Race, class, and gender considerations in nursing education.
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Cultural Diversity↗
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Results for “Models, Educational”
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[Can the ability to cooperate be learned or taught? An integrative teaching concept for geriatric care].
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Cooperative Behavior↗
[Model experiment in joint nursing education].
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Curriculum↗
Continuing education: a national imperative for school nursing practice.
Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner's theory of novice to expert provides a framework for the development of roles and competencies in the practice of school nursing. This manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles include the importance of continuing education and identified barriers to attainment. In response, methods to access continuing education and financial resources are presented.
Clinical Competence↗
A positive experience connecting thought and action.
Boyer (1991) suggests that the challenge for nursing education is to provide doctoral students more opportunities to see connections between thought and action. One way to meet those needs is through an intership experience.
District of Columbia↗
Some attitudes towards teaching and learning in Thai nursing education.
This paper offers a discussion of some of the attitudes towards teaching and learning in Thai nursing education. It illustrates the strict, hierarchical set of relationships that exist between people throughout all aspects of Thai society. It then relates these relationships to those between teachers and students of nursing and how those relationships effect the ways in which students receive and deal with knowledge. Other attitudes towards learning, communication and student/lecturer relationships are also noted. It is hoped that the paper helps those, in other cultures, to reflect on their own practices.
Anthropology, Cultural↗
School-based health centers in the context of education reform.
The rapid proliferation of school-based health centers is taking place at the same time that school systems are seeking to improve their educational practices. Many different school reform models are being promulgated with modest success. Absence of connections between school reorganization and the provision of human services may lead to failure. The emerging community school model integrates quality education with effective health, mental health, and social services in "one stop" school centers that become student, parent, and community hubs.
Adolescent↗
[Concepts of health perception and representation: value and limits in the health education domain].
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Attitude to Health↗
A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing.
This article presents a framework that can be used to design, implement, and evaluate simulations used for teaching strategies in nursing education. Components of the framework include best practices in education, student factors, teacher factors, simulation design characteristics, and outcomes. Variables are identified for each of the framework components.
Attitude of Health Personnel↗
Development of a web-based genetics institute for a nursing audience.
The purpose of this article is to serve as a resource for readers considering the development of a web-based continuing education offering in their particular specialty areas. A theory-based instructional design using a face-to-face genetics summer institute as a content template and incorporating several levels of planned formative evaluation are described. Summative evaluation strategies revealing satisfaction with the format, improved knowledge, and ability to use genetics knowledge in participants' work setting are also discussed. Finally, lessons learned following completion of two 18-week web-based genetics institutes are shared.
Computer-Assisted Instruction↗
Toward a narrative-centered curriculum for nurse practitioners.
This paper discusses various alternative and nontraditional teaching strategies currently used in nurse practitioner curricula. These instructional strategies include case-study analysis (Ryan-Wenger & Lee, 1997) and problem-based learning/practice-based learning (Barrows, 1994). We suggest a further evolution, using principles and practices of a narrative pedagogy (Diekelmann, 1995) to allow convergence of these several narratively-focused inductive and interpretive approaches. This combination of ways of learning has led us toward a narrative-centered curriculum for family nurse practitioners (FNPs). Specific ways to use narrative in the FNP curriculum are presented to demonstrate how to take the curriculum beyond traditional ways of teaching and learning.
Curriculum↗
Moving from novice to expert - the value of learning in clinical practice: a literature review.
The Fitness for Practice Report (UKCC 1999) acknowledged the importance of competent nursing practice and shared the responsibility for achieving this by making United Kingdom National Health Service employees jointly responsible for this with higher education teachers. This article presents a wide review of educational literature, to discover how both the constructivist and the sociocultural approach to learning will promote nursing expertise. Consideration of both these approaches to learning is germane to pre and post registration nursing courses, given that learning is both culturally situated and individually constructed from a variety of different sources, and the review demonstrates the pivotal position of the mentor and other practice teachers.
Career Mobility↗
Experiential learning: a strategy to teach conflict management.
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Communication↗
A BRIDGE partnership model for health management education in the Slovak Republic.
