The Future of Nursing Education: A Collaborative Perspective

0
0
1894 days ago, 756 views
PowerPoint PPT Presentation
The Fate of Nursing Training: A Cooperative Viewpoint. Christine A. Tanner, RN, PhD Oregon Wellbeing and Science College School of Nursing. Calls for Change. Reevaluation of curricular structures and procedures (The Educational programs Unrest) Setting up another sort of medical attendant.

Presentation Transcript

Slide 1

The Future of Nursing Education: A Collaborative Perspective Christine A. Leather treater, RN, PhD Oregon Health & Science University School of Nursing

Slide 2

Calls for Reform Reexamination of curricular structures & forms (The Curriculum Revolution) Preparing another sort of attendant

Slide 3

The Curriculum Revolution New instructional methods Preparing tomorrows pioneers Multicultural assorted qualities Caring Curriculum

Slide 4

Demands for a New Kind of Nurse Fueled by changes in the nursing hone condition: Increasing multifaceted nature and keenness Decreased length of stay Shift of care to home & group Exponential development of learning Explosion of advancements Identification of the "Quality Chasm"

Slide 5

Demands for a New Kind of Nurse Fueled by changes in socioeconomics: Aging populace with expanded prevalence of constant ailment Families progressively occupied with care giving with practically no nursing bolster Increased regard for wellbeing advancement

Slide 6

Central Competencies Critical considering

Slide 7

Critical supposing = Thinking Like a Nurse?

Slide 8

A Short History of Nursing Process Clinical Problem Solving Clinical Decision Making Diagnostic Reasoning Critical Thinking at the end of the day . . . Having a similar outlook as a Nurse

Slide 9

Two many years of Research on CT Critical deduction and clinical considering (i.e., basic leadership, clinical judgment) are diverse develops. No connection between instruction & basic considering. No connection between basic deduction and patient results

Slide 10

Central Competencies Clinical Judgment: Case based Contextually bound Interpretive thinking

Slide 11

Central Competencies Clinical Judgment requires profound foundation learning for: Noticing Considering conceivable translations Collecting sensible confirmation Choosing the best game-plan

Slide 12

Central Competencies Clinical Judgment is dependably inside the setting of a specific patient A profound understanding the patient's involvement, qualities and inclinations Ethical principles of the train

Slide 13

Central Competencies Understanding clinical judgment along these lines Renews enthusiasm for case-based ways to deal with guideline Demand new ways to deal with clinical instruction Provides direction to utilization of reenactment in nursing instruction

Slide 14

Central Competencies: Quality-Safety Initiative Patient-focused care Team-work and joint effort Evidence-based practice Quality change Informatics

Slide 15

Preparing More Nurses

Slide 16

Preparing More Nurses notwithstanding a significant personnel deficiency

Slide 17

Preparing More Nurses even with a significant staff lack Limitation in the number, sort and nature of locales for clinical training.

Slide 18

Current practices in clinical instruction

Slide 19

A short history of clinical training

Slide 20

Challenges in Clinical Education Traditional clinical learning driven by arrangement openings and difficulties Insufficient number of "positions" utilizing absolute patient care display High keenness, more serious hazard with amateur understudies Staff nurture trouble for supervision of understudies in quickly changing circumstances Learning is subject to… Available patient populace Facility's timetable accessibility Availability of personnel with required aptitude

Slide 21

Summary: Driving Forces for Reform Demands for Reform in Nursing Education 1985-2005 Study of Curricular procedures Evidence of ineffectively arranged graduates notwithstanding for intense care Quality-wellbeing

Slide 22

Summary: Driving Forces for Reform Demands for Reform in Nursing Education 1985-2005 Need for "another" medical attendant Changes in the practice condition Emerging human services needs Practice in condition of extreme deficiency

Slide 23

Summary: Driving Forces for Reform Demands for Reform in Nursing Education 1985-2005 Need for "another" medical attendant Other weights: Content blast Advances in the art of learning Outdated model of Clinical training

Slide 24

Part II: The Oregon Consortium for Nursing Education

Slide 25

OCNE A joint effort among 8 junior colleges and 5 grounds of OHSU to: Deliver a standard competency based educational programs with an AAS exit and fulfillment of Baccalaureate in nursing on "home" grounds Increase the quantity of medical attendants arranged with baccalaureate degree Transform nursing training to all the more nearly adjust to rising social insurance needs

