This text covers the application of theories and concepts that are fundamental in developing, revising, refining, and evaluating curricula. Specific chapters are devoted to the various levels of nursing education, i.e. ADN, BSN, entry level Masters, specialty and advanced practice Masters, and doctoral programs. Additional chapters are geared towards staff development and patient education.

Table of Contents

Section I: Introduction to the History of Curriculum Development and Faculty Role Chapter 1: Best Laid Plans: A Century of Nursing Curricula Chapter 2: Responsibilities of Faculty in Curriculum Development and Evaluation Section II: Learning Theories, Education Taxonomies, and Critical Thinking Chapter 3: Learning Theories Applied to Nursing Curriculum Development Chapter 4: Taxonomies and Critical Thinking in Curriculum Design Section III: Conducting A Needs Assessment for Reviewing and Developing Curricula Chapter 5: External Frame Factors: Influence and Assessment Chapter 6: Internal Frame Factors: Influence and Assessment Section IV: Curriculum Development Chapter 7: Components of the Curriculum Chapter 8: Undergraduate Curricula in Nursing Chapter 9: Graduate Curricula in Nursing Section V: Curriculum and Program Evaluation Chapter 10: Master Planning for Program and Curriculum Evaluation: Systematic Assessment and Evaluation Chapter 11: Application of Educational Evaluation Models to Nursing with A Case Study: Standardized Patient Technology in Formative and Summative Evaluation of Nurse Practitioners Chapter 12: Planning for Accreditation: Evaluating the Curriculum Section VI: Curriculum Development and Evaluation in Staff Development and Patient Education Chapter 13: Adaptation to Staff Development and Patient and Family Education Section VII: Issues and Trends in Curriculum Development and Evaluation Chapter 14: Distance Learning Chapter 15: Summary and Issues