Journal articles: 'Medicine, Nursing and Health Curriculum and Pedagogy'

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Byfield, Carlene A., and Franca Ferrari-Bridgers. "Collaborative practices and Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, and Asexual and/or Ally (LGBTQIA+) care in clinical nursing education." Journal of Nursing Education and Practice 12, no. 11 (July 11, 2022): 51. http://dx.doi.org/10.5430/jnep.v12n11p51.

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Collaborative practices are used by inter-professional healthcare teams to solve complex health problems. Nursing programs, however, rarely offer students collaborative practice experiences in their curricula due to content saturation. In this study, we demonstrate how collaborative practices can be successfully embedded into existing undergraduate clinical courses through innovative pedagogy to solve health problems. “Students Working in Interdisciplinary Groups” (SWIG) was the pedagogical practice used to facilitate a collaborative practice between nursing and communication students. The complex health problem regarded the education gap between healthcare workers and the delivery of care to patients identified as LGBTQIA+. The students’ collaboration resulted in the creation of an educational video to instruct future nurses in LGBTQIA+ delivery of care. We assessed the effectiveness of the collaborative experience and the impact of the educational video on students. The positive assessment outcomes confirm the importance of integrating collaborative practices into nursing courses to foster students’ professional development.

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Trail, Juliet Jennifer, and Tim Cunningham. "The Compassionate University." Journal of Perspectives in Applied Academic Practice 6, no. 3 (September 12, 2018): 49–56. http://dx.doi.org/10.14297/jpaap.v6i3.358.

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Over the past decade, the University of Virginia has been experiencing a culture change towards becoming a more contemplative and compassionate institution. The leaders of this change seek, ultimately, to enhance and influence every aspect of the mission and community of this large, prestigious public institution. Of course, multi-layered and pervasive culture change does not occur instantaneously. Rather, the establishment in 2009 of the UVA School of Nursing’s Compassionate Care Initiative, followed by the launch in 2012 of the pan-university UVA Contemplative Sciences Center have led to an array of targeted initiatives that incorporate both the health system – consisting of the School of Nursing, School of Medicine, and the UVA Medical Center – and the university’s academic division, consisting of nine additional schools as well as the ancillary units that support the wider university. This article provides a set of detailed examples of efforts implemented by these two centers in support of a culture change towards more compassionate teaching, research, patient care, and service. Examples will include: supporting compassion and self-care through retreats in the School of Nursing and research assessing the impact of this and additional co-curricular programming via cross-sectional survey of nurses discussion of student, faculty and clinical Ambassadors who serve as compassion mentors across the UVA Health System consideration of contemplative pedagogy within the UVA undergraduate course Mindfulness & Compassion: Towards Living Fully, Personally & Professionally discussion of pan-university co-curricular programming serving the university community that seeks to create impact at an institution-wide level. The impact and outcomes of each example will be considered, individually and as part of a larger shift towards creating a compassionate, contemplative university for the modern era.

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Sarvimäki, Anneli. "Toward a caring curriculum: A new pedagogy for nursing." Scandinavian Journal of Caring Sciences 6, no. 1 (March 1992): 22. http://dx.doi.org/10.1111/j.1471-6712.1992.tb00118.x.

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Chesser-Smyth, Patricia. "Creating a Caring Science Curriculum: an Emancipatory Pedagogy for Nursing." Nurse Education in Practice 13, no. 5 (September 2013): e15. http://dx.doi.org/10.1016/j.nepr.2013.02.010.

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Rosenberger, Kelly D., Heidi Olson, Martin MacDowell, and Valerie Gruss. "Using IPEC pedagogy to transform the future rural advanced practice nursing workforce." Journal of Nursing Education and Practice 11, no. 10 (May 26, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n10p1.

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Objective: The number of primary care providers has not kept pace with the increasing number of underserved rural populations placing unprecedented demands on the healthcare system and the gap is expected to widen with shortages projected to increase across the United States. Given the urgent need to grow and expand the number of trained diverse primary care providers in rural communities, an innovative sustainable program was implemented to recruit and train diverse rural advanced practice nurses. Building on the successful rural medical and rural pharmacy educational programs at the UIC Health Sciences Campus in Rockford, a rural nursing program with interprofessional curriculum was designed and refined to enable nursing students along with two other professions to develop appreciation, insight, and knowledge of rural healthcare and health disparities in a variety of rural settings as part of an interprofessional team.Methods: A mixed-methods program evaluation approach utilized both quantitative and qualitative data to evaluate program satisfaction and inform ongoing program refinement.Results: Students indicated positive responses to this interprofessional course of study. Continued development and refinement of the curriculum is planned to train the future rural healthcare workforce.Conclusions: Students from three health sciences colleges benefitted from the IPEC program with confirmed satisfaction in interprofessional rural education and collaborative practice. The addition of a rural nursing program merits continuation with modification and expansion to prepare the future rural interprofessional healthcare workforce.

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D'Souza, Prima Jenevive Jyothi, Anil Raj Assariparambil, G. Muthamilselvi, Veena M. Joseph, and Linu Sara George. "Pandemic Pedagogy: Perception of Nursing students’: A cross-sectional study." F1000Research 11 (July 27, 2022): 398. http://dx.doi.org/10.12688/f1000research.109789.2.

