Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education

Prof. Dr. Ingrid Darmann-Finck is a Professor of Nursing at the University of Bremen, Institute for Public Health and Nursing Research, Germany, since 2003. She underwent training in nursing and worked as a nurse for several years (1988-1998). This was followed by a teacher training course. From 1994-2003, she was a research fellow at University of Hamburg and commenced there her PhD at in 1999. Her research interests are nursing didactics, curriculum development and learning with digital media. Since several years she is a consultant in nursing education for the German Ministry of Health. Prof. Dr. Karin Reiber is a Professor at the University of Applied Sciences Esslingen, Germany. She worked as a nurse in different fields and wards after her vocational education in nursing (1981-1988). Then she studied Educational Sciences, Psychology and Sociology at Eberhard-Karls-University Tübingen and got her Diploma-Degree 1996. As a social scientist she worked in a consulting company of NGOs in the area of healthcare. Subsequently she went back to University as a graduate and achieved her PhD in 2003. After a stage as a Postdoc she was appointed to a professorship for Nursing Education, first at University of Applied Sciences Weingarten (2006), later-on at Esslingen (2008), where she is researching up to now. Her special fields of study are Competencies, Learning and professional approaches to Teaching in Nursing.

• Part I - Empirically based development of curricula.- Chapter 1: From wish to family: stressing a preconception period in a curriculum as an important part of midwifery scope of practice.- Chapter 2: Curriculum development in nursing education on the basis of paradigmatic work tasks.- Chapter 3: A Curriculum on the Basis of qualification research.- Chapter 4: Key problems in interprofessional collaboration in midwifery as starting point of curriculum development.- Part II - Methods and principles of curriculum construction.- Chapter 5: Competency-based curriculum development and implementation in nursing education.- Chapter 6: Nursing Curriculum development:  A United States Perspective of Baccalaureate Nursing Education.- Chapter 7: Situations-based Curriculum Construction.- Part III - Implementation and evaluation of curricula.- Chapter 8: Evaluation of the Oregon Health Sciences Curriculum.- Part IV - Interesting Examples.- Chapter 9: Development of the Oregon Health Sciences Curriculum- An Innovative, Competency Based Curriculum in the US.- Chapter 10: Development of the European curriculum for family and Community nurse.- Chapter 11: Embedding Sustainability in the Nursing Curriculum.- Chapter 12: Curriculum Development in Interprofessional Education in Health.