How Nursing Assistant Online Programs Are Made

Involved in curriculum development. Discrete tasks such as collecting contextual data, formulating the philosophical approaches, writing curriculum goals, and so forth are given to the subcommittees. These small groups enable each participant to contribute and critique the work accomplished. They are transitory, task-oriented, and their dissolution is natural when the work is done. Usually, task forces do short term, small tasks, whereas subcommittees have the total ongoing responsibility of developing their portion of the curriculum and reporting back to the Curriculum Committee and the Total Faculty Group. Like subcommittees, task groups provide feedback and generate more than one alternative for every phase of their task. Each task force or subcommittee should set its own rules, announce plans, provide information, make conflicts explicit and legitimate, identify high investment areas and risks, incorporate changes and acceptable alternatives, agree to respond to each other’s contributions, suggest ways to respond to deadlocked issues, and offer tentative or provisional decisions (Bevis, 1989).

It is important to remember that views of stakeholders and curriculum planners are to be obtained while small group members are working on specific tasks. This can be done by inviting them to become members or to attend selected committee or task force meetings; by interviews with faculty members; through survey tools for reactions to issues and ideas; and by Total Faculty Group meetings, with materials sent out beforehand for review. Perspectives of the total student body (in addition to student representation on committees) can be obtained in a similar manner.

In addition to subcommittees with responsibility for particular aspects of curriculum development, Bevis (1989) recommends the formation of a Critique Committee to review and comment on particular curriculum elements. A subcommittee such as this can ask questions, suggest clarification or expansion of some points, examine incongruences, suggest revision, and provide feedback, thereby adding validity to the work. Whether or not a critique committee is formed, it is essential that all curriculum development participants be kept informed and has opportunities to provide input into subcommittees’ work on an ongoing basis.

The school might also enlist the help of an Advisory Committee, made up of members from the academic and professional communities as well as consumers. These persons could be enlisted to serve on task forces or subcommittees. Advisory bodies are a useful source of information as well as a public relations mechanism to foster understanding and promotion of the cna training online.

Finally, a Steering Committee could be formed. This occurs most frequently when a cna certification online is being planned and implemented by more than one institution. The committee membership can be comprised of senior administrators of the institutions, directors of the nursing cna training online(s), and the curriculum chair(s). The number and organizational position of members from the involved institutions are usually equal. The Steering Committee might:

  • offer direction to the joint curriculum initiative
  • ensure that plans are in accordance with institutional policies, or alternatively identify needed changes in policies
  • Plan for sharing of resources, if appropriate
  • liaise with institutional governing bodies and external bodies (e.g., nursing regulatory or government) as necessary.

It is prudent to consider the inclusion of senior administrators, not only on the Advisory and Steering Committees, but on subcommittees as well. This will keep them apprised of curriculum developments and lessen the possibility of surprises and potential vetoes (Bevis, 1989).

Whatever committee structure is used, it is important to remember that the potential for success in cna degree online development is directly related to the degree of participation of stakeholders. The greater the participation, the greater the success that will result (Torres & Stanton, 1982).

Recordkeeping Meeting minutes are essential, and these should be up-to-date and complete. Copies of working papers, documents, and minutes used or developed by the committee members should be dated and retained. It is important to inventory what has been done and what is usable. These materials are a history of the development of the curriculum, the story of how the curriculum unfolds and of how ideas evolve from abstractions to operational activities (Torres 8c Stanton, 1982).

Attached to the formal meeting minutes should be any substantive discussion or decisions that have occurred via email between meetings. Much work is done between meetings, of course, and the email discussion among group members can easily be retained as part of the “paper trail” of the group’s thinking and decisions. To a large extent, the emails form the minutes.

An alternative to email can be the establishment of a computer conference site for curriculum discussion. A secure, accessible, online space allows for multiple, asynchronous, threaded discussions. The use of such a cna certification online will allow those involved in curriculum development to keep abreast of the work of all subcommittees. Most importantly, messages are dated and can be reviewed and printed to accompany or serve as minutes.

Determining Decision-making Approaches

An important activity in the development of curriculum is decision-making. It is an organizational element inherent in curriculum change (Conley, 1973); as decisions must be agreed upon in order to complete the curriculum. Curriculum developers, therefore, must concur about which decision-making processes would be acceptable to them.

Decision-making a decision is a choice among alternatives, while decision-making is more complex, as it involves the act of choosing, and converting information into action. It is a systematic process that begins with a need or problem, and ends when an evaluation of the.

Ways To Set The Faculty Staff For CNA Teachers

The curriculum leader should be expert in curriculum matters, able to initiate and direct the curriculum process, familiar with the institution and the required approvals for the new or redesigned curriculum, skilled in effective group functioning, and able to use an effective style appropriate to the curriculum participants and situation. Although knowledgeable about the curriculum development process, substance and relevance of the work done, the curriculum leader does not have decision-making authority about the new curriculum. That authority rests with the director of the school and the faculty. However, the leader does have responsibility for ensuring that the curriculum is developed in a timely fashion, and this requires working effectively with members of all committees that are formed.

An alternative to selecting or appointing an internal leader is to seek direction from a curriculum consultant, who might be appointed for a short term. It is important to remember, however, that consultants should be chosen carefully according to their area of expertise related to curriculum development and to the needs of the faculty. Typically, external consultants are short-term adjuncts to curriculum development, rather than an integral part of the daily activities.

Deciding on Committee Structure

After agreement is reached about issues of leadership and decision-making for the curriculum task, getting organized involves considering which committees to form and determining their structure and functions. Committees are essential for developing a curriculum, not only because the work must be shared, but also because the discussion that occurs during meetings leads to agreement and acceptance of ideas.

