Stephanie Stimac DeBoor, PhD, APRN, ACNS-BC, CCRN,AACN LANP Fellow, is a Professor, Senior Associate Dean, and the Associate Dean of Graduate Programs, at the University of Nevada, Reno (UNR), Orvis School of Nursing (OSN). She oversees all the graduate programs and specialty tracks at the OSN. She is a member of the University Courses and Curriculum Committee, and the OSN Mae Orvis Symposium Committee. She teaches in both the undergraduate and graduate programs. In addition, Dr. DeBoor serves as the chair of the Research Committee of Sigma - Nu Iota chapter. She is involved in multiple OSN, University and community committees. She is the recipient of several honors, including the American Association of Colleges of Nursing (AACN) 2013–2014 Fellowship Leader for Academic Nursing Program, and was honored as the Most Inspirational Teacher, UNR (2009, 2010, and 2012). She was a recent nominee for the Fall 2023 the Most Inspirational Teacher, by undergraduate nursing students. Dr. DeBoor was a nominee for the University of Nevada, Reno F. Donald Tibbitts Distinguished Teacher Award. Dr. DeBoor has published articles in Nurse Educator, Journal of Nursing Education, Journal of Nursing Care Quality, and American Journal of Critical Care. In addition to this text, Dr. DeBoor contributed a chapter, Curriculum Development and Course Design in Nursing, to Teaching in Nursing and Role of the Educator: The Complete Guide to Best practice in teaching, evaluation, and curriculum development, Fourth Edition (Springer Publishing Company). She also co-authored a chapter, The Ripple Effect of Mentoring in Research and Academia to In N. Rollings Gantz & T. B. Hafsteinsdóttir, (Eds), Mentoring in Nursing through Narrative Stories Across the World (Springer Publishing). She just finished a case study on Intracranial Hypertension to be included in J. Ferdowsali’s “Acute and Critical Care Cases for the Nurse Practitioner”.
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Description
Contributors
Preface
SECTION I: OVERVIEW OF NURSING EDUCATION: HISTORY, CURRICULUM DEVELOPMENT AND APPROVAL PROCESSES, AND THE ROLE OF FACULTY
Chapter 1. History of Nursing Education in the United States
Chapter 2. Curriculum Development and Approval Processes in Changing Educational Environments
SECTION II: NEEDS ASSESSMENT AND FINANCIAL SUPPORT FOR CURRICULUM DEVELOPMENT
Chapter 3. Needs Assessment: The External and Internal Frame Factors
Chapter 4: Financial Support and Budget Management for Curriculum Development or Revision
SECTION III: CURRICULUM DEVELOPMENT PROCESSES
Chapter 5: The Classic Components of the Curriculum: Developing a Curriculum Plan
Chapter 6: Implementation of the Curriculum
Chapter 7: Using Educational Taxonomies to Promote Critical Thinking
Chapter 8: Curriculum Planning for Undergraduate Nursing Programs
Chapter 9: Curriculum Planning for Specialty Master’s Nursing Degrees and Entry-Level Graduate Degrees
Chapter 10: Planning for Doctoral Education
Chapter 11: A Proposed Unified Nursing Curriculum
Chapter 12: Staff Development: The Specialty of Nursing Professional Development
Chapter 13: Distance Education, Online Learning, Informatics, and Technology
Chapter 14: Simulation Education-Planning, Development, and Evaluation
SECTION IV: PROGRAM EVALUATION AND ACCREDITATION
Chapter 15: Program Evaluation and Accreditation
Chapter 16: Planning for the Accreditation Visit
SECTION V: Future Exploration of Nursing Education, RESEARCH and global engagement
Chapter 17: Research and Evidence-Based Practice in Nursing Education
Chapter 18: Embedding Global Health Experiences into the Curricula 305
Appendix: Case Study
Glossary
Index