PERCEPTIONS AND PRACTICES OF BACCALAUREATE NURSE EDUCATORS RELATIVE TO EMPLOYER AND PATIENT PARTICIPATION IN CURRICULUM DEVELOPMENT (CURRICULUM PLANNING, DESIGN).
Contributors: Memphis State University.
Published: 1984
Number of pages: 214
Subjects: Education, Curriculum and Instruction.
Description: This study focused upon the question of what role do the constituencies of nursing education, patients and nurse employers, have in curriculum development. A national survey to determine current perceptions and practices of baccalaureate nurse educators relative to participation of these two groups was undertaken. Data were elicited by a questionnaire which was subjected to measures to establish its reliability and validity. Measures of central tendency and frequencies were used to report responses including demographic characteristics, informational strategies, degree of assistance, informational strategies, degree of assistance by various interest groups, and degree of impact on specific program purposes. One-way analysis of variance was used to test for significant differences in ratings of amount and use of information from patients and nurse employers and selected variables. To determine if significant relationships existed for the informational strategies and selected variables, the chi-square test was used.

Major conclusions included: (1) Participation of various interest groups in curriculum development in baccalaureate programs tends to be low. (2) Nursing students tend to be more extensively involved in curriculum development than do practicing nurse alumni and various types of nursing personnel. (3) Supervisors of alumni are generally regarded as important sources of evaluative data and information about program graduates. (4) Assistance from State Boards of Nursing and the National League for Nursing guidelines tends to be regularly used. (5) More curriculum information appears to be generated on an informal basis than through the use of formal approaches. (6) While both patient and nurse employer participation in curriculum development tends to be minimal, the amount and use of information obtained from nurse employers tends to be greater than the amount and use of patient generated information. (7) The higher the degree of curriculum development expertise of faculty the greater is the tendency to obtain and utilize both patient and nurse employer information in the process of curriculum development. (8) Although nurse employer information appears to have more impact in accomplishing specific purposes than patient information, data from both sources tend to be most useful in relation to realism in the curriculum, public relations of the program and/or nursing, and the opportunity to exchange ideas and information.
Notes: Source: Dissertation Abstracts International, Volume: 45-10, Section: A, page: 3065.

Thesis (ED.D.)--MEMPHIS STATE UNIVERSITY, 1984.

School code: 0124.