Relevant bibliographies by topics / Nursing and Health Curriculum and Pedagogy

Academic literature on the topic 'Nursing and Health Curriculum and Pedagogy'

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Published: 10 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "Nursing and Health Curriculum and Pedagogy"

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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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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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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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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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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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GOODMAN, KENNETH W. "Health Information Technology as a Universal Donor to Bioethics Education." Cambridge Quarterly of Healthcare Ethics 26, no. 2 (March 31, 2017): 342–47. http://dx.doi.org/10.1017/s0963180116000943.

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Abstract:Health information technology, sometimes called biomedical informatics, is the use of computers and networks in the health professions. This technology has become widespread, from electronic health records to decision support tools to patient access through personal health records. These computational and information-based tools have engendered their own ethics literature and now present an opportunity to shape the standard medical and nursing ethics curricula. It is suggested that each of four core components in the professional education of clinicians—privacy, end-of-life care, access to healthcare and valid consent, and clinician–patient communication—offers an opportunity to leverage health information technology for curricular improvement. Using informatics in ethics education freshens ethics pedagogy and increases its utility, and does so without additional demands on overburdened curricula.
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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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Garrigues, Layla, Isabelle Soulé, and Amber L. Vermeesch. "Nursing Students and the Human Body: Application of an Ethics Pilot Project." International Journal of Environmental Research and Public Health 19, no. 18 (September 15, 2022): 11603. http://dx.doi.org/10.3390/ijerph191811603.

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This manuscript offers findings from a pilot project which prepares nursing students for embodied professional practice through the lens of ethics. Four undergraduate nursing students were mentored by two nursing faculty in the Dundon-Berchtold Institute Faculty Fellowship Program in the Application of Ethics through an exploration on the ethics of embodiment using an arts pedagogy across one academic year. Inspired by the intersection of nature and health, this project explores the impact of an arts-integrated pedagogy on the human body. The findings from this project provide a natural first step for nursing students to consider multiple interpretations of the human body and to facilitate the students’ development of an embodied ethical practice that is perceptive, empathic, and attuned to themselves as natural beings as well as diverse individuals and populations. The findings from this pilot project presents a pivotal opportunity to guide future nursing curricular development toward holistic, nature-inspired, and mindful-based interventions in order to increase resilience, decrease risk factors of compassion fatigue and burnout, and support nursing students to develop strength-based skills to use in their professional nursing practice.
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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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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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Dissertations / Theses on the topic "Nursing and Health Curriculum and Pedagogy"

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Pryor, Wendy. "Pathology, professionalism, portfolios and progress." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7296.

