Nurse educators plan, implement, evaluate, and update nursing training materials, which help to improve the nursing workforce. The successful introduction of the change depends on the effectiveness of the communication strategy selected to communicate the change to stakeholders. This paper creates a communication strategy for influencing changes and communicating these changes within the nursing education setting (Communication Strategy).
Communication strategies verbal, non-verbal, and visual communication. Verbal forms of communication include emails, phone calls, and face-to-face communication, while non-verbal communication involves visual cues such as body language, facial expressions, and tonal variation. Lastly, visual communication involves the use of signs and illustrations to draw attention and provide documentation.
As a nurse educator, an effective change requires combining the three communication strategies since one is rarely effective. This is because nursing stakeholders might not accept the curriculum changes when the significance and relation to the faculty’s goals are not explained (Salam & Alghamdi, 2016). Equally, combining the three strategies will account for every facet of information conveyance to the proposed changes (Communication Strategy).
Communicating changes with the reporting requirements of accrediting bodies and boards of nursing
Accreditation bodies and boards of nursing play a crucial role in ensuring that nursing education programs in the USA are conducted with a common quality standard (U.S. Department of Education, 2021) and must change the curriculum. The most effective ways of communicating change to accreditation bodies and boards of nursing would be verbal communication through reporting or face-to-face communication (Communication Strategy).
The team involved in initiating and implementing curriculum changes should file a report and a memo detailing the proposed curriculum and justifying the intended changes. Through the report, the target audience will be made aware of the organizational performance and improvement needs as exemplified by the shortcomings of the existing curriculum in achieving intended goals. Equally, the team will appoint and send a representative with the report for a meeting and presentation with the target audience.
Evaluate how to communicate changes with leadership and the reporting requirements of the organization
Since the curriculum is the cornerstone of nursing education, successful curriculum change necessitates experience in all leadership facets, including policy planning and execution, employee participation, learning and teaching, financial planning, openness, and collaboration with key stakeholders (Feller, 2018). The best strategy for communicating with the leadership will include verbal and non-verbal communication strategies.
Together with the project team, we will present the proposed curriculum changes and modalities for effecting the changes to the leadership for assessment and guidance. The introductory presentation mode will include PowerPoint and face-to-face presentations. Besides, we will write a memo and report detailing the proposed changes and areas that need the institutions’ support (Communication Strategy).
Through verbal and non-verbal communication, we will persuade the leadership of the essentiality of the changes and the long-term organizational development tied to the changes. Moreover, we will need to prove to the leadership that the proposed changes align with the institutional mission and vision. Communication with the leadership, particularly the curriculum committee, will be through an ongoing dialogue to enable sustainable input into the proposed curriculum changes.
Evaluate how to communicate changes with faculty so they can adjust teaching strategies in the classroom
Teachers must be competent in their practice and demonstrate awareness of curriculum changes (Voogt et al., 2016). Thus, it is crucial to involve them in the implementation of curriculum changes. The most effective communication strategies I will use to communicate the changes to the faculty include verbal, non-verbal, and visual communication to emphasize their necessity and urgency (Communication Strategy).
For instance, I will involve the faculty members through a PowerPoint presentation in an interactive session. I will also communicate with the faculty through face-to-face meetings and discussions. Besides, I will write a memo about the proposed changes and put up posters on the proposed changes, including training sessions for faculty members. Communicating these changes would allow the faculty staff to align their teaching models to the proposed changes.
Evaluate how to communicate changes with students, and if the changes will happen amidst their progress in the program
Curriculum development and implementation should include all stakeholders, including students (Brooman et al., 2015). Students are primarily affected by curriculum changes since they happen when they are progressing with the program. Thus, they have to adopt the changes right away. Therefore, communicating the changes to the students will avoid instances of resistance (Communication Strategy).
I will use verbal and visual communication strategies to inform the students of the proposed changes. For example, I will put a poster on the notice board to advise the students of the impending changes and what they should do about them. The information in the posters will include sessions for presentation on the curriculum changes by the project team. I will also adopt personal meetings to inform the students of the advantages of the proposed changes and emphasize the good intentions of the changes.
Curriculum changes necessitate the establishment of an appropriate and effective communication strategy. The adopted communication strategies will be crucial in establishing an all-inclusive conception and implementation of proposed curriculum changes. By adopting verbal, non-verbal, and visual communication strategies, my team will disseminate an understanding of the proposed changes to the students, faculty leaders, and boards of nursing and accrediting bodies. As a result, the project will gain support from the stakeholders.
Brooman, S., Darwent, S., & Pimor, A. (2015). The student voice in higher education curriculum design: is there value in listening? Innovations in education and teaching international, 52(6), 663-674. https://doi.org/10.1080/14703297.2014.910128
Feller, F. (2018). Transforming nursing education: A call for a conceptual approach. Nursing education perspectives, 39(2), 105-106.
Salam, M., & Alghamdi, K. S. (2016). Nurse educators: Introducing a change and evading resistance. Journal of Nursing Education and Practice, 6(11), 80-83. 10.5430/jnep.v6n11p80
U.S Department of Education, (2021). Accreditation in the United States Retrieved 14 May, from https://www2.ed.gov/admins/finaid/accred/accreditation.html#Overview
Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: Effects, mechanisms, and conditions. Educational Research and Evaluation, 22(3-4), 121-140. https://doi.org/10.1080/13803611.2016.1247725