FACULTY-DEVELOPMENT AND CURRICULAR CHANGE - A PROCESS AND OUTCOMES MODEL FOR SUBSTANCE-ABUSE EDUCATION

Health care reform carries with it an imperative to change nursing edu cation to address emphases on primary care, community-based practice, managed care, and cost-containment. Comprehensive curricular revision must be accompanied by faculty development if those changes are to be supported. This article traces the process of faculty development and curriculum change and defines outcomes that resulted from a 5-year Fac ulty Development Project grant to increase nursing expertise in alcoho l, tobacco, and other drug use and abuse issues. The model has broad a pplicability to faculty development and to curricular revision in gene ral. Strategies outlined include independent learning experiences, con sultations, workshops, seminars, and retreats. A comprehensive evaluat ion plan that measured the impact of the project on faculty, students, institution, and community is discussed.