This article presents a case study describing how one nursing doctoral program faculty has identified, organized, and taught the disciplinary knowledge component of the curriculum.
Three foci were chosen:
health promotion and risk reduction;
acute, critical, and long-term care;
Faculty groups designed each focus to capitalize on current faculty research strengths and did not use a formalized knowledge structure a priori.
Scholarship content and sample courses are described.
Factors affecting implementation included providing students with choice; a mixture of full-time and part-time students; little interchangeability of faculty in courses; balancing doctoral teaching with teaching at other levels; advisement issues; a lengthy formal curriculum approval process; and highly specific needs of individual students.
Mots-clés Pascal : Infirmier, Enseignement supérieur, Homme, Personnel sanitaire, Nursing, Programme enseignement, Formation professionnelle, Etats Unis, Doctorat, Amérique du Nord, Amérique
Mots-clés Pascal anglais : Nurse, Graduate level education, Human, Health staff, Nursing, Educational program, Occupational training, United States, North America, America
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 93-0652339
Code Inist : 002B30A09. Création : 199406.