Applying Kotter's Change Model to Implement Constructive Alignment in Clinical Teaching Rounds for Service Evaluation

Abstract

Rationale

Clinical nursing education is crucial for developing competent nursing professionals, and the evolution of teaching methodologies is essential for this development. There is a growing concern about the inadequacy of teaching capabilities among clinical instructors, leading to a significant disparity between students’ theoretical understanding and their practical application in real-world clinical settings. This is a study of the systematic application of Kotter's 8 steps to bring about major changes in the skills, behaviors and motivations of clinical faculty. It is also a study to identify specific patterns of teaching activity that are more to the practice of teaching rounds through the use of the constructive alignment framework.

Aims and Objectives

The study aims to develop and implement a clinical faculty development program using constructive alignment (CA) as a framework. Objectives include identifying weaknesses in teaching rounds, conducting a gap analysis based on preprogram self-efficacy surveys, and aligning teaching practices with learning outcomes to improve the effectiveness of clinical education. Kotter's change model has been effectively utilized to navigate and sustain transformation within faculty development initiatives.

Method

The study used a mixed methods approach, integrating qualitative research through Participatory Action Research with quantitative data from self-efficacy surveys. A group of researchers conducted pre- and post-program self-efficacy surveys, teacher training and interviews over the course of a year. The project was structured into three phases—diagnostic, intervention and evaluation—and we mapped all phases onto Kotter's 8 steps to promoting change. We navigated clinical teachers to conduct teaching rounds under the constructive alignment framework, subsequently employing inductive thematic analysis to meticulously assess the effectiveness of our intervention strategies.