Review and positive feedback on developing a nursing curriculum
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As discussed in the text, external factors that influence the development of an evidence-informed context relevant curriculum could include changes in nursing education paradigms, organization of nursing education at a state level, accreditation changes, the healthcare environment, the health profile of the population, graduation success rate and licensure success rates, enrollment demand, and new graduate’s ability to meet employer expectations (Iwasiw & Goldenberg, 2015). These external factors are powerful enough to influence curriculum development in nursing curriculum.
I have personally experienced these changes in curriculum as a result of external factors while attending pre-licensure curriculum. The curriculum was modified so that improvements in graduation success rates and successful completion of the licensure exam could be obtained at higher levels. This is important, because it addresses several issues including the ability for the organization to meet the growing needs of nurses in the community, and that those nurses can better meet the expectations of their employers by being more competent in skills, and confident in the knowledge they obtained from their pre-licensure nursing programs. (Iwasiw & Goldenberg, 2015). According to Carollo and Mason (2017), health care education faces a “complex and rapidly developing health care system” that “beckons curricular reform that aligns with market need” (Carollo & Mason, 2017).
Internal factors as stated in our text that influence the development of an evidence-informed context relevant curriculum include availability of resources, faculty expertise, student profiles, new ideas from stakeholders, student profiles, discontent with status quo, results of internal curriculum evaluation, results of external program reviews and academic policy directions and priorities (Iwasiw & Goldenberg, 2015). I believe that school reviews, discontent with status quo, and curriculum evaluation are some of the most important internal factors that influence development of evidence-informed content. School reviews allow curriculum developers to identify possible weaknesses in curriculum and to make those changes when necessary. Discontent with the status quo, I believe is essential to the nursing field of practice. It is important that we constantly strive to have the most current evidence-informed content in the curriculum so that nursing schools can produce students who are ready to take on nursing with knowledge and skills that involve evidence-based practice (Iwasiw & Goldenberg, 2015). According to Carollo and Mason (2017), “nurse educators are charged with developing expert nurse clinicians who have an inherent drive for lifelong learning” (Carollo & Mason, 2017).
Challenges that may be encountered during the data collection process could include time available to collect data, resources to assist in data gathering, and having the expertise necessary to do proper data collecting (Iwasiw & Goldenberg, 2015). It is very important to take these factors into consideration during the data collecting process because any of the aforementioned factors, when not taken into consideration, could put the process in jeopardy of not being done as efficiently as possible. If the expertise is there to collect data, but very limited time and resources are available, it could make the process very difficult, maybe even impossible (Iwasiw & Goldenberg, 2015
My understanding of what a curriculum philosophy is would first involve identifying the values and beliefs of an educational organization. Once the values and beliefs of an organization are identified, then a curriculum philosophy can be drafted. A curriculum philosophy is one that integrates the educational organization’s values and beliefs into its curriculum, so that specific goals that are created for students to meet directly reflect the values and beliefs and philosophy of the organization (Billings & Halstead, 2016). As stated by Billings and Halstead (2016), a philosophy statement is “a narrative that reflects and integrates concepts expressed in the mission, vision and values of an institution and serves to guide decisions of those involved in the organization”.
Based on the assigned readings, I selected the adult learning theory by Malcolm Knowles. The adult learning theory focuses on the different ways in which adult learners are different than child and adolescent learners and how to apply these differences to enhance the experience of the adult learner (Billings & Halstead, 2016). Being an adult learner is challenging, not because it is more difficult to learn, but I have found that I have less patience for simply learning facts and memorizing things that may or may not be applicable to my education goals. I now find learning enjoyable, especially when what I learn is pertinent to what I do, and can be applied immediately to everyday practice. Malcolm Knowles’ theory perfectly captures how I feel about being an adult learner. According to Knowles (1977), “I foresee the time when all of education will be organized around the notion of helping people develop competency rather than of helping people absorb content, irrespective of the competencies to which the content is related” (Knowles, 1977).
I knew I wanted to be a nurse very early in my life, because I had a passion for taking care of people. Showing love, compassion and caring to sick people is my life’s work, and I feel very strongly about ensuring that patients are treated with dignity and respect at all times. My favorite nursing theory that I believe fits these values and beliefs is Watson’s theory of caring. Watson’s theory of caring focuses on aspects of nursing that emphasize engaging in caring and healing spaces for patients, families and staff, exploring documentation of caring language and integrating caring-healing modalities for self and patients (Watson, 2009). I have been nursing for over 10 years and I have seen how different factors that have been put in to place seem to take the place of caring for people. It is now possible to be a nurse, and have no caring interaction with patients. According to Watson (2009), nurses “are torn between the human caring values and the “calling” that attracted them to the profession, and the technologically, high paced, task-oriented biomedical practice that the institution demands”. This is dangerous, as it undermines the foundation of our practice. I believe Watson’s theory of caring should be adopted in all hospital systems to ensure that foundation stays in place.
References
Billings, D. & Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.) St. Louis: Saunders Elsevier.
Carollo, S., & Mason, A. (2017). Doctor of nursing practice curricula redesign: Challenge, change and collaboration. The Journal for Nurse Practitioners, 13(4), e177-e183. doi:http://dx.doi.org.ezproxy.gardner-webb.edu/10.1016/j.nurpra.2016.11.011
Iwasiw, C. L. & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.) Boston: Jones and Bartlett.
Knowles, M. S. (1977). Adult learning processes: pedagogy and andragogy. Religious Education, 72(2), 202-211.
Watson, J. (2009). CARING SCIENCE AND HUMAN CARING THEORY: TRANSFORMING PERSONAL AND PROFESSIONAL PRACTICES OF NURSING AND HEALTH CARE. Journal of Health and Human Services Administration, 31(4), 466-82. Retrieved from http://ezproxy.gardner-webb.edu/login?url=https://search-proquest-com.ezproxy.gardner-webb.edu/docview/200024998?accountid=11041
