Abstract：
BACKGROUND:Curriculum changes are a regular feature of nurse education, yet little is known about how such changes are managed. Research in this arena is yet to emerge. OBJECTIVE:Evaluation of how a curriculum change in nurse education was managed through the application of a business change management model. METHOD:A qualitative case study: the single case was the new curriculum, the Primary Care Pathway. PARTICIPANTS AND SETTING:One executive, three senior managers, two academics and nineteen students participated in this study in one faculty of health and social care in a higher education institution. RESULTS:The findings suggest that leadership was pivotal to the inception of the programme and guiding teams managed the change and did not take on a leadership role. The vision for the change and efforts to communicate it did not reach the frontline. Whilst empowerment was high amongst stakeholders and students, academics felt dis-empowered. Short-term wins were not significant in keeping up the momentum of change. The credibility of the change was under challenge and the concept of the new programme was not yet embedded in academia. CONCLUSION:Differences between the strategic and operational part of the organisation surfaced with many challenges occurring at the implementation stage. The business change model used was valuable, but was found to not be applicable during curriculum changes in nurse education. A new change model emerged, and a tool was developed alongside to aid future curriculum changes.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Chowthi-Williams A,Curzio J,Lerman Sdoi
10.1016/j.nedt.2015.08.023subject
Has Abstractpub_date
2016-01-01 00:00:00pages
133-8eissn
0260-6917issn
1532-2793pii
S0260-6917(15)00347-0journal_volume
36pub_type
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journal_title：Nurse education today
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pub_type： 杂志文章
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pub_type： 杂志文章,随机对照试验
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