Transcript CURRENT TRENDS & ISSUES IN NURSING EDUCATION

Joan Edwards, RNC, MN, CNS
Associate Clinical Professor
Texas Woman’s University – Houston
[email protected]
Objectives
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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
Traditional approach –
objectives with closely orchestrated
learning experiences; faculty
controlled
 Now: Competencies and outcomes;
focus on “end product”; facultystudent collaborative learning
process
 Then:
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
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Accrediting Bodies
National League for Nursing Accrediting
Commission (NLNAC)
 Commission on Collegiate Nursing
Education (CCNE)
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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
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Style
Lecture
Reading
Audio-visual
Demonstration
Discussion group
Practice by doing
Teaching others
Immediate
application in real
situation
 Knowledge
Retention
- 10%
- 20%
- 30%
- 50%
- 75%
- 85%
- 90%
- 90%
(National Training Laboratory
Institute, Alexandria, VA, 2006)
Learning Style Assessment Tool
http://www.varklearn.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.
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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)
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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
 Internal
rotation
 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
Perinatal
Trivial 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
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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
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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/