Journal articles: '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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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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Alexander, Suzanne, Rhonda BeLue, Ashley Kuzmik, and Marie Boltz. "The evolution of cultural competence theories in American (United States) nursing curricula: An integrative review." Journal of Nursing Education and Practice 10, no. 12 (August 25, 2020): 30. http://dx.doi.org/10.5430/jnep.v10n12p30.

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Introduction: Baccalaureate nursing students develop cultural competence through curricula of theories and frameworks which evolve to reflect new knowledge, but their synthesis and impact upon health quality outcomes is not known.Methods: A cross-platform literature review was conducted to identify innovation and use of cultural competency theories and frameworks in nursing. Optimal literature included a formal theory, pedagogy, measures, and outcomes, which were then classified and evaluated. Additional perspectives and interventions were reviewed for potential influence on curricula and impact through the lens of integrative review.Results: A shift in theory from essentialism to constructivism has occurred in undergraduate curricula. Challenges to measuring outcomes have been noted. All studies reported positive outcomes but suffer from self-selection, unvalidated instruments, and little to no longitudinal data.Conclusions: Nursing students are exposed to culturally competent care via several validated and canonical frameworks, but self-efficacy and long-term impact have not been assessed.

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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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Kennedy, Andrea, R. Lisa Bourque Bearskin, and Kaija Freborg. "Commitment to Positive Change: Structural Anti-racism Audit of Nursing Education Programs." Witness: The Canadian Journal of Critical Nursing Discourse 3, no. 1 (June 30, 2021): 4–6. http://dx.doi.org/10.25071/2291-5796.89.

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Amidst many opportunities to create positive change and examine systemic anti-racist decolonial practices (Moorley et al., 2020), we are advocating for concrete action at the root of Nursing education programs by way of a structural anti-racism audit. Based on decolonial and antiracist theory (Garneau et al, 2018; Gaudry & Lorenz, 2018; Kendi, 2019; McGibbon & Etowa, 2009), we propose to engage in systems-level action (McGowan et al, 2020; Mulgan, 2006; van Wijk t al., 2018) and examine institutional structures through an anti-racist framework (Sutton, 2002) based on audit processes for equity, diversity, and inclusion (Chun & Evans, 2019; Olson, 2020; Skrla et al., 2004; Skrla et al., 2009; Zion, et al., 2020). Structures within and influencing curriculum, pedagogy, evaluation will be examined to advance systems-level anti-racist practices and policies (Moorley et al., 2020) with Nursing students, faculty, staff, leadership as a foundation for equitable Nursing education and care (National Collaborating Centre for the Determinants of Health, 2014). This anti-racist approach to Nursing education reform promises to address the pernicious harms of discrimination in the healthcare system, as noted in a recent report on Indigenous-specific racism (Turpel-Lafonde, 2020). We aim to conduct a strengths-based structural anti-racism audit that does not lose sight of disparities (Fogarty et al., 2018). We are currently conducting a literature review and audit framework development and will pilot the structural anti-racism audit in fall 2021. Rather than requesting endorsement of our project, and with respect for diverse approaches, we asked Nursing colleagues to sign this letter to demonstrate shared commitment to critically examine racist challenges and anti-racist opportunities in their Nursing program at a structural level (see this survey: https://forms.gle/tZPN2z1kUoARNPp1A

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Morgan, Sara, and Bridie Jones. "Developing pre-registration nurses' resilience to mass casualty situations through the pedagogy of simulation." British Journal of Nursing 31, no. 3 (February 10, 2022): 136–41. http://dx.doi.org/10.12968/bjon.2022.31.3.136.

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Simulation has become a core component of nursing curricular worldwide. Within a three-year, pre-registration degree typically students would not be exposed to disaster type situations and it was believed that a well-coordinated simulation exercise could replicate this. It was hoped that the simulation would require students to think quickly on their feet and transfer acquired skills. Worldwide disasters including the current novel coronavirus have, heightened the need for well-prepared resilient health professionals capable of responding to many different types of emergencies including mass casualty situations. The simulated event involved 80 adult field student nurses, 19 probationer police officers, 6 photojournalism students, 2 Welsh Ambulance paramedics, 5 staff from 203 Field Hospital, 2 St John Cymru Wales Officers, 1 community first responder and 6 Fire and Rescue personnel. All these individuals came together to undertake a simulated emergency response to a mass casualty incident. Behaviours and clinical skills were observed throughout the event along with interprofessional interactions

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Morgan, Sara, and Bridie Jones. "Developing pre-registration nurses' resilience to mass casualty situations through the pedagogy of simulation." British Journal of Healthcare Assistants 16, no. 4 (April 2, 2022): 196–202. http://dx.doi.org/10.12968/bjha.2022.16.4.196.

