progress on the Institute of Medicine Report on the Future of Nursing, 148 assessment See needs assessment associate degree programs, 127 defined, 206 associate degree education, 14–16 “The Associate Degree Program—A Step to the Baccalaureate Degree in Nursing,” 17 associate degree programs, 125–127 assessment, 127 mission or vision and philosophy statements, 126 program of study, 126 student-learning outcomes, 126 Association for Nursing Professional Development, 154 Association of Collegiate Schools of Nursing (ACSN), 14, 16 ASSTS See American Society of Superintendents of Training Schools Babson Survey Research Group, 192 baccalaureate completion programs, 136 baccalaureate education, 12–13 baccalaureate essentials, 127–128 baccalaureate pathways academic progression for nurses, 136–137 accelerated bachelor of science in nursing (ABSN) programs, 135–136 alternative, 135–139 baccalaureate completion programs, 136 clinical experiences, 138–139 credit for prior learning, 137–138 curriculum strategies, 138 inexperienced RN-to-BSN students, 139 RN-to-BSN program of study, 137 baccalaureate programs, 127–130 concept-based curriculum development, 130 curriculum development, 128–130 curriculum outcomes, 130 essentials, 127–128 behavioral learning theories, 109 Behavioral Sciences, 196 behaviorism, 109 Bellevue Hospital, New York City, 10 Bellevue Training School, New York City, 6, benchmarking, 207–208 Bill and Melinda Gates Foundation, 72 Bloom, Benjamin, 112 Bloom’s taxonomy, 112 bodies politic, 269–270 curriculum development, 51 Bolton, Francis Payne, 11, 12 Bolton Act, 11 Boston Training School, Boston, 6–7 brain-based learning, 111 Bridgman, Margaret, 12 Brown, Esther Lucille, 14 Brown vs Board of Education, budget management, 254–255 budgetary constraints, 32–33 budgetary planning and management, 69–71 Cadet Army Corps, Cadet Nurse Corps, 11 campus environment, 83–84 Camtasia, 197 Carnegie Classification of Institutions of Higher Education, 81 Carnegie Foundation for the Advancement of Teaching, 48, 127 case management, 154 case scenario simulations, 198 case study external frame factors, 265–275 internal frame factors, 275–279 needs assessment, 279–286 RN-to-MSN programs, 286–288 Case Western Reserve University, 12 CDC See Centers for Disease Control and Prevention Centers for Disease Control and Prevention (CDC), 208 CHAMPUS See Civilian Health and Medical Program of the Uniformed Services Chautauqua School of Nursing, chief nursing officer (CNO), 69 CINAHL See Cumulative Index to Nursing and Allied Health Literature CIPP See Context, Input, Process, and Product educational model Civil War, 5, 6, Civilian Health and Medical Program of the Uniformed Services (CHAMPUS), 51 classic components of curriculum, 84, 255 advocacy, 87–89 beliefs about teaching and learning processes, 93 campus environment, 83–84 concept analysis/mapping, 94 critical thinking and its application to nursing, 93 cultural competence, 87–89 disease prevention, 89–90 diversity, 87–89 essentials from liberal arts and sciences, 86 evidence-based practice (EBP), 92–93 formal and informal curricula, 82–83 health care system, 89 health promotion, 89–90 implementation of curriculum, 94–96 information systems and patient care technology, 90–91 interprofessional communication and collaboration, 87 levels of nursing education, 82 mission or vision statement, 84–85 organizational frameworks, 94 patient safety and quality health care, 90 philosophy, 85–86 professional values, professionalism, and nursing practice, 86–87 program of study, 97–98 research, 91–92 scholarship, 91–92 SLOs or end-of-program and level objectives, 96–97 social justice, 87–89 translational science, 92 types of institutions, 81–82 classroom, technology in, 195–197 clinical courses and distance education, 195 clinical education, transformative approaches to, 132–133 clinical experiences, 138–139 clinical judgment, defined, 113 clinical nurse leader (CNL), 19, 150–151 clinical reasoning, defined, 113 “Cloud” Internet databases, 196 CNEA See Commission for Nursing Accreditation CNL See clinical nurse leader CNO See chief nursing officer Cochrane Database of Systematic Reviews, 196 cognitive learning theory, 109–110 collaboration, 87 Columbia University, 19 Columbia University School of Nursing, 148 Columbian Exposition, Commission for Nursing