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Original Article
- Outcomes-based Curriculum Development and Student Evaluation in Nursing Education
- Hesook Suzie Kim
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Journal of Korean Academy of Nursing 2012;42(7):917-927.
DOI: https://doi.org/10.4040/jkan.2012.42.7.917
Published online: December 12, 2012
College of Nursing, University of Rhode Island, Kingston, Rhode Island, USA
College of Nursing, University of Rhode Island, Kingston, Rhode Island, USA
- Address reprint requests to : Kim, Hesook Suzie College of Nursing, University of Rhode Island, Kingston, Rhode Island, 5421 Rodriquez Lane, Haymarket, VA 20169 USA Tel: +1-571-261-5495 E-mail: hsuziekim@comcast.net
• Received: November 4, 2012 • Accepted: November 29, 2012
Copyright © 2012 Korean Society of Nursing Science
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Abstract
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Purpose
- A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program.
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Methods
- A curriculum development model has been developed analytically based on the literature and experiences.
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Results
- A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated.
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Conclusion
- This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.
Figure 4.The frame of curriculum development representing the standards of Commission on Collegiate Nursing Education.
Figure 5.A matrix (an example) for delineation of critical contents for nursing curriculum applying a system of content type.
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Figure 1. An outcomes-based curriculum development model.
Figure 2. Comparison of the standards for curriculum development in nursing by KABONE & AACN.
Figure 3. Process of curriculum development.
Figure 4. The frame of curriculum development representing the standards of Commission on Collegiate Nursing Education.
Figure 5. A matrix (an example) for delineation of critical contents for nursing curriculum applying a system of content type.
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Figure 2.
Figure 3.
Figure 4.
Figure 5.
Outcomes-based Curriculum Development and Student Evaluation in Nursing Education
