The keele curriculum model: A contemporary framework for designing an inter-professional technology enhanced nursing curriculum

Melanie Humphreys, Ian Wood, Carol D. Johnson, Pauline N. Walsh, Nicola Witton, Julie Green, Sarah Corkhill

University Hospital of North Staffordshire NHS Trust, Clinical Education Centre, School of Nursing and Midwifery, Keele University, Stoke-on-Trent, UK.

DOI: 10.4236/ojn.2013.34048                

Abstract

This paper outlines a curriculum model for contemporary programme design for the purpose of embedding educational innovation and technology within an inter-professional nursing curriculum. It has been developed from work within the School of Nursing and Midwifery at Keele University during the re-write of both the nursing and midwifery curriculum. The Nursing and Midwifery Council (NMC) require approval of all recordable programmes every five years and as such the school took this review as an opportunity to explore the curriculum model currently in use and develop an approach that would facilitate the professional requirements of the programme alongside the embedding of innovative learning and teaching methodologies. The model springs from extensive application of contemporary pedagogy underpinning adult learning, and forces consideration of cognitive alignment within a multi-modal delivery framework [1]. The model builds upon the early work of Fowler and Mayes [2] and later work of Bird [3] who explored the antecedents and underpinning theory for success within online learning experiences. This model has greater reach; having strategic fit for acontemporary “technology enhanced learning” application within further and higher education [4], whilst ensuring the achievement of given professional standards [5].

Keywords

Nursing; Curriculum; Inter-Professional; Technology-Enhanced; Model; Keele

Conflicts of Interest

The authors declare no conflicts of interest.

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