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N 584 Faculty Development Program

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Assignment:

Critical Thinking Exercises :

Case Study #1: Meadowvale University School of Nursing

Dr. Manuela Lopez is director and professor of Meadowvale
University School of Nursing. Enrollment is 550 undergraduate and 85 graduate
students. The teaching staff comprises 26 full-time faculty (19
doctorally-prepared, 7 masters-prepared) and 40 part-time faculty (22
masters-prepared, 18 baccalaureate). Approximately 30% of faculty members were
hired in the previous 3 years. Dr. Lopez is an active member of the university
administrators group, the community health administrators association, and
nursing professional organizations. She keeps abreast of changes in nursing,
nursing education, and health care. She has excellent relationships with
faculty members, university administrators, and clinical and professional
colleagues.

The undergraduate curriculum was first implemented 15 years
ago. Since then, there have been minor curriculum revisions, but the
philosophical approaches, goals, and basic structure of the largely behaviorist
curriculum have remained unchanged.

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Although faculty have attended workshops and conferences on
new and evolving educational paradigms, some are generally comfortable with the
present curriculum. Some act more in accordance with a caring,
humanistic-educative approach, and others are strong feminists. Some advance
ideas of social justice in the courses they teach.

Members of the School of Nursing were shocked when, for the
first time, nearly 20% of graduates failed the NCLEX. Those graduates were
public in voicing their displeasure with the School. Along with this, there has
been informal feedback from a few employers that Meadowvale graduates are
having difficulties beyond those experienced by new graduates of other schools.
Further, there has been increasing pressure from the university’s central
administration to increase the number and size of research grants and the
publication rate of faculty. The school is 3 years away from an accreditation
review and Dr. Lopez thinks that the time might be right for discussion about
curriculum development. She calls a special meeting to discuss the possibility
of curriculum development.

1. What factors or influences would propel Meadowvale
nursing faculty toward curriculum development? What might be the objections and
responses to these?

2. What could be the sources of support for curriculum development?
Sources of resistance?

3. How would Dr. Lopez’s initiation of the idea of
curriculum development influence faculty members’ decision about whether or not
to proceed?

4. What is a suitable timeframe for curriculum revision in
light of the reasons for curriculum development and the upcoming accreditation
review?

5. How would Dr. Lopez assess faculty members’ acceptance of
the need for curriculum development and their readiness to support the process?

Case Study # 2: Rosemount University School of Nursing

Rosemount University School of Nursing has offered
baccalaureate and masters programs in nursing for 40 years. Most faculty have
kept abreast of current curriculum paradigms and teaching-learning methods in
order to deliver the “best” nursing program to qualified students.
Faculty development through attendance at occasional in-house meetings or
attendance at local, national, or international conferences has been considered
important to most of the faculty. However, an ongoing faculty development program
was not implemented due to resistance from a few “senior” faculty
members.

Recently, Dr. Angela Fabatini, director of the school,
attended a national meeting of baccalaureate nursing program deans and
directors. One recommendation, among many others developed by the group, was
that faculty development include activities intended to facilitate
participation in curriculum development.

On returning from the conference, Dr. Fabatini called a
faculty meeting. A review of faculty development activities was undertaken. The
results revealed a fragmented approach to faculty development, sporadic faculty
attendance, and very little attention to the specifics of the curriculum
process. Inexperienced faculty members wanted an ongoing faculty development
program to assist them in revising the present baccalaureate-nursing program.
Two “senior” experienced faculty members voiced their resistance to
this activity, claiming that the past practice of ad hoc meetings was
satisfactory and that there was no necessity for change, since the program is
accredited.

1. What are the strengths and limitations in the present
faculty development system?

2. What strategies might be instituted to encourage
participation in faculty development?

3. When agreement is reached to undertake faculty
development for curriculum change, what would be the goals of this activity?
What development activities could be instituted?

4. What responses might be appropriate for those faculty
members resisting change?

5. If the Rosemount University faculty decide to proceed
with curriculum development, which change theory would be useful, and how could
it be used?

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