Abstract
Section I: Introduction to the History of Curriculum Development and Faculty Role Chapter 1: Best Laid Plans: A Century of Nursing Curricula Chapter 2: Responsibilities of Faculty in Curriculum Development and Evaluation Section II: Learning Theories, Education Taxonomies, and Critical Thinking Chapter 3: Learning Theories Applied to Nursing Curriculum Development Chapter 4: Taxonomies and Critical Thinking in Curriculum Design Section III: Conducting A Needs Assessment for Reviewing and Developing Curricula Chapter 5: External Frame Factors: Influence and Assessment Chapter 6: Internal Frame Factors: Influence and Assessment Section IV: Curriculum Development Chapter 7: Components of the Curriculum Chapter 8: Undergraduate Curricula in Nursing Chapter 9: Graduate Curricula in Nursing Section V: Curriculum and Program Evaluation Chapter 10: Master Planning for Program and Curriculum Evaluation: Systematic Assessment and Evaluation Chapter 11: Application of Educational Evaluation Models to Nursing with A Case Study: Standardized Patient Technology in Formative and Summative Evaluation of Nurse Practitioners Chapter 12: Planning for Accreditation: Evaluating the Curriculum Section VI: Curriculum Development and Evaluation in Staff Development and Patient Education Chapter 13: Adaptation to Staff Development and Patient and Family Education Section VII: Issues and Trends in Curriculum Development and Evaluation Chapter 14: Distance Learning Chapter 15: Summary and Issues
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