Journal article
Exploring unplanned curriculum drift
Journal of Nursing Education, Vol.54(11), pp.641-644
2015
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Source: InCites
Abstract
<p><strong>Background</strong>: This study explored the opportunities for quality enhancement in teaching and learning by examining unplanned curriculum drift in an undergraduate nursing course. Curriculum drift is defined here as a process whereby the learning experiences associated with a curriculum do not match the specific syllabus, vision, or intentions associated with attaining desired outcomes for nursing students.<br /> <strong>Method</strong>: Staff involved in the implementation of a new innovative Bachelor of Nursing curriculum at an Australian regional university were surveyed to explore their perceptions and knowledge of key philosophical and pedagogical concepts associated with a planned curriculum. A constructivist case study approach was used to explore curriculum drift. <br /><strong>Results</strong>: Survey responses revealed that staff actions were inconsistent with their interpretations of concepts underlying the proposed curriculum. <br /><strong>Conclusion</strong>: It is proposed that the discrepancy is a contributing factor in curricular drift, where the potential to achieve desired learning outcomes associated with innovative curricula is compromised by a drift to preinnovative or unplanned states.</p>
Details
- Title
- Exploring unplanned curriculum drift
- Creators
- Andrew Woods - Southern Cross University
- Publication Details
- Journal of Nursing Education, Vol.54(11), pp.641-644
- Identifiers
- 3031; 991012820438202368
- Academic Unit
- School of Health and Human Sciences; Faculty of Health; Nursing
- Resource Type
- Journal article