1. Vinten, Sharon A. MNS, RNC, WHNP

Article Content

Leana R. Uys and Nomthadazo S. Gwele. Routledge Taylor and Francis Group, NY, 2005. $34.95. ISBN 0415346304. 192 pp.


Curriculum Development in Nursing Process and Innovation brings together educators from several countries, providing information to develop a nursing curriculum that may be university, program, or service setting based. The book provides educators in service or education with easily understood assistance to develop and implement educational offerings, program, and/or university curricula that are educationally sound, current, and potentially innovative. Early chapters set the foundation, providing curricular terminology and supportive definitions with illustrative and clarifying examples. Because English is the second language of the intended audience, the supporting research, recommended readings, and exemplars included with each chapter were specifically chosen with this in mind.


The process of developing or revising a nursing program is discussed in its entirety. Beginning with the philosophical basis, each step is described clearly and sequentially. Initial chapters lay the foundation and blueprint for a program or curriculum, tasks usually undertaken by a school's or university's curriculum committee. The succeeding chapters provide a description of the actual construction of the content traditionally carried out by individual faculty or teams of teachers who will be the faculty for particular courses. Determination of placement of the course within the curriculum, development of a course description, course outcomes, and units of content are followed by student assignments, teaching and learning strategies, and identification of text. The final section covers student evaluation and development of a student course guide and the review process. This overall development process, placed in the context of evidence-based practice and best practices, is succinct, easy to follow, and is repeated for courses with clinical components.


A user-friendly text, the book identifies common problems encountered and offers strategies to overcome them. The authors have included guidance for checks and balances on the completed work, assuring the intended outcomes. This text is an excellent basic guide for clinical nurse specialists; staff development educators; and program, college, or university faculty needing to develop educational offerings from simple modules to entire programs.