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Abstract Community-driven standards of professionalism must be addressed, worldwide, at all levels of medical education. The imperative to implement robust strategies to ensure that doctors embrace these standards to justify the autonomy afforded to the medical profession has been a key concern of specialist medical colleges in recent years. Pathologists face unique challenges. Rapid technological change and increasing commercialisation have distanced them further than ever before from patients and other clinicians, resulting in negative stereotypes that impede understanding of professional roles that may have adverse consequences for interdisciplinary communication and patient care. This study explores the socio-cultural and educational factors impacting on the development of professional identity in pathology specialist training in Australia and New Zealand, with the aim of recommending an educational model for the attainment of professionalism. Theories of social identity and education relating to self-regulated and situated learning informed the study and model. Textual data from interviews, surveys and discussions were captured over the course of a professional, college-led intervention that included a new curriculum addressing standards of professionalism in pathology, and an associated portfolio designed as a formative assessment tool. Based on these texts, hermeneutic phenomenological strategies were used to explore the experiences of pathology trainees, their supervisors, educators and clinicians. A pathologist’s professional identity is a self-constructed schema involving value orientations and commitment to goals that reflect beliefs about what it means to be a good pathologist. For many, these values do not correspond to the ideals of professionalism constructed by the community at large. In the face of many social and political pressures, pathologists have developed an identity that conforms to a stereotype in which technical knowledge and skills are strong values that may be detached from the need for competence in the broader, non-technical areas. This identity may be partly founded in career selection, but is perpetuated through interdisciplinary discourse, internalisation, role modelling, work practice and a curriculum and assessment structure that de-emphasises non-technical roles. Trainees are strongly influenced by the values displayed and feedback provided by supervisors who themselves may be subject to the influences of a negative culture. Conflicts between goals and values in technical and non-technical aspects of training can be de-motivating and may constrain the development of a reflective identity that embraces professionalism. Whilst competency-based frameworks such as CanMEDS have been invaluable in drawing attention to the place of non-technical competencies in formal curricula, they do not necessarily take account of the complex and powerful hidden curriculum that lies behind the formal curriculum and exists at the level of role-modelling, stereotyping, work practice and institutional policies. Developing a model of professionalism fit for the purpose of pathology training has involved deconstruction of the CanMEDS model and self-regulated learning processes to carefully examine their parts. The new model reassembles these elements in the situated learning environment and broader cultural and organisational structures applying to pathology. It emphasises alignment of goals, values and processes at all levels of the curriculum, both formal and hidden. The curriculum should integrate and operationalise technical and non-technical competencies with concretely-defined outcomes that are meaningful in the context of pathologists’ roles. Learning portfolios should be simple and flexible, requiring of more than tick-boxes to facilitate reflection. Formative assessment and guided self-assessment from supervisors are critical for the trainee to identify learning needs and to support development of capacity for self-regulation. Onerous formal assessments that devalue professionalism should be reviewed. The College and training institutions must demonstrate commitment to professional values through policy and provision of resources. The approach in this study, which strongly links professional identity development to the attainment of professionalism in medical specialty training, has implications for educators in understanding the many social and educational factors that must be considered in developing curricula for medical professionalism relevant to other disciplines and settings.
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Birden, Hudson H. "Professionalism in medicine. What is it and how can it be taught?" Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/8665.

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This study examines the conceptual framework and teaching of medical professionalism from the perspectives of the literature on the subject, clinicians engaged in clinical teaching regarding professionalism, and medical students. I begin with a brief history and overview of the concepts of professionalism in medicine. I follow that with a Best Evidence in Medical Education (BEME) systematic review of the literature to identify the best evidence for how professionalism should be defined and taught. This review found that there is as yet no overarching conceptual context that is universally agreed upon. The development of ways to teach and assess professionalism has been encumbered, and failed to progress, in large part because of this amorphous nature of the various definitions promoted. The review also found no unifying accepted theory or set of accepted practice criteria for teaching professionalism. Evident themes in the literature are that role modelling and personal reflections, ideally guided by faculty, are the important elements in current teaching programs, and are widely believed to be the most effective techniques for developing professionalism. While it is generally agreed that professionalism should be part of the whole of a medical curriculum, the specifics of sequence, depth, detail, and the nature of how to integrate professionalism with other curriculum elements remain matters of evolving theory. No teaching methodology has been demonstrated in the literature to be effective or accepted for use across a wide range of medical schools. I next developed and carried out qualitative studies to discover what conceptual understanding (mental models) of professionalism medical students and clinical educators held, how these two groups view current professionalism training as a component of medical education, and how they think it should be taught. I found that medical students achieve professionalism through the influence of their exposure to seasoned professionals and through informal peer reflection. The doctors in my study group achieved professionalism not through any formal training they received, but as a result of the actions and attitudes they witnessed during their training, which created a path to reflective practice that they have sustained. I conclude by proposing a conceptual model for instilling professionalism through medical education. This model captures the formative influences on professionalism and provides a framework for understanding professional performance. The teaching of professionalism should be integrated into all years of the medical curriculum, and across all disciplines included in the curriculum. Some attributes of professionalism, such as ethics and communication skills, can be introduced in early years. Mentoring and exposure to positive role models hold the most promise as effective teaching methods. Guided reflection turns transient incidents and experiences into true learning moments, solidifying and honing professionalism. Ultimately professionalism should be viewed as an ethos. I hope that my findings will improve our ability to instil professionalism in our students.
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Hoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.

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Philosophiae Doctor - PhD
Globally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care. Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates. SL is known as a philosophy and an approach to community development and pedagogy. In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.
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Rodriguez, Elizabeth P. "Curriculum development for nursing assistants| Pressure ulcer prevention module." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1570853.

