Reconfiguring a curriculum for the new millennium: the process of change.
Over the past decade, changing demographics, new technology, an increased focus on health promotion, and radical shifts in health care reimbursement have significantly impacted the nursing role. The purpose of this article is to review the process of change at one university as its curriculum evolved from an integrated acute-care focus to a community-based, health promotion framework. A review of the literature and survey data from students, alumnae, faculty, other universities, and curriculum consultants laid the groundwork for this process. Curriculum generation followed guided by data analysis, template design and revision, values clarification, sacrificing "sacred cows," and consensus building. Implications for nursing and nursing education are explored.
Mawn
B
B
College of Health Professions, Department of Nursing, University of Massachusetts Lowell, 01854, USA.
Reece
S M
SM
D003152:Community Health Nursing / Q000193:education*; D003479:Curriculum / Q000639:trends*; D003697:Delphi Technique; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing; D005544:Forecasting; D006293:Health Promotion; D006801:Humans; D008404:Massachusetts; D017145:Models, Educational; D015402:Nursing Education Research; D009936:Organizational Innovation; D009937:Organizational Objectives; D016730:Program Development / Q000379:methods*; D015397:Program Evaluation; D012579:Schools, Nursing; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D014481:United States