THE INTEGRATED CURRICULUM AND TEAM TEACHING IN BACCALAUREATE NURSING EDUCATION: CONGRUENCE OF CURRICULUM DESIGN AND INSTRUCTIONAL STRATEGY.
Contributors: St. John's University (New York, N.Y.)
Published: 1986
Number of pages: 303
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: Many baccalaureate nursing programs have adopted an integrated curriculum, implemented through a team teaching strategy. This study examined team teaching, first to see if it was implemented as defined, then to note the manner of implementation and to determine its appropriateness to an integrated curriculum design. Additionally, factors which influence how team teaching might be differentially implemented were studied.

A qualitative research design, using triangulated data gathering processes, was implemented. The study's focus and that design reflected concepts of the reconceptualist curriculum school of thought. Thick description and educational criticism revealed that program.

Team teaching was determined to be implemented as turn or parallel teaching. Personal, political, and organizational factors were identified as influences on differential team teaching implementation.

Implications include: a determination that nursing needs to examine influences on decision making; a concern for graduate nurse preparation; and, an identified need for ongoing staff development.

Recommendations include: a study to determine the particular curriculum design in place; further study defining nursing; and, a study to determine if team teaching would be more appropriate to a correlated curriculum design.
Notes: Source: Dissertation Abstracts International, Volume: 47-09, Section: A, page: 3293.

Thesis (ED.D.)--ST. JOHN'S UNIVERSITY (NEW YORK), 1986.

School code: 0192.