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Coronavirus disease 2019 pandemic impacted across the globe disrupting all sectors including the higher education universities. Nursing institutions faced various challenges due to the pandemic restrictions, of which the abrupt shift of implementing the curriculum to online mode posed a major challenge to both the teachers and the students. To assess nursing students' perception of pandemic pedagogy and the challenges faced in remote teaching-learning, this cross-sectional survey was conducted among 982 undergraduate nursing students from three Deemed to be University nursing institutions of Southern India. Institutional Ethics Committee approval (IEC 444/2020), permission from the heads of the institutions and study participant’s consent was obtained. Data was collected using an online survey questionnaire which had three domains, including student-related (19 items), teacher-related(5 items), and physical learning environment-related factors (11 items). The reliability was established using Cronbach’s Alpha (0.86). Explored the favouring, hindering factors and challenges faced during the emergency remote instruction with open-ended items. The overall mean score of perceptions on pandemic pedagogy was 89.03±10.03. Sixty-three percent of students had a total perception score above 87 which indicates that they preferred remote learning (synchronous) during the pandemic whereas 45% preferred face-to-face classes. There was a significant difference in the total perception scores and the years of study( F (3, 978) = 4.96, p = 0.002). The factors favouring remote learning were, an opportunity to view the recorded classes even after the live classes’ (n=165), and ‘more time to spend for learning activities’ (n=152). Factors that hindered the learning or the challenges faced were poor network connectivity (n=451), and lack of opportunity for group study (n=326). Students favoured remote learning during the pandemic; however, there were several challenges. The educational institutions need to prepare themselves to overcome this and focus on a blended learning curriculum.

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D’SOUZA, Mrs Prima Jenevive Jyothi, Anil Raj Assariparambil, Dr G. MUTHAMILSELVI, Dr Veena M. JOSEPH, and Dr Linu Sara GEORGE. "Pandemic Pedagogy: Perception of Nursing students’: A cross-sectional study." F1000Research 11 (April 6, 2022): 398. http://dx.doi.org/10.12688/f1000research.109789.1.

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Coronavirus disease 2019 pandemic impacted across the globe disrupting all sectors including the higher education universities. Nursing institutions faced various challenges due to the pandemic restrictions, of which the abrupt shift of implementing the curriculum to online mode posed a major challenge to both the teachers and the students. To assess nursing students' perception of pandemic pedagogy and the challenges faced in online teaching-learning, this cross-sectional survey was conducted among 982 undergraduate nursing students from three Deemed to be University nursing institutions of Southern India. Institutional Ethics Committee approval (IEC 444/2020), permission from the heads of the institutions and study participant’s consent was obtained. Data was collected using an online survey questionnaire which had three domains, including student-related (19 items), teacher-related(5 items), and physical learning environment-related factors (11 items). The reliability was established using Cronbach’s Alpha (0.86). Explored the favouring, hindering factors and challenges faced during the emergency remote teaching with open-ended items. The overall mean score of perceptions on pandemic pedagogy was 89.03±10.03. Sixty-three percent of students had a total perception score above 87 which indicates that they preferred online learning during the pandemic whereas 45% preferred classroom learning. There was a significant difference in the total perception scores and the years of study( F (3, 978) = 4.96, p = 0.002). The factors favouring online learning were, an opportunity to view the recorded classes even after the live classes’ (n=165), and ‘more time to spend for learning activities’ (n=152). Factors that hindered the learning or the challenges faced were poor network connectivity (n=451), and lack of opportunity for group study (n=326). Students favoured online learning during the pandemic; however, there were several challenges. The educational institutions need to prepare themselves to overcome this and focus on a blended learning curriculum.

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Cutbush, Stacey, Deborah Gibbs, Kathleen Krieger, Monique Clinton-Sherrod, and Shari Miller. "Implementers’ Perspectives on Fidelity of Implementation." Health Promotion Practice 18, no. 2 (October 22, 2016): 275–82. http://dx.doi.org/10.1177/1524839916672815.

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Fidelity of implementation is an essential factor in realizing outcomes of evidence-based interventions. Yet perspectives vary on the degree to which fidelity is necessary or desirable, implementers may receive limited guidance on fidelity, and research on implementers’ understanding and operationalization of fidelity is lacking. We conducted key informant interviews with 20 individuals who implemented an evidence-based teen dating violence prevention curriculum in seven sites. Interviews addressed how implementers defined fidelity and the adaptations they made in implementing the curriculum. Although all implementers reported delivering the curriculum with fidelity, their definitions of fidelity varied. Most defined fidelity in terms of adherence to the published curriculum, although definitions sometimes allowed modifications of pedagogy or adding or subtracting materials. A smaller group of implementers defined fidelity in terms of their perceptions of the curriculum’s core messages. All implementers described variations from the published curriculum, which were frequently inconsistent with their own definitions of fidelity. Implementers committed to the value of implementation with fidelity may need support in its definition and application. Developers can support implementers by communicating program theory in terms that implementers will understand, clarifying expectations for fidelity and allowable adaptations, and codifying lessons learned from previous implementation.

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Alfrey, Laura, and Justen O’Connor. "Critical pedagogy and curriculum transformation in Secondary Health and Physical Education." Physical Education and Sport Pedagogy 25, no. 3 (March 16, 2020): 288–302. http://dx.doi.org/10.1080/17408989.2020.1741536.

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Riley, Joan B., and Edilma L. Yearwood. "The Effect of a Pedagogy of Curriculum Infusion on Nursing Student Well-Being and Intent to Improve the Quality of Nursing Care." Archives of Psychiatric Nursing 26, no. 5 (October 2012): 364–73. http://dx.doi.org/10.1016/j.apnu.2012.06.004.

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Penney, Dawn, and lisahunter. "(Dis)Abling the (health and) physical in education: ability, curriculum and pedagogy." Sport, Education and Society 11, no. 3 (August 2006): 205–9. http://dx.doi.org/10.1080/13573320600813358.

