This chapter discusses analyzing contextual data to inform curriculum development. It outlines processes for examining data, identifying trends, and proposing curriculum concepts. Faculty integrate internal/external data to understand program impact. Data is then used to deduce core concepts, professional abilities, and curriculum possibilities. Administrative issues that could impact the new curriculum are also identified. The goal is to develop an evidence-informed, context-relevant curriculum organized around synthesized concepts and abilities.

1. Chapter 9
Analyzing and
Interpreting
Contextual Data for
an Evidence-
Informed, Context-
Relevant, Unified
Curriculum

2. Overview
• Once data gathering related to internal and
external context is complete, results can
be integrated into clear understanding of
curriculum impact.
• Contextual data become the basis from
which curriculum concepts and
professional abilities are derived, and
curriculum possibilities become evident.

3. Analysis and Interpretation of
Contextual Data
• The following processes are part of the
analysis, interpretation, and synthesis of
contextual data:
– Examination and integration
– Identifying trends and patterns
– Proposing curriculum possibilities
– Deducing curriculum possibilities
– Identifying administrative issues
• These generally occur in tandem.

4. Analysis and Interpretation of
Contextual Data (cont.)
• Examining and integrating contextual data
– An activity for the total faculty group.
– Individual and small-group reviews form basis
for total faculty group discussion, where trends
and patterns are identified.
– Curriculum developers can ask:
• What data are available about this contextual
factor?
• What patterns and/or trends emerge from the data
about this one factor?

5. Analysis and Interpretation of
Contextual Data (cont.)
• Examining and integrating contextual data
(cont.)
– Examine available data about specific factors
and how it relates to other factors
– Ask the following questions:
• How do data about one factor influence other
factors?
• If trends continue, how might other contextual
factors be influenced?
• What are the dominant features of the context in
which graduates will practice nursing?

6. Analysis and Interpretation of
Contextual Data (cont.)
• Inferring curriculum concepts and
professional abilities
– Curriculum developers can ask:
• What inferences about important curriculum
concepts can be made from contextual data?
• What inferences about professional abilities can be
made from contextual data?
• What additional ideas about relevant curriculum
concepts arrive from the professional abilities?
• What additional ideas about professional abilities
arise from curriculum concepts?

7. Analysis and Interpretation of
Contextual Data (cont.)
• Proposing curriculum possibilities
– In an effort to determine the curriculum
possibilities of the contextual data, curriculum
concepts, and professional abilities, consider
the following:
• Curriculum design options?
• Courses?
• Potential fit with content areas?
• Educational processes and experiences?

8. Analysis and Interpretation of
Contextual Data (cont.)
• Identifying curriculum limitations
– Restrictions or constraints on teaching-learning
experiences and curriculum design based on
pragmatic, logical interpretation of data.
– Curriculum builders might ask:
• How do contextual data and trends constrain what
might be possible in the curriculum?
• What restrictions are evident based on required
curriculum concepts and professional abilities?

9. Analysis and Interpretation of
Contextual Data (cont.)
• Deducing administrative issues
– Administrative issues beyond the authority of
faculty members to resolve can significantly
affect the new curriculum.
– These typically include:
• Logistical
• Personnel
• Budgetary
– Administrative issues should be presented to
the school leader for possible resolution.

10. Determining Core Curriculum Concepts
and Key Professional Abilities
• Synthesizing core curriculum concepts
– Abstract ideas that form curriculum substance.
– Core curriculum concepts:
• Are overriding ideas nurses should know.
• Shape students’ views about clients and how nurses
think and behave.
• Permeate and are prominent throughout the
curriculum.
• Are part of curriculum content and of the structure
used to organize content.
• Reflect an integrated analysis of contextual data.

11. Determining Core Curriculum Concepts
and Key Professional Abilities (cont.)
• Synthesizing key professional abilities
– Capabilities necessary for nursing practice that
encompass:
• Cognitive
• Affective
• Technical
• Interpersonal skills
• Ethical decision making
• Professional judgment

12. Determining Core Curriculum Concepts
and Key Professional Abilities (cont.)
• Synthesizing key professional abilities (cont.)
– Key professional abilities:
• Are overriding professional abilities that nurses utilize
in all practice contexts.
• Shape students’ thinking about the nature of the
nursing practice.
• Permeate, emphasized throughout curriculum.
• Form part of the curriculum content.
• Are evident in professional practice experiences.
• Reflect an integrated analysis of contextual data.

13. Determining Core Curriculum Concepts
and Key Professional Abilities (cont.)
• Confirming core curriculum concepts and key
professional abilities
– Curriculum team must employ its professional
judgment about the derived core curriculum
concepts and key professional abilities.
– Considerable discussion may be needed for
consensus.
– Total faculty group resolution is essential.

14. Relationship of Analysis
• Contextual data provide evidence for
curriculum design.
• Core curriculum concepts and key
professional abilities taken from contextual
data ensure these aspects are evidence
informed and context relevant.
• Ensures core concepts, key abilities are
prominent throughout curriculum.

15. Core Processes of Curriculum Work
• Faculty development
– Expand understanding of deriving the core
curriculum concepts, and key professional
abilities, and how they apply to development.
• Ongoing appraisal
– Inherent in identification of core curriculum
concepts and key professional abilities.
• Scholarship
– Possibilities related to analyzing, interpreting
contextual data.