Nurse educators lay the groundwork when preparing to teach nursing classes. When considering curriculum development there are several things to keep in mind such as making the nursing classes as useful and interesting as possible, and also want ensuring that the information is inclusive of current standards of care, that is comprehendible for the learner. According to Billings and Halstead (2009) the design of curricula is to provide a sequence of learning experiences that enables the student learner to achieve educational outcomes and desires. Critical choices are made along with creative approaches necessary to enhance student's cognitive abilities and receptivity. A fundamental question for faculty is to ask what will the students learn and know upon completion of their educational experience. Debate and discussion continues concerning the technical elements that should be present in nursing education, the temptation to base curricular decisions on technical knowledge, overlooking the relevance of other elements, is short sighted. The purpose of this paper is to critically examine the aspects of curriculum development for establishment a new School of Nursing release of the schools Palliative Care Curricula.
Educational Needs and Rationale
The steps and tasks inherent in the three curriculum development phases are planning, design and application. Curriculum development ought to proceed according to a clear curriculum development strategy. Such a strategy could be established through a curriculum development model. A curriculum development model will guide nurse educators through the curriculum development process to ensure that curriculum development is conducted systematically and comprehensively. The majority...
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...e for specific palliative care scenarios that students will encounter during clinical placements. Teacher-based instruction, discussion, on-line and tutorial case-based learning
Conclusion
Palliative care concepts need to be integrated into nursing curriculum to produce nurses with graduate capabilities to deliver a palliative approach and to better meet the needs of the growing numbers of people who are living longer with chronic illnesses and rising consumer expectations. Program evaluation is necessary to to evaluate the palliative care capabilities of our nursing graduates.
References
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After reading the different stories in the book “Final Gifts”, I believe I have a better understanding of the nurse’s role in caring for the needs of the dying patient and how their families need to be guided through this experience. The different stories in this book provide insight into the experiences of the dying as well as how their loved ones cope with their loss. The authors Maggie Callahan and Patrician Kelly, experienced hospice nurses who have extensive exposure to dying patients and their families, through their shared stories, paint a picture of what the dying want. To many, death is a difficult concept.
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
..., R.M. & Jones, J.R. (2010). From practice to education: Perspectives from three nurse leaders. Journal of Continuing Education in Nursing, 41(2), 83-87. doi: 10.3928/00220124-20100126-0
Senior nursing students will complete a QSEN weekly clinical journal requirement learn how to self-assess their progress toward demonstrating these nationally-based competencies. The students will select a different competency each week to address and discuss how they applied that competency to patient care or how they hope to better achieve that competency as a graduate nurse. By the end of the clinical rotation each student will have had a chance to focus on each of the six QSEN competencies: patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and informatics. The students’ reflection on their clinical experiences each week will teach them how to integrate the core competencies required before graduation. According to Use of self-evaluative practices puts the power back upon the student to direct and think critically about their learning (Dickensen, 2015). Demonstrating these competencies supports safety and excellence in clinical practice (QSEN,
Christ, G., & Blacker, S. E. (nd). Social Work’s unique Contribution to Palliative Care. Council on Social Work Education, CWSE Gero-Ed Center, National Center for Gerontological Social Work Education. Retrieved from http://www.cswe.org/CentersInitiatives/CurriculumResources/MAC/Reviews/Health/22739/22741.aspx.
Incorporated into the curriculum of a graduate nurse obtaining a doctorate degree are the DNP Essentials (AACN, 2006). Building upon the Master’s degree essentials and integrating evidence-based practice and quality improvement, the American Association of Colleges of Nursing (AACN) created the essentials as a set of quality indicators for doctoral nursing education (2006). The DNP Essentials document is made up of eight components deemed necessary for all graduate nurses of a DNP program to possess. Essentials V-VIII will be addressed in this paper.