Organizing for Committee Structure the key to successful curriculum development is a committee structure conducive to the task, yet amenable to modification if necessary. Activities of all committees and subcommittees ought to proceed in an organized fashion, be based on realistic expectations, and be supported by adequate resources. When structuring committees, important considerations are the purposes of the committee, tasks to be accomplished, meth odds of achieving the work, deadlines for completion, and membership. These are the what, how, who, and when aspects of the proposed committees.

The committee structure (number, purpose, and membership of committees) needs to be considered carefully so that it is facilitative of curriculum development. This requires attention to determining the best way to accomplish the curriculum development work and associated responsibilities (such as gaining community support), while ensuring inclusion of all faculty, interested students, and stakeholders. The types of committees that could be suitable and ideas about membership are presented below. Each committee or subcommittee should have a clear purpose; its accountability and deadlines defined.

Organizing also requires that the designated curriculum leader and members together establish strategies designed to achieve the task of curriculum development expeditiously. Policies, plans, and activities to accomplish the tasks, and the best way to use available human and material resources, must be agreed upon. Delegation of responsibility and authority to committees, groups, and individuals, tied together horizontally and vertically through facilitative relationships and information systems will most likely be necessary to perform the activities (Koontz, O’Donnell, & Weihrich, 1986).

Within the committees, it is necessary to establish member roles, define tasks, schedule meetings, arrange for the recording of minutes, and do the work assigned within the specified timeline. Leadership for particular curriculum development activities may be temporary, as leaders could be appointed, elected, or rotated, and because subcommittees will disband when their work is completed. Membership on curriculum committees is usually based on interest, expertise, broad understanding of the program, school, and institution, as well as knowledge of teaching and learning. Collectively, curriculum participants should be familiar with the following: nursing education, curriculum process, philosophies, health care issues, available re-sources, requirements for graduation, evaluation, approval and/or accreditation standards, and licensing requirements.

Types of Committees Undoubtedly, a workable committee structure includes a Curriculum Committee of dedicated, knowledgeable participants who will be responsible for the overall development of the proposed curriculum. Members of the Curriculum Committee will become members of subcommittees.

A possible committee structure could be one that allows all members to function as a Total Faculty Group, which develops and approves all curriculum proposals. This type of structure can be effective in a small school of nursing. However, in most schools, such a structure could slow curriculum development and therefore, it is more usual for the Total Faculty Group to come together to discuss, and approve the work of subcommittees. Use of a Total Faculty Group at critical points in curriculum development can promote faculty ‘buy-in.’

The use of subcommittees or task forces (ad hoc committees) within the Curriculum Committee is another structure to consider. These facilitate optimal participation.

Leaders Who Developed The Nursing Assistant Programs

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Effective Leadership Styles Leadership styles have been extensively studied since the time of Plato. Former classic works of leadership styles, namely democratic, autocratic, and laissez- faire, have been replaced with other approaches which conceptualize styles in terms of task ; leader views of followers ; variables of task structure and position power; and two- and three-dimensional models of effectiveness (Hersey et al., 1996). The current view is that one style is not necessarily better than another, as many factors impact on leaders and leadership styles. Each has advantages and disadvantages, and styles vary according to the situation.

A focus on the relationship between leaders and followers has led to the identification of transactional and transformative leadership. Transactional leaders function within the existing organizational culture in a care-giving role, concern themselves with day-to-day operations,

Set goals expected of the group, and assign rewards in an exchange posture or bargain contract, for mutual benefit. Transactional leaders manage by exception, a technique found to be an essential component of effective leadership in some situations.

Transformational leaders motivate the group to perform to their full potential over time, by influencing a change in perceptions and by providing a sense of direction. These leaders use charisma, individualized consideration and intellectual satisfaction in the group, and engage with others so that they and the group members raise each other to higher levels of motivation and ethical decision-making. These leaders focus on collective purpose, mutual growth and development; they have a vision, and empower others to expend extra effort be-yond performance expectations. They develop pride and satisfaction in the work, enthusiasm, team spirit, and a sense of accomplishment. This style is better suited to the work of professionals (Bass & Avoid, 1990), and would be most effective for curriculum leaders.

Current views of effective leadership have evolved from principles of quantum mechanics and reflect an intermingling of trait, behavior and contingency approaches (Sullivan & Decker, 2005). Some of these include the following leadership styles:

  • Quantum, based on chaos theory, involves facilitative leaders and equitably involved participants
  • Charismatic, based on personal characteristics and qualities, involves charming, persuasive leaders and affectionate, committed participants
  • shared, based on empowerment principles, involves participative, transformational leaders and empowered, knowledgeable participants
  • Servant based on desire to serve; involves serving-other leaders and evolving serving-other participants.

Appointing the Curriculum Leader

Most schools will have a formal leader for the curriculum development process. The curriculum leader might be the undergraduate Chair or another faculty member who is deemed to be appropriate. This individual could be appointed by the dean or director, or determined by faculty members. Typically, this will be an appointed position, since the inherent responsibilities will have implications for other aspects of the person’s workload. Among the curriculum leader’s specific responsibilities are to:

  • ensure that curriculum development activities proceed in a timely fashion to meet agreed-upon deadlines
  • negotiate with the school dean or director for adequate resources for curriculum development
  • serve as an ex officio member of the Curriculum Committee (if not already a member)
  • consult with subcommittees about their activities, as requested
  • initiate discussion (and perhaps negotiate) with other departments about support courses
  • liaise with the school dean or director, Advisory Committee, and the nursing community
  • arrange for faculty development activities
  • prepare reports and finalize documents for institutional approval of the curriculum
  • assist in marketing the new or revised curriculum