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Pressure ulcers (PUs) remain a relatively common and potentially serious health issue among the elderly in any healthcare setting and have been associated with high mortality and morbidity rate. A low incidence of PUs is highly desirable and is considered as an indication of quality care by patients, caregivers, and regulatory authorities on both the state and federal levels.

Nursing assistants play an integral role in the direct patient care; ongoing training and educational opportunities about pressure ulcer prevention are very important in maintaining their skill, motivation and knowledge. Research findings showed that staff education with reinforcement is the key in decreasing prevalence and incidence of pressure ulcer. This educational curriculum was designed to increase nursing assistants' knowledge about pressure ulcer prevention among elderly in long-term care.

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Best, Brenda K. "Self-concept implications for promoting self-care within the nursing curriculum /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/455.

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Halcomb, Kathleen Ann. "HEALTH PROMOTION AND HEALTH EDUCATION: NURSING STUDENTS’ PERSPECTIVES." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/13.

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The purpose of this study was to determine student nurses’ perceptions of (1) the role of the nurse in health promotion, and (2) how the concept of health promotion is presented in nursing curricula. Research questions for this study included the following: 1) Can nursing students explain the difference between health education and health promotion? 2) What have nursing students been exposed to within their curriculum regarding health promotion? 3) What health promoting behaviors are nursing faculty role modeling as perceived by nursing students? 4) What is the role of the nurse in implementing health promotion as perceived by nursing students? 5) How do nursing students define health? Attendees of the 57 Annual National Student Nurse Association (NSNA) Convention were asked to complete an anonymous survey. A total of n= 227 surveys were returned resulting in a participation rate of 47%. The findings from this study indicated that student nurses’ perceptions regarding the role of the nurse in health promotion revolve primarily around the concept of changing individual health behavior. While there are some indications that nursing students were exposed to the idea of health promotion as a socio-ecological approach that incorporates economic, policy, organizational and environmental changes, the majority of student nurses did not see faculty or nurses role-modeling a socio-ecological approach, nor did the students see themselves as participating in a more socio-ecological approach. For nurses to be recognized as health promoters, collaborate with health promotion leaders, and effectively teach nursing education, changes need to be made in the nursing curriculum to reflect appropriate and accurate health promotion concepts.
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McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.

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Dawson, Margaret R. "Psychosocial management of dementia for skilled nursing staff| A curriculum." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260086.

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As the number of older adults with dementia in nursing facilities grows, so does the need for holistic dementia training for nursing home staff. This curriculum was designed as a training tool for all nursing facility staff in order to provide practical education on how to develop individualized, psychosocial interventions for residents that have dementia. The curriculum is presented in two parts. Part I is a simulation activity and discussion to create empathy among staff members by demonstrating the perspective of an older adult with dementia. Part II is a guided practice activity on how to identify important interests and characteristics of an individual resident and apply this knowledge to create effective interventions. The training is a total of approximately 4 hours and focuses on teaching staff skills that will allow them to continue to target dementia symptoms with psychosocial interventions. The curriculum also includes a trainer’s guide, handouts, and a survey tool for evaluation.

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McLaren, Graham. "The Wild Food Challenge| A Case Study of a Self-initiated Experiential Education Project." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10003293.

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This thesis presents findings from a narrative and phenomenological case study that examined the inspirations and motivations that led to an adolescent student’s engagement in a self-initiated experiential education project (SEEP) and the subsequent effects on the adolescent’s sense of self. The student’s SEEP was a month-long challenge to eat only wild foods. SEEPs and self-designed experiential learning projects are examples of self-directed learning, which is becoming more common in adult, elementary, secondary, and post-secondary education. Six theoretical areas are addressed in the literature review, including adolescent sense of self, benefits of exposure to nature, mentoring, experiential education, eclectic homeschooling, and rites of passage. The investigator interviewed the SEEP initiator, who was a student at a school employing the deep nature connection mentoring model of education, and seven of the student’s mentors. Artifacts produced by the student and mentors related to the student’s self-initiated experiential education project were examined. Data analysis included crafting researcher profiles, writing a chronological story of the case, and an open-coded thematic analysis of the interview transcripts. Findings indicate the influences and motivations inspiring the creation of the SEEP in this case included elements of the initiators’ identity, self-esteem, education, resilience and self-efficacy; an adolescent need to test oneself; and a desire for a deeper connection with nature. The outcomes in terms of sense of self include impacts on identity and self-esteem, increased resilience and self-efficacy and an increasing appreciation for nature, family, and the student’s interdependence with other people. These impacts indicate that SEEPs could be a desired aspect of curriculum design. Educator, family, peer, and community support appear to be important influences encouraging students to create and engage in SEEPs.

