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Ethnography

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journal of Advanced Nursing, 1994, 19, 1024-1031

Curriculum evaluation in nursing education: a review of the literature
Judith Chavasse BA RGN Dip Nurse Tutors
Postgraduate Student, Departments of Education and Nursing Sfdies, The Queens University, Belfast, Northern Ireland

Accepted for publication 29 September 1993

CHAVASSE J. (1994) lournal of Advanced Nursing 19, 1024-1031

Curriculum evaluation i nursing education: a review of the literature n Most curriculum evaluations in the literature have been reported by nurse evaluators; aims, criteria and methods are drawn chiefly from sociology, general education or management. There is an absence of studies exploring relevance to national health care need, nurses’ accountability to their clients and outcomes of cumcula. There appears to be much interest in innovatory programmes, students’ experiences and sociological understandings, with some concern for specific aspects of cumcula generally recognized as being problematic. The number of qualitative or mixed methodology studies is compatible with process cumcula and with academic and professional validation.

EVALUATION OF NURSING CURRICULA

The following year the erstwhile Joint Board o Clinical f Nursing Studies, finding that course planners lacked Evaluation of nursing curricula as a major consideration in knowledge and skills to evaluate their courses, produced nursing education in Britain and Ireland began to be a package which helped to introduce the practice to nurse apparent in the late 1970s. It is now recognized as an educators in Britain (JBCNS 1978). integral phase of curriculum development, with an As a topic, evaluation appears in the nurse education increasing number of published reports. Early enquiries textbooks in the 1980s; Greaves’ two volumes on the into nurse education courses did not generally draw on f curriculum progress from a

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