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CURRENT TRENDS & ISSUES IN NURSING EDUCATION YASH RAMAWAT M.SC NSG RAKCON DELHI

Current trends-issues-in-nursing-education-nursing-education-ppt 2

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Page 1: Current trends-issues-in-nursing-education-nursing-education-ppt 2

CURRENT TRENDS & ISSUES IN NURSING EDUCATION

YASH RAMAWATM.SC NSG

RAKCON DELHI

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Objectives

Describe forces and issues driving nursing education in the 21st century.

Apply at least one theory to nursing education.

Define components of curriculum development and design & redesign.

Identify different approaches to teaching. Explain teaching methodologies applicable

for adult learners.

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Then → Now

• Then: Traditional approach – objectives with closely orchestrated learning experiences; faculty controlled

• Now: Competencies and outcomes; focus on “end product”; faculty-student collaborative learning process

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External Forces & Issues Driving Nursing Education

• MDG’s• Global issues - global violence - demographic changes - technological advances - globalization - environmental challenges

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Internal Forces & Issues Driving Nursing Education

• WHO Standards for Basic Nursing Education (2009)

• Nursing care delivery systems• Nursing shortage• New and emerging degrees• 21 competencies for the 21st century

(Bellack & O’Neil, 2000)

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Strategies to identify Forces and Issues in Indonesia related to Nursing Education

• Comparison of WHO Standards with nursing education programs in Indonesia

• Environmental scan• Forecasting• Epidemiology• Survey research/Consensus building

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Learning & Education Theories

• Boyer’s Scholarship of Engagement• Kolb’s Learning Cycle• Bloom’s taxonomy of learning

objectives• Knowles’s adult learning theory

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Components of Curriculum Development and Design

Type of undergraduate nursing program: diploma, associate or baccalaureate degree

Curriculum design: - blocked content - integrated content Sequencing of courses (master plan)

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Use of Theory in Curriculum Development

• Single specific nursing theory or model

• Concepts from multiple theories or models

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Next Steps Mission Vision Core Values Philosophy Competencies (with leveling) Curriculum outcomes Quality improvement

activities

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Accrediting Bodies

• National League for Nursing Accrediting Commission (NLNAC)

• Commission on Collegiate Nursing Education (CCNE)

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Teaching Approaches

• Lecture• Problem-based learning• Competency-based learning• Concept mapping• Portfolio• Self-learning packets

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Student Learning Styles

• Characteristics of the learner

• Diversity of learners

• Learning style preferences

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Types of Learners

Visual (25%)

Auditory (30%)

Kinesthetic (45%)

http://en.wikipedia.org/wiki/Kinesthetic_learning

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Learning Style Lecture Reading Audio-visual Demonstration Discussion group Practice by doing Teaching others Immediate

application in real situation

Knowledge Retention - 10% - 20% - 30% - 50% - 75% - 85% - 90% - 90%

(National Training Laboratory Institute, Alexandria, VA, 2006)

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Learning Style Assessment Tool

http://www.vark-learn.com/Indonesian/page.asp?p=questionnaire

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What do we want to “stick” ? Disease processes Assessment data Critical thinking Nursing diagnoses Interventions Emergent care Desired outcomes Customer service

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Adult learner education components

• Reflection: Analysis of experiences, observations, feelings, and perceptions

Strategies include thinking out loud; journaling

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Adult learner education components

Understanding & Making Connections: between anatomy, physiology, pathophysiology, disease processes, interventions, medications, patient care, patient teaching, impact on family, community

Care mapping; concept maps, care planning, etc.

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Interactive Learning Methodologies

• Action methods• Literature• Art•Memory aides

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Action Methods Drama Case scenarios Simulation Soap operas/television

segments

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Case Scenarios

Labor Patients

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Simulation

Perinatal Loss

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Literature

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Ignaz Semmelweis

(D. Armstrong, 2001)

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BUBBLE-HER (acronym)

B – breasts U – uterus B – bowels B – bladder L – lochia E – episiotomy (stitches)/ laceration/incision H – Homan’s sign E – emotional status R – RhoGam candidate? Rubella vaccine?

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Small Group Learning Activity

Break into small groups Choose a topic (disease process,

assessment data, nursing interventions, emergent care, desired outcome, etc.)

Choose an interactive learning process Create your tool to “Make It Stick”!

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Share Time

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Future Trends & Issues in Nursing Education

Increased collaboration between nursing practice and nursing education

Increased emphasis on collaboration between healthcare disciplines

Increased development of educational products for faculty and students

Increased student and nurse mobility (including increased licensure mobility)

Increased distance (online) learning Schools of nursing providing ongoing professional

development for competence requirements Increased teaching of evidence-based practice.

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References

Bellack , J.P., & O’Neil, E.H. (2000). Recreating nursing practice for a new century: Recommendations and implications of the Pew Health Professions Commission’s final report. Nursing & Health Care Perspectives, 21(1), 14-21.

Billings, D.M. & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty (3rd Ed). St. Louis, Missouri: Saunders Elsevier.

National League for Nursing. (2007). The scope of practice for academic nurse educators. New York, NY: NLN.

World Health Organization. (2009). Global standards for the initial education for professional nurses and midwives. Retrieved April 12, 2010, from World Health Organization website: http://www.who.int/hrh/nursing_midwifery/en/