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Simulation has become a core component of nursing curricula worldwide. Within a three-year, pre-registration degree, typically students would not be exposed to disaster-type situations and it was believed that a well-coordinated simulation exercise could replicate this. It was hoped that the simulation would require students to think quickly on their feet and transfer acquired skills. Worldwide disasters, including the current novel coronavirus, have heightened the need for well-prepared, resilient health professionals capable of responding to many different types of emergencies, including mass casualty situations. The simulated event involved 80 adult field student nurses, 19 probationer police officers, 6 photojournalism students, two Welsh Ambulance paramedics, five staff from 203 Field Hospital, two St John Cymru Wales officers, one community first responder and six Fire and Rescue personnel. All these individuals came together to undertake a simulated emergency response to a mass casualty incident. Behaviours and clinical skills were observed throughout the event, along with interprofessional interactions.

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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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Martínez, Glenn. "Elevating “Low” Language for High Stakes: A Case for Critical, Community-based Learning in a Medical Spanish for Heritage Learners Program." Heritage Language Journal 9, no. 2 (June 30, 2012): 175–86. http://dx.doi.org/10.46538/hlj.9.2.3.

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Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relaño-Pastor, 2009). This paper reports on the outcomes of a community-based SHL program for medical purposes. SHL college students majoring in biology, nursing and other health-related programs participated in a semester-long miniinternship in a community health center serving indigent patients in Hidalgo County, Texas. Faculty and clinic staff collaborated to create an integrated experience for the students. The experience was assessed through a reflection questionnaire completed by the students. An analysis of the assessment data suggests that students emerged from the experience with a heightened commitment to Spanish language maintenance, an expanded bilingual range, and an understanding and respect for language variation in Spanish.

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Rathner, Joseph A., and Graeme Byrne. "The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model." Advances in Physiology Education 38, no. 3 (September 2014): 221–28. http://dx.doi.org/10.1152/advan.00131.2013.

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The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages.

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Azevedo, Dulcian Medeiros de, and Célia Alves Rozendo. "The problem-based on education in nursing: an integrative literature review." Revista de Enfermagem UFPE on line 5, no. 7 (August 20, 2011): 1782. http://dx.doi.org/10.5205/reuol.1262-12560-1-le.0507201129.

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ABSTRACTObjective: to identify, in nursing scientific production, the focus on problem-based education in nursing formation. Method: an integrative literature review study conducted by electronic means, in April 2011, using the Nursing Database (BDENF), in the period between 2000 and 2010. The descriptors used were "Competency-Based Education" and "Problem-Based Learning", being selected 11 articles. Results: the results were arranged in a table, organized by title, authors of the articles, year of publication, category and periodic in which were published, followed by the construction of three themes: The problem as an active tool for learning; experiences of utilization the problem-based education on nursing; and problem-based education in the opinion of those who experience it. Conclusion: the problem-based education represents a possible paradigm shift among the new pedagogic issues in health education and curriculum guidelines for nursing. Descriptors: competency-based education; problem-based learning; nursing.RESUMOObjetivo: identificar na produção de enfermagem o enfoque dado à educação problematizadora (EP) na formação do enfermeiro. Método: estudo de revisão integrativa de literatura realizada por meio eletrônico, em abril de 2011, utilizando-se a Base de Dados de Enfermagem (BDENF), no período de 2000 a 2010. Os descritores utilizados foram “Educação Baseada em Competências” e “Aprendizagem Baseada em Problemas”, sendo selecionados 11 artigos. Resultados: os resultados foram dispostos numa tabela, mediante o título do trabalho, os autores dos artigos, o ano de publicação, a categoria e o periódico publicado, seguido da construção de três eixos temáticos: O problema como ferramenta ativa de aprendizagem; Experiências de utilização da EP em enfermagem; e A EP na opinião de quem a vivencia. Conclusão: a EP representa uma possibilidade de mudança paradigmática em meio aos novos pressupostos pedagógicos no ensino em saúde e às diretrizes curriculares para a enfermagem. Descritores: educação baseada em competências; aprendizagem baseada em problemas; enfermagem.RESUMENObjetivo: identificar en la producción de la enfermería el enfoque dado a la educación problematizadora (EP) en la educación del enfermero. Método: estudio de revisión integrativa de la literatura realizada por medio electrónico, en abril de 2011, utilizando la Base de Datos de Enfermería (BDENF) en el período 2000-2010. Las palabras clave utilizadas fueron "Educación Basada en Competencias" y "Aprendizaje Basado en Problemas", siendo seleccionados 11 artículos. Resultados: los resultados fueron organizados en una tabla por el título, los autores de los artículos, el año de publicación, la categoría y el periódico publicado, seguidos por la construcción de tres áreas temáticas: El problema como una herramienta activa de aprendizaje; Experiencias de utilización da EP en enfermería; y La EP en la opinión de aquellos que la experimentan. Conclusión: la EP representa una posibilidad de cambio de paradigma entre los nuevos presupuestos pedagógicos de la educación para la salud y de las directrices curriculares para la enfermería. Descriptores: aprendizaje basado en problemas; enfermería.

