Abstract
Many nurse educators fear involvement in curriculum development because of limited understanding of what itentails. Curricula, as etymological, epistemological, and phenomenological concepts have attracted the attention ofeducators for decades. Several curriculum models exist to explain curriculum decision-making, and the relationshipamong ideology, theory, and stakeholders. The Behavioral curriculum model reflects Western-society psychology,assuming that the environmental influences shape behaviors. Experientialism originated as open-minded theory,postulating that an experience led to creativity and helped a multiple intelligence development. Cognitive theoristsanalyze the curriculum through cognitive skills and acquisition of knowledge. The structure of disciplines attempts toexplain the fundamental ideas about a specific subject or subjects in a discipline. Multiple stakeholders play keyroles in curriculum decision-making from selection of curriculum models to implementation and evaluation.Curriculum specialists include planners, consultants, coordinators, directors, and professors. Educators are the largestgroup of professionals working in the realm of curriculum development. Frequently, instructors participate incurriculum planning under the supervision of a curriculum leader or other specialist. The supervisor is usually aperson who works on three levels, instruction, curriculum, and staff development. Laypersons may include membersof community and students. The role of members of the community has changed historically from passive to activeparticipants in curriculum development. The curriculum pearls may help educators understand curriculum models orset a curriculum committee according to the mission and vision of an organization. In this review, the faculty willfind fundamental elements connecting curriculum models, stakeholders, and nursing education.
Highlights
Curricula, as an etymological, epistemological, and phenomenological concept has attracted the attention of educators for decades (Posner, 2004; Wiles & Bondi, 2007)
Nursing faculty members often lack proficiency and curriculum competencies due to the clinical blueprint of the nursing education which focus on theory and practice and seldom curriculum education
Curriculum concepts are predominantly taught at programs granting graduate degrees in education; many nursing faculty have a clinical background preparation
Summary
As an etymological, epistemological, and phenomenological concept has attracted the attention of educators for decades (Posner, 2004; Wiles & Bondi, 2007). Authors have been trying to define the concept “curriculum” for years; a single definition of curricula does not exist (Marsh & Willis, 2003; Marshall, et al, 2000; Olivia, 2005; Posner, 2004; Wiles & Bondi, 2007). The first level included the following seven concepts: a) scope and sequence, or series of intended learning or objectives; b) syllabus or course plan of study; c) content outline, or list of organized instructions (curriculum plan); d) standards, or ground work for the course with expected achievements. A competent educator should be cognizant of the coexisting concepts when designing comprehensive curricula for any type of organizations
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