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MOVING FROM A DISEASE-MODEL TO A NURSING/ID CURRICULUM

MOVING FROM A DISEASE-MODEL TO A NURSING/ID CURRICULUM. Donna D. Ignatavicius, MS, RN, ANEF President, DI Associates, Inc. www.diassociates.com diassociates@earthlink.net. Curriculum is:. Formal and informal Content and process Designed to help learners— Acquire skills

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MOVING FROM A DISEASE-MODEL TO A NURSING/ID CURRICULUM

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  1. MOVING FROM A DISEASE-MODEL TO A NURSING/ID CURRICULUM Donna D. Ignatavicius, MS, RN, ANEF President, DI Associates, Inc. www.diassociates.com diassociates@earthlink.net

  2. Curriculum is: • Formal and informal • Content and process • Designed to help learners— • Acquire skills • Apply gained knowledge • Develop clinical judgment • Alter attitudes

  3. The Nursing Curriculum tends to: • Focus more on medical content than nursing practice • Use conventional teaching strategies that promote memorization • Rely on a linear knowledge-application model (evidence of thinking)

  4. Truth or Myths about accreditation? • NLNAC standards and SBNs focus more on content than process. • Accreditation and regulatory bodies require a disease-focused curriculum. • Accreditation and regulatory bodies are only concerned with written (formal) curriculum.

  5. Influence of NCLEX® on Curriculum • Content issues • Increased pharmacology • Increased management of care • Focus on societal trends (e.g., disaster preparedness, emerging infections, aging, community-based practice)

  6. Influence of NCLEX® on Curriculum (cont’d) • Process issues • Nursing exam, not medical exam • Test concepts and principles • Success demonstrates minimal safety practices

  7. Emerging Trends in Nursing Curricula: Content and Structure • Focus on nursing concepts and care, not disease/illness • Focus on “need to know” for safe, beginning practice • Decrease time for “specialties” • Reflect societal/health care trends

  8. Emerging Trends: Process • Critical thinking as only one tool for developing clinical judgment (Scheffer and Rubenfeld, 2006) • Helping students learn how to think within the context of nursing practices (Ironside, 2005)

  9. Process (cont’d) • Coaching and guiding, rather than teaching (Tanner, 2006) • Increasing research on clinical judgment (using clinical reasoning) • Rethinking evaluation of ability to make clinical judgments

  10. Model of Clinical Judgment (Tanner, 2006) • Noticing • Interpreting • Responding • Reflection

  11. Small Group Reflection: What changes and/or trends in our curriculum should we seriously consider?

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