title: Curriculum revision isn't just change: it's transition!
abstract: Curriculum revision is being considered or is in process at most nursing programs across the country in response to the dynamic changes occurring in the health care industry. Any curriculum revision process necessarily causes a variety of faculty responses ranging from uneasiness to active resistance. Nursing curricula can be viewed as an extension of the faculty's psychological self, collectively and individually. Focusing on curriculum revision as a process of transition, rather than change, may assist faculty to more readily engage in the thinking necessary to develop a new curriculum for the 21st century. The outcomes of curriculum revision with planned strategies based on the process of transition include new curricula, redefined individual and faculty collective self, a renewed sense of psychological effectiveness, and role and environmental mastery and well-being.
authors.affiliation: College of Nursing Graduate Program, University of Oklahoma, University Center, Tulsa 74106-0700, USA.
authors.forename: B R
authors.initials: BR
authors.lastname: Kupperschmidt
authors.forename: P
authors.initials: P
authors.lastname: Burns
mesh_terms: D003479:Curriculum / Q000639:trends*; D004506:Education, Nursing / Q000639:trends*; D005181:Faculty, Nursing; D006801:Humans; D007857:Leadership; D017145:Models, Educational; D009726:Nurses / Q000523:psychology; D014481:United States