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Record identifier : 569565
Personal Name - Primary Intelectual Responsibility : Paulson, Carole
Title and statement of responsibility : Faculty teaching experiences in innovative nursing curriculum: An interpretive phenomenological study [Thesis]
Publication, Distribution,Etc. : University of Phoenix, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of Phoenix
Summary or Abstract : This interpretive phenomenological study explored faculty experiences within an example of curriculum innovation in one baccalaureate school of nursing located in the mid-Atlantic coastal region of the U.S. There is a lack of research regarding the impact of substantive curriculum reform on faculty teaching practices and attitudes toward instruction. This study design used Heideggerian hermeneutics, a reflexive approach to the text analysis of interviews of seven fulltime faculty who had worked in the school's traditional curriculum prior to the implementation of the clinical immersion model. The program features a delay of all clinical courses to the senior year following total completion of theory coursework. Although instructional pedagogies had not changed in the new curriculum, thematic analysis revealed that the curricular structure and program philosophy offered multiple new challenges such as the need to integrate multiple concurrent learning activities, a move toward expansion of simulation, and implications for student assessment. The impact of the model on faculty resources, especially clinical, supported the need for exploring new ways to optimize a shrinking pool of qualified instructors and to further augment retention efforts. The research offers insights into faculty adaptation to curriculum change and may assist other schools contemplating or in the process of similar overreaching program reforms..
Topical Name Used as Subject : Nursing
: Curriculum development
: Higher education
Information of biblio record : TL
 
 
 
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