The overview of the course “Curriculum Development in Nursing” as interpreted by

The overview of the course “Curriculum Development in Nursing” as interpreted by the given chapters, is an introduction to the evolution of curriculum/education and development involved in the field of nursing. Many historical situations have catalyzed change in the field of nursing, and the education required to enter the field. The Civil War was one of the historical situations that began the necessity for nurses. Subsequent wars have initiated more need for nursing practice, which stimulated the concept of curriculum development and education in the nursing profession. The goals of a curriculum are to facilitate a learning process amongst students, and to develop confidence within themselves to competently perform in the healthcare setting (Wright & Woskinski, 2017). “Curriculum change is not a choice but a requirement, given the magnitude, pace, and intensity of change within the health care arena. Science and technology advancements, national and international events, increasing diversity of the US population, the advent of e-learning, professional priorities, the school’s mission, and faculty values require nurse educators to continually develop and implement relevant curricula,” (Billings & Halstead, 2019.)
Nursing education and curriculum development have evolved as historical events have arisen, requiring a closer look into the training and education given to nurses. “The need for change in nursing education can be prodigious and dynamic with an emphasis on evidence-based practice, quality improvement, safety standards, leadership, competency frameworks, health care technology, and inter professional education,” (Keating & DeBoor, 2018). A recent historical global health issue, the COVID-19 pandemic, has caused evolution in curriculum development and practice, with an emphasis on using technology for education.  Technology is also responsible, in part, for how educators have changed their approach to learning in the face-to-face classroom. “Educators increasingly are using the “flipped classroom” model to integrate the use of online resources with face-to-face class meetings as a way to teach foundational or knowledge-based content before a a face-to-face class meeting,” (Billings & Halstead, 2019). This utilization of technology in the academic setting is a method that is likely to continue into the foreseeable future. 
As society continues to undergo changes and growth, curriculum development and education must follow along closely. The study of medicine changes on a rapid basis, as new advancements come to light frequently. Educating the future of nurses requires continuous updates to curriculum, while maintaining fundamental principles that have remained relevant in nursing practice. The overview of this course is to outline historical development in the curriculum of nursing education, and to educate on the factors involved in updating nursing education curriculum.
Billings, D. M., & Halstead, J. A. (2019). Teaching in Nursing: A Guide for Faculty (6th ed.). Elsevier Health Sciences (US). to an external site.
Dolores J. Wright and Jacqueline Wosinski (2017). Core Components of the Nursing Curriculum, The Journal of Adventist Education to an external site.
Keating, S. B., & DeBoor, S. S. (2018). Curriculum development and evaluation in nursing education (4th ed.). Springer Publishing Compan