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Hills, M., and E. Lindsey. "Health promotion as a basis for nursing curriculum." Patient Education and Counseling 19, no. 3 (June 1992): 308–9. http://dx.doi.org/10.1016/0738-3991(92)90164-e.

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Nataro, Anne-Marie. "Core Curriculum for Home Health Care Nursing." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 13, no. 3 (May 1995): 75. http://dx.doi.org/10.1097/00004045-199505000-00014.

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Mwaria, Mercy, ChiaChing Chen, Nanci Coppola, Ingrid Maurice, and Mary Phifer. "A Culturally Responsive Approach to Improving Replication of a Youth Sexual Health Program." Health Promotion Practice 17, no. 6 (September 22, 2016): 781–92. http://dx.doi.org/10.1177/1524839916667382.

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Youth-serving agencies continually turn to evidence-based interventions that have been empirically assessed for effectiveness in influencing young people’s lives, particularly those living in communities with considerable health inequities. Replicating promising evidence-based interventions requires thoughtful adaptation and modification to better fit participants’ sociocultural context and to enhance their learning experiences. Due to the restrictive nature of a replication model, adaptations to the intervention curriculum must be minimized during full implementation. Implementers must find innovative ways to ensure content is relevant and engaging to participants without altering core elements of the curriculum. This article describes practical best practice strategies used in implementing a sexual health education program among socioculturally diverse youth in a northeastern city in the United States. The implementing agency applied Richard, Brown and Forde’s framework for culturally responsive pedagogy as a heuristic approach to describe the application of implementation practices across three dimensions: institutional, personal, and instructional. The results not only highlight successful culturally responsive practices that enhanced the implementation process but also acknowledge areas in which such practices proved daunting to implement.

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Miller, Mindi, and Linda Neyer. "Mapping Information Literacy and Written Communication Outcomes in an Undergraduate Nursing Curriculum: A Case Study in Librarian-Faculty Collaboration." Pennsylvania Libraries: Research & Practice 4, no. 1 (May 23, 2016): 22–34. http://dx.doi.org/10.5195/palrap.2016.121.

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A syllabi study was conducted by the health science librarian and nursing faculty members in a baccalaureate nursing program to map information literacy and communication learning outcomes. Nursing course syllabi and assignments were examined for particular evidence of information literacy and communication learning outcomes in relationship to three sets of standards from the American Association of Colleges of Nursing and the Association of College & Research Libraries, and the rubrics of the Association of American Colleges & Universities. A crosswalk was created between the standards to identify areas where the librarian and nursing faculty could better collaborate to assist students in their achievement of these standards. The resulting analysis led to a change in the librarian’s practices with greater involvement with the nursing department. Information literacy skills are needed in a growing number of professions that value evidence-based practice, thus suggesting that similar curriculum mapping projects are useful for other academic disciplines. This project was supported by the Bloomsburg University Teaching and Learning Enhancement (TALE) Pedagogy-Related Research Grant.

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Upsher, Rebecca, Zephyr Percy, Anna Nobili, Juliet Foster, Gareth Hughes, and Nicola Byrom. "A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University." Education Sciences 12, no. 9 (September 14, 2022): 622. http://dx.doi.org/10.3390/educsci12090622.

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Universal and preventative interventions are advocated via the curriculum and pedagogy to help overcome the increasing prevalence of poor mental health among university students. To date, the literature in this field is overall of poor quality and cannot be synthesised for meta-analysis, due to poor reporting of methodology and results, lack of control conditions, and mixed outcomes across studies. This study examines the effectiveness of curriculum-embedded interventions on student wellbeing at university. A non-randomised design compared four curriculum-embedded interventions with matched controls from the same cohort (Psychology, English, Nursing, International Politics). To increase power, a meta-analytic approach combined the conditions to examine improvements in student wellbeing, social connectedness, loneliness, students flourishing, self-compassion, burnout, self-esteem, and learning approach. There were non-significant improvements in the intervention versus control conditions across all outcomes. There is no strong support for curriculum-embedded interventions improving student wellbeing at university. Despite improvements in study design and reporting, the sample size was still a challenge. More studies of high quality need to be conducted to provide evidence to guide teaching staff in supporting student wellbeing in the curriculum. Qualitative research is required to fully understand students’ experiences.

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Radzyminski, Sharon. "Population Health as a Framework for Forensic Nursing Curriculum." Journal of Forensic Nursing 2, no. 1 (June 28, 2008): 33–41. http://dx.doi.org/10.1111/j.1939-3938.2006.tb00051.x.

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Radzyminski, Sharon. "Population Health as a Framework for Forensic Nursing Curriculum." Journal of Forensic Nursing 2, no. 1 (March 2006): 33–41. http://dx.doi.org/10.1097/01263942-200603000-00005.

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Van Sant-Smith, Denise. "Supporting the Integrative Health Care Curriculum in Schools of Nursing." Holistic Nursing Practice 28, no. 5 (2014): 312–15. http://dx.doi.org/10.1097/hnp.0000000000000042.

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Josephsen, Jayne. "Critically Reflexive Theory: A Proposal for Nursing Education." Advances in Nursing 2014 (July 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/594360.

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Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

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Zori, Susan, Maureen Carroll Roller, and Erik Lyons. "Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in fundamentals and Medical Surgical II nursing courses." Journal of Nursing Education and Practice 8, no. 12 (June 27, 2018): 1. http://dx.doi.org/10.5430/jnep.v8n12p1.

