A behavioural modelling approach to curriculum development and evaluation of health promotion for nurses

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Abstract
This paper outlines the way in which two behavioural science models may be used in the processes of curriculum development and course evaluation. The models are the stress-coping paradigm associated with the work of Lazarus and the theory of self and identity developed from the work of Mead. It is suggested that a clear articulation of the underlying behavioural processes is fundamental in course design and appraisal.

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