Core curriculum, general education and other nostrums

What should American educators aim at accomplishing in the closing years of the twentieth century? Everybody agrees that major changes are desirable, but the proposal that is most widely discussed and that is being pushed by Bloom, Bennett and other secular theologians of a right-wing persuasion -- to resusitate "general education," alternatively "core curriculum," alternatively again "the liberal arts" -- would make matters worse, not better. It would be seriously dysfunctional in our proletaritized, polyglot society

ESC core curriculum for the general cardiologist (2013)

[No abstract available

UNM Core Curriculum

Information, provided by the Office of University Advisement, on the Core Curriculum functional within the university. Also included is a FAQ on the Common Course Numbering system (CCN)

The core curriculum

Thesis (M.A.)--Boston University, 1948. This item was digitized by the Internet Archive

A core curriculum for the continuing professional development of nurses: Developed by the Education Committee on behalf of the Council on Cardiovascular Nursing and Allied Professions of the ESC

Background: The European Society of Cardiology and the Council on Cardiovascular Nursing and Allied Professions share a vision; to decrease the burden of cardiovascular disease in Europe. Nurses represent the largest sector of the health professional workforce and have a significant contribution to make, which has not yet been fully realised. Recent evidence highlights an association between the level of nurse education and inpatient mortality making this an important topic, particularly as the provision of nurse education in Europe is variable. Aim: To develop a core curriculum to inform the education of nurses following initial qualification for work in cardiovascular settings. Method: A syllabus was developed using published literature, policy documents and existing curricula with expert input from service users, specialist nurses, cardiologists, educationalists and academics. The syllabus formed the framework for the development of the core curriculum. Results: Eight key themes characterise the core curriculum which are presented together with an account of the development process. While the curriculum is not intended to cover all aspects of the highly complex role of the cardiovascular nurse, the themes do exemplify the science and art of nursing and are transferable across different levels of clinical practice and settings. The curriculum functions both as a ‘map’, which identifies key themes to include in nurse education, and as a ‘tool’ to inform educational provision that bridges’ the gap between initial nurse education and advanced specialist practice. Content can be adapted for use to fit the national context and reflects the specific needs, health priorities, legislative and regulatory standards that govern safe nursing practice across different countries. Conclusion: The core curriculum can be used as a learning framework to guide nurse education, in particular the continuing professional education of post-qualifying nurses working in cardiovascular settings. This represents a significant step towards streamlining cardiovascular nurse education in Europ