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Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education 1st ed. 2021 [Minkštas viršelis]

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  • Formatas: Paperback / softback, 226 pages, aukštis x plotis: 235x155 mm, weight: 457 g, 15 Illustrations, color; 3 Illustrations, black and white; XIV, 226 p. 18 illus., 15 illus. in color., 1 Paperback / softback
  • Išleidimo metai: 02-Sep-2021
  • Leidėjas: Springer Nature Switzerland AG
  • ISBN-10: 3030781801
  • ISBN-13: 9783030781804
Kitos knygos pagal šią temą:
Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education 1st ed. 2021Didesnis paveikslėlis
  • Formatas: Paperback / softback, 226 pages, aukštis x plotis: 235x155 mm, weight: 457 g, 15 Illustrations, color; 3 Illustrations, black and white; XIV, 226 p. 18 illus., 15 illus. in color., 1 Paperback / softback
  • Išleidimo metai: 02-Sep-2021
  • Leidėjas: Springer Nature Switzerland AG
  • ISBN-10: 3030781801
  • ISBN-13: 9783030781804
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783030781804.html
Raktažodžiai:
This book provides a review of central contributions from a variety of countries, and is intended to enhance and expand the national professional dialogue on curricula in nursing and midwifery education. All questions of a general nature related to the topic of curricula are dealt within the framework of this internationally oriented anthology. Though the contributions may address challenges concerning curriculum work in a specific country, they have been selected and structured to ensure their applicability to other countries. 





The books main goals are to highlight the various phases and aspects of curriculum development and to offer a broad international perspective on the topic. It provides an overview of the international status quo of the theory development and seeks to promote an ongoing international discussion and cooperation in curriculum work in nursing and midwifery education.