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Background and objective: Research with Process Oriented Guided Inquiry Learning (POGIL), an interactive learning pedagogy, has shown improvement in grades and student satisfaction in science and nursing courses. POGIL is an active teaching strategy which utilizes small groups of students to analyze case studies. The student teams participate in groups of four to problem solve topics based on the material taught. POGIL can be additional to lecture and didactic teaching methods to help with the synthesis and analysis of content taught. The object of this study was to compare final course and national standardized exam grades between POGIL and comparison groups in both Fundamentals and Medical-Surgical II nursing courses.Methods: A quantitative, comparative design was used.Results: The Fundamentals POGIL group had significantly higher scores on a standardized national exam (p = .001) than a comparison group; no significant difference in final course grades was found. The Medical-Surgical Nursing II POGIL and comparison groups had no significant differences in standardized national exam or final course grades. Students in POGIL groups were given a satisfaction survey and indicated the experience was helpful to improving grades and understanding course content.Conclusions: In classes that used POGIL, there were higher scores on a standardized national exam scores but not final course grades for students in the Fundamentals course. Using POGIL in Medical Surgical Nursing II courses revealed no difference in final course grades or on national standardized exam scores. The use of POGIL for beginning nursing students may be more helpful as these students are in the process of determining which learning strategies are most helpful as they progress through the nursing curriculum. Introducing a new pedagogy to students in their last semester of the nursing program was not as helpful possibly because students have established successful strategies for learning prior to this last semester. Future research to further explore the impact of POGIL on grades and standardized tests scores in other nursing curriculum courses such as mental health or care of the emerging family is recommended. Exploring POGIL and the impact on the development of clinical thinking and clinical practice is another line of inquiry that could be explored.

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Martin, Madeleine T., Elizabeth W. Bayley, and Nancy M. Newman. "Need for a Burn Nursing Core Curriculum." Journal of Burn Care & Rehabilitation 6, no. 2 (March 1985): 112–14. http://dx.doi.org/10.1097/00004630-198503000-00006.

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Christmals, Christmal Dela, and Susan J. Armstrong. "Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study." BMJ Open 10, no. 6 (June 2020): e035580. http://dx.doi.org/10.1136/bmjopen-2019-035580.

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ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order to qualify CHNP and contribute to a decreased incidence of preventable deaths of children in the SSA region.DesignA sequential multimethod study design consisting of a scoping review, Delphi study, development of a framework by a curriculum team, and evaluation of the curriculum framework by faculty from 15 universities in SSA.SettingThis study included universities from East, West, Central and Southern Africa.ParticipantsThe study included international multidisciplinary health professionals and curriculum development experts from 15 universities in 10 SSA countries.ResultsA concept-based Advanced CHNP curriculum framework was developed. The faculty who evaluated the curriculum framework for applicability within their institutions and the SSA context unanimously stated that the framework is detailed, evidenced-based and could be adapted for other APN specialty areas.ConclusionThe Child Health Nurse Practitioner curriculum framework is comprehensive, context-specific and has the potential to respond to the special child healthcare needs of SSA. It is adaptable for other APN specialty programmes in SSA. Nursing leaders should lobby for funding and advocate for the introduction of the CHNP programme as a collaborative process between government, clinical services, communities and educational institutions.

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Noh, Yoongoo, and Insook Lee. "Experience on Women’s Health Nursing Practicum of Nursing Students in the COVID-19 Pandemic: Using Mix-method Study." Crisis and Emergency Management: Theory and Praxis 18, no. 3 (March 31, 2022): 1–20. http://dx.doi.org/10.14251/crisisonomy.2022.18.3.1.

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This study investigated the learning experiences of nursing students who participated in women’s health nursing practicum in the COVID-19 pandemic situation, and to identify the educational needs for women’s health nursing practicum. Research design adapts a mix-method study. The study was conducted with 10 students in focus group interviews and 31 students in the survey. We analyzed data through the qualitative content analysis and demand analysis using Borich analysis and Locus for Focus model. As a result of the content analysis, 4 categories and 18 subcategories were derived. The major result of the educational needs analysis, the highest priority items were understanding of practical education for women’s health nursing, understanding of the clinical situation of scenarios/cases, practical training hours, competency of nursing knowledge, and competency of problem-solving. This study is meaningful in that it analyzed the actual educational needs of learners. This results will contribute to the operation of learner-friendly, learner-centered curriculum. In future research, it is necessary to develop a curriculum for women’s health nursing practicum that reflecting the contents with high educational needs and attempt a study to evaluate its effect.

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Kim, Ji Mee, Ga Yeon Ko, Sun Woo Lee, and Hye Ri Nam. "Curriculum Development for 'Safety and Quality Improvement' Nursing Education." Korean Society of Nursing Research 6, no. 4 (December 31, 2022): 41–54. http://dx.doi.org/10.34089/jknr.2022.6.4.41.

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Purpose : The purpose of this study was to suggest a case of ‘safety and quality improvement’(PO5) education curriculum development through a systematic and scientific procedure. Methods : This study consisted of two phases. The first phase was a preliminary survey to draw the ground for the development of the PO5 curriculum. In the second phase, the content validity of the constituent factors and major concepts of PO5 was verified. Finally, learning objectives for ‘safety and quality improvement’ nursing education were derived and a curriculum was developed. Results : 17 major concepts were established in 6 factors for PO5 competency development, 51 learning objectives related to major concepts were established. The PO5 curriculum was composed of subjects and extracurricular activities according to the level of implementation. Conclusion : Using the results of this study, it is possible to systematically compose educational contents and learning activities to achieve PO5 according to the characteristics of nursing education institutions, to compose not only educational courses but also non-educational courses, and even to build an evaluation system. Therefore, this study suggested a basic direction for ‘safety and quality improvement’ education for nursing students and is expected to contribute to the first step in improving future health care by ultimately ensuring the safety and quality of patients and health providers.