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Walker, Kim. "Postmodern pedagogy and the nursing curriculum: collaborating for excellence." Collegian 12, no. 4 (January 2005): 36–40. http://dx.doi.org/10.1016/s1322-7696(08)60507-7.

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Grendell, Ruth N. "Narrative pedagogy, technology, and curriculum transformation in nursing education." Journal of Leadership Studies 4, no. 4 (April 15, 2011): 65–67. http://dx.doi.org/10.1002/jls.20197.

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Ndu, Afam. "Creating a Caring Science Curriculum: An Emancipatory Pedagogy for Nursing." Nurse Education in Practice 13, no. 1 (January 2013): e6. http://dx.doi.org/10.1016/j.nepr.2012.05.004.

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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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Dale, Jan Gunnar, and Bjørg Dale. "Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation." Journal of Nursing Education and Practice 7, no. 12 (August 9, 2017): 98. http://dx.doi.org/10.5430/jnep.v7n12p98.

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Background: Inspired by the work of Benner and colleagues at Carnegie Foundation, a new course in nursing was implemented in the first study year’s curriculum in the bachelor program in nursing. The new nursing course included a shift from a lecture-only classroom based approach to a problem-based and case-based approach. Reflections and discussions in groups with fellow students and supervisors was the main activity. The aim of this study was to examine how the students experienced the new nursing course.Methods: The survey study was conducted at a university in southern Norwegian. The sample consisted of students in two subsequent classes (n = 126 and n = 118), who had followed the new study plan in the first study year and the traditional study plan in the second study year. An electronic survey, including questions concerning the extent, quality and usefulness of the study plans were examined.Results: The students were, in general, satisfied with the new nursing course regarding the content and quality. The teachers’ presence and ability to engage, challenge and facilitate reflection seemed to be decisive. Reflecting and discussing real-life patient cases in groups with fellow students and a supervisor was stimulating, motivating and useful for learning professional nursing.Conclusions: A problem based, case-based pedagogy might increase the students’ preparedness for solving patient problems that they encounter in clinical settings. Cooperation and reflection in small groups with fellow students and the supervisor enhance nursing students’ clinical reasoning skills, and might contribute to reduce the gap between theory and practice.

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Epp, Sheila, Manuela Reekie, Jacqueline Denison, Nicole de Bosch Kemper, Melanie Willson, and Patricia Marck. "Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum." Journal of Professional Nursing 37, no. 5 (September 2021): 804–9. http://dx.doi.org/10.1016/j.profnurs.2021.06.007.

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Nagalia, Shubhra. "Conceptualising Gender Studies: Curriculum and Pedagogy." Indian Journal of Gender Studies 25, no. 1 (January 15, 2018): 79–107. http://dx.doi.org/10.1177/0971521517738452.

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This article draws upon the experience of inhabiting the disciplinary space of Gender Studies (GS) as faculty in a newly founded social science and humanities university, Ambedkar University Delhi (AUD). It attempts to formulate the challenges in and potential for giving shape to this specialised discipline in a neo-liberal context. It grapples with some of the complexities of the originary moment and how they have affected the discipline. Issues and linkages with Women’s Studies also foreground some of the tensions that have characterised our brief disciplinary history. These themes are explored by drawing upon the experience of curricular review and design of the Master’s programme in GS and the pedagogical dilemmas that constantly crop up in this age of celebration of ‘difference’. The first section focuses on the larger context of higher education in which a university like AUD was set up along with a discussion of the specific context of the location of GS within AUD. The second section looks at the various transactions and negotiations needed to run the GS programme.

