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Keating, S.. & DeBoor, S. (Eds.) (2022). Curriculum development and evaluation in nursing (5th ed.)
Springer.

McKinley Yoder, C., Mayer, K., Rothacker-Peyton, S., Williamson, G., McKown, A., & Ou, C. (2024). Development and validation of the Curriculum Evaluation Tool - Diversity, equity, and inclusion. Nursing Education Perspectives. https://doi.org/10.1097/01.nep.0000000000001273

Ramasubramaniam, S., & Grace, A. (2015). Curriculum Development in Nursing Education. Where is the Pathway? ResearchGate DOI: 10.9790/1959-04537681

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Student-Faculty Interactions and the curriculum

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Student-Faculty Interactions and the curriculum

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Student and faculty interactions can play a major role in the learning environment and ultimately in the affects of the curriculum's purpose(Keating, 2023). The student and faculty relationship is a dynamic one that can produce both positive and negative outcomes in the learning environment, when this relationship is conducive to the learning environment and both parties are working together for a common good and working together to establish the core values this adds to a reduction in classroom incivility and contribute to a strong positive learning atmosphere (Keating, 2023). Four themes were identified that contribute to positive student-faculty relationships, these are: Creating a pedagogical space, being inclusive and aware, being engaged and engaging students, and doing more than teaching(Keating, 2023).

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Susan Neff - Scenario 8 Student-Faculty Relationships

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Developing Faculty for the preparation of becoming curriculum developers

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Developing Faculty for the preparation of becoming curriculum developers

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Development activities that are geared to ensure the integrity of the curriculum is of the highest standard and quality are the responsibility of both administrators and faculty of nursing programs(Keating, 2023). When this is accomplished these activities ultimately lead to the realization of the programs goals, student learning, and program outcomes, this will ensure that a quality nursing program is had. Curriculum development is a faculty development activity but there is a nursing faculty shortage and schools of nursing often recruit novice nursing faculty that consist of healthcare staff and new graduate Masters and Doctorate prepared faculty(Keating, 2023). Mentorship is needed to assist with skill development as a nurse educator, nurse educators in their previous settings may have been experts in their previous careers but they lack the skill set needed in academia and they lack experience in curriculum design and evaluation(Keating, 2023). Orientation to the curriculum process and mentorship with senior faculty are the first steps for faculty development for newly boarded nurse educators(Keating, 2023). Curriculum development is the responsibility of the nursing facutly, and they must consider certain key factors when developing curriculum, these factors are but not limited to the following: type of program, institutional policies, number of faculty and staff involved, classroom space, types of course delivery, clinical sites, student demographics, financial resources, and technology (Ramasubramaniam & Grace, 2015).

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Formal Training, Diversity and Inclusion in the Nursing Profession: The early years

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Formal Training, Diversity and Inclusion in the Nursing Profession: The early years

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In the late 1800s one of the first formal nursing opened up its doors in the United States, this not only opened up the doors for a more formal means of educating nurses but also transitioned the practice from the communities to a more contained structured environment. Nightingale's model was incorporated into the Hartford, Boston, and Bellevue training schools for nursing(Keating, 2023). Just as we do in modern times, nurse training consists of both theory and clinical practices, during these earlier times training was conducted over two years with the first year of training focused on theory, while the second year was committed to clinical practice in the hospital setting(Keating, 2023). At the beginning of the 20th century over 2,000 nursing training schools had emerged. During this expansion, the principles of Nightingale's theory had yet been abandoned, now the priorities were set on providing service first, and the nursing program began to transition from a 2-year program to a 3-year on-the-job training type of program (Keating, 2023). It is not a surprise that during these times in the US that merely most if not all educational institutions were not integrated, the lack of integration in any institutional setting does contribute to the healthcare disparities in our society, both then and now. This known fact did not deter women of color from entering the nursing profession, Hospitals in Chicago and Washington, D.C., opened up nursing schools to cater to women of color that had a desire to join in on the nursing profession(Keating, 2023). This change lead to many other programs following suit and allowing many other people of color to gain access to the growing profession of nursing. Providing a diverse workforce necessitates eliminating barriers to nursing, and nursing education for the marginalized populations that we provide services to, which contributes to biases in admissions, curricular materials, and clinical education settings, diversity and inclusivity have been identified in the future of nursing 2020-2030 report as a pivotal movement (Yoder et al., 2024).

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Mercy-Douglass Hospital: Preparing Philadelphia's Early Black Nurses

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Training nurses took a turn at the end of the 19th century when formal nursing education took center stage after the Civil War (Keating, 2023). As we all are aware, Florence Nightingale's influence on the profession of nursing and nursing education was one of the very first established hospital-based programs that flourished during the 19th century, shortly after the Nightingale reign hospitals began to train students with an emphasis on services vs education only(Keating, 2023). Over the decades nursing education began to take multiple transitions, and this was due to hallmark events such as wars, fluctuations in the economy, and the United States demographics (Keating, 2023). Before the Civil War, nursing care was conducted by women in their communities, taking care of neighbors and providing nursing care to family members, this practice took a turn after the Civil War, over 2,000 untrained women moved from community nursing to delivering those services on the battlefield(Keating, 2023). This is where a true learning curve took place, due to the lack of education, inadequate facilities, and poor hygiene practices many soldiers lost their lives and this was due to human errors, not bullets or battles(Keating, 2023). This is when the need for a formal educational system for nurses was born, and the catalysts for a more formal nursing education within the hospital setting was on the horizon(Keating, 2023).