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NU7006 Curriculum Issues in Health Sciences Education (20 ECTS)

Learning Outcomes

Following completion of this module the student should be able to:

  • Develop a critical awareness of the legislation, rules and regulated requirements for nurse, midwife and health care education in Ireland.
  • Identify the various factors which may influence the process of curriculum development in the health care area.
  • Critically appraise and select appropriate curriculum models and curriculum evaluation models for health sciences education.
  • Critique the relevance and utility of the different taxonomies of learning objectives / outcomes.
  • Critically discuss factors which impact on educational management
  • Apply core principles of quality assurance / management in the educational context.
  • Design a module of study for a health science education curriculum.
  • Apply procedures for working effectively and collaboratively on a curriculum development team.

Module Learning Aims & Rationale

The aim of this module is to provide the student with an opportunity to explore, debate and evaluate various models and theories of curriculum design and development in order that s/he may be enabled to design, implement and critically appraise curricula for health sciences education.

Recommended Reading List

Indicative Resources

  • Allan P. & Jolley L. (1987) The Curriculum In Nurse Education, Chapman Hall, London.
  • An Bord Altranais. (2007) Requirements and Standards for Nurse Post Registration Education Programmes. An Bord Altranais, Dublin.
  • An Bord Altranais. (2005) Requirements and Standards for Nurse Registration Education Programmes. 3rd edn, An Bord Altranais, Dublin.
  • An Bord Altranais. (2005) Requirements and Standards for Midwife Registration Education Programmes. 3rd edn, An Bord Altranais, Dublin.
  • An Bord Altranais. (2010) Nurses Rules 2010, An Bord Altranais, Dublin.
  • Bines H. & Watson D. (eds.) (1992) Developing Professional Education, The Society for Research into
  • Higher Education and Open University Press, London and Milton Keynes.
  • Department of Health and Children (2012) Report of the Review of Undergraduate Nursing and
  • Midwifery Degree Programmes. The Stationary Office, Dublin.
  • Glen S. & Wilkie K. (2000) Problem-based Learning in Nursing. Palgrave Publishers Limited, Hampshire.
  • Government of Ireland (1985) The Nurses Act, 1985 The Stationary Office, Dublin.
  • Government of Ireland (1998) Report of the Commission on Nursing. A Blueprint for the Future. The Stationary Office, Dublin.
  • Government of Ireland (2000) A Strategy for a Pre-Registration Nursing Education Degree
  • Programme Report of the Nursing Education Forum. The Stationary Office, Dublin.
  • Government of Ireland (2001) The Nurses and Midwives Act 2011. The Stationary Office, Dublin.
  • Health Service Executive (2008) Report of the Post-registration Nursing and Midwifery Education Review Group. Health Service Executive, Dublin.
  • Iwasiw C.L., Goldenberg D. & Andrusyszyn M. (2009) Curriculum Development in Nursing Education. 2nd edn. Jones and Bartlett, Sudbury Mass.
  • Keating S. B. (2006) Curriculum Development and Evaluation in Nursing. Lippincott Williams & Wilkins, Philadelphia.
  • Kelly A.V. (2004) The Curriculum: Theory and Practice. 5th edn. Sage Publication, London.
  • National Qualifications Authority of Ireland (2003) National Framework of Qualifications. A framework for the development, recognition and award of qualifications in Ireland. National Qualifications Authority of Ireland, Dublin.
  • Skilbeck M. (1984) School Based Curriculum Development. Harper Row, London.
  • Steinaker N, & Bell R. (1979) The Experiential Taxonomy. Academic Press, London.
  • Stenhouse L. (1975) An Introduction To Curriculum Research And Development. Heinemann, London.
  • Stufflebeam D., Madaus G. & Kelleghan T. (2000) Evaluation Models: Viewpoints on Educational and Human Services Evaluation. Kluwer Academic Publishers, Boston.
  • The European Higher Education Area (1999) The Bologna Declaration of 19 June 1999 ERHA.
  • The European Parliament and the Council of the European Union. (2005 ) Directive 205 /36/EU of the
  • European Parliament and of the Council of the 7th September 2005 on the recognition of professional qualifications.

* Additional readings will be given for each unit of learning.