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CURRENT TRENDS _ ISSUES IN NURSING EDUCATION

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CURRENT TRENDS _ ISSUES IN NURSING EDUCATION Powered By Docstoc
					   Joan Edwards, RNC, MN, CNS
    Associate Clinical Professor
Texas Woman’s University – Houston
        jedwards3@twu.edu
               Objectives
   Describe forces and issues driving nursing
    education in the 21st century.
   Apply at least one theory to nursing
    education.
   Define components of curriculum
    development and design & redesign.
   Identify different approaches to teaching.
   Explain teaching methodologies applicable
    for adult learners.
          Then → Now
 Then:  Traditional approach –
  objectives with closely orchestrated
  learning experiences; faculty
  controlled
 Now: Competencies and outcomes;
  focus on “end product”; faculty-
  student collaborative learning
  process
External Forces & Issues Driving
      Nursing Education
 MDG’s
 Global issues
    - global violence
    - demographic changes
    - technological advances
    - globalization
    - environmental challenges
   Internal Forces & Issues
  Driving Nursing Education
 WHO   Standards for Basic
  Nursing Education (2009)
 Nursing care delivery systems
 Nursing shortage
 New and emerging degrees
 21 competencies for the 21st
  century            (Bellack & O’Neil, 2000)
Strategies to identify Forces and
 Issues in Indonesia related to
       Nursing Education
 Comparison  of WHO Standards with
  nursing education programs in
  Indonesia
 Environmental scan
 Forecasting
 Epidemiology
 Survey research/Consensus building
Learning & Education Theories

 Boyer’s Scholarship of
  Engagement
 Kolb’s Learning Cycle
 Bloom’s taxonomy of learning
  objectives
 Knowles’s adult learning theory
   Components of Curriculum
    Development and Design
 Type  of undergraduate nursing
  program: diploma, associate or
  baccalaureate degree
 Curriculum design:
  - blocked content
  - integrated content
 Sequencing of courses (master plan)
   Use of Theory in Curriculum
          Development

 Single specific
  nursing theory or
  model
 Concepts from
  multiple theories
  or models
Next Steps
        Mission
        Vision
        Core Values
        Philosophy
        Competencies
          (with leveling)
        Curriculum outcomes
        Quality improvement
         activities
        Accrediting Bodies
 National League for Nursing Accrediting
  Commission (NLNAC)
 Commission on Collegiate Nursing
  Education (CCNE)
     Teaching Approaches
 Lecture
 Problem-based   learning
 Competency-based learning
 Concept mapping
 Portfolio
 Self-learning packets
   Student Learning Styles

 Characteristics
  of the learner
 Diversity of
  learners
 Learning style
  preferences
                 Types of Learners

 Visual          (25%)

 Auditory            (30%)

 Kinesthetic               (45%)

http://en.wikipedia.org/wiki/Kinesthetic
    _learning
 Learning     Style       Knowledge              Retention
   Lecture                                 - 10%
   Reading                                 - 20%
   Audio-visual                            - 30%
   Demonstration                           - 50%
   Discussion group                        - 75%
   Practice by doing                       - 85%
   Teaching others                         - 90%
   Immediate                               - 90%
    application in real
    situation             (National Training Laboratory
                                   Institute, Alexandria, VA, 2006)
   Learning Style Assessment Tool

http://www.vark-
   learn.com/Indonesian/page.asp?p=questionnaire
What do we want to “stick” ?
       Disease    processes
       Assessment data
       Critical thinking
       Nursing diagnoses
       Interventions
       Emergent care
       Desired outcomes
       Customer service
    Adult learner education
          components
 Reflection:
 Analysis of
 experiences,
 observations,
 feelings, and
 perceptions
Strategies include
 thinking out
 loud; journaling
Adult learner education
      components
                   Understanding &
                    Making Connections:
                    between anatomy,
                    physiology,
                    pathophysiology,
                    disease processes,
                    interventions,
                    medications, patient
                    care, patient teaching,
                    impact on family,
                    community
                   Care mapping;
                    concept maps, care
                    planning, etc.
Interactive Learning
   Methodologies
  Action  methods
  Literature
  Art
  Memory aides
 Action Methods
Drama
Case scenarios
Simulation
Soap operas/television
 segments
Hmong Practices
        Case Scenarios



Labor Patients
Simulation

      Perinatal
       Loss
Time with my son   (D. Armstrong, 2001)
Literature
(D. Armstrong, 2001)




                       Ignaz Semmelweis
    Art
Audio clips
Video clips
Photography
Artwork
Postpartum Hemorrhage
Memory Aides
 Acronym
 Visual   aides
 Poetry
 Music
 Games
    BUBBLE-HER (acronym)
 B – breasts
 U – uterus
 B – bowels
 B – bladder
 L – lochia
 E – episiotomy (stitches)/ laceration/incision
 H – Homan’s sign
 E – emotional status
 R – RhoGam candidate? Rubella vaccine?
Cardinal Movements of the Fetus
           Descent
           Flexion
       Internalrotation
         Extension
         Restitution
      External Rotation
          Expulsion
         “It’s a Decel”
    (tune of “Clementine”)

     It’s a decel; it’s a decel
   to the left and to the right
  Turn the Pit off; grab the 02
Let the doc know we’re all right!
       “Hang the Mag”
       (tune of “Taps”)

Hang the Mag; or she’ll seize
Don’t you know that she has
        clonus three?
Hang the Mag; or she’ll seize
    Won’t you, please?
       Games
PerinatalTrivial Pursuit
Postpartum Bingo
Want to be a Millionaire
Are you Smarter than a
 Student Nurse?
 Small Group Learning Activity
 Break  into small groups
 Choose a topic (disease process,
  assessment data, nursing
  interventions, emergent care, desired
  outcome, etc.)
 Choose an interactive learning
  process
 Create your tool to “Make It Stick”!
Share Time
       Future Trends & Issues in
          Nursing Education
   Increased collaboration between nursing practice
    and nursing education
   Increased emphasis on collaboration between
    healthcare disciplines
   Increased development of educational products for
    faculty and students
   Increased student and nurse mobility (including
    increased licensure mobility)
   Increased distance (online) learning
   Schools of nursing providing ongoing professional
    development for competence requirements
   Increased teaching of evidence-based practice.
                  References
 Bellack , J.P., & O’Neil, E.H. (2000). Recreating nursing
  practice for a new century: Recommendations and
  implications of the Pew Health Professions Commission’s
  final report. Nursing & Health Care Perspectives, 21(1),
  14-21.
 Billings, D.M. & Halstead, J.A. (2009). Teaching in
  nursing: A guide for faculty (3rd Ed). St. Louis, Missouri:
  Saunders Elsevier.
 National League for Nursing. (2007). The scope of
  practice for academic nurse educators. New York, NY:
  NLN.
 World Health Organization. (2009). Global standards for
  the initial education for professional nurses and midwives.
  Retrieved April 12, 2010, from World Health Organization
  website: http://www.who.int/hrh/nursing_midwifery/en/

				
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