AbstractTHE EXPERIENCES of Faculty Teaching in an Innovative Clinical Immersion Nursing CurriculumPAULSON, CAROLEAuthor Information About the AuthorCarole Paulson, EdD, RN, is an assistant professor in interdisciplinary health sciences at the University of Wisconsin-Stevens Point School of Health Care Professions. The author acknowledges Dr. Judith Hermann of the University of Delaware for making this study possible. For more information, contact Dr. Paulson email@example.com. Nursing Education Perspectives: November-December 2011 - Volume 32 - Issue 6 - p 395-399 Buy Abstract A lack of research exists regarding the impact of substantive curriculum reform on faculty teaching and attitudes. This report of an interpretive phenomenological study of one group of baccalaureate nursing faculty undergoing implementation of an innovative curriculum revealed that the curricular structure and program philosophy offered multiple new challenges. These included the integration of multiple concurrent learning activities, expansion of simulation, and a renewed focus on student assessment. The study design used Heideggerian hermeneutics, a reflexive approach to text analysis of interviews of seven full-time faculty who had worked in the school's traditional curriculum prior to the implementation of the clinical immersion model. The research offers insights into faculty adaptation to curriculum change and its effect on teaching and instruction. The results of this study may assist other schools contemplating or in the process of similar overarching program reforms. Copyright 2011 by National League for Nursing, Inc.