Accreditation (CNEA), 54, 125, 224 Commission on Colleges, 211 Index 299 Commission on Collegiate Nursing Education, 38, 54, 94, 148, 224 Commission on Institutions of Higher Education, 211 Committee on the Functions of Nursing, 125 Committee on the Grading of Nursing Schools, Commonwealth Foundation, 18 communication, interprofessional, 87 community, 47–50, 265–268 community/public health nursing master’s programs, 153 Competencies and Curricular Expectations for CNL Education and Practice, 150 components of curriculum See classic components of curriculum concept analysis, 94 concept mapping, 94, 95 concept-based curriculum development, 130 conceptual models, 207–209 benchmarking, 207–208 evaluation processes model, 208 formative evaluation for nursing education, 208–209 Connecticut Training School, Hartford, 6, constructivist learning theories, 110 consumers, 204 Context, Input, Process, and Product (CIPP) educational model, 207 continuous quality improvement (CQI), 206 costs distance education programs and, 187 financial, 67–68 of nursing programs in academe, 68–69 Council for Advancement and Support of Education, 74 Council for Higher Education Accreditation, 53, 210, 224 Council of Nursing Education of Catholic Hospitals, 13 CQI See continuous quality improvement credit for prior learning, 137–138 critical thinking application to nursing, 93 concepts, 112–113 cultural competence, 87–89 Cumulative Index to Nursing and Allied Health Literature (CINAHL), 196 curricular content, 33 curriculum change, time for, 123–124 components of, 78 See also classic components of curriculum effects of student–faculty interactions on the, 83 formal, 82–83 300 Index curriculum (cont.) implementation of, 35–36, 94–96 inclusive, 133–134 informal, 82–83 internal economic situation and influence on, 56–57, 277 outcomes, 130 program evaluation, 245 relationship of needs assessment to continuous quality improvement of, 45–46 strategies, 138 A Curriculum (NLNE), curriculum approval process sequencing, 31 curriculum design, components of, 124–125 curriculum development administrators, 74 baccalaureate programs, 128–130 budget management for, 254–255 budgetary constraints, 32–33 changing educational environments, 2–3, 254 concept-based, 130 curricular content, amount of, 33 determining need for, 30 external and internal frame factors, 45 faculty, 31–32, 34, 37–38, 74 financial support for, 46, 254–255 frame factors model, 43–45 implementation of curriculum, 35–36 innovations in nursing education, 36–37 issues related to, 31–34 need for revision or new programs, 37 preparation and support for, 30–31 process of, 30–31 purpose of, 78 relationship of needs assessment to continuous quality improvement of curriculum, 45–46 research, 35, 238–248 roles and responsibilities of faculty, 35–38 staff, 74 technology, 33–34 curriculum development processes, 133 components of curriculum, 78 distance education and technology, 79 levels of nursing education, 78 overview, 77 purpose of curriculum development, 78 Curriculum Guide, curriculum implementation, 94–96, 255 critical thinking concepts, 112–113 definition of learning, 108 educational taxonomies, 111–112 learning theories, 108–111 overview, 107–108 purpose and goal of program, 94–96 student evaluation, 116–118 student-focused instructional strategies, 113–116 curriculum plan, developing, 255 curriculum planning for entry-level graduate degrees, 147–156, 256 for specialty master’s nursing degrees, 147–156, 256 for undergradaute and graduate programs, 256–257 for undergraduate nursing programs, 123–140 deep learning, 111 Defining Scholarship for the Discipline of Nursing, 237 demographics of the population, 50–51 demographics of the populations, 268–269 DePaul University, 10 Desert Storm, 11 Dillard University, 12 “The Discipline of Nursing,” 21 disease prevention, 89–90 distance education, 131, 257 clinical courses and, 195 defined, 185 hybrid, 192 roots of, 186 and technology, 79 distance education programs, 185–188 advantages and disadvantages of webbased education, 194 cost issues, 187 curriculum and evaluation plans, 188 external frame factors, 186–187 hybrid distance education, 192 internal frame factors, 187 learning theories for online formats, 193 needs assessment and compatibility with components of curriculum, 186 online programs, 192–193 online/web-based