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Difference in Bedside Competencies Between Adn and Bsn Nurses

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CURRICULUM REVISION

A CONCEPTUAL MODEL

to Support

Curriculum Review, Revision, and Design in an Associate Degree Nursing Program
B E T T Y W. D AV I S

P

A R T I C I PAT I O N

IN

CURRICULUM

DESIGN

of program outcomes has been identified as a core competency for nurse educators
A N D E VA L UAT I O N

(Billings & Halstead, 2009; Southern Regional Education Board, 2002). Facing declining NCLEX-RN® pass rates, faculty at an associate degree nursing program at a public community college in Mississippi responded to the National League for Nursing ([NLN] 2005b) call to transform nursing education by undertaking an intensive critique of its curriculum and program outcomes. Based on this analysis, a conceptual framework was created to guide curriculum revision, development, and implementation. The framework provides structure for ongoing and systematic curriculum review and revision. A review of the literature revealed the need to move from a teaching-centered to a learning-centered approach to teaching. Learning-centered institutional design is reflective of a number of principles: the need to bring about substantive change in participants; the full engagement of learners and the mindset that students bear primary responsibility for personal choices; multiple learning options to appeal to students’ preferred learning styles; the enhancement of collaboration; educators as learning facilitators; and measurement of success through the documented improvement and expansion of learning. Learning-centered curricula focus primarily on student learning with a goal-based emphasis and the evaluation of learning based on the achievement of predetermined criteria for course and program outcomes (Billings & Halstead, 2009; O’Banion, 1997). As students in the program were considered nontraditional, with an average age of 28.2 years, it was deemed important to

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