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Triangulating Competencies, Concepts, and Professional Development in Curriculum Revisions

Hendricks, Susan M. EdD, RN, CNE; Taylor, Carol MSN, RN; Walker, Mila MSN, RN, BC; Welch, Joyce A. MSN, RN

doi: 10.1097/NNE.0000000000000198
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Curricular reform, as reported in the literature, has been described as a tortuous change process. This article demonstrates how a series of retreats using consensus building methodologies facilitated efficient change among a large faculty body. Nimble work groups completed discrete aspects of the project and promoted engagement. The curriculum is described, including assimilation of concepts, competencies, and professional development. Lessons learned for creating a positive and timely curricular change are presented.

Author Affiliations: Associate Professor and Associate Dean for Undergraduate Programs (Dr Hendricks), Clinical Assistant Professor (Mss Taylor, Walker, and Welch), School of Nursing, Indiana University Purdue University Indianapolis, Indiana.

The authors declare no conflicts of interest.

Correspondence: Dr Hendricks, School of Nursing, Indiana University Purdue University, 1111 Middle Dr, Indianapolis, IN 46202 ( shendric@iupui.edu).

Accepted for publication: May 30, 2015

Published ahead of print: July 9, 2015

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