Creating a Faculty Community That Values Curricular Assessment and Improvement: One DNP Program's Experience

Julie A. Meek, Debra Runshe, Judith Young, Jennifer Embree, Mary Beth Riner

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Developing faculty ownership of ongoing curricular improvement presents educational and management challenges for schools of nursing, yet little has been published about which components help build a faculty community that values curricular assessment and improvement. The purpose of this case study was to describe key features of and faculty satisfaction with one school of nursing's doctor of nursing practice curricular assessment process, with a description of key considerations for developing an ePortfolio-supported curricular assessment process. ePortfolio matrices were used as a curricular organizing structure for mapping and scoring each completed student assignment to an American Association of Colleges of Nursing Essential descriptor using a rubric that measured evidence of student learning. Faculty satisfaction with the process was also evaluated. First-year results indicated high levels of faculty satisfaction with the assessment process. The initial findings led to four actions for curricular improvement and agreement to continue the assessment process biannually. The curricular assessment was successful in generating faculty satisfaction, identifying needed areas to improve the curriculum, and obtaining faculty agreement to continue the process. A faculty community supportive of curricular assessment is essential to a transformational learning environment that prepares future nursing leaders.

Original languageEnglish (US)
Pages (from-to)11-17
Number of pages7
JournalJournal of Professional Nursing
Volume31
Issue number1
DOIs
StatePublished - Jan 1 2015

Keywords

  • Curricular assessment
  • DNP
  • EPortfolio
  • Faculty development

ASJC Scopus subject areas

  • Nursing(all)

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