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Barra, Maryanne, Samantha Singh Hernandez, and Janet Czermak. "Nurse Educators Teaching Medical Interns: Impact of Interprofessional Collaboration." Creative Nursing 27, no. 2 (May 1, 2021): 125–30. http://dx.doi.org/10.1891/crnr-d-19-00066.

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BackgroundThis quantitative educational intervention was conducted to determine the effectiveness of a 1-day internal medicine orientation for new interns, led by nurse educators instead of medical doctors.MethodsScheduled within the orientation week curriculum, this project had a purposeful convenience sample of 14 students comprising the entire intern class. An afternoon of 1:1 clinical skills with nursing guidance followed a morning of didactic lecture on medical knowledge and skills transfer. Students completed a pre/postmedical education test (MET) to evaluate knowledge and skills acquired.ResultsInterns reported increased confidence with clinical competencies to both nurse educators and the chief resident. Outcome questionnaires revealed statistically significant increases in knowledge about clinical skills after the intervention. Interns witnessed interprofessional teamwork.ConclusionNurse educators teaching medical interns facilitates interprofessional team collaboration, communication, and mutual respect. This simulation pedagogy focusing on principles of deliberate practice can have a positive impact on academic and clinical performance.

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Schwindt, Rhonda, and Angela McNelis. "Integrating Simulation into a Reflection-Centered Graduate Psychiatric/Mental Health Nursing Curriculum." Nursing Education Perspectives 36, no. 5 (2015): 326–28. http://dx.doi.org/10.5480/15-1614.

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Quinn, Brenna L. "Precepted Experiences for Doctoral Student Nurses." Creative Nursing 23, no. 2 (2017): 124–28. http://dx.doi.org/10.1891/1078-4535.23.2.124.

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Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.

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Kumar Mishra, Dr Sohan. "CURRICULUM AND EDUCATIONAL PROCESS." International Journal of Engineering Applied Sciences and Technology 7, no. 4 (August 1, 2022): 257–61. http://dx.doi.org/10.33564/ijeast.2022.v07i04.041.

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The purpose is projected into the future as a Vision of the finished product of the process of schooling namely the Ideal Person we envision at the end of the process. The vision gives us clear concept of the kind of person we hope our students would become. The school should specify the kind of knowledge, skills and competencies, attitudes and values that our graduates will possess in keeping with this Vision. Hopefully in concert with other schools, these graduates will form a “critical mass” that will act as a leaven in transforming society into the “Ideal Society” of the future. Principles of educational process are values that shape and form the basis of our pedagogy. By this I mean the “strategy” the teacher adapts to forward learning among students. These “principles” are the standards and values embedded in the very process of education. The teacher is a model of one who is open-minded and critical of prejudiced views. In short, he or she teaches to enhance multicultural understanding and acceptance of and respect for various groups in society. The idea here is to specify a teaching strategy that requests the teacher to subject his or her teaching and the effects of that teaching to research as the basis for evaluation and improvement.

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Mendes, Isabel Amélia Costa, Carla Aparecida Arena Ventura, Laís Fumincelli, Valtuir Duarte de Souza-Junior, and Simone de Godoy. "Nursing and Global Health: social determinants of health in the training of nurses." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1700–1705. http://dx.doi.org/10.1590/0034-7167-2017-0631.

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ABSTRACT Objective: To evaluate to which extent nursing professors understand how social determinants of health impact on health, and whether the topic is addressed in nursing undergraduate education in Brazil. Method: This is a methodological study carried out with 222 nursing faculty members from Brazilian higher education institutions. The answers of the domain “Social and environmental determinants of health”, concerning a questionnaire on “Core Competencies in Global Health”, were analyzed. Results: Most professors have over 10 years of experience in nursing higher education. A large part of the participants strongly agreed or agreed on the importance of college subjects related to the above-mentioned topic for the education of the nurses. Conclusion: The professors in this study agreed that social and environmental health determinants must be taught in Nursing school, since it is necessary that nurses value this knowledge, slowly making it a part of the curriculum framework.

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Higuchi, Masaya, Aida Wen, and Kamal Masaki. "Evaluation of a Nursing Home Medical Director's Curriculum for Geriatric Medicine Fellows." Journal of the American Medical Directors Association 14, no. 8 (August 2013): 560–64. http://dx.doi.org/10.1016/j.jamda.2013.03.020.

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Martin, Madeleine, Elizabeth Bayley, and Nancy M. Newman. "Need for a Burn Nursing Core Curriculum Part I, Survey of Schools of Nursing." Journal of Burn Care & Rehabilitation 7, no. 2 (March 1986): 164. http://dx.doi.org/10.1097/00004630-198603000-00030.

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Wasco, Jennifer J. "Strategies for Teaching Online RN-to-BSN Students the Health Impacts of Climate Change." Creative Nursing 25, no. 3 (August 15, 2019): e1-e8. http://dx.doi.org/10.1891/1078-4535.25.3.e1.

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The impact of climate change on human health is projected to worsen over the next century, threatening the world's population. Nurses need to be knowledgeable about the causes of climate change and its direct and indirect health consequences, to be able to provide appropriate care and to advocate for policy change. More now than ever, nursing faculty are charged with the responsibility to educate future health professionals about this important topic. This article provides an introduction to the impacts of climate change on nursing care delivery and shares the pedagogy of an introductory course developed for an online, postlicensure RN-BSN program based at a university with deep roots in environmental sustainability.

