Abstract

Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty's constructions were used to develop a middle range descriptive theory Challenged and Overwhelmed.

Author Details

Meredith L. Roberts, PhD, RN

Sigma Membership

Omicron Delta

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Grounded Theory

Research Approach

Qualitative Research

Keywords:

Nursing

Advisor

Judith Treschuk

Second Advisor

Ruth Grendell

Third Advisor

Ela-Joy Lehrman

Degree

PhD

Degree Grantor

University of Phoenix

Degree Year

2015

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2016-10-03

Full Text of Presentation

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