1 / 26

CHANGING THE FACE OF NURSING CURRICULA

CHANGING THE FACE OF NURSING CURRICULA . Donna Ignatavicius, MS, RN, ANEF President, DI Associates, Inc. Diassociates@earthlink.net. Definition.

laurie
Télécharger la présentation

CHANGING THE FACE OF NURSING CURRICULA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CHANGING THE FACE OF NURSING CURRICULA Donna Ignatavicius, MS, RN, ANEF President, DI Associates, Inc. Diassociates@earthlink.net

  2. Definition Curriculum is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes [e.g. caring], appreciations, and values to meet educational goals (outcomes) (Bevis).

  3. Tyler curriculum model (1949) components: • Philosophy (mission) • Conceptual framework • Program objectives • Behavioral, measurable level objectives • Evaluation of learning/program

  4. Tyler (cont’d) Assumptions within Tyler’s model: • Teacher has to “cover” all content in curriculum. • Teacher knows what needs to be included. • Teacher has ownership in the curriculum.

  5. Changes in Higher Education in mid- to late 1990s • Beginning transformation from instruction (teaching) to learning (“learning college” or “learner-centered college”) • Increased accountability for student learning • Increased attention to assessment (evaluation) of learning

  6. Innovation in Nursing Education: A Call to Reform (NLN, 2003) • Need to be truly innovative! (“revolution” in 1988) • Base curricula on pedagogical research (learning model). • Be responsive to unpredictable nature of health care system. • Discard or rethink old models.

  7. NLN’s Recommendations for Faculty (Summary): • Collaborate with peers, students, and nursing service colleagues. • Explore new pedagogies [focus on learning]. • Utilize current local and national health care trends to guide reform. • Conduct research to create an evidence base for nursing education.

  8. Innovation or Transformation? Innovation = Somethingnew or different introduced Transformation = Change in form, appearance, nature, or characteristics

  9. Selected Themes about Pre-licensure Nursing Curriculum • Additive curriculum (Diekelmann & Smythe, 2004; Ironside, 2004) • Focus on diseases (medical model) more than on nursing care (content saturation) (IOM, 2003; Giddens, 2007) • More teacher-centered (content) than student-centered (process of thinking) (O’Banion, 1997; Candela, et al., 2006)

  10. Themes (cont’d) • Focus on memorization and application of facts rather than thinking like a nurse (Ironside, 2005; Tanner, 2006) • Perceived limitations by nursing education accreditation bodies (e.g., NCLEX pass rates) • Use lecture more than other learning strategies (Ironside, 2005)

  11. Which two of these themes are representative of your curriculum? • Think-pair-share: • Think about the answer to this question and write it down. • Share what you wrote with your new partner!

  12. National Health Initiatives that Should Influence Curricula • Pew Commission (need to change health professions’ curricula: 21 competencies for 21st century) • Institute of Medicine (IOM) (2003) (5 competencies for health professions; curricula) (www.iom.edu)

  13. QSEN Competencies • Patient-centered care • Nursing team and interdisciplinary care • Evidence-based practice

  14. QSEN Competencies (cont’d) • Quality improvement • Informatics • Safety www.qsen.org

  15. National Initiatives (cont’d) • The Joint Commission’s National Patient Safety Goals (NPSG) • New ones added/revised every year • Examples: “Hand-off communication” for continuity of care, coagulant monitoring • Specific and focus on patient safety and quality care

  16. National Initiatives (con’t) • The Joint Commission’s Core Measures (in conjunction with Medicare and Medicaid); e.g., • Acute MI • Heart failure • Community-acquired pneumonia (CAP) • Pregnancy • Child asthma

  17. National Initiatives (cont’d) • Institute for Healthcare Improvement (www.ihi.org) • Save 5 million lives (by Dec. 2008) • Proven and new interventions (see handout) • Evidence-based practice bundles (e.g., ventilator bundles, sepsis management bundles) • Transforming Care at the Bedside (TCAB) in med-surg units (see handout)

  18. Implications of National Initiatives on Nursing Curriculum • Focus on patient safety and quality care (“need to know” content)! (individual and system) (Gregory, et al., 2007) • Remember that you are preparing nurse generalists, not APNs. • Take out trivial facts, such as incidence/prevalence statistics; indepth, advanced pathophysiology; too much physical assessment (Giddens, 2007)

  19. Implications (cont’d) • Rethink about time spent on specialties like MCH; add more on care of older adults (well and ill) (Gilje, et al., 2007). • Include class and clinical time on how nurses work with nursing teams (e.g., delegation and supervision) and ID teams.

  20. Implications (cont’d) • Focus more on evidence-based practice for patient safety and quality care • Research course (BSN): early in program (sophomore or first semester junior); present course as EBP; incorporate EBP throughout program (clinically-associated or clinical component [August-Brady, 2005]) • Incorporate core measures and IHI bundles as examples.

  21. Implications (cont’d) • All programs should be helping students learn how to integrate findings into clinical practice rather than just learn how to conduct research (August-Brady, 2005, Montgomery, 2007).

  22. Implications (cont’d) • Five competencies for implementing EBP: • Accessing the information (informatics) • Critically appraising the information (CT) • Selecting appropriate findings (using rating standardized rating scale) • Interpreting findings (CT) • Applying findings into practice (leadership skills, change process)

  23. Implications (cont’d) • Discuss how to read and interpret research article. • Identify clinical question or concern that relates to clinical course. • Search database (directed) or articles provided. • Discuss articles in class to guide students’ understanding. • Help students interpret and discuss implications for and changes in practice.

  24. Implications (cont’d) • Other ideas: • Use EBP to support learning psychomotor skills (Aronson, et al., 2007).

  25. Implications (cont’d) • Other ideas: • Post-conference discussions of EBP/best practices related to national health initiatives • Classroom discussion and emphasis on top 20 DRGs • Leadership course discussion about physician and other team member nonadherence to best practice guidelines

  26. Now what? Where do we begin? • Rethink philosophy (and organizing framework). • Don’t just “tweak” your curriculum; avoid the tendency to “switch, swap, and slide content around (Bevis, 1988). • Use the national initiatives as a major guide for redirecting your curriculum towards better “practice reality.”

More Related