Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
agreement with the curriculum development process described by
Bush (2003, p.16), who asked a set of questions that could be very
helpful for this process. Three important questions include:
� “Are there committees that focus on particular aspects of a
curriculum?
� Does your school have a curriculum guide?
� Is there a philosophy or method of curriculum development
that they follow?”
The Department fulfilled these requirements, by the different
committees that were set up, while the curriculum was guided by
the health legislation and the Nursing Council guidelines.
The Curriculum Development Team developed a graduate profile, to
outline the competencies/attributes of the graduate and consciously
decided against developing a philosophy to allow as much creativity
as possible to meet the educational needs of the culturally diverse
student population. This profile states the competencies of the
graduate nurse, and refers to the cultural differences of the student
population. Internationally, many nursing schools are still
maintaining the Nightingale pledge, even if it had to be adapted
frequently to fit modern nursing. Lee et al. (2006, p.10) thought
that the Nightingale Pledge is still relevant as it could still be seen
as an inward commitment to the nursing profession.
There are certain constraints within which to develop a curriculum
for health professions. Luttrell et al. (1999, p.135) identified four
fundamental questions that should guide the development of new
programmes:
1. “What are the performance-based competency outcomes
required for contemporary practice?
2. What are the measurable indicators of competence for each
outcome?
3. What are the most effective learning strategies to achieve
these outcomes?
4. What are the most effective methods to assess achievement
of competency outcomes?”
Ultimately the curriculum was finalised after all stakeholders were
satisfied with the graduate profile, major themes, the programme
structure and various courses. The curriculum was submitted for
external approval and accreditation in May 2005. It was accredited
in August 2005, and the first students were admitted in February
2006.
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