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Marks, Lura Wendy. "The emancipatory praxis of integral nursing| The impact of human caring theory guided practice upon nursing qua nursing in an American Nurses Credentialing Center Magnet(RTM) re-designated healthcare system." Thesis, Sage Graduate School, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591134.

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This qualitative study critically examined nurses' perception of nursing qua nursing in an American Nurses Credentialing Center Magnet® re-designated healthcare system in Albany NY. Watson's Theory of Human Caring is used by many Magnet® hospitals, including the site for this study, to inform and guide nursing practice. Watson's Theory supports concepts and practices of integral health, holism, caring, healing, and the education and integration of complementary health care modalities as independent therapeutic nursing interventions. This study aimed to understand the nurse's emancipatory experience, comportment and self-agency as she/he participated in a theory guided practice; and illuminate the nurses' acquisition, understanding and utilization of knowledge and power as required for engaging independent therapeutic nursing interventions in the unitary-transformative health paradigm.

Eight nurses from the Oncology Unit self-selected to participate without recidivism from August to October 2012. The study was conducted in two parts: 1) A questionnaire was developed by the researcher to collect demographic and educational data from participants including: age, ethnicity, level of academic education, years of experience in nursing and in specialty, education to nursing theory, including education specifically to Watson's Theory of Human Caring and to holistic nursing and Complementary and Alternative Modalities (CAM), and CAM use in practice and self-care; and 2) Kim's (1999, 2007, 2010) Critical Narrative Inquiry Method was used to collect and analyze narrative data in three phases: 1) descriptive 2) reflective; and 3) critical-emancipatory. Written and audio data from in-person interviews were transcribed and analyzed by the researcher. Data was validated by participants and used to answer four research questions: 1) What are the emancipatory experiences of nurses in a Magnet® re-designated healthcare system that promotes Human Caring Theory; 2) What are the patterns that facilitate nurses' comportment and self-agency to fully embody and practice integral nursing qua nursing in a Magnet® re-designated healthcare system; 3) What are the patterns that create barriers to nurses' comportment and self-agency to fully embody and practice integral nursing qua nursing in a Magnet ® re-designated healthcare system; and 4) How does the organization support nurses control over their nursing practice within this one ANCC Magnet ® re-designated healthcare system? Findings gleaned from the patterns that occurred most frequently in the narrative data included: 1) Nurses used Human Caring and Integral Nursing theoretical concepts to inform and conduct their practice; even though they reported limited education to the theories. Elements of the theories that manifested in their practice and self-care included: advocating, educating, counseling, creating a caring-healing environment by honoring the patient and family's space and wishes, approaching patients and families non-judgmentally with an open mind and loving kindness, using complementary modalities of humor, prayer, intention, authentic presence, music, imagery, touch, and obtaining complementary therapy, palliative and spiritual care consults for patients; 2) Facilitators to practice included: the support of their manager, colleagues and team members, optimal staffing patterns, resource nurses and competent, self-motivated care technicians and support staff; and 3) Nurses in the study confirmed their Magnet® healthcare system values: a) Supportive and participative nursing management; b) Advanced education by providing tuition reimbursement and flexible scheduling; c) Participation in and use of the most current nursing research in their practice; and d) A strong nursing mentoring culture, where nurses empower each other to provide ethical care and advocate for patients' and nurses' rights. Opportunities for nursing education and leadership include: 1) The need to revise academic and continuing education curricula to adopt integral theory guided practice at all levels; 2) The need for advanced practice nurses to translate conceptual models into practice and help nurses to articulate the value and power of nursing to impact integral health and healing.

