Faculty development and curricular change: a process and outcomes model for substance abuse education.
Health care reform carries with it an imperative to change nursing education to address emphases on primary care, community-based practice, managed care, and cost-containment. comprehensive curricular revision must be accompanied by faculty development if those changes are to be supported. This article traces the process of faculty development and curriculum change and defines outcomes that resulted from a 5-year Faculty Development Project grant to increase nursing expertise in alcohol, tobacco, and other drug use and abuse issues. The model has broad applicability to faculty development and to curricular revision in general. Strategies outlined include independent learning experiences, consultations, workshops, seminars, and retreats. A comprehensive evaluation plan that measured the impact of the project on faculty, students, institution, and community is discussed.
Marcus
M T
MT
Department of Nursing Systems and Technology, School of Nursing, University of Texas-Houston Health Science Center 77030, USA.
D003253:Consultants; D003479:Curriculum; D004506:Education, Nursing; D007722:Health Knowledge, Attitudes, Practice; D006288:Health Planning Organizations; D006801:Humans; D010043:Outcome and Process Assessment, Health Care; D016730:Program Development; D015397:Program Evaluation; D013192:Staff Development / Q000379:methods*; D013338:Students, Nursing; D019966:Substance-Related Disorders / Q000451:nursing*