Therefore, a suitable time frame for curriculum development would be three months across the slowest enrollment quarter for Meadowvale. Presuming this would be concurrent with the summer months, the fall semester thereafter would correspond with a pilot period. Refinement and full implementation would following the spring semester.
5.
Evaluation of acceptance and readiness should come in the form of close consultation. Because the positive working relationship between Dr. Lopez and the faculty will be so critical in effecting positive change, assessment should also be an open process of ongoing consultancy. Bi-weekly conferences with faculty can help to identify flaws or opportunities in curriculum going forward.
Case #2:
1.
As it is presented in the case history, the faculty development system at Rosemount is highly flawed. The structure is currently a loose and inconsistent array of workshops that faculty are expected to attend. The greatest strength of the current system is its general flexibility. Given the demands of the occupation, this flexibility may be valued by some members of faculty. That said, the weaknesses in the system at Rosemount are far more pressing. The case history points to several senior leaders at the institution who have been generally resistant to effective faculty development under the assertion that the current approach is acceptable.
In spite of the obstacle created by a few decidedly out-of-touch leaders, there is a clear need for any faculty to remain effective by staying abreast of changes in the broader industry. As the text by Iwasiw et al. notes, "continuing shifts in health and healthcare systems, technologies, population profiles, expectations, and demands have led to the realization that the education of nurses, and there- fore, nursing curricula, must be subjected to evaluation, revision, and maybe even dramatic change. The magnitude, intensity, and pace of societal and healthcare dynamics challenge nurse educators to develop relevant, evidence-based curricula to prepare nurses for new roles and responsibilities consistent with evolving health care and healthcare systems. A curriculum 'not only reflects but is a product of its time'" (Iwasiw et al., p. 17)
2.
Strategies of encouragement for participation should include professional recognition for meaningful...
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