Drivers for renewal and reform of contemporary nursing curricula: A blueprint for change

Waters, Cheryl; Rochester, Suzanne; McMillan, Margaret

doi:10.5172/conu.2012.1004

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…These include but are not limited to: political, social, environmental and economic factors, as well as technological and theoretical advances and professional and industry expectations. [5,6] Layered within these considerations is the need to ensure the provision of outcomes related to quality care and safety, and healthcare reform, [7] all delivered through innovative and contemporary pedagogies. In Australia, and many other countries, these outcomes are assured through university and professional accreditation processes undertaken by an independent accreditation council or body.…”

Section: Curriculum Re-design Processesmentioning

confidence: 99%

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Fetherston

Browne

Andrus

et al. 2017

JNEP

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Curriculum re-design in entry to practice nursing degrees requires a rigorous and multifaceted approach to align the needs of students, professional and industry stakeholders, community needs, the faculty's vision and university and regulator requirements. This paper relates the initial steps in the process taken to achieve this re-design in one Australian university's Bachelor of Nursing program, and describes our experiences in two parts. The first part outlines the context in which the need for curriculum renewal was triggered and the ensuing processes undertaken in the development of our new course aim, course outcomes and graduate attributes. The second part discusses how undertaking these activities then came to influence the adoption of Complexity Thinking in the design of our conceptual model, which then guided our program structure and overarching learning and teaching approaches. We share these experiences to illustrate the steps we undertook on this journey, to outline and example the program we created, and to continue the scholarly discussions around the design of baccalaureate nursing program structures, especially those that implement pedagogies inspired by the concepts related to Complexity Theory. The choice of complexity thinking as a guiding theory was key in providing the lens through which we were inspired to graduate nurses with the skills to provide care in complex situations and value the learning that comes through uncertainty, reflection, adaptation and emergence.

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Section: Curriculum Re-design Processesmentioning

confidence: 99%

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Fetherston

Browne

Andrus

et al. 2017

JNEP

View full text Add to dashboard Cite

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“…Many contemporary social forces influence selecting acceptable behavioral norms and developing curriculum objectives (Waters, Rochester, & Mcmillan, 2012 ) led to revising core competencies in the curriculum objectives in many nursing programs. The modifications resulted in developing recommendations for learning objectives necessary to cultivate 21 st century nursing competencies such as globalization, culture, collaboration, and information technology.…”

Section: Behavioral Curriculum Modelmentioning

confidence: 99%

“…Curriculum planning should be a cooperative endeavor and curriculum improvement should come from the collaborative decision-making of the stakeholders (Olivia, 2005, Waters et al, 2012. Olivia (2008) suggested the following array of curriculum workers to participate in the curriculum process: curriculum specialists, educators, supervisors, and laypersons.…”

Section: Figure 2: Cluster Of Curriculum Modelsmentioning

confidence: 99%

“…The curriculum members need to be aware of future trends of the nursing profession when they design curriculum. Furthermore, curriculum developers should be familiar with legal issues driving curriculum changes (Waters et al, 2012). For these reasons, ongoing training is necessary to prepare faculty members to handle curriculum development (Billings & Halstead, 2005;Keating, 2006).…”

Section: Team Of Faculty Membersmentioning

confidence: 99%

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Curriculum Pearls for Faculty Members

Staykova¹

2013

JCT

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Many nurse educators fear involvement in curriculum development because of limited understanding of what it entails. Curricula, as etymological, epistemological, and phenomenological concepts have attracted the attention of educators for decades. Several curriculum models exist to explain curriculum decision-making, and the relationship among ideology, theory, and stakeholders. The Behavioral curriculum model reflects Western-society psychology, assuming that the environmental influences shape behaviors. Experientialism originated as open-minded theory, postulating that an experience led to creativity and helped a multiple intelligence development. Cognitive theorists analyze the curriculum through cognitive skills and acquisition of knowledge. The structure of disciplines attempts to explain the fundamental ideas about a specific subject or subjects in a discipline. Multiple stakeholders play key roles in curriculum decision-making from selection of curriculum models to implementation and evaluation. Curriculum specialists include planners, consultants, coordinators, directors, and professors. Educators are the largest group of professionals working in the realm of curriculum development. Frequently, instructors participate in curriculum planning under the supervision of a curriculum leader or other specialist. The supervisor is usually a person who works on three levels, instruction, curriculum, and staff development. Laypersons may include members of community and students. The role of members of the community has changed historically from passive to active participants in curriculum development. The curriculum pearls may help educators understand curriculum models or set a curriculum committee according to the mission and vision of an organization. In this review, the faculty will find fundamental elements connecting curriculum models, stakeholders, and nursing education.

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“…The choice of appropriate simulated events must reflect the drivers for reform in both education and health service delivery. For the latter these include: ■ Increased emphasis on evidence-based practice ■ Growth of the empowered health consumer ■ Safety and quality concerns ■ Delivery of services in different settings (primary versus acute care) ■ Increase in people living with chronic and complex conditions ■ Shorter length of bed stays for most clientele ■ Frequent technological innovation (Waters et al 2012).…”

Section: Introductionmentioning

confidence: 99%

Enhancing critical thinking through simulation

Park¹,

Conway²,

McMillan³

2016

J Probl Based Learn

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Purpose:To adopt an evidence-based approach to evaluation of learning experiences reliant on simulated clinical practices in an under-graduate nursing program and to determine whether the learning events are structured in ways that elicit and make explicit critical thinking and other behaviours related to intended learning outcomes.Methods: i) An iterative critical evaluation of pedagogy, philosophy and learning events involving simulations to determine the worth of assessment tasks and their alignment to evidence from the literature and the learning outcomes specified in the chosen curriculum blueprint; ii) Literature Review Results: Appraisal of curriculum leaning goals and outcomes and evidence of outcomes in assessment tasks supported the choice of curriculum model: The capacity for integrating the elements of PBL, critical thinking and medium to high fidelity simulation was demonstrated. Careful construction of simulated learning events address the limitations of clinical placement because it facilitates the development and refinement of clinical judgment acumen. Renewal of a model highlighted the need for staff development in order to support the integration of learning outcomes, encourage development of contemporary stimulus material and enhance opportunities for assessment of critical thinking. Conclusion:The authors propose further curriculum renewal and adoption of an amended curriculum model that facilitates an integrated approach elevating critical thinking that is integral to addressing learning outcomes that mirror behaviours relevant to real-life practice.Changing contexts of education and practice in health professional programs require further exploration of the potential of simulation to provide alternative and complementary learning to that acquired through clinical placements.

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Drivers for renewal and reform of contemporary nursing curricula: A blueprint for change

Cited by 5 publications

References 8 publications

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Curriculum Pearls for Faculty Members

Enhancing critical thinking through simulation

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