Consider the environmental influences (culture, economics, ethics, law, policy, politics, society and technology) outlined in the CONHP conceptual model for the nurse educator. Identify stakeholders and contextual factors, both internal and external, which align with the CONHP conceptual model. Discuss ways these help or hinder the development of undergraduate nursing curriculum. I have attached the conceptual model for your review.
The most of the stakeholders and faculty have support and help the development of undergraduate nursing curriculum. For example, obtaining support from faculty colleagues, school leader, society, healthcare stakeholders, and students (Iwasiw and Goldenberg, 2015). Faculty colleagues can provide and discuss their …show more content…
There are four strategies that faculty can use separately or in combination to identify influential forces and issues environment scanning, forecasting, epidemiology, and survey research and consensus building” (Veltri and Warner, 2012, p. 103). The aim of environmental scanning is for leaders and administrators to become conscious of general directions and events assuming health care and higher education mostly and nursing specifically (Veltri and Warner, 2012). Environmental scanning let faculty to be jointly reactive and proactive. In this case, the faculty can select a relevant future trends for nursing curriculum.
According to the Carroll and Dolly, “contextual factors are those forces, situational, and circumstances that exist both within and outside the school of nursing and have the potential to influence the school and its program” (Iwasiw and Goldenberg, 2015, p. 144). Contextual factors influence the school of nursing and nursing program because there are some contextual environments mixture and …show more content…
(2015). Determining the need and gaining faculty and stakeholder support for curriculum development. (Eds.), Curriculum development in nursing education (pp. 85-90).
Iwasiw, C., Goldenberg, D. (2015). Gathering data for an evidence-informed, context-relevant, unified curriculum. (Eds.), Curriculum development in nursing education (pp. 144-157).
Veltri, L., Warner, J. (2012). Forces and issues influencing curriculum development. In D., M. Billings, & J., A. Halstead. (Eds.), Teaching in nursing: A guide for faculty (pp. 103-104). St. Louis, Mo.: Saunders/Elsevier.
“I have neither given nor received, nor have I tolerated others' use of unauthorized aid.” Mohsin
The most of the stakeholders and faculty have support and help the development of undergraduate nursing curriculum. For example, obtaining support from faculty colleagues, school leader, society, healthcare stakeholders, and students (Iwasiw and Goldenberg, 2015). Faculty colleagues can provide and discuss their …show more content…
There are four strategies that faculty can use separately or in combination to identify influential forces and issues environment scanning, forecasting, epidemiology, and survey research and consensus building” (Veltri and Warner, 2012, p. 103). The aim of environmental scanning is for leaders and administrators to become conscious of general directions and events assuming health care and higher education mostly and nursing specifically (Veltri and Warner, 2012). Environmental scanning let faculty to be jointly reactive and proactive. In this case, the faculty can select a relevant future trends for nursing curriculum.
According to the Carroll and Dolly, “contextual factors are those forces, situational, and circumstances that exist both within and outside the school of nursing and have the potential to influence the school and its program” (Iwasiw and Goldenberg, 2015, p. 144). Contextual factors influence the school of nursing and nursing program because there are some contextual environments mixture and …show more content…
(2015). Determining the need and gaining faculty and stakeholder support for curriculum development. (Eds.), Curriculum development in nursing education (pp. 85-90).
Iwasiw, C., Goldenberg, D. (2015). Gathering data for an evidence-informed, context-relevant, unified curriculum. (Eds.), Curriculum development in nursing education (pp. 144-157).
Veltri, L., Warner, J. (2012). Forces and issues influencing curriculum development. In D., M. Billings, & J., A. Halstead. (Eds.), Teaching in nursing: A guide for faculty (pp. 103-104). St. Louis, Mo.: Saunders/Elsevier.
“I have neither given nor received, nor have I tolerated others' use of unauthorized aid.” Mohsin