Cover -- Title -- Copyright -- Contents -- Contributors -- Preface -- Share Curriculum Development and Evaluation in Nursing -- Section I: Overview of Nursing Education: History, Curriculum Development Processes, and the Role of Faculty -- Chapter 1: History of Nursing Education in the United States -- Objectives -- Overview -- In the Beginning -- Diversity in Early Nursing Education -- The 20th Century -- Baccalaureate Education -- Discussion Questions -- Learning Activities -- Student Learning Activity -- Nurse Educator/Faculty Development Activity -- Acknowledgment -- References -- Chapter 2: Curriculum Development and Approval Processes in Changing Educational Environments -- Objectives -- Overview -- The Process of Curriculum Development -- Issues Related to Curricular Development or Redesign -- Accreditation -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Chapter 3: The Role of Faculty in Curriculum Development and Evaluation -- Objectives -- Overview -- Level of Individual Faculty Member's Knowledge of Curriculum Development and Evaluation -- Experienced Faculty -- Roles and Responsibilities of Faculty -- Research in Curriculum Development and Evaluation -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Section II: Learning Theories, Education Taxonomies, and Critical Thinking -- Chapter 4: Learning Theories Applied to Curriculum Development -- Objectives -- Overview -- Behaviorist Learning Theory -- Classical Conditioning -- Operant Conditioning -- Reinforcement and Punishment -- Social Cognitive Theory/Social Learning Theory -- Self-Efficacy -- Role Modeling -- Cognitive Learning Theory -- Metacognition -- Transformative Learning.

Constructivist Learning Theory -- Adult Learning Theory -- Humanistic Learning Theory -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Chapter 5: Using Contextual Curriculum Design With Taxonomies to Promote Critical Thinking -- Objectives -- Overview -- The Usefulness of Educational Taxonomies -- Objectives and Outcomes -- The Connection of Objectives to Learning Theory -- Domains of Learning Within Taxonomies -- The Cognitive Domain of Bloom -- Other Educational Taxonomies -- A Contextual Model for Aligning Curriculum and Courses -- Critical Thinking and Taxonomy -- Active Learning Strategies -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Section III: Needs Assessment and Financial Support for Curriculum Development -- Chapter 6: External Frame Factors -- Objectives -- Overview -- Discussion -- Description of the Community -- Demographics of the Population -- Characteristics of the Academic Setting -- Political Climate and Body Politic -- The Health Care System and Health Needs of the Populace -- The Need for the Program -- The Nursing Profession -- Regulations and Accreditation Requirements -- Financial Support -- Summary -- Case Study -- Description of the Community -- Demographics of the Population -- Characteristics of the Academic Setting -- Political Climate and Body Politic -- The Health Care System and Health Needs of the Populace -- The Need for the Program -- The Nursing Profession -- Regulations and Accreditation Requirements -- Financial Support -- Conclusion -- Discussion Questions -- Learning Activities -- Student Learning Activity -- Nurse Educator/Faculty Development Activity -- References -- Resources.

Chapter 7: Internal Frame Factors -- Objectives -- Overview -- Discussion -- Description and Organizational Structure of the Parent Academic Institution -- Mission and Purpose, Philosophy, and Goals of the Parent Institution -- Internal Economic Situation and Influence on the Curriculum -- Resources Within the Institution and Nursing Program -- Potential Faculty and Student Characteristics -- Summary -- Case Study -- Description and Organizational Structure of the Parent Academic Institution -- Mission and Purpose, Philosophy, and Goals of the Parent Institution -- Internal Economic Situation and its Influence on the Curriculum -- Resources Within the Institution and Nursing Program -- Potential Faculty and Student Characteristics -- Conclusion -- References -- Chapter 8: Financial Support and Budget Planning for Curriculum Development or Revision -- Objectives -- Overview -- Financial Costs and Budgetary Planning -- Sources for Financial Support -- Role of Administrators, Staff, and Faculty in Financial Support for Curriculum Development Activities -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Resources -- Section IV: Curriculum Development Applied to Nursing Education and the Practice Setting -- Chapter 9: The Components of the Curriculum -- Objectives -- Overview -- Types of Institutions -- Levels of Nursing Education -- The Formal and Informal Curricula -- The Campus Environment -- Components of the Curriculum -- The Mission or Vision Statement -- Philosophy -- Beliefs About Teaching and Learning Processes -- Critical Thinking and its Application to Nursing -- Liberal Education and the Sciences -- The Health Care System, Organization, Policy, Finance, and Regulation -- Clinical Prevention and Population Health.

