Concept-Based Curriculum and Nursing Programs. Landeen et al. (2016) indicated that to avoid overloaded curriculum, many colleges have moved from the traditional curriculum to CBC. Higgins and Reid (2017) mentioned that concept-based approach operationalizes student-centered learning with purpose and application that promote higher thinking and engagement of faculty and students. According to Erickson, Lanning, and French (2017), knowing the facts is not enough, and they clarified that if the educators want students to develop intellectually, creatively problem-solve, and grapple with complexity, then the key is in conceptual understanding. They claimed that a concept-based curriculum recaptures students’ innate curiosity and helps in engaging …show more content…
In this book, Giddens (2016) indicated that CBC is the way to hone the clinical reasoning skills in students and it will prepare confident nurses for almost any workplace situation. The College X adopted this book and was provided to all faculty members to explore the concepts and exemplars related to their courses and was the primary resource during the process of developing the pediatric course. Again, the book, Mastering Concept-Based Teaching, written by Giddens, Caputi, Rodgers (2015) provides all strategies and guidance necessary for planning, developing, and delivering the effective concept-based curriculum. During the development of the deliverable, this book was used that provided step-by-step guidance in developing the new …show more content…
Major and Major (2011) explored the systemic approaches in community colleges. Here, they clarified that the courses have to be reviewed by the faculty in collaboration with the instructional supervisors after each semester to find the strategies used in the classroom and to understand the best benefited to least benefited strategy. This article guided during the capstone project as it described the method to improve the system through a systemic approach to improve the course delivery and maximum effectiveness. Conversely, Patterson, Crager, Farmer, Epps, and Schuessler (2016) explained how the faculty of an undergraduate nursing program decided to transition biomedical model to a concept-based curriculum. They pointed out the collaborative approach of the entire faculty and the benefits of horizontal and vertical communication that helped them in this process. Thus, this article also draws the attention towards the importance of the application of systemic approach throughout the curriculum
Bachelor of Science in Nursing (BSN) programs strive to prepare student nurses for the National Council Licensure Examination (NCLEX) that tests not only pure knowledge, but the reasoning and application of that knowledge. These programs provide student nurses with the necessary knowledge base and ability to apply knowledge in practice; especially since the introduction of Evidence-Based Practice (EBP) has been integrated into didactics. EBP, along with hours of clinical placement, benefits student nurses by arming them with the clinical judgment skills called for in the workplace. However, if student nurses accrue more focused clinical hours in their areas of specialty, they will be better prepared for the situations they will face in their careers in which simulation labs or nonspecific clinical settings fail to adequately prepare them. With more hours spent in specialty areas, student nurses will be able to establish higher degrees of mental preparedness and hands-on experience as well as understanding of the difficulties and demands of working as a nurse in a specific field as opposed to shifting between various focuses of nursing.
As student nurses, I have many goals that would like to achieve upon completion of 150 hours of my capstone course. My plan is to use this opportunity to demonstrate competency skills, and knowledge gained through previous quarters. I have listed seven learning goals that I wanted to achieve during the capstone experience. On my first day of capstone, I have gone over each one with my preceptor and requested from her to provide me with feedbacks, so I can use them as stepping tool to work upon. These goals ranged from critical thinking decision making, culture, growth & development, legal and ethical to clinical competence safety/holistic care, evidence-based practice, and professionalism lifelong learning.
Applying principles in curriculum, such as: balance, rigorou, coherent, vertical, integrate, appropriate, focuse and relevant make curriculum transparent and effective. These making clear of purpose of my curriculum in educational and sociological terms, being easy to understand and applied in measurable way. And I can say that learning is planned, ideas is introduces and learning is experienced.
The best way to look at nursing theories is like the foundational block. Nursing theories are important set the tone of how a nurse will practice. A nurse will use intuition, practice, past expertise and events, and couple with learned theories to work every day in order to give the best patient care. it is all the more important to appreciate what first advanced nursing beyond mechanisms of practice to becoming a knowledge-based force in healthcare: That force is nursing theory and the theoretical thinking and research that generate theory. The complexity and depth of nursing are reflected in its structure of knowledge, which includes discipline-specific components such as philosophies, theories, and research and practice methodologies”( Reed, 2006). Patient care is a wide topic, but a key role in a patient’s care is the patient themselves, an educated patient is vital to their well being and higher level of care.
