Chapter 9

Analyzing and Interpreting

Contextual Data for an Evidence-

Informed, Context-Relevant, Unified

Curriculum

Overview• Once data gathering related to internal and

external context is complete, results can be integrated into clear understanding of curriculum impact.

• Contextual data become the basis from which curriculum concepts and professional abilities are derived, and curriculum possibilities become evident.

Analysis and Interpretation of Contextual Data

• The following processes are part of the analysis, interpretation, and synthesis of contextual data:– Examination and integration– Identifying trends and patterns– Proposing curriculum possibilities– Deducing curriculum possibilities– Identifying administrative issues

• These generally occur in tandem.

Analysis and Interpretation of Contextual Data (cont.)

• Examining and integrating contextual data– An activity for the total faculty group.– Individual and small-group reviews form basis

for total faculty group discussion, where trends and patterns are identified.

– Curriculum developers can ask:• What data are available about this contextual

factor?• What patterns and/or trends emerge from the data

about this one factor?

Analysis and Interpretation of Contextual Data (cont.)

• Examining and integrating contextual data (cont.)– Examine available data about specific factors

and how it relates to other factors– Ask the following questions:

• How do data about one factor influence other factors?

• If trends continue, how might other contextual factors be influenced?

• What are the dominant features of the context in which graduates will practice nursing?

Analysis and Interpretation of Contextual Data (cont.)

• Inferring curriculum concepts and professional abilities– Curriculum developers can ask:

• What inferences about important curriculum concepts can be made from contextual data?

• What inferences about professional abilities can be made from contextual data?

• What additional ideas about relevant curriculum concepts arrive from the professional abilities?

• What additional ideas about professional abilities arise from curriculum concepts?

Analysis and Interpretation of Contextual Data (cont.)

• Proposing curriculum possibilities– In an effort to determine the curriculum

possibilities of the contextual data, curriculum concepts, and professional abilities, consider the following:• Curriculum design options?• Courses?• Potential fit with content areas?• Educational processes and experiences?

Analysis and Interpretation of Contextual Data (cont.)

• Identifying curriculum limitations– Restrictions or constraints on teaching-learning

experiences and curriculum design based on pragmatic, logical interpretation of data.

– Curriculum builders might ask:• How do contextual data and trends constrain what

might be possible in the curriculum?• What restrictions are evident based on required

curriculum concepts and professional abilities?

Analysis and Interpretation of Contextual Data (cont.)

• Deducing administrative issues– Administrative issues beyond the authority of

faculty members to resolve can significantly affect the new curriculum.

– These typically include:• Logistical• Personnel• Budgetary

– Administrative issues should be presented to the school leader for possible resolution.

Determining Core Curriculum Concepts and Key Professional Abilities

• Synthesizing core curriculum concepts– Abstract ideas that form curriculum substance.– Core curriculum concepts:

• Are overriding ideas nurses should know.• Shape students’ views about clients and how nurses

think and behave.• Permeate and are prominent throughout the

curriculum.• Are part of curriculum content and of the structure

used to organize content.• Reflect an integrated analysis of contextual data.

Determining Core Curriculum Concepts and Key Professional Abilities (cont.)

• Synthesizing key professional abilities– Capabilities necessary for nursing practice that

encompass:• Cognitive• Affective• Technical• Interpersonal skills• Ethical decision making• Professional judgment

Determining Core Curriculum Concepts and Key Professional Abilities (cont.)

• Synthesizing key professional abilities (cont.)– Key professional abilities:

• Are overriding professional abilities that nurses utilize in all practice contexts.

• Shape students’ thinking about the nature of the nursing practice.

• Permeate, emphasized throughout curriculum.• Form part of the curriculum content.• Are evident in professional practice experiences.• Reflect an integrated analysis of contextual data.

Determining Core Curriculum Concepts and Key Professional Abilities (cont.)

• Confirming core curriculum concepts and key professional abilities– Curriculum team must employ its professional

judgment about the derived core curriculum concepts and key professional abilities.

– Considerable discussion may be needed for consensus.

– Total faculty group resolution is essential.

Relationship of Analysis

• Contextual data provide evidence for curriculum design.

• Core curriculum concepts and key professional abilities taken from contextual data ensure these aspects are evidence informed and context relevant.

• Ensures core concepts, key abilities are prominent throughout curriculum.

Core Processes of Curriculum Work• Faculty development

– Expand understanding of deriving the core curriculum concepts, and key professional abilities, and how they apply to development.

• Ongoing appraisal– Inherent in identification of core curriculum

concepts and key professional abilities.• Scholarship

– Possibilities related to analyzing, interpreting contextual data.