Interprofessional Communication and Collaboration -- Professionalism, Professional Values, and Nursing Practice -- Social Justice and Advocacy -- Scholarship, Research, Translational Science, and Evidence-Based Practice -- Information Systems and Patient Care Technology -- Quality Health Care and Patient Safety -- Organizational Frameworks and Concept Mapping -- Implementation of the Curriculum -- Student Learning Outcomes or End-of-Program and Level Objectives -- Program of Study -- Summary -- Case Study -- Mission -- Philosophy -- Organizing Framework -- Overall Purpose and Goal of the Program -- Student Learning Outcomes (End-of-Program) and Level Objectives -- BSN Program -- RN to BSN to MSN Program -- MSN Program -- Entry-Level MSN Program -- The DNP Program -- Summary -- Sample Courses -- Discussion Question -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Chapter 10: Curriculum Planning for Associate Degree Nursing Programs -- Objectives -- Overview -- The History of Associate Degree Nursing -- Current Status of Associate Degree Nursing -- Curriculum Reform in Associate Degree Education -- Components of an Associate Degree Curriculum -- Mission or Vision -- Philosophy Statements -- Organizational Framework -- Student Learning Outcomes -- Program of Study Concepts -- Program of Study -- Assessment -- Summary -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activity -- References -- Chapter 11: Curriculum Planning for Baccalaureate Nursing Programs -- Objectives -- Overview -- When is it Time for Curriculum Change? -- The Baccalaureate Essentials -- Recommendations for Curriculum Reform -- Advances in Educational Technology -- The Learning-Centered Paradigm -- Curriculum Development -- Conceptual Framework -- Curriculum Outcomes.

Identifying Courses -- Baccalaureate Curriculum Design: Special Considerations -- Content Overload in Nursing Curricula -- The Inclusive Curriculum: Paying Attention to Diversity -- Interprofessional Education: Preparing for Collaborative Practice -- Transformative Approaches to Clinical Education -- Completing the Curriculum Development Process -- Transition to Practice -- Alternative Baccalaureate Pathways -- Baccalaureate Completion Programs -- Summary -- Discussion Questions -- Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Chapter 12: Curriculum Planning for Master's Nursing Programs -- Objectives -- Overview -- RN to MSN Programs -- Entry-Level (Generic) Master's Degree Programs in Nursing -- The Clinical Nurse Leader -- Advanced Practice Master's Degree Programs in Nursing -- Community/Public Health Nursing -- Master's Degrees in Nursing for Functional Roles -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activities -- Nurse Educator/Faculty Development Activities -- References -- Chapter 13: The Doctor of Nursing Practice (DNP) -- Objectives -- Overview -- Differences Between Professional and Research-Based Doctorates -- The Role of the DNP in Practice -- Educational Preparation for the DNP -- Program Evaluation and Accreditation -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activity -- Nurse Educator/Faculty Development Activity -- References -- Chapter 14: Curriculum Planning for PhD and Other Research-Focused Doctoral Nursing Programs -- Objectives -- Overview -- The Role of the Research-Focused Doctoral Program in Nursing -- The Curriculum -- Program Evaluation -- Common Issues Faced by Research-Focused Doctoral Programs -- Summary -- Discussion Questions -- Learning Activities -- Student Learning Activities.

Nurse Educator/Faculty Development Activities.