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PubMed · 14748532

A facilitative approach to learning about curriculum development.

Dolly Goldenberg·Mary-Anne Andrusyszyn·Carroll Iwasiw
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Abstract

Graduate students have high ambitions and desire excellence in their work. Creating learning opportunities that capture this drive and help them achieve and exceed their goals is a challenge for educators. This article describes two teaching approaches, group process and an adaptation of Bensusan's escalator model, which were used in a graduate nursing course to help students learn about curriculum development. Students participated as a faculty group, submitting successive iterations of their work as they developed hypothetical curricula. Benefits students identified from course faculty's critiques of their submissions included experiencing enhanced self-direction, self-esteem, and mutual respect among students and between students and course faculty, as well as authentic curriculum development in a safe, caring, and supportive context. This article discusses the strengths and limitations of this pragmatic and productive learning approach to preparing future nurse educators for their role as curriculum developers.

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Attitude of Health PersonnelCurriculumEducation, Nursing, GraduateFaculty, NursingGroup ProcessesHumansInterprofessional RelationsKnowledgeLearningModels, EducationalNursing Education ResearchProgram EvaluationPsychology, EducationalSelf ConceptSocial SupportStudents, NursingTeachingEvaluation StudyJournal Article

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Dolly Goldenberg, Mary-Anne Andrusyszyn, Carroll Iwasiw. 2004. A facilitative approach to learning about curriculum development.. https://doi.org/10.3928/01484834-20040101-03

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