Development and Field Test of Competency Based Instructional Material for a Career Mobility Program for Licensed Practical Nurses. Final Report.

Institution	Bergen Community Coll., Paramus, NJ.
Titel	Development and Field Test of Competency Based Instructional Material for a Career Mobility Program for Licensed Practical Nurses. Final Report.
Quelle	(1983), (95 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competency Based Education; Curriculum Development; Individualized Instruction; Instructional Materials; Learning Modules; Material Development; Nurses; Nursing Education; Postsecondary Education; Practical Nursing; Programed Instructional Materials; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Individualisierender Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning module; Lernmodul; Lehrmaterialentwicklung; Pflegepädagogik; Post-secondary education; Tertiäre Bildung; Krankenpflege; Ausbildung; Berufsbildung
Abstract	The Associate Degree Nursing Program at Bergen Community College developed and field tested competency-based instructional modules in a program designed to allow licensed practical nurses to qualify to take the certification examination for registered nurses after a year of study. Thirteen licensed practical nurses were enrolled in the first class and were all to complete the program in August 1983. Because of the varied educational and experiential backgrounds of the students, competency-based education was used for instruction in the five nursing courses required for the program. The curriculum was modularized; learning was individualized and self-paced; plus, the teaching role was that of providing guidance and facilitating the learning process. Students progressed in sequence through the modules for each course as soon as they demonstrated competency in the knowledge and skills required in a given module. Prior to admission of the first class of students, eight in-house modules had been completed for the first two nursing courses required in the fall semester. Published modules were used for the 10 remaining sections of these courses. During the year, in-house modules were developed for the nursing courses required in the Spring and Summer semesters. A total of 34 in-house modules were developed and field tested with the first class of students. Students and teachers evaluated each module, and these evaluations are being used in ongoing revision of all modules. (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC