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.

Then Now
Traditional approach objectives with closely orchestrated learning experiences; faculty controlled Now: Competencies and outcomes; focus on end product; facultystudent collaborative learning process
Then:

 MDGs
Global

External Forces & Issues Driving Nursing Education

issues - global violence - demographic changes - technological advances - globalization - environmental challenges

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 & ONeil, 2000)

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

Learning & Education Theories

Boyers

Scholarship of Engagement Kolbs Learning Cycle Blooms taxonomy of learning objectives Knowless adult learning theory

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)

Use of Theory in Curriculum Development

Single

specific nursing theory or model Concepts from multiple theories or models

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

Accrediting Bodies
National League for Nursing Accrediting Commission (NLNAC) Commission on Collegiate Nursing Education (CCNE)

Teaching Approaches
Lecture
Problem-based

learning Competency-based learning Concept mapping Portfolio Self-learning packets

Student Learning Styles

Characteristics

of the learner Diversity of learners Learning style preferences

Types of Learners
Visual

(25%)
(30%) (45%)

Auditory

Kinesthetic

http://en.wikipedia.org/wiki/Kinesthetic _learning

 Learning

Style

Knowledge

Retention

Lecture Reading Audio-visual Demonstration Discussion group Practice by doing Teaching others Immediate application in real situation

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

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

Learning Style Assessment Tool

http://www.varklearn.com/Indonesian/page.asp?p=questionnaire

What do we want to stick ?

Disease

processes Assessment data Critical thinking Nursing diagnoses Interventions Emergent care Desired outcomes Customer service

Adult learner education components

Reflection:

Analysis of experiences, observations, feelings, and perceptions Strategies include thinking out loud; journaling

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.

Interactive Learning Methodologies

Action

methods Literature Art Memory aides

Action Methods
Drama
Case

scenarios Simulation Soap operas/television segments

Hmong Practices

Case Scenarios

Labor Patients

Simulation
Perinatal Loss

Time with my son

(D. Armstrong, 2001)

Literature

(D. Armstrong, 2001)

Ignaz Semmelweis

Art
Audio

clips Video clips Photography Artwork

Postpartum Hemorrhage

Memory Aides
Acronym
Visual Poetry

aides

Music
Games

BUBBLE-HER (acronym)

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

Cardinal Movements of the Fetus

Descent
Flexion

rotation Extension Restitution External Rotation Expulsion

Internal

Its a Decel (tune of Clementine)

Its a decel; its a decel to the left and to the right Turn the Pit off; grab the 02 Let the doc know were all right!

Hang the Mag (tune of Taps)

Hang the Mag; or shell seize Dont you know that she has clonus three? Hang the Mag; or shell seize Wont you, please?

Games
Perinatal

Trivial Pursuit Postpartum Bingo Want to be a Millionaire Are you Smarter than a Student Nurse?

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!

Share Time

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.

References
Bellack , J.P., & ONeil, E.H. (2000). Recreating nursing practice for a new century: Recommendations and implications of the Pew Health Professions Commissions 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/