'Settling for less': designing undergraduate nursing curricula in the context of national accreditation

Article

Ralph, Nicholas, Birks, Melanie, Cross, Wendy and Chapman, Ysanne. 2017. "'Settling for less': designing undergraduate nursing curricula in the context of national accreditation." Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 24 (2), pp. 117-124. https://doi.org/10.1016/j.colegn.2015.09.008
Article Title

'Settling for less': designing undergraduate nursing curricula in the context of national accreditation

ERA Journal ID14073
Article CategoryArticle
AuthorsRalph, Nicholas (Author), Birks, Melanie (Author), Cross, Wendy (Author) and Chapman, Ysanne (Author)
Journal TitleCollegian: The Australian Journal of Nursing Practice, Scholarship and Research
Journal Citation24 (2), pp. 117-124
Number of Pages8
Year2017
PublisherElsevier
Place of PublicationAmsterdam, Netherlands
ISSN1322-7696
1876-7575
Digital Object Identifier (DOI)https://doi.org/10.1016/j.colegn.2015.09.008
Web Address (URL)http://www.collegianjournal.com/article/S1322-7696(15)00108-0/pdf
Abstract

The quality of undergraduate nursing education is essential to producing graduates that are safe and effective practitioners, relevant to the broader contexts of care. National accreditation standards are focused on ensuring the quality of nursing programs in terms of public interest and safety. To ensure that nursing programs achieve the outcomes expected of them, effectively designing curricula as part of an accredited program is central to quality assurance in nursing education. The aim of the study is to explore the process of curriculum design in the context of national accreditation processes. A qualitative grounded theory methodology was adopted with interviews and document analysis undertaken. Findings revealed significant issues with the approaches used to inform curriculum design, resourcing, and staff capacity in the context of undergraduate nursing education. Strong whole-of-course curriculum design processes form the foundation of a quality system of undergraduate nursing education. The deficiencies in current practice have significant implications for the future of the nursing profession. While no clear and immediate solution is evident, identifying the nature of such limitations and implementing systematic, evidence-informed approaches to the process is crucial to improving the quality of undergraduate nursing education.

Keywordsnursing; accreditation; curriculum; design; development; education; pre-registration; undergraduate
ANZSRC Field of Research 2020420599. Nursing not elsewhere classified
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Byline AffiliationsMonash University
James Cook University
Institution of OriginUniversity of Southern Queensland
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