When there are major changes in nursing and midwifery care, nursing (andmidwifery) education has to change, too. Curricula offer an important basis for shaping educational processes at vocational schools and universities. The discussion of nursing and midwifery curricula is currently primarily taking place at the national level. The book shows that the approaches and instruments used in the development, construction, implementation and evaluation of curricula in nursing and midwifery education in different countries relate to very similar theoretical foundations. This finding can be seen as a confirmation of the national approaches. Although the book chiefly focuses on nursing education, examples from midwifery education are also included, so as to foster international and interprofessional cooperation.
Part I Empirically Based Development of Curricula
1 From Wish to Family: Stressing a Preconception Period in a Curriculum as an Important Part of Midwifery Scope of Practice
3(12)
Polona Ana Mivsek
Nusa Rogan
Petra Petrocnik
1.1 Introduction
3(3)
1.2 Methods
6(1)
1.3 Results
7(1)
1.4 Discussion
8(1)
1.5 Development of Study Module Preconception Health
9(3)
1.6 Conclusion
12(3)
References
12(3)
2 Detailed Curricula Based on Work-Processes: The Need for Updating the Conventional Approach for Developing Curricula in TVET
15(20)
Georg Spottl
Gert Loose
Matthias Becker
2.1 The Basis for Developing Curricula in TVET
15(1)
2.2 Establishing a Platform for Development of Advanced Detailed Curricula
16(4)
2.3 A Guideline for Developing Advanced Detailed Curricula
20(11)
2.4 Conclusion
31(4)
References
32(3)
3 A Curriculum on the Basis of Qualification Research
35(26)
Kordula Schneider
Heidi Kuckeland
Christoph Hamar
3.1 Introduction
35(1)
3.2 Methods of Qualification Research in Vocational Education
36(3)
3.3 Methods of Qualification Research in Nursing Education
39(1)
3.4 Vocational Field Analysis as a Conceptual Basis for Curriculum Development---The KraniCH Research Project
40(9)
3.5 Starting Points for the Development of Curricular Structures
49(7)
3.6 Conclusion
56(5)
References
56(5)
4 Professional Identity of Midwives as a Starting Point for Curriculum Development
61(16)
Monika Kraienhemke
4.1 Introduction
61(1)
4.2 Research Project
62(1)
4.3 Methods
63(1)
4.4 Findings
63(7)
4.5 Discussion
70(1)
4.6 Professional Identity and Curriculum Development
70(2)
4.7 Conclusion
72(5)
References
72(5)
Part II Methods and Principles of Curriculum Construction
5 Development and Implementation of a Competency-Based Curriculum in Undergraduate Nursing Education
77(16)
Claudine Muraraneza
5.1 Introduction
77(2)
5.2 Development of CBC in Undergraduate Nursing Education
79(6)
5.3 Implementation of CBC in Undergraduate Nursing Education
85(5)
5.4 Conclusion
90(3)
References
90(3)
6 Backward Design for a United States Bachelor of Science in Nursing Curriculum
93(16)
Tama Morris
6.1 Defining Curriculum
94(1)
6.2 Backward Design
95(1)
6.3 The Process of Backward Design
96(1)
6.4 Stage I: Identifying Desired Results
97(3)
6.5 Stage II: Determining Acceptable Evidence
100(2)
6.6 Stage III: Planning Experiences and Instruction
102(4)
6.7 Summary
106(3)
References
106(3)
7 Communicative Competencies in Nursing: A Situation-and Competence-Based Curriculum
109(14)
Sebastian Partsch
Sabine Muths
Ingrid Darmann-Finck
7.1 Background: Communication Training in Healthcare Professions
109(1)
7.2 Curriculum Construction Steps
110(7)
7.3 Discussion and Conclusion
117(6)
References
118(5)
Part III Implementation and Evaluation of Curricula
8 Evaluation of the Oregon Consortium of Nursing Education (OCNE) Curriculum
123(18)
Heidi Herinckx
Christine A. Tanner
Paula Gubrud-Howe
8.1 Background
123(1)
8.2 Identify Key Elements of Planning and Processes Used for OCNE Development
124(1)
8.3 Evaluate the Impact of OCNE
125(6)
8.4 Create OCNE Teaching Fidelity Scale and Measure OCNE Implementation
131(3)
8.5 Conclusions
134(7)
References
136(5)
Part IV Interesting Examples
9 Development of the Oregon Consortium for Nursing Education: Delivering an Innovative, Competency-Based Curriculum in the USA
141(28)
Christine A. Tanner
Paula Gubrud-Howe
9.1 Background
141(1)
9.2 The Need to Transform Nursing Education in Oregon
142(2)
9.3 Curriculum Development and the Role of Learning Science
144(14)
9.4 Developing a New Clinical Education Model
158(4)
9.5 Development of Structure and Processes to Support the Shared Curriculum
162(1)
9.6 Summary
163(6)
References
164(5)
10 Development of a European Curriculum for Family and Community Nurses
169(24)
Francesca Pozzi
Marcello Passarelli
Flavio Manganello
Serena Alvino
Fracesca Maria Dagnino
Barbara Mazzarino
Loredana Sasso
Anna Maria Bagnasco
Milko Zanini
Gianluca Catania
Giuseppe Aleo
Ioanna V. Papathanasiou
Evangelos C. Fradelos
Hannele Turunen
Mina Azimarad
Christos Kleisiaris
Isabella Roba
Eftychia S. Evangelidou
Adriana Popa
Madeleine Diab
Lars Oertel
Nadia Kamel
Clara Rodrigues
10.1 Introduction
170(1)
10.2 Overall Method for Curriculum Development
171(8)
10.3 Preliminary Evaluation
179(9)
10.4 Discussion
188(2)
10.5 Conclusions
190(3)
References
190(3)
11 Embedding Sustainability in the Nursing Curriculum
193(18)
Norma May Huss
Maud Huynen
Carmen Alvarez-Nieto
Janet Richardson
Isabel M. Lopez-Medina
11.1 Sustainability, Climate Change and Health Care
193(3)
11.2 Importance of Integrating Sustainability into the Nursing Curriculum
196(1)
11.3 Key Sustainability Competencies for Nurses: An Expert Assessment
197(3)
11.4 Structure and Design of Digital Educational Materials
200(2)
11.5 Quality Assessment of the NurSusTOOLKIT Educational Materials
202(1)
11.6 Effectiveness of NurSusTOOLKIT Educational Materials
203(1)
11.7 Examples of Topics and How They Are Integrated into the Nursing Curriculum in a Number of Educational Institutions
203(3)
11.8 Summary
206(5)
References
207(4)
12 Curriculum Development in Interprofessional Education in Health
211(12)
Jill E. Thistiethwaite
12.1 Introduction
211(1)
12.2 Definitions and Terminology
211(1)
12.3 Advocating for Interprofessional Education
212(2)
12.4 A Model for Interprofessional Curriculum Development
214(3)
12.5 Application of Learning Theories for Optimal Interprofessional Education
217(1)
12.6 Examples of Learning Activities to Meet Curriculum Outcomes
218(3)
12.7 Assessment of Interprofessional Learning
221(2)
12.8 Supporting Institutional Delivery
223(1)
12.9 Conclusion
223(1)
References 223
Prof. Dr. Ingrid Darmann-Finck is a Professor of Nursing at the University of Bremen, Institute for Public Health and Nursing Research, Germany, since 2003. She underwent training in nursing and worked as a nurse for several years (1988-1998). This was followed by a teacher training course. From 1994-2003, she was a research fellow at University of Hamburg and commenced there her PhD at in 1999. Her research interests are nursing didactics, curriculum development and learning with digital media. Since several years she is a consultant in nursing education for the German Ministry of Health. 





Prof. Dr. Karin Reiber is a Professor at the University of Applied Sciences Esslingen, Germany. She worked as a nurse in different fields and wards after her vocational education in nursing (1981-1988). Then she studied Educational Sciences, Psychology and Sociology at Eberhard-Karls-University Tübingen and got her Diploma-Degree 1996. As a social scientist she worked in a consulting company of NGOs in the area of healthcare. Subsequently she went back to University as a graduate and achieved her PhD in 2003. After a stage as a Postdoc she was appointed to a professorship for Nursing Education, first at University of Applied Sciences Weingarten (2006), later-on at Esslingen (2008), where she is researching up to now. Her special fields of study are Competencies, Learning and professional approaches to Teaching in Nursing.