A review of curriculum evaluation in United Kingdom nursing education

Michelle Roxburgh, Roger Watson, Karen Holland, Martin Johnson, William Lauder, Keith Topping

    Research output: Contribution to journalArticlepeer-review

    28 Citations (Scopus)


    Recently we have witnessed several significant changes to the nursing curriculum in the United Kingdom (UK). This review forms part of a larger study evaluating the ‘fitness for practice’ elements of the nursing curriculum in Scotland. Systematic review methods were used including the following databases: CINAHL and BNI. Twenty six papers were retrieved and 14 remained after applying the review criteria, the main rationale being the empirical focus. It appears that there is a paucity of research in this area in the UK and papers dealt exclusively with either content, process or outcome evaluation of the nursing curriculum. National, well funded, multi-centre studies tended to be more rigorous. Results, where they were positive about curricular changes, tended to be limited. There is clearly a need for rigorous research into curriculum evaluation, both at the micro and macro level, which investigates content, process and outcome. Without such research, curriculum change will be uninformed.
    Original languageEnglish
    Pages (from-to)881-889
    Number of pages9
    JournalNurse Education Today
    Issue number7
    Publication statusPublished - Oct 2008


    • Nurse education
    • Curriculum
    • Evaluation


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