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:
Why We Are Here: Context for Curricular Design and Clinical Education Copyright 2008 by The Health Alliance of MidAmerica LLC
2-2 Objectives Compare and contrast levels of nursing education Describe the process of curriculum development Identify mechanisms for regional and nursing accreditation
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
2-4 Who Will You Teach? Levels of Education Licensed Practical/ Vocational Nurse Registered Nurse: ADN Registered Nurse: BSN
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
2-6 Philosophical Foundations (continued) Philosophy Valid composite of faculty beliefs Directly related to educational practices Examples of Philosophy and Mission Statements
2-7 Curriculum Frameworks Framework Development Faculty beliefs reflected in concepts Clear concept definition Logical linkages among and between concepts
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”
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
2-10 Competencies Knowledge, skills, & attitudes Direct relationship to achievement of learning outcomes Identified by level in the curriculum Sophomore Junior Senior
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?
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 2005-2006 Catalog, p.36 Apply critical thinking skills…. Demonstrates ability to correlate observations with knowledge….
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
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
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
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!!