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The keele curriculum model: A contemporary framework for designing an inter-professional technology enhanced nursing curriculum  [PDF]
Melanie Humphreys, Ian Wood, Carol D. Johnson, Pauline N. Walsh, Nicola Witton, Julie Green, Sarah Corkhill
Open Journal of Nursing (OJN) , 2013, DOI: 10.4236/ojn.2013.34048

This paper outlines a curriculum model for contemporary programme design for the purpose of embedding educational innovation and technology within an inter-professional nursing curriculum. It has been developed from work within the School of Nursing and Midwifery at Keele University during the re-write of both the nursing and midwifery curriculum. The Nursing and Midwifery Council (NMC) require approval of all recordable programmes every five years and as such the school took this review as an opportunity to explore the curriculum model currently in use and develop an approach that would facilitate the professional requirements of the programme alongside the embedding of innovative learning and teaching methodologies. The model springs from extensive application of contemporary pedagogy underpinning adult learning, and forces consideration of cognitive alignment within a multi-modal delivery framework [1]. The model builds upon the early work of Fowler and Mayes [2] and later work of Bird [3] who explored the antecedents and underpinning theory for success within online learning experiences. This model has greater reach; having strategic fit for acontemporary “technology enhanced learning” application within further and higher education [4], whilst ensuring the achievement of given professional standards [5].

Construction assumptions of the new curriculum for the nursing course
Ver?nica Santos Albuquerque, Suzelaine Tanji, Andréia Patrícia Gomes, Rodrigo Siqueira-Batista
Revista de Enfermagem UFPE On Line , 2008,
Abstract: Objective: to present the construction assumptions of the new curriculum for the nursing course of the Centro Universitário Serra dos órg os. Methods: theoretical essay, founded on the literature regarding to the education and formative experience in the health area. Results: it were found fourteen assumptions that directed the curriculum change. Conclusion: these assumptions lead to a professional formation committed with the necessities of the Brazilian population, as well as with the consolidation of the Health System (SUS), and with integrality-the ruling principle of SUS- and the Meaningful Learning theory.
The Professional Nursing Association’s Role in Patient Safety
Rowell, P
Online Journal of Issues in Nursing , 2003,
Abstract: The purpose of this article is to describe the documents and activities of nursing's multipurpose, professional nursing association, the American Nurses Association, that promote patient safety. The roles of the professional nursing association in promoting the safety of the recipient of nursing care are numerous. These roles include developing and disseminating foundation documents, lobbying for legislation and regulations that protect and serve users of nursing services, and advocating for patients and issues which affect a nurse's ability to deliver safe care. Although the professional associations’ usual purpose is to work for the welfare of the public, at times this can conflict with the association's need to advocate for its members. The professional association must balance the needs and interests of the association, the profession, and the public so as to promote the safety of patients receiving care.
Concept of professional socialization in nursing  [PDF]
Pei Kuan Lai,Pek Hong Lim
International e-Journal of Science, Medicine & Education , 2012,
Abstract: Each nursing student comes to nursing with alay image of nursing portrayed by nurses they have seen.This lay perception of nursing that a nursing student holdsis transformed to a more professional understanding thatis acquired in nursing schools. This process is known asprofessional socialization. It is a process of learning thenorms, attitudes, behaviours, skills, roles, and valuesof the profession. It involves the internalization of thevalues and norms of the profession in the individual’sown behaviour and self-concept. The ultimate goal ofprofessional socialization is to internalize a professionalidentity of the profession. Professional socialization setsin to reduce the tension from the scenario of realityshock and facilitate adaptation during the transitionprocess. This paper serves as a concept paper with themain purpose of introducing and explaining the conceptof professional socialization in nursing to help thereaders in gaining further understanding of the concept,especially within the local context. The first authorhas also incorporated her own personal reflections withregards to her socialization process to nursing.
Tribhuvan University certificate nursing curriculum  [PDF]
K. Regmi,S Regmi,M. Shahi
Journal of Institute of Medicine , 2009, DOI: 10.3126/joim.v31i3.2997
Abstract: Introduction: A Nepalese certificate of nursing curriculum was developed in 1977 and has been used since with a few revisions. There has been open debate about continuing gaps between theory, as expressed in the curriculum, and practice. The purpose of this study was to evaluate this 3-year undergraduate curriculum, and to draw general lessons, which might help to develop appropriate strategies to improve nursing education in Nepal. Methods: A mixed evaluation method was used consisting of reviews of current curriculum theories/ models, and interviews with nursing students (15) and nursing tutors (10). Results: Both students and tutors were generally positive about the curriculum and its intended learning outcomes. While reviewing the existing curriculum, analysis revealed that there was limited use of curriculum theories and models. Conclusions: There is a need to focus more on the development of abilities related to evidence-based learning. Selection of appropriate teaching-learning methodologies in response to the growing needs of students and professionals, development of learning strategies to reduce the gap between educational theories and nursing practice, in line with a humanistic paradigm in nursing education is important. Keywords: Curriculum evaluation, Nepal, nurses, nursing education. DOI: 10.3126/joim.v31i3.2997 Journal of Institute of Medicine, December, 2009; 31(3) 46-55
A model for curriculum development in nursing  [cached]
Louise de Villiers
Health SA Gesondheid , 2001, DOI: 10.4102/hsag.v6i2.65
Abstract: A curriculum model for curriculum development in nursing and the health sciences is discussed. Opsomming ‘n Model vir kurrikulumontwikkeling in Verpleegkunde en die gesondheidswetenskappe word bespreek. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
Integrated Nursing Curriculum in Brazil: A 13-Year Experience  [PDF]
Mara Lúcia Garanhani, Marli Terezinha Oliveira Vannuchi, Anaísa Cristina Pinto, Thayane Roberto Sim?es, Maria Helena Dantas de Menezes Guariente
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412A2010
Abstract: This article aims to describe the guiding principles and the operationalization of the integrated curriculum of the undergraduate course in Nursing of a public university in southern Brazil. This is an experience report by 3 curriculum managing professors and 2 graduate students in Nursing, who experience the pedagogical proposal. The analysis comprised official documents and 2 books on this integrated Nursing curriculum, which has been developed for 13 years; it is presented in 4 topics: guiding principles; curricular structure; role of the professor and student; and collegiate management. We present reflections on the curriculum, expressing the framework supporting the proposal and the developmental strategies adopted. This experience points out the dialogical movement of participants in this education action, i.e. professors and students, from a critical and innovative perspective of nurse’s training. We conclude that the pathway reported highlights key themes of the pedagogical proposal, such as inseparability of theory and practice; the diversification of teaching strategies; the successive close approaches between contents in interdisciplinary modules; learning evaluation from a two-dimensional perspective; early introduction of the student to different settings of professional practice; and the democratic and participatory management process in a collective construction. We hope to contribute to other institutions trying to develop an innovative methodology for nurse’s training.
Faculty Perceptions of Implementing an Evidence-Based Safe Patient Handling Nursing Curriculum Module
Gail Powell-Cope,Nancy L. Hughes,Carol Sedlak,Audrey Nelson
Online Journal of Issues in Nursing , 2008,
Abstract: Despite the well-documented evidence for preventing musculoskeletal injuries among nurses providing patient handling tasks using ergonomic principles, faculty in nursing schools continue to rely on the teaching of body mechanics which fails to reduce the risk of musculoskeletal injuries. In this article the authors report the qualitative data from a parent study designed to develop and test an evidence-based curriculum module in nursing schools. Focus groups were conducted with participating faculty to elicit their perceptions of facilitators and barriers for implementing a new, evidence-based, safe patient handling curriculum module at their nursing schools. Content analysis was used to analyze the data. Faculty, who were overwhelmingly positive about the curriculum module, related numerous implementation facilitators and recommendations for overcoming barriers. Findings from this study can be used to facilitate implementation of the curriculum module at other nursing schools and thus promote the use of safe patient handling throughout healthcare.
Nursing professional education: implications of education for transpersonal care
Nunes, Emanuelle Caires Dias Araújo;Silva, Luzia Wilma Santana da;Pires, Eulina Patricia Oliveira Ramos;
Revista Latino-Americana de Enfermagem , 2011, DOI: 10.1590/S0104-11692011000200005
Abstract: this study identifies the perceptions of undergraduate nursing students concerning their education to provide transpersonal care. this qualitative study was conducted in four public universities in bahia, brazil with 16 seniors (non-probabilistic sampling) through semi-structured interviews, analyzed through the collective subject discourse. the results expressed the students’ feelings in the face of the challenge to provide transpersonal care; the psycho-cognitive competencies required by inter-subjective praxis; their perceptions concerning the curriculum in relation to the psycho-emotional dimension of being, untying critical knots; strategies suggested. the final reflections indicate the need to implement changes in the professional education of nurses in order to recover the humanistic view while preserving the scientific view. undergraduate courses should develop an interactive methodology capable of supporting a more humane, sensitive and inter-subjective care praxis.
Utilizing simulation curriculum to decentralize mental health concepts  [PDF]
D. M. H. Michelle Beckford
Open Journal of Nursing (OJN) , 2013, DOI: 10.4236/ojn.2013.32031