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
Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...
The nursing profession is considered both an art and a science. An example of the science of nursing is the theory and evidence based practice guidelines (EBP), which influence a nurses practice. The art of nursing is fluid of bringing science and patient care into nursing practice. Nurses in all levels of nursing educational programs should study nursing theory. According to Eun-Ok (2015) theory evaluation has declined and it is essential to developing nursing knowledge; which, leads to the development of nursing discipline. Nursing theory should be continually evolving as current health care trends evolve. The best way to accomplish this is through incorporating theory in academia and nursing
To re-inforce learning, I integrate Periop 101, an online learning program developed by the Association of Operating Room Nurses (2015). This further strength skills as roles and responsibilities of the student are clearly defined as they incorporated into learning. In my classroom, I want the material taught to leave an impression on students’ minds; therefore, in addition to Periop 101, I further endeavor to make the classroom setting interactive. Active learning demonstrations are incorporated into my lesson plans to help the students “see and feel” the material being presented; this includes case studies, videos, and simulations. These exercises, combined with the online learning program, allow for strengthening of critical thinking skills.
Concepts are essential elements in theories which provide ideas for research in nursing. Concepts give knowledge that can be applied to nursing practice, education and administration. (Parker & Smith 2010). Concept analysis brings about clarity. The methods of concept analysis have the following steps. Select the concepts, determine the purpose of the anaysis, identify all uses, define attributes, a model case of the concept, consequences of the concept, and define empirical references of the concept (Walker & Avant 1995)
Rodgers, L. & Knafl, K.A. (1993). Concept Development in Nursing: Foundations, Techniques, and Applications. (pp.73-92). Philadelphia, PA: W. B. Saunders.
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
The relevance of a Concept Map The concept map adds relevance and value in the nursing practice, which improves the quality of care and patient outcomes. The concept map has been demonstrated in studies to improve patient outcomes by cultivating critical thinking skills to encompass all the evidence to gain an insightful understanding of the problem to be solved and the interventions to solve the problem (Aein & Aliakbari, 2017; Moattari, Soleimani, Moghaddam, & Mehbodi, 2014).
I remember there was a time on my first few weak of orientation I felt like I didn’t belong the healthcare field. I was about to quit the nursing profession, but one of the experienced nurses who was working with me told me that you couldn't run away from yourself just hang in there you will figure it out you are not the alone. I could say there was a significant gap between theory and practice. In real life practice, I learned so many things through everyday training and experiences from working difference patients with the different case. In school, we learned the importance of evidence-based practice but to incorporate that knowledge in real life practice is a different problem. In nursing practices, we come across patients with various health issues that require a solution right then. From this vantage point, the student begins to learn the value of looking at what is perceived as pure clinical problems in a more significant context. (Ferrara, 2010). Not only has this brought the theory we have learned in school and what a nurse has experienced in clinical setting closing this
. Most of my career has been in community nursing providing care in the patient’s home. This opportunity has allowed me to be a teacher and encourage health promotion. This can be very challenging due to issues with literacy and the patient’s readiness for change. This course has exposed me to the many different learning theories that have been developed and how to effectively assess the in order to develop and implement an effective teaching plan. Teaching strategies and plans must be specific to the learner and barriers need to be identified early so they can be overcome to promote better outcomes
“The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn” (Slavin, 2006). It is the teachers responsibility to consider the past experiences of the student as well as interests in order ot make a lesson more appealing, engaging and interesting. By knowing the students background a teacher can better motivate and engage the student in new information. The students past experiences can help when building new concepts on top of foundational concepts. Students will learn more efficiently and smoothly if they have concepts to build upon instead of introducing unsystematic bits of information that become hard to connect and up confusing the student. Through sensory neurologist conclude that there are two important educational features present. The first is that learners have to pay attention to information presented so that it can be processed, stored and filed a...