”
Respond to the following 2 discussion post by classmatesPOST ONE: You are the director of an Associate-degree nursing program. In two years, you will be applying for re-accreditation with CCNE. Although there have been no major changes to the nursing program since initial accreditation 5 years ago, you must ensure that the program is aligned with the new Baccalaureate Essentials (AACN, 2008). Please describe how you would undertake this process of curriculum review, specifically addressing how you would garner faculty support and participation, develop faculty to participate meaningfully, and how you would manage resistance to this process. Navigating Curricular Development Accreditation approval status is one of the many, possible reasons for majorly revising a curriculum, and involves many steps and potential barriers along the path of revision (Iwasiw, Goldenberg, & Andrusyszyn, 2009). Before starting the process of revision, a clear picture must be obtained of: the extent to which change is needed, the attitude of involved parties towards the change, the necessary preparation of faculty for devising change, and methods for overcoming resistance to change (Iwasiw et al., 2009).Extent of Needed Change Authors Iwasiw, Goldenberg, and Andrusyszyn (2009) point out that when programs are seeking to change curricula, that process can involve total rewrites or major revisions of current curricula. A school seeking to gain or maintain accreditation status must first and foremost compare its current curricula to the standards outlined by the accrediting body, to find out where its courses align with, are in excess of, or do not yet meet the listed guidelines. Therefore, the first step of curricular development may be to simply take inventory of current courses and their goals and objectives, to find where change is needed.Attitude Towards ChangeUnfortunately, because many faculty members have full-time jobs, and may also be working on a short-staffed team (Keating, 2011), resistance to the work of curricular development is not uncommon, due to lack of time (Iwasiw et al., 2009). Some faculty members may not see the need for curricular change, while still others may simply not have enough teaching experience to feel able to participate in the development project (Keating, 2011). However, faculty must be on-board with the development project, if the project is to succeed, because faculty members are responsible in the main for any major curricular changes, be those changes total rewrites or major revisions (Iwasiw et al., 2009; Keating, 2011). Ensuring that all members of faculty are present in development planning meetings, and that they feel their input is heard and valued can be beneficial for fostering support on a team which may be initially hesitant or unsupportive towards change (Keating, 2011).Preparation for Change Although faculty feeling supportive of development and change is a great starting point, and although faculty may be more willing to be involved in developing changes once they feel they can support the change, such feelings do not guarantee a corresponding ability in all faculty members to implement change (Iwasiw et al., 2009). Newer faculty members who do not yet have much experience with teaching may need to spend time with those faculty who do, gleaning wisdom and insight on curriculum development (Keating, 2011). Even ‘experienced’ faculty may benefit from larger, group meetings, by understanding more clearly the ideas and feelings of other faculty members, in relation to curricular development (Iwasiw et al., 2009).Overcoming Resistance to Change In my own experience, resistance felt to curricular change most often occurs when too much change is expected to be implemented in too short of a time. The example given states that ongoing accreditation will be sought in two years, which places these plans for developing necessary change in a good place, giving faculty have time to work through all the changes, rather than feeling changes have to happen ‘all at once’. Looking ahead at program goals, leaving plenty of time to make changes towards those goals, will likely be incredibly helpful for overcoming this, particular reason for resisting curricular changes.As a way to overcome the view among faculty that change is not necessary, a helpful motivator may be the results of a program-wide, student survey; student involvement in curricular change is recommended, after all (Keating, 2011). If the majority of the student body has poor reviews about the program, or has similar suggestions for ways the program could be improved to help their learning, resistant faculty may be able to see more clearly that change is not being recommended by administration simply for the sake of change. Of course when accreditation is being sought, as in the example given, then arguments against change may be less able to stand, since a program either meets the accreditation guidelines, or does not.Conclusion Certainly a program that is seeking to gain or maintain accreditation must change where its contents do not match accreditation guidelines. As much as is possible, faculty must be convinced to be supportive of development, or development will be difficult. As Iwasiw et al. (2009) conclude, “not all objections will be overcome” (p. 26), but that does not mean change should be abandoned. Curriculum that is relevant will be in a constant state of flux, so when the need for innovation or updating is seen by faculty members, they should do their best to pull others in and help not only the curriculum, but all of the team, as well, to be relevant.ReferencesIwasiw, C. L., Goldenberg, D., & Andrusyszyn, M. -A. (2009). Curriculum development in nursing education (2nd ed.). Sudbury, MA: Jones & Bartlett Publishers.Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York, NY: Springer Publishing CompanyPOST TWO:Curriculum revision is a response to new methodologies of educational strategies and knowledge (Elliott, Rees, Shackell, & Walker, 2017). The effects of external change agents such as community pressure, policy changes, and funding sources will lead to changes in the curriculum to make it viable (Billings, & Halstead, 2020). The Process To gather the support of the staff in curriculum development or revision the leadership team needs to address the reasons for a curriculum revision, the extent, and timelines. Other considerations include the competencies of graduates, response to the healthcare environment, accreditation mandates and stakeholder’s concerns (Iwasiw, Andrusyszyn, & Goldenberg, 2020). The leadership team needs to meet with all the members of the faculty to point out opportunities for professional growth and a role responsibility. In doing so, this will answer all the questions that are up in the air and will garner the support of the team members. This is the perfect time for the leadership team to open the membership to the steering committee voluntarily. The leadership team needs to choose a credible faculty to lead the change. They need to establish the ground rules, as the discussion can be dynamic, passionate and contentious. The support for each other with respectful communication is a must. A faculty-led strategic planning process included literature search, environmental scan, and SWOT (strength, weaknesses, opportunities, and threats) analysis. This inquiry will guide the members of the committee to create objectives that focus on program, resources and guided activities (Elliott, Rees, Shackell, & Walker, 2017). Faculty development workshops and focus groups are formed and the initial faculty members involved in the curriculum planning should be key faculty in curriculum change. These individuals understand the problem and evaluate strategies for problem solving. The committee members are expected to share mutual respect, trust, honesty, and confidence (Billings, & Halstead, 2020). The leaders need to understand that the barriers to change are due to the different beliefs and opinions of the faculty. There is a fear of the unknown and how it will affect them. Effective leadership is needed during this process, the leadership team and the faculty needs to share the same vision and goals for an effective change. Responding to Resistance For changes to be effective, the leadership team and the faculty needs to share a clear understanding of the vision and goals of the curriculum. When one or several faculty members demonstrate active or passive resistance the leadership team needs to have a private meeting with each individual to address their concerns (Iwasiw, Andrusyszyn, & Goldenberg, 2020). The leadership team needs to:Employ listening skills.Described the unacceptable behavior and the consequences.Define expectations and link to shared values.Highlight the benefits of participation.Obtain a commitment to improving the behavior (Iwasiw, Andrusyszyn, & Goldenberg, 2020). Conclusion Faculty involvement and support is essential for a successful outcome. It requires the commitment and effort of all faculties. Weekly progress should be communicated to the rest of the faculty. Questions and comments should be welcome for improvement. It is important to seek partnership, and consultation throughout the process. Constant communication with relevant stakeholders should be established throughout the process of curriculum redesign. Billings, D. M. G., & Halstead, J. A. (2020). Teaching in nursing: a guide for faculty. St. Louis: Elsevier.Elliott, S., Rees, G., Shackell, E., & Walker, J. (2017). Making it work – A BSN Faculty’s process of curriculum redesign. International Journal of Nursing Education Scholarship, 14(1), 198-201. doi:http://dx.doi.org/10.1515/ijnes-2016-0057Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education. Burlington, MA: Jones & Bartlett Learning.Keating, S. B. (2018). Curriculum development and evaluation in nursing. New York, NY: Springer Publishing Company.
We Write Essays for Students
Tell us about your assignment and we will find the best writer for your paper
Get Help Now!Welcome to originalessaywriters.com, our friendly and experienced essay writers are available 24/7 to complete all your assignments. We offer high-quality academic essays written from scratch to guarantee top grades to all students. All our papers are 100% plagiarism-free and come with a plagiarism report, upon request
Tell Us “Write My Essay for Me” and Relax! You will get an original essay well before your submission deadline.