Slide 26

A short history of OCNE 2000: Study of nursing lack in Oregon 2001: Strategic arrangement created by Oregon Nursing pioneers 2002: Education arrange divulged and political turmoil followed 2003: Launched OCNE with Project Director 2004: Began educational programs improvement & Phase I of Faculty Development 2005: Curriculum change endorsed by OSBN, NLNAC & CCNE 2006: Phase I Clinical Education Project propelled 2006: First class of 255 understudies conceded on 6 grounds to nursing courses 2007: Phase II Faculty Development 2008: Preceptor Development 2009: First Baccalaureate class graduates

Slide 27

OCNE as a reaction to these difficulties Committed to cooperation crosswise over projects empowering the best utilization of rare assets Standard, competency construct educational programs centered in light of setting up the "new" attendant. Instructing approaches that lay on the investigation of learning Faculty improvement as a vital piece of educational programs advancement Reform of clinical training

Slide 28

Guiding Principles in Curriculum Design Responsive to requests for change NCSBN – 2001 – absence of planning of graduates JCAHO (2002) – mainland partition amongst instruction and practice IOM reports

Slide 29

Guiding Principles in Curriculum Design Responsive to requests for change Emerging medicinal services needs Aging populace Increasing keenness Increasing pervasiveness of perpetual ailments Demands set on caregiving families with deficient nursing care bolster

Slide 30

Guiding Principles in Curriculum Design Responsive to requests for change Emerging social insurance needs Graduates would rehearse in a domain of endless, serious RN deficiencies More productive & powerful with waning supply of nursing personnel Competencies of the "new" attendant would require no less than 4 years, however there would should be AD exit

Slide 31

Overview of the Curriculum First year: Prerequisites Second year & initial two fourth of the third year: Required non-nursing courses Standard nursing courses on all grounds Third quarter of the third year: Complete Precepted Scope of Practice Practicum, graduate with AAS and be qualified to sit for NCLEX OR Continue straightforwardly into 400 level nursing courses for 4 remaining quarters, finish 15 credits of upper division expressions & science, and graduate with BS

Slide 32

Transformation of the Nursing Curriculum:Some Features Courses sorted out around foci of care: Health Promotion Chronic Illness Management Acute Care End-of-Life Care

Slide 33

Transformation of the Nursing Curriculum: Some Features Last 4 clinical nursing courses toward Bachelors degree, understudies may choose a populace for center in: Public wellbeing and populace based care Leadership and results administration Clinical inundation or integrative practicum for twenty weeks

Slide 34

Transformation of the Nursing Curriculum: Some Features Redefines nursing basics to: Clinical Judgment Evidence-based Practice Patient-focused care Leadership

Slide 35

Transformation of the Nursing Curriculum: ApplyingThe New Pedagogy Draws on huge advances in the study of gaining from an assortment of orders (intellectual science, brain research, advanced education)

Slide 36

The New Pedagogy Emphasizes profound comprehension of the teach's most focal ideas - Purposeful REDUCTION in substance Selection of substance in light of: Prevalence of condition Useful to show mix crosswise over abilities (e.g. moral comportment, clinical judgment, prove based practice, wellbeing frameworks issues & initiative,

Slide 37

The New Pedagogy Emphasizes profound comprehension of the teach's most focal ideas Active learning through case-based guideline, incorporation among hypothesis, clinical and reenactment.

Slide 38

The New Pedagogy Emphasizes profound comprehension of the teach's most focal ideas Active learning through case-based direction, coordination among hypothesis, clinical and reenactment. Bona fide execution appraisal & advancement of self-coordinated learning

Slide 39

Process for Consensus Building amid Curriculum Development Institutional delegates Leadership display Faculty improvement joined with educational programs advancement Frequent Review & Counsel by gatherings with skill & personal stakes: Faculty on each of the 12 grounds Specialty teams

Slide 40

Challenges in Clinical Education Traditional clinical learning driven by position openings and difficulties Insufficient number of "arrangements" utilizing absolute patient care demonstrate High sharpness, more serious hazard with novice understudies Staff nurture trouble for supervision of understudies in quickly changing circumstances Learning is subject to… Available patient populace Facility's timetable accessibility Availability of workforce with required mastery

Slide 41

Desired Features of New Clinical Education Model Relationship-focused care keeping the patient and family at the middle Science of learning and discoveries of the Carnegie think about (i.e. joining crosswise over apprenticeships, hold prepare, guiding and questioning and other accepted procedures)

Slide 42

Desired Features of New Clinical Education Model Relies on Clinical learning exercises that: Are intended to bolster fulfillment of Competencies Include, yet not overwhelmed by "Aggregate Patient Care" Developmentally suitable for level of understudy Vary faculty–student proportions & nursing staff parts by level of understudy, sharpness of patient, nature of learning movement Culminate in one or mo

SPONSORS