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Contextual factors within the realm of nursing school and curriculum development play a pivotal role in shaping educational landscapes. These factors are broadly categorized as internal and external, with a profound influence on various aspects of the curriculum.
Internal factors originating within the institution, such as history, philosophy, culture, finance, programs, and infrastructure, significantly contribute to the shaping of the educational environment. These factors form the foundation upon which curriculum decisions are made.
The history of a nursing school can impact its approach to curriculum development.
Historical successes and challenges shape the institution's identity and influence the direction it takes in creating educational programs. The underlying philosophy, whether centered on patient-centric care or a more technical approach, guides curriculum planners in aligning the educational experience with the core values of the institution.
The institutional culture, encompassing the shared values, beliefs, and practices of the nursing school, plays a crucial role in curriculum development. A collaborative and innovative culture fosters the creation of dynamic and responsive curricula.
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On the other hand, a more traditional culture might lean towards tried-and-tested educational approaches.
Finance is a key internal factor that warrants in-depth exploration. Financial resources, or the lack thereof, can profoundly influence the scope and depth of curriculum development. When financial constraints are present, decisions about resource allocation become critical. Understanding the budgetary landscape and making informed choices about technology, staffing, books, and space are essential considerations for curriculum planners.
External factors, emerging from outside the school, encompass demographic shifts, professional standards and trends, socio-politico-economic influences, healthcare dynamics, and cultural elements.
Recognizing and adapting to these external forces are crucial for effective curriculum development.
Demographic shifts in the population can significantly impact the demand for nursing education. An aging population, for example, may necessitate curriculum adjustments to address the specific healthcare needs of elderly patients. Likewise, shifts in professional standards and trends, influenced by advancements in medical technology or changes in healthcare policies, require continuous monitoring and adaptation of nursing school curricula.
Socio-politico-economic influences also play a role in shaping nursing education. Changes in government policies or economic conditions may impact funding for nursing programs and influence the availability of resources. The cultural landscape, including attitudes towards healthcare and nursing, shapes the contextual lens through which curriculum developers must view their programs.
Healthcare dynamics, characterized by evolving patient needs and advancements in medical science, necessitate flexibility in nursing school curricula. Incorporating the latest evidence-based practices and ensuring that students are prepared to meet emerging healthcare challenges are integral considerations in curriculum development.
Financial resources stand out as a critical contextual factor influencing curriculum development in nursing schools. Insufficient resources pose challenges to stakeholders involved in program planning and design. The curriculum committee must meticulously assess the available financial resources, considering technology, staffing, books, and space to ensure successful implementation.
Those involved in planning and designing nursing programs must possess a comprehensive understanding of the financial landscape. This includes knowledge of the overall budget, specific costs associated with curriculum development, and potential areas for cost-saving without compromising educational quality. Making informed decisions about resource allocation is fundamental to the success of any curriculum development initiative.
The development of any new program has to be financed from existing available resources. Therefore, before a new curriculum can be devised or for the revision of previous curriculum, the committee has to look at what and how much it is going to cost for this to be implemented successfully.
It would be better for the committee to know in advance if and to what extent can the curriculum be revised, than to start only to find out midway or at the end that it cannot be completed due to lack of financial resources (Iwasiw, et al. , 2009).
Infrastructure, covering human resources and physical resources, emerges as another cornerstone influencing curriculum development. Faculty, as a vital part of human resources, holds the key to successful curriculum implementation. The diverse contributions of clinicians, preceptors, guest speakers, and support staff shape the curriculum and facilitate the day-to-day functioning of the school and program.
Human resources are a major category that falls under this area. The faculties which make up part of the human resources and, a vital part of the infrastructure are a key to the curriculum development and for successful implementation (Iwasiw, et al. , 2009).
It is essential that this process be managed by faculty because they share a major responsibility in teaching students and their learning so greatly depend on the quality of the curriculum (Wolf, Hughes & Baron-Nixon, 2007).
All the different members that make up the faculty should be considered, whether they are clinicians, preceptors, guest speakers, or support staffs because of their involvement, perspectives and contributions that they may have regarding curriculum development. These staffs are essential, because they aid in the smooth day to day function of the school and the program.
Students are vital because without them there would be no need for a nursing school and thus no curriculum. The physical resources must also be considered because the space for classroom, technological aids, and library resources must be sufficient so that the needs of the students are matched with the curriculum (Iwasiw, et al. , 2009).
The active involvement of faculty in managing the curriculum development process is paramount. Faculty members, being crucial in teaching and impacting student learning, contribute significantly to curriculum quality. Acknowledging the various roles within the faculty, including clinicians, preceptors, guest speakers, and support staff, underscores the importance of their perspectives and contributions.
Curriculum development is a collaborative process that benefits from the insights and experiences of various faculty members. Clinicians bring real-world perspectives, preceptors contribute insights into clinical training, guest speakers provide industry updates, and support staff ensure the logistical aspects of the curriculum are well-managed.
Students, as the ultimate beneficiaries of the curriculum, should also be considered integral to the development process. Their feedback, expectations, and evolving educational needs should shape curriculum decisions. An inclusive approach that values the input of all stakeholders ensures a well-rounded curriculum that meets the diverse demands of nursing education.
As we reflect on the discussed contextual factors—finance, infrastructure, faculty, students, and physical resources—it becomes evident that a holistic understanding is necessary for successful curriculum development. The dynamic nature of nursing school education demands ongoing evaluation and adaptation based on these contextual influences.
Contextual Dynamics in Nursing School Curriculum Development. (2017, Feb 23). Retrieved from https://studymoose.com/two-examples-of-contextual-factors-that-influence-a-curriculum-essay
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