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Rohaim Hamzawy, Mervat,, Zeinab, Abdel-Hamid Loutfi, and Amal Elias Abdel-Aziz. "Effect of the Psychiatric-Mental Health Nursing Curriculum on Students' Attitude Towards Mental Illness." Egyptian Journal of Health Care 13, no. 3 (September 1, 2022): 923–39. http://dx.doi.org/10.21608/ejhc.2022.255696.

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Marja, Silén-Lipponen, and Aura Suvi. "Cultural competence learning of the health care students using simulation pedagogy: An integrative review." Nurse Education in Practice 52 (March 2021): 103044. http://dx.doi.org/10.1016/j.nepr.2021.103044.

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Gibson, Nicole Ann, Robin Arends, and Lori Hendrickx. "Tele-U to Tele-ICU: Telehealth Nursing Education." Critical Care Nurse 41, no. 5 (October 1, 2021): 34–39. http://dx.doi.org/10.4037/ccn2021109.

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Background The use of telehealth technology in various health care settings continues to expand. Such technology allows intensive care units to monitor patients living in remote locations and to intervene early when a patient’s condition declines or a critical event occurs. The use of telehealth can also support nurses and help meet staffing challenges, which have increased in intensive care units during the COVID-19 pandemic. Currently, however, there are no formal requirements for telehealth education in nursing education or for telehealth orientation in nursing practice. Objective To develop a telehealth curriculum based on telehealth competencies that would be broad enough to encompass all educational levels of nursing students and to support the current nursing workforce. Intervention A telehealth curriculum was designed that included an overview of telehealth, camera considerations, equipment, troubleshooting, reimbursement, legislation, and quality measures. These topics were then organized and developed into 6 online interactive video modules and simulation experiences. The curriculum topics pertinent to the tele–intensive care unit are discussed in this article. Conclusions Completion of the telehealth curriculum or a formal telehealth orientation session may provide nurses with an understanding of the principles of telehealth and the skills needed to provide high-quality patient care using telehealth best practices. As the use of telehealth continues to expand, nursing education and practice should work together to address the needs of the nursing workforce and staffing challenges, specifically in the intensive care unit setting.

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Ray, Moira K., Sherril B. Gelmon, Matthew DiVeronica, and Kimberly Lepin. "Faculty Development in Improvement Science: Building Capacity and Expanding Curricula Across an Academic Health Center." Journal of Graduate Medical Education 11, no. 6 (December 1, 2019): 678–84. http://dx.doi.org/10.4300/jgme-d-19-00287.1.

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ABSTRACT Background The ability of health professions faculty to design, teach, evaluate, and improve relevant curricula is vital for teaching improvement science (IS) skills to trainees. Objective We launched a Foundational Improvement Science Curriculum (FISC) to build faculty competence in IS teaching and scholarship, and to develop, expand, and standardize IS curricula across one institution. Methods FISC consisted of 9 full or half-day sessions over 10 months in 2015–2016 and 2016–2017 academic years. Each session required pre-work, including readings, Institute for Healthcare Improvement Open School modules, and personal improvement projects. Sessions included brief didactics, group activities, planning, and feedback on curriculum development. An evaluation strategy was employed, including pre- and post-program self-assessment, competency mapping, evaluations of didactics and overall program, and participant satisfaction. Results Forty individuals from 23 academic programs voluntarily completed FISC, representing 20% of graduate medical education (GME) programs and 50% of primary GME programs in addition to undergraduate medical education (UME) and nursing programs. Median self-assessed competency scores (mid versus final score; scale 1–9, 9 high; P < .05 for all comparisons) improved over the course for all competencies for knowledge (3 versus 7), application (2 versus 7), curriculum design (2 versus 7), and scholarship (2 versus 5). Eighteen new or revised IS curricula were developed across GME, UME, and nursing programs. Conclusions FISC offers a feasible model to enhance and support faculty development in IS and IS curriculum design.

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Escudero, Eliana, Marcela Avendaño Ben-Azul, and Karen Dominguez Cancino. "Clinical simulation and patient safety: integration into the nursing curriculum." Scientia Medica 28, no. 1 (January 26, 2018): 28853. http://dx.doi.org/10.15448/1980-6108.2018.1.28853.

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AIMS: To present the experience of creation, development and results of a nursing curriculum that integrates clinical simulation and patient safety with its challenges and achievements after four generations of graduates.EXPERIENCE DESCRIPTION: The School of Nursing at the Finis Terrae University is the result of a direct request from the authorities of the institution at a time when the country required an increase in the supply of nursing professionals. It started with a project that in the course of its development and implementation require several adjustments in programmatic terms. From its beginning, the project takes into consideration the integration of simulation and sets security at the heart of development. For this, we worked on new instruments that established how to implement the educational process, generating a model of teaching based on simulation, together with the establishment of control points that allowed the application of the model of continuous improvement. Through its development, seals are configured that differentiate the nursing student in the national environment. We are currently working to comply with international standards, periodically reviewing the implemented strategies and the way we teach for the benefit of our students. We consider as challenges the generation of interprofessional work, the strengthening of the teaching staff, and the generation of research, that demonstrate the benefits of having a curriculum for security based on simulation considering our local reality.CONCLUSIONS: The integration of simulation and patient safety in the nursing career curriculum is a challenge that requires the implementation of innovative processes, mobilizing resources of all kinds to achieve the goal. Strengthening leadership, clinical judgment and quality of nursing professionals deserve this kind of change. We believe changes like this in nursing education will enable us to achieve better health outcomes worldwide.