programs, 188–192 research findings on the efficacy of online formats, 193–194 satellite campuses, 188 trends, issues, and challenges for the future, 199–200 types of, 188–194 web-based with immersion, 192 diverse schools of nursing, diversity as component of curriculum, 87–89 paying attention to, 133–134 DNP See doctor of nursing practice Dock, Lavinia, doctor of nursing practice (DNP), 78, 92 educational preparation for, 162–164 program evaluation and accreditation, 164–165 role in practice, 161–162 doctoral education, 256–257 differences between professional and research-based doctorates, 165–166 DNP, role in practice, 161–162 DNP program evaluation and accreditation, 164–165 educational preparation for DNP, 162–164 overview, 159 PhD curriculum, 162 PhD program evaluation, 164 research-focused doctoral program, 160–161 doctoral programs, 19–22 EBP See evidence-based practice education accreditation, 13–14 associate degree education, 14–16 baccalaureate education, 12–13 Cadet Nurse Corps, 11 current educational paths for entry into practice, 12–22 distance, 131 diverse schools of nursing, doctoral programs, 19–22 earliest attempts at formal training, early 20th century, early beginnings, 6–7 evidence-based practice in, 258–259 first Nightingale schools, 6–7 formative evaluation for, 208–209 history of, 5–22, 253–254 innovations in, 36–37 interprofessional, 134 levels of, 78, 82, 172–175 master’s education, 17–19 men in, 9–10 men in nursing education, 9–10 nursing education in wartime, 10–11 other wars, 11 overview, 5–6 reports and standards of the late 19th and early 20th centuries, 7–10 technology and, 197–199 tumultuous times in, 16–17 in wartime, 10–11 web-based, 194 World War I, 10–11 World War II, 11 Index 301 education research, 258–259 curriculum and program evaluation, 245 curriculum development and revision, 238–245 faculty qualifications, 234–235 faculty role in, 234–238 importance to personal professional development, 235–237 importance to the profession, 238 research topics that apply to curriculum development and evaluation, 245–248 scholarship of teaching and application to nursing, 237–238 educational paths for entry into practice accreditation, 13–14 associate degree education, 14–16 baccalaureate education, 12–13 doctoral programs, 19–22 master’s education, 17–19 tumultuous times in nursing education, 16–17 “Educational Preparation for Nurse Practitioners and Assistants to Nurses,” 16 Educational Resources Information Center (ERIC), 196 educational taxonomies, 111–112 Bloom’s taxonomy, 112 domains of learning within, 112 educational technology advances in, 130–132 distance education, 131 high-fidelity simulation, 131–132 educators, 154–155 See also faculty issues and challenges for, 253–263 electronic medical records, 198–199 entry-level graduate degrees, 147–156, 256 overview, 147–148 RN-to-MSN programs, 148–149 entry-level master’s degree programs in nursing, 149–150 Erickson, Florence, 20 The Essentials of Baccalaureate Education for Professional Nursing Practice, 93, 97, 124, 128 The Essentials of College and University Education for Professional Nursing, 19 The Essentials of Doctoral Education for Advanced Nursing Practice, 92, 163–164, 165 The Essentials of Genetic and Genomic Nursing: Competencies, Curricula Guidelines, and Outcome Indicators, 86 The Essentials of Master’s Education for Advanced Practice Nursing, 19, 91 302 Index evaluation See also program evaluation accreditation case study, 225–226 conceptual models, 207–209 defined, 206 distance education programs, 188 evidence-based curriculum, 35 faculty activities related to, 37–38 financial support and budget management for, 46 formative, 206, 208–209 goal-based, 206 goal-free, 206 processes model, 208 research in, 35, 238–248 student, 116–118 summative, 206, 209 evidence-based curriculum development, 35 evaluation, 35 evidence-based practice (EBP) as component of curriculum, 92–93 in nursing education, 258–259 external frame factors, 47–55, 61–63, 186–187, 254 faculty activities related to curriculum evaluation, and accreditation, 37–38 characteristics, 278–279 curriculum development and, 31–32, 34–38, 74 existing and potential characteristics, 59–60 implementation of the curriculum, 35–36 importance to personal professional development, 235–237 importance to the profession, 238 innovations