The process-product dichotomy in education: relevance to nursing education.
Nursing education relies heavily on curriculum models originating in general education as a basis for curriculum design in nursing. As the content-product debate continues in general education, nurse educators will once again find themselves in a difficult situation of having to choose the best curriculum model in their efforts to reform nursing education. However, cognisance should be taken that whatever choices one makes, there are differences between professional education and general education. Although it might be appropriate for general education to choose a particular model because of its congruence with the curriculum designer's ideological views, many external forces impinge on professional education. Professional regulating bodies, the public and employers expect certain outcomes for professional education programmes. Nursing education programmes therefore should view the process and product models as alternatives rather than absolutes. There might be instances in which the process approach is suitable, whereas some programme aims might lend themselves perfectly to the product model.
Gwele
N S
NS
Department of Nursing, University of Natal, Durban.
D003479:Curriculum / Q000592:standards*; D004506:Education, Nursing / Q000458:organization & administration*; D006801:Humans; D019359:Knowledge; D017145:Models, Educational; D015402:Nursing Education Research; D009742:Nursing Theory; D010043:Outcome and Process Assessment, Health Care