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Clarke, Michelle J., Shannon Laughlin-Tommaso, and Amy Seegmiller Renner. "Teaching about Health Disparities: Pedagogy, Curriculum, and Learning Theory." American Journal of Bioethics 21, no. 9 (August 17, 2021): 18–20. http://dx.doi.org/10.1080/15265161.2021.1952340.

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Andreoli, Kathleen C., Leigh Anne Musser, and Dorothy A. Otto. "Health Policy in Nursing Curriculum." Journal of Nursing Education 26, no. 6 (June 1987): 239–43. http://dx.doi.org/10.3928/0148-4834-19870601-07.

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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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Correlli,, Bethany, and Rosie Hanneke,. "Enriching Caring Pedagogy Through Faculty-Librarian Partnerships." International Journal of Human Caring 19, no. 2 (March 2015): 62–65. http://dx.doi.org/10.20467/1091-5710.19.2.62.

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Nursing faculty at Notre Dame of Maryland University and librarians at Loyola/Notre Dame Library have partnered to strengthen the caring science curriculum through the incorporation of information literacy instruction in the RN-to-BSN program. In this article, the authors explain how partnering to teach information literacy empowers students toward autonomy as they become active participants in the learning process. The authors reflections align with Hills and Watsons (2011) 3 major elements of caring relationshipscollaboration, power/empowerment, and participationwhich are used as a framework to demonstrate this partnership.

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Springfield, Emily. "PowerPoint Pedagogy." CIN: Computers, Informatics, Nursing 25, no. 1 (January 2007): 15–20. http://dx.doi.org/10.1097/00024665-200701000-00007.

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MacNiel, M. "Health education in basic nursing curriculum." Nurse Education Today 6, no. 6 (December 1986): 252–56. http://dx.doi.org/10.1016/0260-6917(86)90040-7.

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Jonas-Simpson, Christine, Gail Mitchell, and Nadine Cross. "Emergence: Complexity Pedagogy in Action." Nursing Research and Practice 2015 (2015): 1–6. http://dx.doi.org/10.1155/2015/235075.

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Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, “What is emergent learning?” and “How do we, as educators and learners, engage a community so that new learning surfaces?” We integrated the arts, creative play, and perturbations within a complexity approach.

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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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Sherron L. Herdtner, Donna S. Marts. "DISTANCE EDUCATION: PEDAGOGY FOR PSYCHIATRIC-MENTAL HEALTH NURSING." Issues in Mental Health Nursing 22, no. 5 (January 2001): 483–501. http://dx.doi.org/10.1080/01612840119054.

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Herdtner, Sherron L., and Donna S. Martsolf. "DISTANCE EDUCATION: PEDAGOGY FOR PSYCHIATRIC-MENTAL HEALTH NURSING." Issues in Mental Health Nursing 22, no. 5 (July 1, 2001): 483–501. http://dx.doi.org/10.1080/01612840152393681.

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Abdul-Mumin, K. "Nursing and Midwifery Curriculum Development." International Journal of Evidence-Based Healthcare 14 (December 2016): S2. http://dx.doi.org/10.1097/01.xeb.0000511609.94014.19.

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Hartman, A. Michelle, and Beth Cusatis Phillips. "Integrating Mental Health Nursing in the Prelicensure Nursing Curriculum." Journal of Nursing Education 59, no. 7 (July 1, 2020): 405–8. http://dx.doi.org/10.3928/01484834-20200617-10.

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Schofield, Ruth, Mary Allan, Tracey Jewiss, Amy Hunter, Nancy Sinclair, Alison Diamond, and Casey Sidwell. "Knowing Self and Caring Through Service Learning." International Journal of Nursing Education Scholarship 10, no. 1 (November 9, 2013): 267–74. http://dx.doi.org/10.1515/ijnes-2013-0009.

