Details
Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education
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64,19 € |
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| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 01.09.2021 |
| ISBN/EAN: | 9783030781811 |
| Sprache: | englisch |
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Beschreibungen
<p>This book provides a review of central contributions from a variety of countries, and is intended to enhance and expand the national professional dialogue on curricula in nursing and midwifery education. All questions of a general nature related to the topic of “curricula” are dealt within the framework of this internationally oriented anthology. Though the contributions may address challenges concerning curriculum work in a specific country, they have been selected and structured to ensure their applicability to other countries. </p>
<p>The book’s main goals are to highlight the various phases and aspects of curriculum development and to offer a broad international perspective on the topic. It provides an overview of the international status quo of the theory development and seeks to promote an ongoing international discussion and cooperation in curriculum work in nursing and midwifery education.</p>
<p>When there are major changes in nursing and midwifery care, nursing (and midwifery) education has to change, too. Curricula offer an important basis for shaping educational processes at vocational schools and universities. The discussion of nursing and midwifery curricula is currently primarily taking place at the national level. The book shows that the approaches and instruments used in the development, construction, implementation and evaluation of curricula in nursing and midwifery education in different countries relate to very similar theoretical foundations. This finding can be seen as a confirmation of the national approaches. Although the book chiefly focuses on nursing education, examples from midwifery education are also included, so as to foster international and interprofessional cooperation.</p><br>
<p>The book’s main goals are to highlight the various phases and aspects of curriculum development and to offer a broad international perspective on the topic. It provides an overview of the international status quo of the theory development and seeks to promote an ongoing international discussion and cooperation in curriculum work in nursing and midwifery education.</p>
<p>When there are major changes in nursing and midwifery care, nursing (and midwifery) education has to change, too. Curricula offer an important basis for shaping educational processes at vocational schools and universities. The discussion of nursing and midwifery curricula is currently primarily taking place at the national level. The book shows that the approaches and instruments used in the development, construction, implementation and evaluation of curricula in nursing and midwifery education in different countries relate to very similar theoretical foundations. This finding can be seen as a confirmation of the national approaches. Although the book chiefly focuses on nursing education, examples from midwifery education are also included, so as to foster international and interprofessional cooperation.</p><br>
<div><p><b>See the final TOC in the attachment tab</b></p><p><b><br></b></p><p><b>Part I - Empirically based development of curricula</b></p><p>• Chapter 1: Schneider, Kordula et al.: A Curriculum on the Basis of qualification research.</p><p>• Chapter 2: Darmann-Finck, Ingrid et al.: Key problems of nursing reality as starting points of curriculum development</p><p>• Chapter 3: Pehlke-Milde, Jessica: A midwifery competence profile as a basic for outcome-orientated curriculum development</p><p>• Chapter 4: Kraienhemke, Monika: Subjective perceptions of Midwives on interprofessional collaboration with doctors and nurses – conclusions for curriculum development </p><p>Summary discussion (Darmann-Finck/Reiber)</p><p><br></p><p>Part II - Approaches of curriculum development</p><p>• Chapter 5: NN: Curriculum Development in Nursing (and Midwifery) using the Six-Step Approach. </p><p>• Chapter 6: Hendricks, Susan M: Concept-based Curriculum Development. </p><p>• Chapter 7: Hundenborn, Gertrud: Curriculum Development based on German educational theory</p><p>• Chapter 8: NN: Curriculum development for Interprofessional Collaboration</p><p><br></p><p>Summary discussion (Darmann-Finck/Reiber)</p><p><br></p><p><b>Part III - Principles of curriculum construction</b></p><p><br></p><p>• Chapter 9: Benner, Patricia: Skill Acquisition in Nursing and in Midwifery.</p><p>• Chapter 10: Muraraneza, Claudine; Mtshali, Ntombifikile: Developing an outcome based curriculum.</p><p>• Chapter 11: Darmann-Finck, Ingrid et al.: Situations-based Curriculum Construction.</p><p>• Chapter 12: NN: Curriculum construction with Fink´s Taxonomy in Course Design</p><p>Summary discussion (Darmann-Finck/Reiber)</p><p><br></p><p><b>Part IV - Implementation, reception and evaluation of curricula </b></p><p><br></p><p>• Chapter 13: Dale, Jan G.; Dale, Bjorg: Implementing a new pedagogy in the nursing curriculum. </p><p>• Chapter 14: Walsh Brennan, Anne Marie: Implementation of a case-based learning curriculum.