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.