in nursing education, 36–37 need for revision or new programs, 37 nursing education research, role in, 234–238 program evaluation and accreditation, 204 qualifications, 234–235 roles and responsibilities of, 35–38 scholarship of teaching and application to nursing, 237–238 as source for financial support, 74 financial costs, 67–68 curriculum development or revision, 67–69 financial support, 274–275 curriculum development or revision, 71–74 for curriculum development or revision, 254–255 sources for, 71–74 systems, 54–55 flipped classroom, 115–116 formal curriculum, 82–83 formal training, formative evaluation, 206, 208–209 frame factors model, 43–45 Freedman’s Hospital, The Future of Nursing, 148, 159 The Future of Nursing: Focus on Education, 253 The Future of Nursing: Leading Change, Improving Health, 161 generic, accelerated master’s for nonnurses, 149–150 goal-based evaluation, 206 goal-free evaluation, 206 goals, of parent institution, 56 Goodrich, Annie W., 5, 11, 12 Gordon and Betty Moore Foundation, 72 grants, 72 Hampton, Isabel, 8–9 HAPI See hospital-acquired pressure injuries Harvard University, 197 health care system, 89, 270–271 and health needs of populace, 51–52 health needs of the populaces, 270–271 health promotion, 89–90 Health Resources and Services Administration (HRSA), 72, 82 Health Sciences, 196 Healthy People 2020, 52, 127 Healthy People 2030, 52 HGP See Human Genome Project The Higher Learning Commission, 211 high-fidelity simulation, 131–132 hospital-acquired pressure injuries (HAPI), 152 Howard University, Howard University School of Nursing, Howard University Training School for Nurses, HRSA See Health Resources and Services Administration Human Genome Project (HGP), 86 humanistic learning theory, 110 hybrid distance education, 192 IF-AT See Immediate Feedback Assessment Technique Illinois Training School, 12 Immediate Feedback Assessment Technique (IF-AT), 114 implementation of the curriculum See curriculum implementation inclusive curriculum, 133–134 inclusive excellence, 133 Individual Readiness Assurance Test (IRAT), 114 Industrial Revolution, inexperienced RN-to-BSN students, 139 informal curricula, 82–83 informatics, 257, 260–261 growth of, 195–197 information systems, 90–91, 198–199 innovations in nursing education, 36–37 Institute of Medicine (IOM), 19, 87 institutions, types of, 81–82 internal frame factors, 55–60, 64–65, 187, 254 International Congress of Charities, Correction and Philanthropy, interprofessional communication, 87 interprofessional education, 134 IOM See Institute of Medicine IRAT See Individual Readiness Assurance Test Johns Hopkins Hospital, Josiah Macy Jr Foundation, 72 learning beliefs about, 93 brain-based, 111 deep, 111 definition of, 108 problem-based, 114 situated, 110 sociocultural, 110 teacher-centered, 113 team-based, 114–115 learning theories, 108–111 adult learning theory, 111 behavioral learning theories, 109 brain-based learning, 111 cognitive learning theory, 109–110 constructivist learning theories, 110 deep learning, 111 humanistic learning theory, 110 multiple intelligences, 111 for online formats, 193 levels of nursing education associate degree (ADN), 172–173 bachelor’s (BSN), 172–173 diploma, 172–173 doctoral levels (PhD), 174–175 doctorate of nursing practice/clinical doctorate (DNP), 173–174 master’s level, 173 role in preparing nurses for practice, 172–175 liberal arts, 86 LISTSERVs, 188, 200 Index 303 Lysaught Commission, 17 See also National Commission for the Study of Nursing and Nursing Education Mahoney, Mary, mapping, 94 Massachusetts General Hospital, Massachusetts Institute of Technology (MIT), 197 massive open online courses (MOOC), 83–84, 197 master plan of evaluation components of, 215–216 rationale for, 215 master’s degrees in nursing for functional roles, 153–155 case management, 154 nursing administration, 154 nursing educator, 154–155 master’s education, 17–19 Matarazzo, Joseph, 20 McLean Asylum School of Nursing, Medicaid, 51 Medical Literature Analysis and Retrieval System (MEDLARS), 20 Medicare, 51 MEDLARS See Medical Literature Analysis and Retrieval System Medline, 196 men in nursing education, 9–10 Michaelsen, Larry, 114 Middle East crisis, 11 Middle States Commission on Higher Education, 211 Mills, Darius, 10 mission, of parent institution, 56 mission statements, 84–85, 