Why do nurse educators solicit feedback from faculty and students for curricular quality improvement?

Why do nurse educators solicit feedback from faculty and students for curricular quality improvement?

How does the teaching style of faculty members influence student retention and satisfaction?

How does student engagement influence the teaching style of faculty members?

What is the difference between traditional and innovative curriculum?"

The Current Work in Curricular Quality Improvement and the Feedback Role.

 1. Why do nurse educators want feedback from faculty and students for curricular change?

 The academic and clinical faculty and the students are sensitized by the nurse educators to examine and improve the content of the curriculum to make it comparable to other educational systems and clinical practice. The main reasons for soliciting feedback include:Some of the general reasons that explain why people turn to feedback include:

 Enhancing Relevance: It will help to expose the weaknesses of the syllabus and ensure that the content used in teaching is still applicable in the modern nursing, technology and health care.

 Improving Effectiveness: With such perception of the faculty and the students, then it will be easier for the educators to bring about change on the teaching and learning processes, material and assessments.

 Increasing Engagement: Feedback mechanisms assist institutions in the involvement of the stake holders in the educational process, team work and ensuring that all parties have a say in the process.

 Ensuring Quality: The cost of the education and the frequent evaluation and feedback lead to rigorous learning and high educational standards hence improved learning outcomes and readiness of the graduates in nursing.

 2. How does the teaching styles of the faculty members help in increasing the retention and satisfaction of the students?

 The teaching style of faculty members has a significant impact on student retention and satisfaction in several ways:The following are the ways through which the teaching style of faculty members affects student retention and satisfaction:

 Engagement: Spiced up lessons such as group activities and real life examples make the students more receptive and concentrated and there is a high possibility that they may retain more information.

 Support: The teachers who are competent to teach the concepts, provide feedback within the stipulated time and are approachable improve on the learning environment thus increasing the satisfaction of the students.

 Relevance: Such teaching strategies that link the classroom theory to practical application make the students know the real application of the course they are undertaking hence making them to be satisfied with the program.

 Flexibility: It has been proposed that the effective application of teaching styles that different from those favoured by the students may lead to enhanced satisfaction rates and reduced dropout among students who are at risk of dropping out.

 3. To what extent does the level of students’ participation influence the manner in which the faculty teaches?

 Student engagement influences teaching style in several ways:Learning process is therefore a critical factor that determines the way teachers teach in the following ways:

 Feedback Adaptation: Therefore, when the students are fully engaged, the teachers will have no option but to change the ways they teach so as to address the feedback given and the learning needs of the students, through the use of more learning experiences.

 Innovative Approaches: The students who are motivated are likely to have a positive feedback on the new methods and will tend to look for more new methods of teaching therefore calling on the faculty to develop new technologies and strategies of teaching.

 Continuous Improvement: The faculty members that fall under the high level of engagement may be motivated to enhance their teaching skills in order to maintain or even increase the level of participation and achievement of the student.

 Dynamic Interaction: The engaged students can make the class more chaotic and make one have to adjust the class to enable the students to discuss, analyze and learn in groups.

 4. What, therefore, is the difference between a conventional curriculum and a revolutionary curriculum?

 Traditional Curriculum:

 Structure: It is usually linear and systematic, where the lessons followed are organized in a curriculum and the way of teaching is also clear.

 Teaching Methods: Lectures and Textbooks: The methods of learning are more on the class lectures, textbooks and exams, thus the focus is more on the theoretical learning.

 Assessment: In the course, 90% of the content is assessed through tests and quizzes in order to check the level of student learning.

 Flexibility: In fact, it is rather rigid and does not welcome new tendencies and changes in the special field.

 Innovative Curriculum:

 Structure: They are more nuanced and are likely to be more flexible, and can be interdisciplinary and up to date.

 Teaching Methods: Methods of teaching such as case, simulation, group projects, and the use of technology in the teaching learning process.

 Assessment: It also tests the student, has the student critique other students and relate concepts to real life situations for effectiveness.

 Flexibility: Alterations with the trends and the recommendations given by the students for the development of a better learning atmosphere.