Considering today’s forces, trends, and issues that influence curriculum development and the changing demands in healthcare delivery, discuss how you think the nursing curricula needs to change in order to prepare nurse graduates for their future role as practicing nurses.
Respond to these 4 post with 1 source for each post.
1st discussion
Considering today’s forces, trends, and issues that influence curriculum development and the changing demands in healthcare delivery, discuss how you think the nursing curricula needs to change in order to prepare nurse graduates for their future role as practicing nurses. Cite two current references (published within the last five years) to support your discussion.
1.With what happened in the last three years, I think its correct to say that the healthcare world and nursing world has changed. After what the Covid-19 pandemic has put us nurses through, the stress, tears, blood, sweat, and stress, the current curriculum should change. Since the pandemic, we nurses has forgotten what it was like to have patient’s family at bedside and visit. We lost the touch and interaction we used to have because we were so used to isolation. According to Aukerman et al., “As a result of the COVID-19 pandemic, newly graduating nurses have entered into rapidly changing clinical environments, experiencing healthcare in a manner for which they were not fully prepared” (2022). The current curriculum has been outdated and the new generation of nurses are now entering the healthcare world in a different view than what was told. According to Kavanagh and Sharpnack, the pandemic has surely changed the nursing and healthcare world and it has forced a different type of demand and service that nurses did not expect (2021). When I was in nursing school, I never expected to jumped right into the battlefield and be there when the pandemic started. I was never prepared in nursing school and none of the teachers told us what it was like to be in a isolation unit full of intubated and covid patients with code blues left and right every shift. With that being said, the nursing curricula should be changed to accommodate what has happened in the past three years and prepare them for what could possibly happen.
References:
Aukerman, R., White, L., Gierach, M., Miller, T., & Wolles, B. (2022, September). The lived experience of nurses transitioning to professional practice during the COVID-19 pandemic. Nursing forum. Retrieved January 22, 2023, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9350265/
Kavanagh, J., & Sharpnack, P. (2021, January 31). Crisis in Competency: A Defining Moment in Nursing Education. OJIN. Retrieved January 22, 2023, from https://ojin.nursingworld.org/table-of-contents/volume-26-2021/number-1-january-2021/crisis-in-competency-a-defining-moment-in-nursing-education/
2. In today’s world of technological advancements, nursing education must change to enhance and expedite students’ education and preparation for their transition into the clinical setting with the tools necessary to succeed and serve their patients. Students need to transition from memorization to effective thinking. Student nurses need to learn about the concept of the healthcare situation and engage in problem-solving to optimize therapeutic outcomes. Textbook material needs to change to allow students to participate with teachers in knowledge acquisition, all based on clinical application type of education. Educators must evolve their teaching and mentoring methods to promote thinking and solution-oriented learning by nursing students. Curriculums must also change and evolve to facilitate clinical teaching encounters that involve assessment and application type of thought process. Student performance should shift from memorization to thinking and deciding type of learning as they prepare to transition into the clinical setting (Baron, 2017)
The teacher must also engage in revising their teaching strategies by incorporating learning with the clinical settings. Teaching encounters need to be mapped and organized to optimize the transition of patient care knowledge from teachers to students. Future educators need to rethink that approach to nursing education by designing clinical settings, optimizing clinically relevant applied knowledge. Curriculums also need to be revised to facilitate the integration of clinical practice and classroom education (Aul et al., 2021).
Aul, K., Bagnall, L., & Keenan, G. (2021). A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy. https://journals.sagepub.com/doi/full/10.1177/2377960821998524 Links to an external site.
Baron K. A. (2017). Changing to Concept-Based Curricula: The Process for Nurse Educators. The open nursing journal, 11, 277–287. https://doi.org/10.2174/1874434601711010277 Links to an external site.
2nd discussion
Revisit your personal philosophy of teaching. What learning strategies (discussed in chapter 7) that are influenced by your personal philosophy of teaching might you integrate into the curricula? Discuss how the learning strategies you described align with your personal philosophy of teaching.