126 MIT See Massachusetts Institute of Technology Montag, Mildred, 5, 14–15 MOOC See massive open online courses Movavi Screen Capture, 197 multiple intelligences, 111 Nahm, Helen, 18 NAIN See National Association of Industrial Nurses national accrediting bodies, 223–225 nursing program accrediting agencies, 224–225 U.S Department of Education, 224 National Association of Industrial Nurses (NAIN), 16 National Center for Education Statistics, 53 304 Index National Commission for the Study of Nursing and Nursing Education, 16–17 See also Lysaught Commission National Committee for the Improvement of Nursing Services (NCINS), 13 National Council for the Advancement of Nursing, 86 National Council Licensure Examination for Registered Nurses (NCLEX-RN®), 113, 124 National Council of State Boards, 151 National Council of State Boards of Nursing (NCSBN), 36–37, 53, 152, 197, 210, 212, 234 National Simulation Study, 132 National Institute of Nursing Research (NINR), 72, 90 National League for Nursing (NLN), 10, 16–17, 53, 82, 87, 124 Commission for Nursing Accreditation (CNEA), 54, 125, 224 Think Tank on Transforming Clinical Nursing Education, 132 National League of Nursing Education (NLNE), 8, 16, 17 See also American Society of Superintendents of Training Schools (ASSTS) National Missions of the Presbyterian Church, National Nursing Assessment Service (NNAS), 13 National Organization for Public Health Nursing (NOPHN), 13, 16 National Organization of Associate Degree Nursing (NOADN), 54 Navy Nurse Corps, 10 NCINS See National Committee for the Improvement of Nursing Services NCLEX-RN® See National Council Licensure Examination for Registered Nurses NCSBN See National Council of State Boards of Nursing needs assessment, 254 academic setting, characteristics of, 52–53 community, description of, 47–50 demographics of population, 50–51 distance education programs, 186 existing and potential faculty and student characteristics, 59–60 external frame factors, 47–55, 61–63 financial support systems, 54–55 health care system and health needs of populace, 51–52 internal economic situation and influence on curriculum, 56–57 internal frame factors, 55–60, 64–65 mission, philosophy, and goals of parent institution, 56 need for the program, 53 nursing profession, 53–54 overview, 47 parent academic institution, 55–56 political climate and body politic, 51 regulations and accreditation requirements, 54 resources within the institution and nursing program, 57–59 New England Association of Schools and Colleges, 211 New England Hospital for Women and Children, New England Hospital for Women and Children School of Nursing, New Haven Manual of Nursing, New York University (NYU), 19–20 Nightingale, Florence, 5, Nightingale schools of nursing, 2, 6–7 NINR See National Institute of Nursing Research NLN See National League for Nursing NLNE See National League of Nursing Education NNAS See National Nursing Assessment Service NOADN See National Organization of Associate Degree Nursing NOPHN See National Organization for Public Health Nursing North Central Association of Colleges and Schools, 211 Northern Arizona University, The Northwest Commission on Colleges and Universities, 211 Northwestern University, 12 Notes on Nursing: What It Is and What It Is Not (Nightingale), NSGTC See Nurse Scientist Graduate Training Committee Nurse Scientist Graduate Training Committee (NSGTC), 20 Nurse Training Act, 15 nurses, academic progression for, 136–137 Nurses’ Associated Alumnae of the United States and Canada, nursing administration, 154 advanced practice master’s degree programs in, 151–153 career ladder pathways in, 261–262 critical thinking and its application to, 93 diverse schools of, entry-level master’s degree programs in, 149–150 education See education future educational preparation for, 259–260 scholarship of teaching and application to, 237–238 Nursing and Allied Health, 196 Nursing and Nursing Education in the United States, 12 nursing faculty See faculty Nursing for the Future, 14 nursing informatics See informatics Nursing: Its Principles and Practice for Hospital and Private Use (Hampton), nursing practice, 86–87 nursing profession, 53–54, 273 nursing program accrediting agencies, 224–225 Nursing Research, 20 Nursing Research Grants and Fellowship Program, 20 Nutting, Adelaide, OCNE See Oregon Consortium