</p><p>• Chapter 15: Morris, Tama: Nursing Program Evaluation.</p><p>• Chapter 16: NN: Implemenation and Evaluation of a Midwifery Curriculum.</p><p>• Chapter 17: Hendricks, Susan M.: Implementing Curricula: Strategies and Considerations for Success</p><p>Summary discussion (Darmann-Finck/Reiber)</p><p><br></p><p><b>Part V - Interesting Examples</b></p><p><br></p><p>• Chapter 18: Darmann-Finck, Ingrid et al.: Curriculum „Communicative competence in Nursing“</p><p>• Chapter 19: Diasa, Jacqueline Maria; Ajania, Khairunisa; Mithani, Yasmin: Conceptualization and operationalization of a baccalaureate nursing curriculum.</p><p>• Chapter 20: Tanner, Christine: The Oregon Health Sciences Curriculum.</p><p>• Chapter 21: NN: An Innovative Midwifery Curriculum.</p><p>Summary discussion (Darmann-Finck/Reiber)</p><p><br></p></div>
<p><b>Prof. Dr. Ingrid Darmann-Finck</b> is a Professor of Nursing at the University of Bremen, Institute for Public Health and Nursing Research, Germany, since 2003. She underwent training in nursing and worked as a nurse for several years (1988-1998). This was followed by a teacher training course. From 1994-2003, she was a research fellow at University of Hamburg and commenced there her PhD at in 1999. Her research interests are nursing didactics, curriculum development and learning with digital media. Since several years she is a consultant in nursing education for the German Ministry of Health. </p>
<p><b>Prof. Dr. Karin Reiber</b> is a Professor at the University of Applied Sciences Esslingen, Germany. She worked as a nurse in different fields and wards after her vocational education in nursing (1981-1988). Then she studied Educational Sciences, Psychology and Sociology at Eberhard-Karls-University Tübingen and got her Diploma-Degree 1996. As a social scientist she worked in a consulting company of NGOs in the area of healthcare. Subsequently she went back to University as a graduate and achieved her PhD in 2003. After a stage as a Postdoc she was appointed to a professorship for Nursing Education, first at University of Applied Sciences Weingarten (2006), later-on at Esslingen (2008), where she is researching up to now. Her special fields of study are Competencies, Learning and professional approaches to Teaching in Nursing.</p><br>
<p><b>Prof. Dr. Karin Reiber</b> is a Professor at the University of Applied Sciences Esslingen, Germany. She worked as a nurse in different fields and wards after her vocational education in nursing (1981-1988). Then she studied Educational Sciences, Psychology and Sociology at Eberhard-Karls-University Tübingen and got her Diploma-Degree 1996. As a social scientist she worked in a consulting company of NGOs in the area of healthcare. Subsequently she went back to University as a graduate and achieved her PhD in 2003. After a stage as a Postdoc she was appointed to a professorship for Nursing Education, first at University of Applied Sciences Weingarten (2006), later-on at Esslingen (2008), where she is researching up to now. Her special fields of study are Competencies, Learning and professional approaches to Teaching in Nursing.</p><br>
<p>This book provides a review of central contributions from a variety of countries, and is intended to enhance and expand the national professional dialogue on curricula in nursing and midwifery education. All questions of a general nature related to the topic of “curricula” are dealt within the framework of this internationally oriented anthology. Though the contributions may address challenges concerning curriculum work in a specific country, they have been selected and structured to ensure their applicability to other countries. </p>The book’s main goals are to highlight the various phases and aspects of curriculum development and to offer a broad international perspective on the topic. It provides an overview of the international status quo of the theory development and seeks to promote an ongoing international discussion and cooperation in curriculum work in nursing and midwifery education.<p></p><p>When there are major changes in nursing and midwifery care, nursing (and midwifery) education has to change, too. Curricula offer an important basis for shaping educational processes at vocational schools and universities. The discussion of nursing and midwifery curricula is currently primarily taking place at the national level. The book shows that the approaches and instruments used in the development, construction, implementation and evaluation of curricula in nursing and midwifery education in different countries relate to very similar theoretical foundations. This finding can be seen as a confirmation of the national approaches. Although the book chiefly focuses on nursing education, examples from midwifery education are also included, so as to foster international and interprofessional cooperation.</p>
<p>Offers an international perspective about Nursing and Midwifery Education</p><p>Presents different approaches and phases of curriculum development</p><p>Provides a competency-based or outcome-based training in Nursing and Midwifery</p>
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