Synthesis of Best Practices When Approaching Curriculum Redesign

I have recently had the opportunity to observe faculty as they attempt to redesign the curriculum of a RN to BSN completion program. This process began with some members of the faculty identifying the need for the curriculum to change due to situational factors beyond the control of the university that made the current layout of courses no longer fill the need of the institution or the students it served. Initially the idea of curriculum redesign was not well received by all members of the faculty. Once embracing the idea, there still were conflicting opinions and ideas about how and what should be changed. Universities have very specific processes in place for implementing new curriculum. The steps involved in curriculum redesign seem well understood by most faculty members. This is the question raised: "When approaching curriculum redesign, is there a best practice for promoting synergy among the faculty that would better facilitate the process?" As I write this paper I am still watching how this process will unfold. I am intrigued that a process that is undertaken so often for academic programs can seem so unorganized and contentious. I realize that varying viewpoints are advantageous to the process and needed for rigor of the curriculum to be maintained. This paper will examine the experience of academic programs that have documented the process of curriculum redesign. I will look for common themes of positive outcomes as well as barriers that were encountered. From this I hope to identify some best practices that would benefit nursing faculty by improving the processes used to approach redesigning curriculum.