Why We Are Here:Context for Curricular Design and Clinical Education

Copyright 2008 by The Health Alliance of MidAmerica LLC

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Objectives

Compare and contrast levels of nursing education

Describe the process of curriculum development Identify mechanisms for regional and nursing

accreditation

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The Clinical Faculty Academy

Develop a support network for clinical nurse educators

Enhance connections between clinical practice sites and academic environments

Increase knowledge and skills essential to be successful in a clinical adjunct faculty role

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Who Will You Teach? Levels of Education

Licensed Practical/ Vocational Nurse

Registered Nurse: ADN Registered Nurse: BSN

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Philosophical Foundationsof Curriculum Issues influencing curriculum development

• External factors

• Issues in higher education

• Issues in nursing education Mission

• Statement of purpose

• Related to curriculum practices

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Philosophical Foundations (continued)

Philosophy

• Valid composite of faculty beliefs

• Directly related to educational practices

• Examples of Philosophy and Mission Statements

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Curriculum Frameworks

Framework Development

• Faculty beliefs reflected in concepts

• Clear concept definition

• Logical linkages among and between concepts

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Student Learning Outcomes

Learner-focused statements Actual characteristics or attributes Demonstration on program completion “The College of Nursing graduate effectively

communicates when implementing the nursing role”

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Program Outcomes

Mission-driven Consistent with professional standards Statements of expected and actual

achievements of graduates Trended aggregate data Examples:

• NCLEX pass rates

• Graduation rates

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Competencies

Knowledge, skills, & attitudes Direct relationship to achievement of

learning outcomes Identified by level in the curriculum

• Sophomore

• Junior

• Senior

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Putting Clinical Courses in Context

Where does your clinical course fit? What are the prerequisite courses? What are the expected learning outcomes? How is content presented in relationship to

the clinical course? What are concurrent courses/demands on

student time?

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Relationships: Outcomes, Course, and Clinical Objectives Student learning

outcome

Course objective Clinical objective

“Thinks critically to make informed, prudent, ethical, and socially responsible decisions to guide professional practice” RCN 2005-2006 Catalog, p.36

Apply critical thinking skills…. Demonstrates ability to correlate

observations with knowledge….

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Professional Standards

American Association of Colleges of Nursing (AACN)

• Essentials of Baccalaureate Education for Professional Nursing

Liberal education Professional values Core competencies Core knowledge Role development

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Professional Standards (continued)

American Nurses Association (ANA)

• Scope and Standards for Clinical Practice, ANA 2004

Six standards of practice Nine standards of professional performance

• Code of Ethics for Nurses with Interpretive Statements, ANA, 2001

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Regional and Nursing Accreditation

Regional accreditation associations• Accredits colleges and universities

National League for Nursing Accrediting Commission• Accredits all levels of nursing education

Commission on Collegiate Nursing Education• Accredits baccalaureate and higher degree

programs

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Summary

Clinical education is a collaborative effort.

You are an expert clinician! Faculty are expert educators! Utilize faculty as consultants. Clinical teaching prepares our

future nurses!!