Date of Award
2001
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Joan B. Murry
Committee Member
G. Jeremiah Ryan
Committee Member
Larry N. McCarthy
Keywords
benchmarking, change management, Continuous Quality Improvement, critical thinking, curriculum design, curriculum integration, curriculum redesign, delegation, effective communication, empowerment, entry-level competency, Frankford Hospital School of Nursing, humanism, implementation, leadership, management, Mid-Atlantic, National Council Licensure Examination for Registered Nurses, National League for Nursing, nursing education, Pennsylvania State University, priority setting, program evaluation, quasi-experimental study, resource management, strategic planning, student outcomes, surveys
Abstract
The problem is that a gap exists between the Frankford Hospital School of Nursing (FHSN) curriculum design, increased National Council Licensure Examination for Registered Nurses (NCLEX-RN) passing standards, and the revised NCLEX-RN examination that has integrated leadership and management concepts. The FHSN curriculum design does not adequately prepare students to address leadership and management concepts that are being tested on the NCLEX-RN.
The purpose of this project was to develop a strategic plan to integrate leadership and management concepts throughout the FHSN curriculum. A plan for implementation and evaluation was also developed. The following five research questions were addressed: (1) "What is the appropriate curriculum model to be used in modifying the FHSN curriculum design?" (2) "What is the appropriate leadership and management model for the integration of leadership and management concepts into the FHSN curriculum?" (3) "What are the necessary leadership and management concepts to be integrated into the FHSN curriculum?" (4) "What is the appropriate strategic plan for integration of leadership and management concepts into the curriculum design at FHSN?" and (5) "What is the appropriate implementation and evaluation plan for the integrated curriculum design at FHSN?"
Sixteen procedures were conducted. The first four procedures provided the foundation on which to answer the five research questions posed in this project: a review of the related literature, the formation of formative and summative committees to assist in the development of a valid mail-survey of Mid-Atlantic, National League for Nursing (NLN) accredited baccalaureate nursing programs, the administration of the survey, and the data analysis of survey results. Procedures five through eleven expanded on research question three: the formation of the student-focus and nurse-mentor groups, the administration of the student-focus and nurse-mentor surveys, the analysis of the survey results, and the validation of leadership/management concepts. Procedures twelve through fifteen expanded on research question four: the student-focus group session questions; the analysis of the responses to the questions; and the comparison of all the survey data. Procedures fifteen and sixteen culminated in the development of a strategic plan to integrate leadership and management concepts throughout FHSN curriculum with plans for implementation and evaluation (research question five) It was anticipated that the plan would result in a curriculum design to prepare students to demonstrate entry-level RN competency on the NCLEX-RN, prepare graduates to function in their professional role, and satisfy NCSBN institutional passing standards.
The results in this project demonstrated that the five research questions have been answered. It was determined that the eclectic approach to the curriculum redesign with an emphasis on humanism and curriculum strands would continue to be appropriate curriculum organizers (research question one) and the framework for the integration of leadership and management concepts throughout the FHSN curriculum (research question two) It was determined that critical thinking, effective communication, priority setting, Continuous Quality Improvement, delegation, resource management, and empowerment were leadership and management concepts that would be integrated into the curriculum redesign (research question three). It was also determined that the appropriate strategic plan with plans for implementation and evaluation of the integrated curriculum design were developed (research questions four and five).
Several learning outcomes resulted from this project. First, the success of the change process in any organization is contingent upon the need, degree of involvement, commitment, and sense of vision amongst its chief stakeholders. Second, the students must be involved in the curriculum and instructional redesign in order to create an learning environment that is supportive and nurturing. Lastly, the benchmarking process was a valuable tool in the validation of the strategies for creating curriculum change. It was recommended that the strategic plan be implemented in the fall semester of the 2001-2002 academic year for all nursing and non-nursing courses.
It was recommended that the project be disseminated to the FHSN faculty, the supportive staff, and The Pennsylvania State University faculty in a faulty meeting; the National State Board for Nursing (NSBN), the National League for Nursing (NLN), the sample population, and the NCLEX-RN review course consultant via the mail; and nursing academia as a published article in a nursing education journal. It was also recommended that the following research be conducted: a quasi-experimental study to compare the NCLEX-RN results of FHSN graduates exposed to the integrated curriculum to those of graduates exposed to the traditional FHSN curriculum design; a longitudinal study to evaluate the effect that the integrated FHSN curriculum design has had on the NCLEX-RN results over a one, two, and five-year period; a graduate survey over a one, two, and five-year period to evaluate the effects that the integrated FHSN curriculum design has had on the proficiency level of the entry-level nurse who was exposed to the design while in program; and an employer survey over a one, two, and five-year period to evaluate the effect that the integrated FHSN curriculum design has had on the proficiency level of the entry-level nurse exposed to the design.