Suggested Keywords: nursing, holistic, integral, human caring, theory guided practice, emancipatory praxis, critical narrative inquiry, ANCC Magnet®.

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Books on the topic "Nursing and Health Curriculum and Pedagogy"

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1940-, Watson Jean, ed. Toward a caring curriculum: A new pedagogy for nursing. New York, N.Y: National League for Nursing, 1989.

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1940-, Watson Jean, ed. Creating a caring curriculum: An emancipatory pedagogy for nursing. New York: Springer, 2011.

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K, Salazar Mary, and American Association of Occupational Health Nurses., eds. AAOHN core curriculum for occupational health nursing. Philadelphia: W.B. Saunders Co., 1997.

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American Association of Occupational Health Nurses, ed. Fundamentals of occupational & environmental health nursing: AAOHN core curriculum. Pensacola, FL: American Association of Occupational Health Nurses, Inc., 2014.

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Luggen, Ann Schmidt. NGNA core curriculum for gerontological nursing. 2nd ed. St. Louis: Mosby, 2001.

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Redmond, Georgine M. Community-based nursing curriculum: A faculty guide. Philadelphia, PA: F.A. Davis Co., 2002.

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Redmond, Georgine M. Community-based nursing curriculum: A faculty guide. Philadelphia, PA: F.A. Davis Co., 2002.

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Waldow, Vera Regina. THE CONSCIENTIZATION OF OPPRESSION IN BRAZILIAN NURSING THROUGH FEMINIST PEDAGOGY: A CASE STUDY. 1992.

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Sohn, Kum Sook. IMPLICATIONS OF NURSING MODELS FOR NURSING CURRICULUM. 1991.

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Toward a Caring Curriculum: A New Pedagogy for Nursing. Jones & Bartlett Publishers, 2000.

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Book chapters on the topic "Nursing and Health Curriculum and Pedagogy"

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Dyson, Sue. "Global Health and Global Nurse Education." In Critical Pedagogy in Nursing, 53–68. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56891-5_3.

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Dyson, Sue. "Nursing, Nurse Education and the National Health Service: A Tripartite Relationship." In Critical Pedagogy in Nursing, 21–51. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56891-5_2.

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Jackson, Debra, Patricia M. Davidson, and Kim Usher. "Doctoral Supervision as Pedagogy." In Successful Doctoral Training in Nursing and Health Sciences, 17–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87946-4_2.

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Thistlethwaite, Jill E. "Curriculum Development in Interprofessional Education in Health." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 211–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_12.

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Abiri, Autherine, Wanjira Kinuthia, and Elizabeth Downes. "Curriculum Mapping: Integrating Social Determinants of Health Within Nursing Education." In Integrating a Social Determinants of Health Framework into Nursing Education, 119–29. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21347-2_4.

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Loke, Alice Yuen, and Olivia Wai Man Fung. "Chapter 12 Nurses’ Competencies in Disaster Nursing: Implications for Curriculum Development and Public Health." In International Disaster Health Care, 185–204. 3333 Mistwell Crescent, Oakville, ON L6L 0A2, Canada: Apple Academic Press, 2016. http://dx.doi.org/10.1201/9781315365787-13.

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Forrest, Susanne, and Hugh Masters. "Shaping Pre-Registration Mental Health Nursing Education Through User and Carer Involvement in Curriculum Design and Deliverya." In Psychiatric and Mental Health Nursing: The Field of Knowledge, 101–13. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470774427.ch6.

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Hickman, Amy C., Karen Shelley, Zoe Rutherford, Paul A. Gardiner, Lisa Buckley, and Sheleigh Lawler. "Using Innovative Curriculum Design and Pedagogy to Create Reflective and Adaptive Health Promotion Practitioners Within the Context of a Master of Public Health Degree." In International Handbook of Teaching and Learning in Health Promotion, 377–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96005-6_24.

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Tan, Oon Seng, and Jallene Jia En Chua. "Science, Social Responsibility, and Education: The Experience of Singapore During the COVID-19 Pandemic." In Primary and Secondary Education During Covid-19, 263–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_10.

