Challenges in the implementation process of a new undergraduate nursing curriculum are multifactorial. Utilizing constructs of Hall’s (2013) Concerns Based Adoption Model (CBAM), and Oreg’s (2003, 2006) Resistance to Change Scale, the study examined faculty members’ personal concerns and resistance to change, regarding implementation of a new curriculum. The study is quantitative research, using correlational statistical analysis and use of descriptive statistics. Senge’s Leadership Theory and Wegner’s Community of Practice Theory formed the theoretical framework for the study. The study included participation from 11 BSN nursing program faculty from several universities in the United States that adopted a new conceptual-based nursing curriculum. Results of statistical testing showed no relationship between faculty profile scores for adoption along a change continuum and the study variables as objective measures. However, recommendations for follow-up research include qualitative research and further analysis of study demographic data not originally used in the study.
|Commitee:||Bridgewater, Michelle, Glenn, Cynthia|
|School Location:||United States -- Florida|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Nursing|
|Keywords:||Communities of practice, Conceptual-based model nursing education, Concerns based adoption model, Learning organization, Nursing curriculum, Survey research|
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