3. According to Caduceus Internation Publishing, a personal philosophy of teaching is, “a statement of teaching philosophy, or teaching statement, is a summation of your teaching strategies, beliefs, and practices, along with concrete examples of the ways those beliefs materialize in the learning environment” (2021). It is a belief and practice that professors, instructors, or teacher would do to ensure that the students understand the material. For example, my personal philosophy of teaching would be to coomunicate and breakdown the material in a simple way where both parties will be able to understand the concept. I have done this before when I tried explaining my nursing students at work what VV-ECMO does for the lungs. I already knew the students knew the basic concept of dialysis which is to filter out the kidneys and remove the toxins, so I used that knowledge that they already knew and communicated with that that VV-ECMO is basically the same thing just think of dialysis for the lungs. After explaining that to them, they were able to understand the concept a little bit more and see how the mechanism of VV-ECMO works. Though, I understand that not everyone is the same, everyone learns different with different styles. I try to incorporate more simpler methods so everyone can understand on the same level. A philosophical perspective that I would say influence my personal philosophy of teaching would be behaviorism. According to Billings and Halstead, behaviorism education focuses on the mental discipline, memorization, drills, and it is built upon previous learning (2016, p. 121). Like with my example, of having to use their previous knowledge of dialysis, I was able to have them understand what VV-ECMO is.
Reference:
Developing a personal teaching philosophy statement. Caduceus International Publishing. (2021, July 9). Retrieved January 23, 2023, from https://www.cipcourses.com/developing-a-personal-teaching-philosophy-statement/#:~:text=What%20is%20personal%20teaching%20philosophy,%2C%20curriculum%20development%2C%20and%20more.
Halstead, Diane M. Billings, Judith A. Teaching in Nursing: A Guide for Faculty. Available from: VitalSource Bookshelf, (5th Edition). Elsevier Health Sciences (US), [2016].
4. Hello Class,
A statement that reflects an educator’s purpose for teaching and contains the educator’s basic values, and beliefs focusing on education, as well as what the educator’s job it is referred to as a personal philosophy of teaching (Martínez-Argüelles, et al., 2022). The authenticity as well as validity of what I teach, as well as how my students use what they have learned in the actual world, are the cornerstones of my pedagogical approach. Education is a personal and one-of-a-kind adventure for each student in the classroom; hence, teachers must adopt a student-centered strategy, and students must take an active role in the educational process to achieve academic success. Students of nursing may run into this problem when they try to apply nursing theory to real-world scenarios. In this regard, my primary goal is to close the gap between what my students learn in the classroom and what they can successfully use when they encounter real-world scenarios. As a result, this results in a curriculum that is more rational and objective since it reflects more on pragmatism as well as realism in terms of what is presented to students. As a result, students have the opportunity to advance their nursing knowledge and widen their viewpoint on nursing in general, which provides them with experiences that are both valuable and meaningful. Furthermore, the content of this curriculum would not be presented in a linear fashion but rather through a series of interactive processes, during which not only could I learn from my students but they could also learn from me as their nursing instructor. I believe that each student can learn and achieve success if they are provided with the appropriate tools and resources. As a teacher, it is my responsibility to furnish the pupils with the aforementioned instruments and sources, as well as to establish an atmosphere that is secure and encouraging, so that they may flourish in it. Because I think that every student learns uniquely and that they must be an active participant in their education for them to be successful, I design my lessons to incorporate differentiated instruction as well as learning that is centered on projects. Because they enable all students to navigate the material and to understand it in a method that is optimal for them, these teaching styles connect with the personal philosophy of teaching approach I follow (Murphy, et al., 2021).
References:
Martínez-Argüelles, M. J., Plana-Erta, D., & Fitó-Bertran, À. (2022). Impact of using authentic online learning environments on students’ perceived employability. Educational technology research and development, 1-24.
Murphy, L., Eduljee, N. B., & Croteau, K. (2021). Teacher-centered versus student-centered teaching: Preferences and differences across academic majors. Journal of Effective Teaching in Higher Education, 4(1), 18-39.