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AbstractIn this chapter we first outline how the pandemic unfolded United Kingdom before highlighting the key thinking and strategies Singapore adopted in policy responses towards the crisis. The two key principles of Singapore’s approach, science, and social responsibility, contributed greatly to its success in handling the public health crisis. This chapter will elaborate on these principles and examine how these policies were carried out in the educational realm. We look at how Singapore relied on its strengths of proactive rational planning and execution to facilitate the transition to home-based learning (HBL) and the subsequent re-opening of schools. Concomitant with policies to address health and well-being for all students were strategies to ensure continuity of learning, student engagement, and innovation in the new learning environment. The use of online learning portals such as the Student Learning Space enabled all students from primary to pre-university levels to have equal access to quality curriculum resources. Professional development and preparation of teachers pertaining to facilitating new modes of learning were as important as implementation measures. Given the unexpected impact of the pandemic and the need for scalability there were also many challenges to ensure equitable access and holistic well-being for vulnerable groups of students. Looking forward, we discuss the implications of the pandemic on Singapore’s education scene, such as how it elevated core issues related to curriculum, pedagogy, and design of learning environments. We talk about opportunities for some of these issues to be addressed in policy and research, and how doing so can better build an adaptable education system for the twenty-first century.
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Daley, Karen M., and Suzanne Hetzel Campbell. "Integrating Simulation-Focused Pedagogy Into Curriculum." In Simulation Scenarios for Nursing Educators. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826119391.0003.

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Conference papers on the topic "Nursing and Health Curriculum and Pedagogy"

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Masuda, Seiko, Kyoko Ishigaki, and Haruhiko Nishimura. "Informatics Curriculum for Nursing College Students According to the Data Health Perspective." In 2019 8th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2019. http://dx.doi.org/10.1109/iiai-aai.2019.00071.

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Aisyah, PS, Rosyanti, and N. Rohmah. "Impact of Curriculum Integration Related to Spiritual Care on Nurse Competence in Providing Spiritual Nursing Care." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.067.

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Honeyfield, Judith, Deborah Sims, and Adam Proverbs. "Teaching Quality Improvement in Pre-Registration Nursing Education: Changing Thinking, Changing Practice." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205009.

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Quality care and improving health outcomes are cornerstones of healthcare provision, yet quality improvement (QI) preparation and assessment in health-professional education has been found to inadequately prepare graduates for their future roles (Robb et al., 2017). Toi Ohomai Institute of Technology’s Bachelor of Nursing (BN) year three teaching team looked to address this by reviewing and improving QI teaching and assessment modules within a course in the programme. Alongside this redevelopment, research with students was undertaken to investigate the efficacy and outcomes of this work. This paper presents findings from reviews of QI assessment projects completed by BN students (n = 93), with particular attention to identifying student experiences and their approach to this project using a detailed content analysis (Krippendorff, 1989). Particular attention was paid to highlighting a shift in thinking from quality assurance (QA) approaches that prevailed in the prior teaching of this module, to QI. We found 41% of students selected and undertook projects that reflected QI concepts focused on improved patient outcomes, and 59% of students selected and undertook projects that were concerned with standards, auditing and compliance improvement, more in keeping with QA. In addition, seven student QI projects addressed enhancing te ao Māori (Māori worldview), including language activities through music and exercise, bilingual labelling, and culturally safe care for Māori residents. Key findings address the ongoing challenges of embedding QI concepts and engagement in practice and professional development needs; and policy, practice and procedural improvements and the need for more time to enact and evaluate QI projects. Recommendations from this study are: (1) enhancing te ao Māori and Te Tiriti o Waitangi responsiveness throughout the BN curriculum; (2) ongoing preparation for student-nurse educators to ensure they are confident to support student-led QI initiatives; (3) further shared professional development with agency staff prior to practice placements; and (4) replication of this research to identify longitudinal outcomes. This research reinforces the importance of education–practice partnerships to enhance effective QI education for preparing graduates to transition to their new roles in the workplace.
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Cimino, Linda, and Mary Hickey. "MAKING-UP FOR LOST CLINICAL TIME DURING COVID-19 BY MERGING UNDERGRADUATE NURSING FOUNDATIONS AND HEALTH ASSESSMENT CLASSES: 4 SIMINTENSIVES SESSIONS DELIVER A SEMESTER’S CURRICULUM FOR 2 COURSES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1027.