for Nursing Education OHSU See Oregon Health and Sciences University online formats learning theories for, 193 research findings on the efficacy of, 193–194 online learning, 257 online programs, 188–192, 192–193 Online Report Card Tracking Online Education in the United States, 192 Oregon Consortium for Nursing Education (OCNE), 17 Oregon Health and Sciences University (OHSU), 134 organizational frameworks, 94 Ovid Nursing Journals Full Text, 196 parent academic institutions description and organizational structure of, 55–56, 275–277 goals of, 277 mission of, 277 philosophy of, 277 purpose of, 277 resources within, 277–278 parent institution goals of, 56 mission of, 56 philosophy of, 56 partnerships, 72–73 Paterson General Hospital School, patient care technology, 90–91 patient safety, 90 Pérez, Zuriguel, 113 Index 305 PhD curriculum, 162 program evaluation, 164 philanthropy, 73–74 philosophy, 126 as component of curriculum, 85–86 of parent institution, 56 political climates, 51, 269–270 populations, demographics of, 50–51, 268–269 Position Statement on the Practice Doctorate in Nursing, 161 problem-based learning, 114 professional doctorates, 165–166 professional values, 86–87 professionalism, 86–87 program approval in academe, 212–213 by accreditation, 210–212 by regulatory agencies, 209–210 program evaluation, 258 administrators, role of, 204, 216 conceptual models of evaluation, 207–209 consumers, role of, 204 curriculum and, 245 definitions, concepts, and theories related to, 206–207 faculty, role of, 204, 216 master plan of evaluation, 204, 215–216 overview, 205 program approval by regulatory agencies, 209–210 program approval in academe, 212–213 program review in academe, 213 research and, 213–214 strategic planning, 214–215 students, role of, 204 summative evaluation, 209 types of, 209–215 program of study associate degree programs, 126 as component of curriculum, 97–98 proposed unified nursing curriculum, 175–181, 257 levels of nursing education, 172–175 overview, 171–172 Provident Hospital, Chicago, PubMed, 196 QSEN See Quality and Safety Education for Nurses quality, defined, 206 Quality and Safety Education for Nurses (QSEN), 90, 126 quality assurance, 206–207 quality health care, 90 306 Index Reality Shock, 135 Red Cross, 11 regulatory agencies, program approval by, 209–210 reports of late 19th and early 20th centuries, 7–10 research, 35 as component of curriculum, 91–92 evidence-based curriculum development and evaluation, implications for, 35 issues and trends, 35 in literature on curriculum development and evaluation, 238–248 and program evaluation, 213–214 Research Priorities for Nursing Education, 259 research-based doctorates, 165–166 research-focused doctoral program, 160–161 Reserve Officer Training Corps program, 11 resources within the institution and nursing program, 57–59 Richards, Linda, 6–7 RN-to-BSN program of study, 137 students, 139 RN-to-MSN programs, 148–149 Robb, Isabel Hampton, Robert Wood Johnson Foundation, 72, 90 Rockefeller Foundation, 12 Rogers, Martha, 20 Russell Sage Foundation, 14 Sage Memorial Hospital, Sage Memorial Hospital School of Nursing, satellite campuses, 188 SCCEN See Southern Council on Collegiate Education for Nursing scholarship as component of curriculum, 91–92 of teaching and application to nursing, 237–238 Schroeder Measurement Technologies, Inc., 151 ScienceDirect, 196 sciences, 86 second-degree master’s, 149–150 Sigma Theta Tau International, 53 Simmons College, 12 simulated clinical experiences, 197–198 simulation high-fidelity, 131–132 as student-focused instructional strategy, 116 situated learning, 110 SLO See student-learning outcomes Smart Classrooms, 196 SnagIt, 197 social justice, 87–89 social learning theory, 110 sociocultural learning, 110 sources for financial support, 71–74 administrators and staff, 74 faculty, 74 grants, 72 partnerships, 72–73 philanthropy, 73–74 Southern Association of Colleges and Schools, 211 Southern Council on Collegiate Education for Nursing (SCCEN), 17 Spanish American War, 10 Special Survey on Vacant Faculty Positions for Academic Year 2016–2017, 160 specialty master’s nursing degrees, curriculum planning for, 147–156, 256 overview, 147–148 RN-to-MSN programs, 148–149 staff curriculum development activities of, 74 as source for financial support, 74 Standard Curriculum, Standard