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AbstractProfessional caring is the essence of nursing practice. Reflection on personal assumptions and beliefs challenge stereotypic views that influence professional caring and nursing care. An innovative educational pedagogy known as service learning creates an opportunity for students to reflect on self in the context of service to others; it is through this pedagogy that personal assumptions and beliefs are challenged as students become registered nurses.A qualitative descriptive study engaged undergraduate first and second year nursing students through interviews and reflections. The purposes of this study were to describe students’ perception of self and caring in service learning, any changes in the perceptions of self over time, and the connection of self to others. Results identified three major themes: understanding self, becoming a nurse and learning to care with increasing depth over the two years. Implications for nursing curriculum and further research are discussed.

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Murad, Sadaf S. "Brain involvement in the use of games in nursing education." Journal of Nursing Education and Practice 7, no. 6 (January 21, 2017): 90. http://dx.doi.org/10.5430/jnep.v7n6p90.

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In this high-speed world in which everything is technologically driven, higher education also needs to incorporate technology into the scope of teaching pedagogy. Aligning educational games with the nursing curriculum is one way to address the need for technologically knowledgeable learners. Learning occurs in gaming environment is experimental, and constructive. Albeit, threading them in the nursing curriculum required in-depth knowledge about understanding brain involvement in this process. Nurse educators can thread gaming into the nursing content to ensure that learning occurs in a friendly environment. Learning games stimulates the release of dopamine in the midbrain, and the learning becomes part of long-term memory. The games must challenge and augment students’ interest so they get involved in the learning journey. The challenging environment, with clearly listed goals and ongoing feedback enhances learners’ interest and learning become part of their long-term memory. Gaming is an incomparable way of helping nursing students to learn actively and master learning skills. This literature review will discuss the phenomenon of gaming in education, the parts of brain that involved in educational games, scaffolding teaching and learning theories in designing educational games to improve and at last highlight the significance of gaming in nursing pedagogy. Use of games will open new horizon of possibilities to address various learning of different kinds of learners. This paper will act as a foundation to better comprehend the effective use of virtual world in academia.

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Willkms, Samten. "Core Curriculum for Holistic Nursing." Journal of Addictions Nursing 9, no. 4 (1997): 190–91. http://dx.doi.org/10.3109/10884609709060965.

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SCULLION, PHILIP A. "'Disability' in a Nursing Curriculum." Disability & Society 14, no. 4 (July 1999): 539–59. http://dx.doi.org/10.1080/09687599926118.

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Swieton, Christine M. "Core Curriculum for Home Health Care Nursing." Journal of Continuing Education in Nursing 27, no. 1 (January 1996): 47–48. http://dx.doi.org/10.3928/0022-0124-19960101-14.

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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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Weitzel, Ann R., and Mary Ellen Robinson. "Modular Curriculum Development in Community Health Nursing." Public Health Nursing 3, no. 4 (December 1986): 257–63. http://dx.doi.org/10.1111/j.1525-1446.1986.tb00497.x.

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Frank, Peter J., Katherine E. Schreck, Alexis Steinmetz, Erik S. Carlson, Conrad Stasieluk, Brian Borah, Hannah Reiser, et al. "Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents." MedEdPORTAL 16, no. 1 (January 2020): 11044. http://dx.doi.org/10.15766/mep_2374-8265.11044.

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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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Carter, Brigit Maria, and Beth Cusatis Phillips. "Revolutionizing the Nursing Curriculum." Creative Nursing 27, no. 1 (February 1, 2021): 25–30. http://dx.doi.org/10.1891/crnr-d-20-00072.

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There have long been challenges associated with integrating knowledge about diversity, disparities, and determinants into nursing curricula. Villarruel, Bigelow, and Alvarez describe these concepts as the three Ds about issues of disconnects and discrimination. These disconnects are evidenced by years of communicating the desire to reduce or eliminate disparities, without improvement in the education of future nurse professionals to prepare them to help achieve this goal. Over 10 years ago, Allen reviewed the literature on evidence to guide teaching on cross-cultural care and antiracism in nursing education, yet very little has changed. It is essential that academic nursing weaves health equity concepts throughout all programs, and establishes and maintains competency in and commitment to addressing health disparities, inequalities, and inequities. This article provides evidence of continued bias and racism, and suggestions for curricular change and student and educator training, in order to rebuild and solidify a nursing curriculum that is nonbiased and inclusive. The suggestions include a deeper look at the structures of the organization and the systemic culture, to ensure that racism is being combated as well.

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

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