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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 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.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
Ignaz Semmelweis
(D. Armstrong, 2001)
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
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
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/
