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Case Study #1: Bellemore University School of Nursing
Bellemore University , an accredited, long-standing institution of some 150 years, with approximately 10,000 full- and part-time students, is located in a mid-western industrial city of 350,000 inhabitants. University departments offer programs in liberal arts, social, physical, and health sciences. The four-year baccalaureate nursing program is one of three others within the College of Health Sciences. Eighty students are admitted annually to the nursing program, which has a total complement of 290 students in the four years. The majority is female and enrolled on a full-time basis. Approximately 25% of students study part-time, are mature, and have taken jobs in the community in order to meet tuition costs.
Thirty full- and part-time faculty, 15 with doctoral degrees, 12 with masters preparation, and 3 with baccalaureate degrees teach classroom and clinical courses in the school of nursing. The nursing program received full accreditation 4 years previously…
Solution – Case Study 1-Bellemore University School of Nursing
Case Study 1-Bellemore University School of Nursing
Introduction
The introduction of curriculum redesign at the institutional, local, state, or federal level does not mean that implementing the curriculum will lead to significant changes in the classroom practice. This is because the successful implementation of a curriculum change calls for a multifaceted interaction of factors that impact on the execution of curriculum design (Iwasiw, Goldenberg, & Andrusyszyn, 2009). It is imperative to explore the influence and assessment of contextual factors on curriculum design. To achieve the goal, Case Study # 1 of Bellemore University School of Nursing is used to examine the influence and assessment of contextual factors impacting on curriculum redesign.
Bellemore University is an accredited institution of long-standing, located in a Midwestern industrial urban setting. Besides offering programs on health sciences, it also has courses on liberal arts and a four- year baccalaureate nursing. The institution admits 80 students to the nursing program every year while the faculty comprises 30 full- and part-time members, 15 of whom have doctoral degrees, 12 with Master’s degrees, and 3 with baccalaureate degrees. Under the leadership of Dr. Amelia Le Blanc, the curriculum development committee is set to hold a meeting to discuss the contextual factors impacting on the redesigned curriculum proposal. The committee recommended a faculty development training design to support them in this endeavor. The group resolved to meet once more after the completion of the contextual- data-gathering phase.
Contextual Factors Most Relevant to Bellemore’s Vision of a Future-Oriented Nursing Curriculum
A curriculum that is deemed context-relevant is one that responds to the learners’ needs (Billings, & Halstead, 2012). The desired development ought to apply to the present and projected community and health requirements. According to Lateef & Mhlongo (2019), factors like services and conditions that impact on healthcare, education, and social issues, in general, would be valuable. The proposed curriculum should also be reliable in terms of its mission, philosophy, and objectives, whose viability within the institution must rhyme with the educational instructional methods. The institution’s administrative structure, faculty competencies, research activities, and collaboration with community agencies all have a role to play in curriculum development that is context- relevant.
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Essential Data to Collect About These Contextual Factors
Data collection concerning the location in which the curriculum will be implemented as well as where the nurse graduates will offer their nursing care is central to secure the proposal’s appropriateness. The collected data will cover both external (those factors arising from the community) and internal factors (those emanating from the school itself) like services, the conditions together with the prevailing situations. The information so gathered will also explore the likelihood of the factors influencing the nursing school in addition to its curriculum. These factors are not only interrelated but also similarities. The institutional factors cover the areas of mission, vision, and philosophy, and goals, amongst others. On the other hand, external factors whose data will be collected include demographics, culture, and professional standards and trends (Livingston et al., 2015).
Data Gathering Methods and Tools that might be used to Get Information about the Contextual Factors
Data that supports curriculum development is usually not collected through defined principles of a formal scientific research study. The data collection method has to be relevant to the ethics of research within that institution, and the research is performed together with the proposal. As a result, the data collection methods and the tools or instruments used to accomplish this task have to be in line with the institution’s definition of its research policies. Conventionally, the most common methods of data collection include but are not limited to literature reviews internet searches for ideas, key informant interviews, and focus group interviews. The committee is also at liberty to consult with other curriculum development experts from other institutions to gain insights on particular aspects of curriculum redesign (Kabir, 2016).