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Simpson, Vicki L. "MAKING IT MEANINGFUL:Teaching Public Health Nursing Through Academic-Community Partnerships in a Baccalaureate Curriculum." Nursing Education Perspectives 33, no. 4 (August 2012): 260–63. http://dx.doi.org/10.5480/1536-5026-33.4.260.

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Shevchenko, Alexander, and Liudmyla Shtefan. "Formation of valeological competence in non-medical students." Engineering and Educational Technologies 9, no. 4 (December 31, 2021): 8–23. http://dx.doi.org/10.30929/2307-9770.2021.09.04.01.

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Competence approach is generally accepted in modern education. Competence is the ability to perform a variety of practical tasks in life and professional activities at a sufficient professional level, which is due to cognitive abilities and skills, social interaction, motivation and will. There are lingual, informational (digital), communicational, cultural, ecological, valeological (health saving) and other competencies should be formed in the student, regardless of the profile of his education. In Ukrainian legislation, valeological competence is referred to the category of "civic and social competences". Valeological competence in educational standards given less importance than, for example, ecological competence. We have not found a clear definition of valeological competence. In our opinion, valeological competence is the ability to lead a healthy lifestyle, practice safe behavior and provide emergency care. For its formation in students of non-medical higher educational institutions we have proposed the initial academic discipline "Health Pedagogy". The study is theoretical, based on the analysis of scientific sources and regulations of Ukraine, including national educational standards. Preliminary data on the introduction of the author's program of the discipline "Pedagogy of Health" in the educational process of the Ukrainian Engineering Pedagogics Academy for students of "011 - Educational, Pedagogical Sciences" specialty "Bachelor" and "Master" educational levels are also taken into account. Requirements for valeological competence formation in non-medical students on accordance with the level of education, the proposed components of the curriculum and components of competence (cognitive, activity, motivational-value and personal) are formulated. The author's definition of valeological competence is supplemented with a list of its components subject to qualimetric assessment. The list of competencies, necessary for the valeological competence formation, as well as those competencies that are formed or improved simultaneously with the valeological competence during the study of valeological discipline "Health Pedagogy" by non-medical students.

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Kusz, Halina, Halina Kusz, and Erin Sheppard. "Communicating with Older, Nursing Home Patients with Dementia: Curriculum Development and Implementation." Journal of the American Medical Directors Association 17, no. 3 (March 2016): B9. http://dx.doi.org/10.1016/j.jamda.2015.12.038.

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Jakubec, Sonya L., Joanna Szabo, Judy Gleeson, Genevieve Currie, and Sonya Flessati. "Planting seeds of community-engaged pedagogy: Community health nursing practice in an intergenerational campus-community gardening program." Nurse Education in Practice 51 (February 2021): 102980. http://dx.doi.org/10.1016/j.nepr.2021.102980.

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Jo, Eun Hee, Young Sook Yoon, Yang Sin Kim, Yong Kung Kim, and Shin Hee Kim. "A Study on Evaluation System for Nursing Bachelor Degree Program Outcomes: Focus on Utilization of Information and Communication Technology and the Latest Healthcare Technology." Korea Society of Nursing Research 6, no. 2 (June 30, 2022): 79–90. http://dx.doi.org/10.34089/jknr.2022.6.2.79.

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Purpose : This study was conducted to develop an program outcome evaluation system for the Utilizing Information and Communications Technology (ICT) and the Latest Health-Care Technology, required for nursing education accreditation. With respect to the accreditation criterion on program outcomes, it is necessary to understand the relationship between nursing education objectives, curriculum, and assessment. Methods : A methodological research design was adopted. To ensure the theoretical validity of the program outcome evaluation system, it was verified against the learning objectives of nursing education programs and a domestic literature review in Korea. The program outcome evaluation system for the Utilizing Information and Communications Technology (ICT) and the Latest Health-Care Technology Program outcome evaluation system, based on the Kim & Park’s developmental model (2008), was then developed. Results : The program outcome evaluation system was established, including implementation level, educational curriculum, performance level, evaluation method, rubrics, and closing-the-loop processes. Conclusion : The finalized program outcome evaluation system can be actively used in nursing education and contribute to enhancing the competency of nursing students and graduates in utilizing ICT and health-care technology.

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Banville, Dominique, Ben Dyson, Pamela H. Kulinna, and Michalis Stylianou. "Classroom teachers’ and administrators’ views of teaching health and physical education." European Physical Education Review 26, no. 2 (August 6, 2019): 448–64. http://dx.doi.org/10.1177/1356336x19867731.

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Teacher efficacy influences what and how they teach. This may be particularly important to consider in Aotearoa New Zealand contexts where primary classroom teachers teach health and physical education and use physical activity breaks with little training. It remains unclear how classroom teachers perceive this role and how to better support them. The purpose of this study was to investigate classroom teachers’ and administrators’ views of teaching health and physical education, including physical activity behaviours, in primary schools in Aotearoa New Zealand. Participants were 10 teachers and three administrators from two schools selected as a purposive sample. Data were collected through formal interviews, field notes, and photographs, and were analysed using inductive analysis and constant comparison. The findings are shared using four themes: (a) support for physical activity breaks; (b) support for curriculum content in health and physical education and ‘Kiwi’ sport culture; (c) teachers’ influence level; and (d) school environment. Overall, teachers and administrators felt very efficacious in their roles of creating healthy and active schools. These teachers also appeared to be confused regarding the difference between physical education, sport, and physical activity. They did feel, however, that instructional self-efficacy could be improved through enhanced content and pedagogy taught in teacher education programmes, and increased opportunities for professional learning and development. Potentially, this could lead to more time spent teaching the health and physical education content as well as a greater focus on the national curriculum for health and physical education being taught in Aotearoa New Zealand.

