Lewin’s Change Management Model

Implementing a revised nursing curriculum often meets with resistance from faculty members who are established in the current system. As noted by Iwasiw et al. (2020), resistance to change is a common challenge in curriculum development. However, one effective way to address this is by applying Lewin’s Change Management Model (Lewin, 1947), which is widely used in organizational change.

Lewin’s Change Management Model provides a structured approach to guide organizational transitions, including curriculum implementation. According to Iwasiw et al. (2020), the model consists of three stages: unfreezing, where the need for change is identified, and resistance is addressed; moving, where new processes or strategies are implemented; and refreezing, where the changes are solidified to ensure sustainability. This model emphasizes the importance of understanding human behavior during transitions and encourages engaging stakeholders early, providing clear communication, and supporting individuals throughout the change process to minimize resistance and foster long-term success (Iwasiw et al., 2020).

Unfreeze Phase: In this phase, it is essential to prepare faculty for the upcoming change by addressing their concerns and emphasizing the need for revision. Transparent communication is key; it is important to demonstrate how the revised curriculum will benefit both students and faculty (McDonald, 2018). Engaging faculty in discussions about the necessity of the curriculum change will help generate buy-in. Providing evidence from research and successful case studies where similar revisions have been implemented successfully can be very persuasive (McDonald, 2018).

Change Phase: Once the groundwork has been laid, the next step is to implement the curriculum changes. Faculty members should be trained in the new teaching strategies and technologies incorporated into the revised curriculum. This is an opportunity to introduce innovative educational practices such as competency-based education (CBE) and the flipped classroom model (Lewin, 1947). These methods help ensure that students gain the necessary skills and competencies to succeed in the healthcare field (Iwasiw et al., 2020). Leadership during this phase is crucial for ensuring that the necessary resources and support are available to the faculty.

Refreeze Phase: The final stage of Lewin’s model involves solidifying the changes as the new norm (Lewin, 1947). Continuous assessment of the curriculum and gathering feedback from both faculty and students will help determine the effectiveness of the changes. Additionally, this phase provides an opportunity for faculty to refine their teaching methods and continue improving the curriculum (Iwasiw et al., 2020).