Background and purpose: Stakeholder engagement is the basis of an emerging and innovative educational model called competency-based education. However, although several studies have analysed the stakeholders' perspective in nursing, few studies have analysed the stakeholders' perspective in competence-based curriculum design. Thus, the aim of this study was to analyse the opinions and perspectives of stakeholders about the development of a competency-based baccalaureate nursing curriculum with stakeholder engagement. Methods: A phenomenological study was conducted. This method combines descriptive features (Husserlian) and interpretive phenomenology (Gadamerian). The interviews were ended when data saturation was achieved, specifically the redundancy of themes. Results: The content analysis identified three main categories: (1) a "bridge" that merges education and the work context, (2) stakeholder engagement - a contentious issue; and (3) stakeholder engagement - structuring a methodology. Conclusions: Through the stakeholder engagement, university could have a constant interaction between the didactics and professional practice and could improve professional identity and job satisfaction among nurses.
Virgolesi, M., Marchetti, A., Pucciarelli, G., Biagioli, V., Pulimeno, A.M.L., Piredda, M., et al. (2020). Stakeholders' perspective about their engagement in developing a competency-based nursing baccalaureate curriculum: A qualitative study. JOURNAL OF PROFESSIONAL NURSING, 36(3), 141-146 [10.1016/j.profnurs.2019.09.003].
Stakeholders' perspective about their engagement in developing a competency-based nursing baccalaureate curriculum: A qualitative study
Biagioli V.;
2020
Abstract
Background and purpose: Stakeholder engagement is the basis of an emerging and innovative educational model called competency-based education. However, although several studies have analysed the stakeholders' perspective in nursing, few studies have analysed the stakeholders' perspective in competence-based curriculum design. Thus, the aim of this study was to analyse the opinions and perspectives of stakeholders about the development of a competency-based baccalaureate nursing curriculum with stakeholder engagement. Methods: A phenomenological study was conducted. This method combines descriptive features (Husserlian) and interpretive phenomenology (Gadamerian). The interviews were ended when data saturation was achieved, specifically the redundancy of themes. Results: The content analysis identified three main categories: (1) a "bridge" that merges education and the work context, (2) stakeholder engagement - a contentious issue; and (3) stakeholder engagement - structuring a methodology. Conclusions: Through the stakeholder engagement, university could have a constant interaction between the didactics and professional practice and could improve professional identity and job satisfaction among nurses.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
