An examination of the implications of adopting a process approach to curriculum planning, implementation and evaluation.
A process may be seen as that which has purpose, organization and structure, facilitating an act of moving forward. Thus, a process reflects Bruner's view of education as facilitating cognitive growth and as a way in which individuals explore and gain mastery over a complex world. A process approach is not without its problems, namely in that some nursing skills require a precise, predetermined outcome best achieved by the use of behavioural objectives. A curriculum promoting growth and continued learning calls for increased funding, which may cause problems in today's financial climate. Exploration of concepts calls for careful planning of practical experience and may be difficult where supernumerary status is not fully implemented. However, a process approach may reduce the theory practice gap and lead to a reflective and proactive practitioner. On-going education of clinical staff is required and increased communication between educational and clinical staff. This approach may lead to a more holistic view of nursing education and achievement measured in not only quantitative but also qualitative terms. Solving the problems that a process approach may present may cause nursing education to be enhanced.
Sutcliffe
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Royal Brompton National Heart and Lung Hospital, London, England.
D001290:Attitude; D003479:Curriculum; D004506:Education, Nursing / Q000458:organization & administration / Q000592:standards*; D006801:Humans; D007858:Learning; D016294:Models, Nursing; D010934:Planning Techniques; D017064:Process Assessment, Health Care; D016730:Program Development / Q000379:methods; D015397:Program Evaluation / Q000379:methods; D012655:Self-Evaluation Programs; D013338:Students, Nursing / Q000523:psychology