BYON has three nursing curricula: an RN-BSN, an 18-month accelerated BSN for degree holders, and an RN – MSN. Each was developed separately at different times in the school’s history. Even though all have the same goals, the curricula vary considerably in recognition of the prior knowledge and experience of the student groups. There is acceptance of the fact that the curricula of the three programs should differ. However, there is some feeling that the differences are too great. As well, some faculty members view the accelerated program as too strongly content-driven and oriented to the traditional 18-year old student. An additional concern is that accelerated students may not be developing the ethos of professional nurses.In 12 months, the nursing curricula will be reviewed by the university’s internal curriculum appraisal committee, in accordance with institutional accountability requirements. Faculty members support the suggestion of Dr. Cynthia Melbourne, the Dean of the Faculty, that it would be wise to conduct a speedy internal review to determine the alignment of all undergraduate curricula with accreditation requirements, healthcare needs, each other, and particularly with the university and school missions.Dr. Horne appoints a task group of four members to assemble and review the available data and to return to the larger faculty group with recommendations in 3 months. The task force is composed of:Mr. A who teaches solely in the accelerated programMr. B, who is the Undergraduate Chair and whose primary teaching responsibility is in the 4-year programMrs. C, who chairs the Undergraduate Curriculum Committee and whose primary teaching responsibility is in the RN-BSN programMr. D, who teaches the undergraduate research course in all BSN programs and a graduate research coursePlus, a resident has been assigned, as work-study to assist the secretary in recording minutes.The group acquires the data available to them, noting that it may be incomplete because of the time constraints. Each member reads all the information, taking note of ideas that seem particularly pertinent to the undergraduate curricula. Then, they meet to discuss the information from each source, noting curriculum implications. Finally, they have an integrative discussion of all the data. From that discussion and previous notes, the group concludes that the attributes and abilities of graduates should include:Full dependence on formal guidance and learning from educatorsAbility to integrate and synthesize knowledge as a basis for careComfortable with ambiguitySelf-evaluationSkills in the use of information technologiesAbility to read, memorize, and repeat information back.Critical readers and users of research literatureCommitted to collaboration and shared decision makingAdhere to professional ethics, including when communicating onlineLife-long learnersRespect diverse culturesAble to communicate and work effectively with people across the life spanExplain:Are any of the items on the list of attributes and abilities unnecessary or relatively unimportant? please explainAre any important ideas missing from the list of attributes and abilities? If so please explain what they are?How could stakeholders have been involved in determining the important attributes and abilities? What procedures would be feasible?What are three (3) attributes/abilities for the adult learner, and what identifiable interactive tools could help these learners?Who needs to be involved in the decision making about the foundation attributes of these programs?What two (20) proposed faculty development activities that can be related to the development understanding and competence in teaching adult learners?
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