BookIngrid Darmann-Flick, Karin Reiber, editors.
Summary: This book provides a review of central contributions from a variety of countries, and is intended to enhance and expand the national professional dialogue on curricula in nursing and midwifery education. All questions of a general nature related to the topic of 'curricula' are dealt within the framework of this internationally oriented anthology. Though the contributions may address challenges concerning curriculum work in a specific country, they have been selected and structured to ensure their applicability to other countries. The book's main goals are to highlight the various phases and aspects of curriculum development and to offer a broad international perspective on the topic. It provides an overview of the international status quo of the theory development and seeks to promote an ongoing international discussion and cooperation in curriculum work in nursing and midwifery education. When there are major changes in nursing and midwifery care, nursing (and midwifery) education has to change, too. Curricula offer an important basis for shaping educational processes at vocational schools and universities. The discussion of nursing and midwifery curricula is currently primarily taking place at the national level. The book shows that the approaches and instruments used in the development, construction, implementation and evaluation of curricula in nursing and midwifery education in different countries relate to very similar theoretical foundations. This finding can be seen as a confirmation of the national approaches. Although the book chiefly focuses on nursing education, examples from midwifery education are also included, so as to foster international and interprofessional cooperation.
Contents:
Part I - Empirically based development of curricula
Chapter 1: From wish to family: stressing a preconception period in a curriculum as an important part of midwifery scope of practice
Chapter 2: Curriculum development in nursing education on the basis of paradigmatic work tasks
Chapter 3: A Curriculum on the Basis of qualification research
Chapter 4: Key problems in interprofessional collaboration in midwifery as starting point of curriculum development
Part II - Methods and principles of curriculum construction
Chapter 5: Competency-based curriculum development and implementation in nursing education
Chapter 6: Nursing Curriculum development: A United States Perspective of Baccalaureate Nursing Education
Chapter 7: Situations-based Curriculum Construction
Part III - Implementation and evaluation of curricula
Chapter 8: Evaluation of the Oregon Health Sciences Curriculum
Part IV - Interesting Examples
Chapter 9: Development of the Oregon Health Sciences Curriculum- An Innovative, Competency Based Curriculum in the US
Chapter 10: Development of the European curriculum for family and Community nurse
Chapter 11: Embedding Sustainability in the Nursing Curriculum
Chapter 12: Curriculum Development in Interprofessional Education in Health.