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Why We Are Here: Context for Curricular Design and Clinical Education Copyright 2008 by The Health Alliance of MidAmerica LLC.

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Presentation on theme: "Why We Are Here: Context for Curricular Design and Clinical Education Copyright 2008 by The Health Alliance of MidAmerica LLC."— Presentation transcript:

1 Why We Are Here: Context for Curricular Design and Clinical Education Copyright 2008 by The Health Alliance of MidAmerica LLC

2 2-2 Objectives  Compare and contrast levels of nursing education  Describe the process of curriculum development  Identify mechanisms for regional and nursing accreditation

3 2-3 The Clinical Faculty Academy  Develop a support network for clinical nurse educators  Enhance connections between clinical practice sites and academic environments  Increase knowledge and skills essential to be successful in a clinical adjunct faculty role

4 2-4 Who Will You Teach? Levels of Education  Licensed Practical/ Vocational Nurse  Registered Nurse: ADN  Registered Nurse: BSN

5 2-5 Philosophical Foundations of Curriculum  Issues influencing curriculum development External factors Issues in higher education Issues in nursing education  Mission Statement of purpose Related to curriculum practices

6 2-6 Philosophical Foundations (continued)  Philosophy Valid composite of faculty beliefs Directly related to educational practices Examples of Philosophy and Mission Statements

7 2-7 Curriculum Frameworks  Framework Development Faculty beliefs reflected in concepts Clear concept definition Logical linkages among and between concepts

8 2-8 Student Learning Outcomes  Learner-focused statements  Actual characteristics or attributes  Demonstration on program completion  “The College of Nursing graduate effectively communicates when implementing the nursing role”

9 2-9 Program Outcomes  Mission-driven  Consistent with professional standards  Statements of expected and actual achievements of graduates  Trended aggregate data  Examples: NCLEX pass rates Graduation rates

10 2-10 Competencies  Knowledge, skills, & attitudes  Direct relationship to achievement of learning outcomes  Identified by level in the curriculum Sophomore Junior Senior

11 2-11 Putting Clinical Courses in Context  Where does your clinical course fit?  What are the prerequisite courses?  What are the expected learning outcomes?  How is content presented in relationship to the clinical course?  What are concurrent courses/demands on student time?

12 2-12 Relationships: Outcomes, Course, and Clinical Objectives  Student learning outcome  Course objective  Clinical objective  “Thinks critically to make informed, prudent, ethical, and socially responsible decisions to guide professional practice” RCN Catalog, p.36  Apply critical thinking skills….  Demonstrates ability to correlate observations with knowledge….

13 2-13 Professional Standards  American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing  Liberal education  Professional values  Core competencies  Core knowledge  Role development

14 2-14 Professional Standards (continued)  American Nurses Association (ANA) Scope and Standards for Clinical Practice, ANA 2004  Six standards of practice  Nine standards of professional performance Code of Ethics for Nurses with Interpretive Statements, ANA, 2001

15 2-15 Regional and Nursing Accreditation  Regional accreditation associations Accredits colleges and universities  National League for Nursing Accrediting Commission Accredits all levels of nursing education  Commission on Collegiate Nursing Education Accredits baccalaureate and higher degree programs

16 2-16 Summary  Clinical education is a collaborative effort.  You are an expert clinician!  Faculty are expert educators!  Utilize faculty as consultants.  Clinical teaching prepares our future nurses!!


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