Suitable Time for Collecting and Collating These Data
It is of paramount importance to set a time frame that is adequate to collect and collate the data. The adequate time ensures that essential data within the external and internal contexts are sufficient to have the new proposal implemented depending on the data’s quality and the attendant data analysis. In my view, the most appropriate time frame should be about sixty days. (Case Study 1-Bellemore University School of Nursing)
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Those Who Could Best Participate In This Data-Gathering Activity
For a reliable collection of the data on the factors influencing curriculum change, the members of the nursing faculty, other staff within the institution, and the institution’s leadership should take part in the data collection exercise (Keating, 2011). The members making up the task force should comprise senior personnel in healthcare agencies and community leaders. Engaging the significant stakeholders in the curriculum development is essential since the planning of data collection should concentrate on the contextual factors so that the resulting curriculum revision is considered credible.
Conclusion – Case Study 1-Bellemore University School of Nursing
In conclusion, the curriculum redesign is a complicated task. The task is a function of both micro and macro systems in the execution of a new curriculum in ways that result in fundamental changes in the teaching and learning classroom or clinical practice activities. For that, the new curriculum designers should focus on actions at each level to facilitate the successful implementation before and after the curriculum implementation while simultaneously mitigating the potential barriers.
References – Case Study 1-Bellemore University School of Nursing
Billings, D.M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th Ed.). St. Louis: Saunders. (Chapters 6 and 7)
Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 6, 7, and 8)
Kabir, S. M. S. (2016). Methods of data collection. Book Zone Publication.
Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapters 5 and 6)
Lateef, A. M., & Mhlongo, E. M. (2019). Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of southwest Nigeria. Global Journal of Health Science, 11(13).
Livingston, K., Hayward, L., Higgins, S., & Wyse, D. (2015). Multiple influences on curriculum decisions in a super complex world.
(Case Study 1-Bellemore University School of Nursing)
Question – Case Study 1-Bellemore University School of Nursing
Case Study #1: Bellemore University School of Nursing
Bellemore University , an accredited, long-standing institution of some 150 years, with approximately 10,000 full- and part-time students, is located in a mid-western industrial city of 350,000 inhabitants. University departments offer programs in liberal arts, social, physical, and health sciences. The four-year baccalaureate nursing program is one of three others within the College of Health Sciences. Eighty students are admitted annually to the nursing program, which has a total complement of 290 students in the four years. The majority is female and enrolled on a full-time basis. Approximately 25% of students study part-time, are mature, and have taken jobs in the community in order to meet tuition costs.
Thirty full- and part-time faculty, 15 with doctoral degrees, 12 with masters preparation, and 3 with baccalaureate degrees teach classroom and clinical courses in the school of nursing. The nursing program received full accreditation 4 years previously.
The main industry of the city of Bellemore, for which the university is named, is automobile manufacture. The largest auto plant, which employs approximately 2000 workers, offers health services to all employees. There is concern that general downsizing of North American auto manufacturing will soon lead to downsizing of the local auto plant.
In addition to the university, the city of Bellemore boasts a 3000-student technological community college, as well as the following health facilities and services: a 450-bed acute care general hospital; a 275-bed long term and chronic care facility; 3 physician-serviced medical clinics; 2 walk-in emergency clinics; 3 nurse practitioner clinics, many physicians\’ offices, and a county community health department.
Bellemore School of Nursing is preparing for a reconceptualization of its four-year baccalaureate program. Examining the contextual factors that will affect nursing practice, and hence the curriculum, is recognized as integral to designing a future-oriented, context-relevant curriculum.
Dr. Amèlie Le Blanc, the curriculum coordinator, requested a meeting of the curriculum committee, made up of representatives from faculty, students, and community health personnel, to discuss contextual factors relevant to a redesigned curriculum. The group decided to schedule a faculty development session to help them with this activity. As a result of this session, several task force groups were formed to determine who would participate, which relevant data to gather, the sources, methods, and tools for this undertaking. The group agreed to meet again when the contextual data-gathering phase was complete. (Case Study 1-Bellemore University School of Nursing)
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- Which contextual factors would be most relevant to Bellemore\’s vision of a future-oriented nursing curriculum?
- What are the essential data to collect about these contextual factors?
- Which data-gathering methods and tools might be employed to obtain information about the contextual factors?
- What would be a suitable time period for collecting and collating these data?
- Who could best participate in this data-gathering activity? How could they organize to obtain relevant data expeditiously?
- Billings, D.M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders. (Chapters 6 and 7)
- Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 6, 7, and 8)
- Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapters 5 and 6)