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.