An innovative Health Management Education Partnership (HMEP) was initiated to develop management education initiatives through the exchange of information and ideas. Health education efforts, projects and activities exist between the University of Scranton and three strategic partners in the Slovak Republic: Trnava University, the Health Management School and the University of Matej Bel. The BRIDGE model (Building Relationships in Developing and Growing Economies) utilizes several innovative educational initiatives and strategic projects including a professional journal, faculty development, professional development, curriculum development, certification and accreditation, faculty-students exchange and development of educational materials and modules. The BRIDGE organizational structure is reviewed as well as specific workplan objectives to operationalize the HMEP encouraging mutual cooperation, collaboration and sustainability of efforts. The model stresses implementation, monitoring, and evaluation of all initiatives through a strong community effort, focus on research, deployment of educational resources, curriculum modification, development of interpartnership activities, conferences, workshops, fieldwork experiences and study tours. Applied management practices enhance market-oriented solutions to health care delivery problems emphasizing a focus on privatization and entrepreneurship through education.
Developing Countries↗
Community development: theoretical and practical issues for community health nursing in Canada.
Despite the importance currently given to community development as an increasingly significant role for community nurses, there is little analysis of the role in the nursing literature. This paper provides background information on the historical origins of community development work through an extensive review of the literature. As well, four models of community development are synthesised from literature in sociology, social psychology, education and political science. These include economic development models, education models both formal and informal, confrontational models, and empowerment models. Each is discussed, and the relevance for community health nursing practice is critiqued. Finally, issues which may arise when community health nurses attempt to practice within a community development model are discussed. Issues are examined related to the structures of organizations in which nurses work, characteristics of nurses themselves, and the communities which nurses serve. The argument is advanced that despite the pitfalls and problems, this new role shows promise as an important mechanism for community health nurses to promote the community's health. However, much additional work will be needed to test out models for community development in actual practice. Evaluation of the role will also be important to determine the degree to which it can be implemented and the resultant health outcomes for the population.
Canada↗
Nursing models in special hospital settings.
The use of theories and models in nursing is not merely an armchair activity indulged in by academic nurses in teaching and research institutions, but a means of looking critically at practice to improve the effectiveness of care. Nursing models help to provide descriptions of the contents of teaching and training courses. Models aim to specify: goals of action; descriptive terms for the recipients of services; nurse roles; likely sources of difficulty; the focus for intervention; and the intended consequences of the nursing model in applied practice. Examination reveals three separate dominant models of nursing practice in special hospitals: medico-legal, moral-retributional and educational. Nursing models are both useful and necessary for the provision of coherent teaching curricula and as a framework for the actual process of nursing. The need for consideration of model selection and model choice seems paramount in the current climate of special hospital nursing. A major advantage of educational nursing models seems that they allow the development and growth of nurses, with likely benefits for improved consumer services.
Ethics, Nursing↗
Teaching information literacy skills: an evaluation.
This paper describes an evaluation of a curriculum-integrated information literacy programme in an undergraduate nursing course. The aim of the programme was to provide students with an awareness of the discipline's literature and the skills to locate and retrieve the literature. A multidimensional process for determining nursing students' development was utilised in the evaluation of the programme. Pre- and post-programme questionnaires were distributed to a cohort of students who undertook the programme. A cohort of more senior students who had not undertaken the information literacy programme was utilised as a comparison group. Questionnaire results were analysed using a range of inferential statistics. This paper will focus on two main findings related to objective measures of information literacy skills. These include pre-programme/post-programme change in student performance and differences in student performance between those who undertook the programme and those who did not. The programme demonstrated its effectiveness in developing information literacy skills, however the challenge remains for both academics and students to ensure that these skills are consolidated and extended for effective life-long learning.
Catalogs, Library↗
Confluent education: an integrative method for nursing (continuing) education.
Confluent education is presented as a method to bridge the gap between cognitive and affective learning. Attention is focused on three main characteristics of confluent education: (a) the integration of four overlapping domains in a learning process (readiness, the cognitive domain, the affective domain and responsibility); (b) the promotion of personal growth and interpersonal relationships by the development of awareness, and (c) the identification and dis-identification of teacher and participants. How confluent education can take place in practice is illustrated by presenting the way in which this method is applied in a nursing continuing education programme entitled 'Pain assessment and management in surgical-oncological patients'.
Affect↗