The International Society of Psychiatric Nurses as well as The American Psychiatric Nurses Association called for decentralization of psychiatric concepts in undergraduate nursing education. The author developed a series of simulation scenarios to address therapeutic communication and psychosocial needs in a variety of patient care settings. In terms of holistic care, psychological well-being is relevant to all realms of nursing practice. Mental health assessment and intervention need to be included in all areas of an undergraduate-nursing curriculum. The purpose of this project was to create a BSN curriculum that reflects the mental health needs of patients not only in acute care psychiatric facilities but also in medical-surgical disciplines, maternity units, and community settings. The curriculum is designed to also cover mental health throughout the lifespan-from infancy to end of life. A goal was to develop educational techniques, which translate into safe practice. A series of five simulations have been created with additional scenarios to be established in the following academic year. Topics include: alcohol withdrawal, end of life care, post-traumatic stress disorder, post-partum depression, serotonin syndrome, benzodiazepine over dose, elder abuse, depression in military veterans, and geriatric depression. All incorporate QSEN competencies [1]. The overall learning objectives are for undergraduate nursing students to initiate and implement an appropriate mental status assessment using therapeutic communication, and also to provide safe care by identifying risk factors and using clinical decision making to establish requisite nursing interventions. The methodology included relevant documentation through the use of appropriate assessment tools. Learning objectives were assessed through pre-simulation and post-simulation ten-question inventory and anecdotal feedback. QSEN competencies were utilized in creating scenarios as well as pre and post testing. Students voiced an ability to connect the didactic material to their clinical experiences following simulation.

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