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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.

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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.

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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Fries, Laura, Caylor R. Davis, Icy (Yunyi) Zhang, and Ji Y. Son. "Teaching modeling in introductory statistics using the better book approach." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.vbhgj.

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Statistical modeling is typically seen as an advanced skill and rarely introduced to students at the introductory level. But in data science and its applications (e.g., public health, politics), modeling is a necessary component of data literacy. To address this need, we should teach introductory students modeling from the beginning, connecting the content to the modern world of data science. This may have the added benefit of bringing coherence to statistics. We teach this content using research-based pedagogy – the practicing connections framework – and utilize new technology (CourseKata.org) capable of conducting experiments to continuously improve instruction. We are thus able to test theories of how students learn difficult, time-consuming concepts, such as the concept of a statistical model. Together, the curriculum, pedagogical theory, and technology provide a process to make the book incrementally better at producing a modern, coherent, and flexible understanding of statistics.
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Beach, David. "Developing Intent and Application Through Virtual Design-Build." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335066.

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The process of design-build links intention and application within a curriculum that is difficult to replicate in a traditional educational studio. While most effective in the analogue world, design-build can be simulated within a classroom by leveraging virtual reality as a curriculum connecting client, spatial immersion, precedent study, construction, fabrication, and a digital design toolset. This paper and presentation will outline a course curriculum for second-year design students at the Hammons School of Architecture that leverages the pedagogy of design-build within a virtual process. The project connects specific intent for our client by crafting spatial experiences for the CHIL (Children’s Hospital Innovation Lab) Zone, a pediatric care unit of Montefiore Medical Center in New York that brings technology to their patients. Leveraging tools like AR (alternate reality), VR (virtual reality), and 3D fabrication, patients in the CHIL Zone are moved virtually beyond the confines of rooms when their medical limitations often reduce their opportunities for exploration. Approaching the process in a parallel modality to a design-build curriculum, student application happens through the construction of virtual versions of a precedent design study, including site, phasing, construction methods, details, and basic communication of the spatial concepts for their clients (kids from twelve to eighteen in a pediatric care unit). The process happens within the immersive qualities of virtual reality, creating a narrative about the architectural design that each student must communicate. Each project is resolved by finalizing a VR “docummersion” film that includes the precedent study and specific spatial elements of their own design. This process is directly generating new understandings of the design-build process. It is developing considerations of architecture and design thinking, including spatial exploration as a form of rehabilitation and health care, architectural design intended solely for use in virtual reality, and the connection of virtual reality and cognitive spatial awareness for design education.
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King-Berry, Arlene, and Carolene Eslyn Charles. "FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end119.

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There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number graduate (Tinto, 1993). It is, therefore, imperative that HBCUs implement strategies most likely to increase retention and persistence rates. When it comes to taking a closer look at pedagogy and practice in teaching, the COVID-19 Pandemic has created innovative environments for faculty to assess the students. The new perspective has many faculties utilizing evidence-based practices regarding performance-based assessment and other innovative techniques to assess students learning. Online teaching & learning and online assessment are likely to occupy a higher percentage of the future curriculum, which can be seen as a positive development for online learning. A correlation assumed that university faculty satisfaction and fair promotion could have a positive effect on student retention and engagement with a comprehensive analysis of these studies. It is paramount to consider that not only was fundamental student engagement found of tremendous relevance, but the literature is evident that student engagement during the entire higher education experience also leads to higher student retention rates and increased institutional commitment (Burke, 2019). This paper defines retention and persistence at HBCUs and presents the results of a systematic literature review that (a) identifies the challenges that impact student retention and persistence at HBCUs during the COVID-19 Pandemic and (b) delineates research-based practices/strategies recommended to address the academic, socio-emotional, and financial and health/wellness challenges of students attending HBCUs.
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