J Nurs Educ. 2019 Oct 1;58(10):607-610. doi: 10.3928/01484834-20190923-10.
Faculty who teach gerontological nursing are challenged to deliver competency-based baccalaureate nursing education. Because our courses are divided into multiple sections and taught by a variety of faculty, the need for a peer-reviewed, curated repository of gerontological learning materials was conceived.
Syllabi for prelicensure and RN-to-baccalaureate nursing (BSN) degree gerontological courses were reviewed. Stufflebeam's Content, Input, Process and Product (CIPP) model of program evaluation provided a framework to guide the process of identifying existing resources and gaps in eLearning materials. Using the Learning Object Review Instrument, faculty determined the relevance and applicability of eLearning materials.
A crosswalk between the syllabi and the American Association of Colleges of Nursing-recommended geriatric nursing competencies was completed to evaluate eLearning materials identified as valuable. Consensus was reached, and content was placed in the learning management system.
This project can serve as a model for other course faculty and faculty in other specialty areas to enhance the curriculum by providing readily available, multifaceted instructional resources. [J Nurs Educ. 2019;58(10):607-610.].
教授老年护理学的教师面临着提供基于能力的学士护理教育的挑战。由于我们的课程分为多个部分，由各种教师教授，因此需要一个经过同行评审的、精心策划的老年学习材料资源库。
审查了预许可和注册护士到学士学位护理（BSN）学位的老年护理课程的教学大纲。Stufflebeam 的计划评价内容、投入、过程和产品（CIPP）模型为确定电子学习材料中现有资源和差距提供了框架。教师使用学习对象审查工具确定电子学习材料的相关性和适用性。
完成了课程教学大纲和美国护理学院协会推荐的老年护理能力之间的交叉核对，以评估被认为有价值的电子学习材料。达成了共识，并将内容放置在学习管理系统中。
该项目可以作为其他课程教师和其他专业领域教师的模型，通过提供现成的、多方面的教学资源来增强课程。[J Nurs Educ. 2019;58(10):607-610. ]。
