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Learning Objective 1: The learner will be able to describe how a facilitation process called Dialogue Mapping was used to support faculty discussions leading to curricular redesign.
Learning Objective 2: The learner will be able to describe how Dialogue Mapping reduces common problems encountered in group discussions associated with planning and design.
This abstract is a report on a leadership project that was supported by the Nurse Faculty Leadership Development Program. The author was able to work closely with the Department of Nursing Chair in facilitating a series of faculty meetings over a 3 month period to identify organizing constructs for a new primary health care curriculum for the Department of Nursing at Temple University.
Methods:
The Department of Nursing at Temple University is undertaking a radical curricular redesign in order to prepare clinicians who have the skills needed for a changing health care delivery system that emphasizes primary health care services. The Nurse Faculty Leadership Development Program provided a context for close collaboration with the Chari of the Department of Nursing in facilitating faculty discussions that lead to the identification of organizing constructs for the new curriculum. This collaboration involved the use of a computer supported facilitation method called Dialogue Mapping. The process included the construction and validation of maps of the content and logic of each discussion. These maps were sent to faculty between meetings for validation.
Results:
The process supported a genetic process of curricular development based on the department’s vision for how graduates might provide primary health care services. The process supported many efficiencies in the discussion process. Faculty expressed a high degree of satisfaction with the quality of the process and outcomes in generating the organizing constructs.
Conclusions:
This project demonstrates how programs such as the Nurse Faculty Leadership Development Program can provide a platform for the introduction of innovation in faculty work while promoting the development of leadership skills for new faculty members. The NFMLD program supported this process by engaging departmental leadership and lending legitimate support for the author in developing this facilitation process as a new faculty member.
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