Curriculum for Schools of Nursing, 11, 12 Standards for Accreditation of Clinical Doctorate Programs, 165 standards of late 19th and early 20th centuries, 7–10 Stanford University, 197 strategic planning, 214–215 student-focused instructional strategies, 113–116 flipped classroom, 115–116 problem-based learning, 114 simulation, 116 team-based learning, 114–115 student-learning outcomes (SLO), 84, 96–97, 126 students characteristics, 278–279 evaluation, 116–118 existing and potential characteristics, 59–60 inexperienced RN-to-BSN, 139 program evaluation and accreditation, 204 summative evaluation, 206 using criteria, 209 using essentials, 209 using standards, 209 The Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain (Bloom), 112 TBL See team-based learning TCCU See Teachers College, Columbia University teacher-centered learning, 113 Teachers College, Columbia University (TCCU), 14 teaching beliefs about, 93 scholarship of, 237–238 Team Readiness Assurance Test (tRAT), 114 team-based learning (TBL), 114–115 technology, 257, 260–261 in classroom, 195–197 curriculum development or change, 33–34 distance education and, 79 education and, 197–199 electronic medical records, 198–199 growth of, 195–197 information systems, 198–199 patient care, 90–91 research findings on the efficacy of case scenario simulations, 198 simulated clinical experiences, 197–198 A Text-Book for Nursing: For the Use of Training Schools, Families and Private Students (Weeks), total quality improvement (TQI), 206 total quality management (TQM), 206 TQI See total quality improvement TQM See total quality management transformative approaches to clinical education, 132–133 translational science, 92 tRAT See Team Readiness Assurance Test Tri-Council for Nursing, 124, 152 U.K Open University, 197 undergraduate nursing programs, 123–140, 256–257 alternative baccalaureate pathways, 135–139 associate degree programs, 125–127 baccalaureate programs, 127–130 components of curriculum design, 124–125 curriculum development process, completing, 133 educational technology, 130–132 inclusive curriculum, 133–134 interprofessional education, 134 overview, 123 paying attention to diversity, 133–134 preparing for collaborative practice, 134 time for curriculum change, 123–124 transformative approaches to clinical education, 132–133 transition to practice, 135 undergraduate programs, 256 Index 307 University Health System Consortium, 135 University of Chicago, 12 University of Pittsburgh, 20 Urban Institute, 125 U.S Department of Education, 194, 210–212, 224 U.S Department of Health and Human Services, 51, 53 U.S Department of Veterans Affairs See Veterans Affairs U.S Public Health Service, 11 USA Today, 196 VA See Veterans Affairs Vassar Training Camp, 10 Veterans Affairs (VA), 51, 151 Nursing Academy, 72 Video Capture software, 197 Vietnam War, 11 virtual learning environment (VLE), 83 virtual patient simulations, 198 A Vision for Doctoral Preparation for Nurse Educators, 238 vision statements, 84–85, 126 VLE See virtual learning environment web-based education, 194 advantages of, 194 disadvantages of, 194 web-based programs, 188–192 Weeks, Clara, Western Association of Schools and Colleges, 211 Western Association of Schools and Colleges, Senior Colleges and University Commission, 211 Western Conference of Nursing Education, 18 Western Interstate Commission for Higher Education, 18 Western Interstate Council for Higher Education in Nursing, 18 Whitman, Walt, W.K Kellogg Foundation, 14–15, 18, 72 Work Conference on Graduate Nurse Education, 17 World Health Organization, 52, 134 World War I, nursing education and, 10–11 World War II, 5, 13, 125 nursing education and, 11 World Wide Web, 188 Yale University School of Nursing, 12 ... Journal of Nursing Education, Journal of Nursing Care Quality, and American Journal of Critical Care Curriculum Development and Evaluation in Nursing Education FOURTH EDITION Sarah B Keating, EdD,... taught Curriculum Development and Evaluation in Nursing, Instructional Design and Evaluation, and the Nurse Educator Practicum, and was the director of the DNP program She has taught nursing since... of curriculum development and evaluation in nursing education The fourth edition of this text devotes itself to the underlying theories, concepts, and science of curriculum development and evaluation