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Evaluating Nursing Curriculum TasksResearch Proposal

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¶ … ADN or Associate Degree Nursing education offering entry into practice started after WWII when there existed a nursing shortage. In developing associate degree programs, states in 1948 recommended nursing practice consist of two levels of nurses. One would be technical and the other professional. Within the community college setting, an educational model consist of educating a technical nurse with a more narrowed cope of practice vs. A professional nurse. However, these kinds of nurses would be educated in a broader range than that of practical nurses. In present day United States, the nursing workforce consists of four tiers of basic/prelicensure nursing preparation. The four tiers are:

Diploma

Associate Degree

Baccalaureate

Entry-level Master's

ADN programs offer the majority (45%) of nursing education. Since nursing students must be competent in such fields as financing, quality improvement, leadership, health policy and systems thinking, keeping students aware of new curriculum should be efficient and ongoing. Two strategies to keep students informed of new curriculum development are

1. comprehensive searches for recent literature that identify best practices as well as innovation within nursing education as well as

2. performing a survey of other national and regional programs offering examples of model programs of study.

"Programs that have been recently updated and incorporate innovation, have similar missions, and have been recently accredited may be of most value" (Keating, 2014, p. 252) These two strategies not only allow students and instructors to assess current information, but also allows for expansion and modification of curriculum to suit the demand of the healthcare sector in an ongoing basis.

Comprehensive searches allow students and instructors to look for information that could support curriculum and also help identify gaps in information presented within a student's curriculum. Survey allow the same thing but within real time and offer improved insight for students to understand what current regional and national programs are doing in terms of their own curriculum and activity.

A. Part 2

Healthcare and community agencies are different from students. A different level of conduct and professionalism must be conducted within these kinds of relationships. Therefore strategies aims to keep community and healthcare agencies informed should revolve around structure and communication. That's why meetings may be one strategy. "If new placements are desirable for a redesigned curriculum, it is important to develop productive working relationships with agency personnel. During early meetings, the nature and expected outcomes of the practice experience can be explored and clarified" (Iwasiw & Goldenberg, 2014, p. 345). Meetings like this provide the foundation for establishing letters of agreement or in other words a formal contract, both of which can be later negotiated by legal personnel and administrative from both settings. These meetings are important in order to discuss agency and faculty staff as well as required to complete arrangements and discuss details learning experiences. These can be nature of the experience, staff expectations and roles and so forth.

Another great strategy to keep people within these communities informed is an electronic newsletter. "…an electronic newsletter or a regularly updated website outlining progress and responses to frequently asked questions makes the process transparent and keeps interested parties informed about curriculum development process and implementation plans" (Iwasiw & Goldenberg, 2014, p. 347). People within these communities can easily receive an email or if a website can be designed, check the website for ongoing updates, news and information. It is an excellent way to keep those in these kinds of communities informed as well as allows them to readily handle and understand what is new and what is changing in the world around them as it relates to their professional work life.

B Part 1

Faculty who may be required to instruct in the current associate degree program as well as the new BSN program concurrently may have difficulty managing clustered outcomes like generalist nursing practice and others. "In a statewide study of nurse educators from nationally accredited ADN programs, 42 of 109 baccalaureate outcomes were reported met in their programs. Those outcomes clustered in 3 areas: information management and application of technology, professionalism and professional values, and generalist nursing practice" (Kumm et al., 2014, p. 216). Since the level of education requirements different within the ADN and BSN programs, it may be hard to deliver the level of quality without making things confusing. This is especially true when subjects as previously mentioned overlap by being covered in both programs.

Taking a look at generalist nursing practice in an ADN program has less to learn in terms of skill sets than in a BSN program. AND offers study in clinical practices whereas BSN programs offer clinical practices and management and leadership skills in change, advocacy, organization, collaboration, communication, and coordination. Essentially, it then becomes hard to keep things balanced while teaching both an ADN program and a BSN program because BSN offers a comprehensive take on being a nurse while ADN only offers part of it. As faculty instructing these programs, faculty must keep in mind to not give too much information in an ADN program, but give enough information in a BSN program.

Part 2

Integration of interdisciplinary partnerships within the new curriculum enhances student learning because it provides student nurses a chance to learn from various fields and perspectives how to perform their duties and responsibilities. It also allows them to practice professional socialization early on, a key aspect to current nursing demands. However, (as Duff, Gardner & Osborne note) there is little research showing effectiveness of programs attempting integration of interdisciplinary partnerships. "Continuous development and integration of technological innovations and research in the healthcare environment mandate the need for continuing education for nurses. Despite an increased worldwide emphasis on this, there is scant empirical evidence of program effectiveness" (Duff, Gardner & Osborne, 2014, p. 104). Regardless, current trends suggest a need for nurses to be educated in wide variety of areas. They must also learn to communicate and lead in varying settings. This coupled with the ever-changing healthcare field demands integration of interdisciplinary strategies.

Although there lacks research in showing effectiveness of such programs, Duff, Gardner & Osborne explain in their research the effectiveness of these kinds of educational strategies. "The construct of critical thinking in the clinical context, combined with clinical reasoning and purposeful reflection, was a powerful educational strategy to enhance competency and capability in clinicians" (Duff, Gardner & Osborne, 2014, p. 104). This is what nurses need in terms of meeting the demands of current healthcare. They need to remain competent and capable in diverse settings.

Interdisciplinary education of nurses and other health professionals remains part of a bigger movement within health care to examine costs and capitalize on efficiency of care delivery by transitioning from competitive environment to one of collaboration. Interprofessional communication then becomes paramount in providing a smoother transition into higher quality of care in nursing. However, because research does not show its efficacy, it remains a less than acknowledged part of nursing education. However important the approach is and if it yields consistent positive outcomes is yet to be thoroughly researched and identified.

C Part 1

Online learning has become a useful way for students to learn without having to sacrifice other areas of their life. The problem with online learning however, is the lack of communication and evaluation from the instructor to the student. Synchronous communication is a way student and instructor can clue each other in on how they may feel about something in relation to the curriculum. It is a form of automatic assessment. "Synchronous communication relies on verbal and visual cues that enhance knowledge construction These cues include immediacy features such as facial expression, direction of gaze, posture, and dress composing a physical presence" (Olson & Benham-Hutchins, 2014, p. 1). This could be a great way to evaluate curriculum through online chatting and surveys.

Social presence diminishes in an online environment. However, through online synchronous communication, that avenue of instant assessment can be renewed. "Researchers have examined the online learning environment in terms of: collaboration, community, and sustainability integrated with synchronous role play. More specifically social presence has been characterized as the degree to which participants in online educational settings feel affectively connected with each other" (Olson & Benham-Hutchins, 2014, p. 1). Developing that sense of community and communication may help students and instructors receive a more useful and available curriculum.

Part 2

The kind of data I would need to collect for my evaluation method is survey data. That way I would know what information and interface was easy to follow via the online section of learning and if the student understood the level of instruction and curriculum properly. An article from 2013 performed a study that derived from its findings a set of recommendations in terms of collecting and evaluating data in order to support the evaluation method of online synchronous communication.

These included a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template… [END OF PREVIEW]

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