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Corbett, Timothy Mark, Timothy Mark Corbett, Kathryn Callahan, Jamehl Demons, Kimberly Phillips, Jeff Williamson, and Hall Atkinson. "Telegeriatrics Interprofessional Team Training Curriculum: A Needs Assessment." Journal of the American Medical Directors Association 14, no. 3 (March 2013): B11—B12. http://dx.doi.org/10.1016/j.jamda.2012.12.032.

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Abbas, Syed Muslim, Ambreen Usmani, and Maroosha Imran. "Innovative Curriculum: Evidence Based Practice For Nursing Professionals." Journal of Bahria University Medical and Dental College 08, no. 03 (June 4, 2018): 176–82. http://dx.doi.org/10.51985/jbumdc2018060.

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Introduction: Evidence based medicine and practice needs to have a robust and reliable curriculum. This curriculum has been designed keeping in mind the latest technology and teaching strategies. There has been a major shift in context to the patient physician relations, care and utilisation of best available evidence in making informed decisions about the various treatment options and approaches to patient care. Nurses form an integral component of the healthcare delivery system and of the health system itself. There has been substantial research in the nursing principles and indexed nursing journals are publishing articles pertaining to the various disciplines and components of nurse practitioners and related patient care services. Methodology: It is a cross sectional study and total of 50 registered nurses were recruited from a public hospital to engage in the evaluation for statistically meaningful and valid results or interpretations. A self-administered questionnaire was distributed among 62 registered nurses; 12 registered nurses did not fill the questionnaire therefore 50 registered nurses were recruited. Result: Pie chart shows the major differences in frequency of all themes, the junior registered nurses have more knowledge about EBM as compared to their seniors 70% and 10% respectively but when asked about doing post-graduation the seniors showed more interest as compared to junior nurses 67% and 2% respectively. The junior nurses showed more counselling ability and also practiced EBM. Overall there was significant decline in senior nurses’ performance when compared with junior nurses p-value is 0.001 Conclusion: Evidence based medicine is based on three components; utilising prior knowledge based on clinical experience, searching systematically evidence and acknowledging patient’s preferences. Junior registered nurses understand evidence based medicine and are eager to apply EBM in their career whereas senior nurses where more interested in obtaining higher degree and were less interested in patient care

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Phillips, Janet M., Jerelyn Resnick, Mary Sharon Boni, Patricia Bradley, Janet L. Grady, Judith P. Ruland, and Nancy L. Stuever. "Voices of Innovation: Building a Model for Curriculum Transformation." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 91–97. http://dx.doi.org/10.1515/ijnes-2012-0008.

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AbstractInnovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today’s health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.

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Sattler, Barbara. "Farmworkers: Environmental Health and Social Determinants." Annual Review of Nursing Research 38, no. 1 (December 23, 2019): 203–22. http://dx.doi.org/10.1891/0739-6686.38.203.

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The health implications of food and agriculture production are not generally part of the nursing curriculum and yet nurses understand that vulnerable populations, such as farmworkers, may need special attention in terms of health education, disease prevention, and access to mental health and healthcare services. Nurses also learn about the social determinants of health and increasingly are applying this knowledge to health and wellness in their communities. This article will consider the health impacts of the social determinants and both environmental and occupational exposures experienced by farmworkers and the associated implications for the nursing profession. As health professionals one can help to give voice to this often-voiceless population. Working with farmworkers in partnership is key and working with the Migrant Clinicians Network and other advocacy organizations on state and federal policies that will improve working and living conditions for farmworkers and their families is crucial.

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Maharjan, Babu Raja, Uttam Shrestha, Ashis Shrestha, Balakrishnan M. Acharya, Ambika Poudel, Sarala KC, and Rajesh N. Gongal. "Perception of Students and Faculty on Problem Based Learning in Proficiency Certificate Level Nursing Program." Journal of Nepal Health Research Council 18, no. 4 (January 22, 2021): 779–84. http://dx.doi.org/10.33314/jnhrc.v18i4.2667.

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Background: Patan Academy of Health Sciences intended to implement problem based learning in proficiency certificate level nursing program who have just completed grade 10. Presently in Nepal, the available literature on use of problem based learning as teaching learning methods is limited to undergraduate medicine who have passed 10+2 or equivalent. It was conducted to measure the perception of students and faculty on problem based learning in nursing program.Methods: Nursing faculty who have been involved in teaching learning of nursing curriculum were trained to conduct problem based learning and write problem based learning case. Prior to run problem based learning case, students were also oriented for the problem based learning process. A 44 students and seven faculty returned the filled data collection tool. Results: Both the students and tutors perceived that the problem based learning is an effective teaching learning method. They also found that the attributes of problem based learning such as self-directed learning, collaborative learning, team work and fun learning. Students were eager to have more problem based learning session in their curriculum. Faculty also perceived that problem based learning can be a better teaching learning methods and it can be implemented in proficiency certificate level nursing.Conclusions: This study shows the acceptance of problem based learning as a teaching learning methods in proficiency certificate level nursing program by both the students and faculty.Keywords: Nursing curriculum; PBL; perception.

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Davila, Carine, Jane deLima Thomas, Alexis Drutchas, Kyle Kozelka, Sudha Natarajan, and Kathleen Doyle. "Integrating Health Equity into an Interprofessional Palliative Care Fellowship Curriculum (SA320)." Journal of Pain and Symptom Management 63, no. 5 (May 2022): 834. http://dx.doi.org/10.1016/j.jpainsymman.2022.02.304.

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Journal articles on the topic 'Medicine, Nursing and Health Curriculum and Pedagogy'

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