References American Association of Colleges of Nursing. (2021). The Essentials: Core competencies for professional nursing education . Retrieved from https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning. Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social science; social equilibria and social change . Human Relations, 1(1), 5-41. McDonald, M. E. (2018). The nurse educator’s guide to assessing learning outcomes (4th ed.). Jones & Bartlett Learning. National Council of State Boards of Nursing. (n.d.). Nurse practice acts . Retrieved from https://www.ncsbn.org
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Conclusion Curriculum change is a necessary but challenging process in nursing education. Using models like Lewin’s Change Management, integrating technology, and following a structured timeline with clear responsibilities can help guide the implementation of a revised curriculum. Ensuring alignment with state board of nursing requirements and AACN Essentials further guarantees that the curriculum meets both legal and professional standards. By focusing on faculty collaboration, transparent communication, and ongoing assessment, nursing schools can create a learning environment that prepares graduates for the complexities of modern healthcare.
