Abstract :

The study aimed to determine the perception of University of Tripoli, Faculty of Nursing Students on the Bachelor of Science in Nursing (BSN) curriculum. Specifically, this study answered the following questions:   1) What are the Students’ perception on the Basis of Curriculum Construction? 2) What are the Students’ perception on the Basis of Curriculum Content? 3) What are the Students’ perception on the Basis of Strategies?

The findings that the researcher was able to extract from the study were: 1) that the overall mean shows 3.92 which has a verbal interpretation of “Agree”. The students should demonstrate a commitment to civic engagement, an understanding of various cultures, and the ability to apply ethical reasoning.

2) that the overall mean of 3.90 shows that most of the respondents had a verbal interpretation of “Agree” on the basis of curricular content from sequence to relevance in the nursing profession.  3) Most of the respondents with an overall mean of 3.69 and has a verbal interpretation of “Agree” on the basis of Teaching Strategies shows a wide range of instructional activities to facilitate learning. Based on these findings, the researcher was able to conclude that the University of Tripoli – Faculty of Nursing incorporated the principle on curriculum construction on its existing curriculum. However, All of the indicators on each component of the curriculum showed a verbal interpretation of “Agree”, which allows for further enhancement of the curriculum.

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Keywords :

Bachelor of Science in Nursing, Curriculum, Perception

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References :

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2. Billing, Diane M. & Halstead, Judith A., Teaching in Nursing: A Guide for Faculty, 3^rd edition, Saunders Elsevier, 2009.
3. Keating, Sarah B., Curriculum Development and Evaluation in Nursing, Lippincott Williams & Wilkins, 2006.
4. American Association of Critical Nurses, Core Curriculum for Progressive Care Nursing, Saunders Elsevier, 2008.
5. Zerwekh, Joann & Claborn, Jo Carol., Nursing Today: Transition and Trends, 5^th edition, Saunders Elsevier, 2006.