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Climbing the Curriculum Tree: A Student and Faculty Perspective

Climbing the Curriculum Tree: A Student and Faculty Perspective

A belief that learning is a lifelong, evolving, interactive process resulted in a baccalaureate nursing faculty selecting a tree to conceptually describe its School of Nursing curriculum. As a living organism, the Tree grows from nutrients received from the roots; likewise the curriculum grows from roots that are embodied with courses that are firmly grounded in caring and previous learning. While faculty embraced the curricular framework, no evaluation of the students' perception had been identified. A junior nursing student was asked to keep a reflective journal of upper division nursing school experiences to facilitate this understanding

INTRODUCTION

OVERVIEW OF CURRICULUM

CONCEPTUAL MODEL

DATA GATHERING

THE STUDENT'S PERCEPTION

THE FACULTY'S PERCEPTION

CONCLUSION

REFERENCES

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