Palliative care is medical or comfort care that reduces the severity of a disease or slows its progress, but does not provide a cure (Dreeben, 2007). Different people have different needs when life is ending. Working with the incurable may sound depressing but death is a certainty and what we do each day for these patients as physical therapist assistants, matters. Providing care effectively and appropriately has a huge impact on the patient, therefore acquiring the ability to comfort and care for a patient at such a critical stage in life, is an amazin...
Betcher, D. K. (2010). Elephant in the Room Project: Improving Caring Efficacy through Effective and Compassionate Communication with Palliative Care Patients. Medsurg Nursing, 19(2), 101-105.
My earliest experiences of observing nursing in action occurred during my last two years of high school. My father was diagnosed with cancer during the spring of my junior year and died right before my senior year. During that short time I watched as the nurses cared for him and I could see compassion and empathy in the way they looked at him. It never occurred to me until after I had raised my children that I wanted to be able to help people in the same way those nurses helped my dad. But now when I tell people that I want to be an oncology nurse, people often respond by saying that they would never choose that type of nursing. They say that they could not stand to watch their patients die so frequently. Their reactions, along with this course in death and dying, have made me question how I might be able to bear the challenges of nursing in an area where death of my patients may be common. I believe that oncology will be a positive specialty to work in because of the consistent advances in prevention, early detection, and treatment of cancer. Furthermore, I believe that William Worden’s four tasks of mourning as presented in our text book is a good framework for the oncology nurse to use in order to cope with the repeated losses inherent in this type of nursing (Leming and Dickinson, 2011).
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
“Persons intentionally choose to become nurses to help patients meet their health needs,” even when the patient is actively dying. (Wu & Volker, 2012) Hospice nursing and palliative care nursing are both considered end of life care. However, hospice nursing is typically given to patients with a terminal illness and who have less than six months to live. Palliative care is typically given to patients with a life threatening illness, and is used to increase the patient’s quality of life. Choosing a nursing career in either hospice or palliative care can be extremely difficult, but will provide an opportunity for great personal growth. At times, an end-of-life caregiver may feel responsible for their patient’s death, or they may feel isolated due to a lack of support. Nurses new to this field should “feel that their unit acknowledges death as a difficult event and that discussion of death is acceptable in the workplace.” (Lewis, 2013) The most rewarding, and also most difficult, part of being a hospice or palliative care nurse is the ability to be a part of your patient and their family’s life, including their loss, grief, and death. (Wu & Volker, 2012)
McLeod, J. and McLeod, J. (2011) Counselling skills: A practical guide for counsellors and helping professionals, 2nd editions, New York: McGraw Hill
Nurses work in many situations where they will observe patients and their families experiencing grief and loss. In order for patients to receive the utmost care it is imperative for nurses to have a comprehensive knowledge and understanding of these theories and the stages of grief and loss to facilitate support to their patients and their patients families.
As a Nurse Educator I continue to be a lifelong learner. Staying up with current practices and the evolving changes in health care there will always be opportunities to learn and to grown both professionally and personally. “The competencies for nurse educators from the NLN website are listed in the beginning of each chapter. Competency is best defined by WordNet 3.0. (n.d.) and means “the quality of being adequately or well qualified physically and intellectually” (Wilson, p. 17, 2013). It is essential for nurses to maintain their competences within the basics of nurses as well as their specialty. Maintaining flexibility in the approach to teach others such as students, peers, and other clinical staff educators must meet the diverse needs to accommodate everyone. Within the past four years I have be able to accomplish goals that felt impossible to reach. Keeping positive people, a good attitude, and
I will follow other teaching strategies including simulation, projects, lectures and case studies to facilitate learning and critical thinking. As a nurse educator, I will perform the job of designing, implementing, evaluating, and revising academic and continuing education program for nurses. I believe teaching requires an atmosphere of trust, mutual respect and reciprocal learning. As a nurse educator, my goal is to help the student nurses to lay strong foundation to their nursing career. Nursing is job that requires physiological and psychological