Academic literature on the topic 'Nursing and Health Curriculum and Pedagogy'
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Journal articles on the topic "Nursing and Health Curriculum and Pedagogy"
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.
Full textRosenberger, 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.
Full textJosephsen, 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.
Full textCutbush, 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.
Full textMiller, 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.
Full textGOODMAN, 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.
Full textRiley, 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.
Full textGarrigues, 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.
Full textUpsher, 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.
Full textZori, 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.
Full textDissertations / Theses on the topic "Nursing and Health Curriculum and Pedagogy"
Pryor, Wendy. "Pathology, professionalism, portfolios and progress." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7296.
Full textBirden, 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.
Full textHoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.
Full textGlobally, 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.
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.
Full textPressure 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.
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.
Full textHalcomb, Kathleen Ann. "HEALTH PROMOTION AND HEALTH EDUCATION: NURSING STUDENTS’ PERSPECTIVES." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/13.
Full textMcNiesh, 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.
Full textDawson, 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.
Full textAs 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.
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.
Full textThis 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.
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.
Full textThis 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®.
Books on the topic "Nursing and Health Curriculum and Pedagogy"
1940-, Watson Jean, ed. Toward a caring curriculum: A new pedagogy for nursing. New York, N.Y: National League for Nursing, 1989.
Find full text1940-, Watson Jean, ed. Creating a caring curriculum: An emancipatory pedagogy for nursing. New York: Springer, 2011.
Find full textK, Salazar Mary, and American Association of Occupational Health Nurses., eds. AAOHN core curriculum for occupational health nursing. Philadelphia: W.B. Saunders Co., 1997.
Find full textAmerican 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.
Find full textLuggen, Ann Schmidt. NGNA core curriculum for gerontological nursing. 2nd ed. St. Louis: Mosby, 2001.
Find full textRedmond, Georgine M. Community-based nursing curriculum: A faculty guide. Philadelphia, PA: F.A. Davis Co., 2002.
Find full textRedmond, Georgine M. Community-based nursing curriculum: A faculty guide. Philadelphia, PA: F.A. Davis Co., 2002.
Find full textWaldow, Vera Regina. THE CONSCIENTIZATION OF OPPRESSION IN BRAZILIAN NURSING THROUGH FEMINIST PEDAGOGY: A CASE STUDY. 1992.
Find full textSohn, Kum Sook. IMPLICATIONS OF NURSING MODELS FOR NURSING CURRICULUM. 1991.
Find full textToward a Caring Curriculum: A New Pedagogy for Nursing. Jones & Bartlett Publishers, 2000.
Find full textBook chapters on the topic "Nursing and Health Curriculum and Pedagogy"
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.
Full textDyson, 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.
Full textJackson, 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.
Full textThistlethwaite, 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.
Full textAbiri, 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.
Full textLoke, 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.
Full textForrest, 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.
Full textHickman, 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.
Full textTan, 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.
Full textDaley, 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.
Full textConference papers on the topic "Nursing and Health Curriculum and Pedagogy"
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.
Full textAisyah, 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.
Full textHoneyfield, 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.
Full textCimino, 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.
Full textMurphy, 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.
Full textNicolls, 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.
Full textFries, 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.
Full textBeach, 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.
Full textKing-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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