Reviewing and giving thoughtful and positive reply for a nursing curriculum discussion
Discussion question #1
Top of Form
External and Internal Factors
Internal factors
Development of curriculum is a daunting task that takes time and preparation. There are always roadblocks or barriers to all tasks and developing a nursing curriculum is no different. There are things that the development team must take into consideration as they can be influential to the overall outcome. Iwasiw and Goldenberg (2015) state that internal factors within the school and institution have the potential to influence the curriculum (p. 152). This can be as simple as the availability of physical space for the classes to take place, or the adjunct faculty to teach clinicals. The internal factors encompass the entire educational institution. If the school of nursing has a vision that doesn’t align with the vision or mission of the institution in which it will function, this can pose a large problem with development. Internal factors can influence development of curriculum in a significant way. It can put a temporary stop to development and cause reworking of the project, or it could completely derail the entire project. Discussion of the influence of internal factors should be measured prior to beginning development of a new curriculum.
External factors
According to Iwasiw and Goldenberg (2015), “examination of external contextual factors is crucial to understanding the characteristics, goals, and needs of society and the nursing profession, and their application to contemporary nursing curricula” (p. 152). External factors originate outside of the educational institution. These factors are not only local to the school, but could also be influences from the region, country or world. The community demographics in which the school with be located is a large factor on the development of curriculum. The curriculum could be guided in a way to incorporate all current health care disparities. Not only are the external factors uncovering the types of patients that the students will be taking care of, but it also influences the type of students that will be attending the program. Nurse educators can prepare “professional nurses capable of caring for culturally diverse individuals, families, and groups within a dynamic society and healthcare system” (Iwasiw & Goldenberg, 2015, p. 157).
Data collection challenges
With every task there is always a challenge or hurdle that one must overcome. It is known that in the data collection period of curriculum development, challenges will be met, more data is collected and then an informed decision will be made, and the task can move forward. These challenges can range from time available to collect the data, time to analyze data, expertise of the development team, and resources to support data gathering (Iwasiw & Goldenberg, 2015, p. 160). The data collection method that will produce the data quickly is ideal and this can include literature review, interviews, surveys or consultants. Throughout the collection process, some need to be reviewing to see if the data collected is leading them in the right direction. Some challenges may arise that data is important, but it is not important to the development of the curriculum. This can pose an issue with wasted time and resources. Being aware that challenges will come up will help the team to overcome them and continue on with their project.
Do you think consideration of these factors is important?
Any project or task should begin with an idea of challenges that could arise as well as room for any roadblocks that may unexpectantly come up. Time is probably the biggest challenge with any project because there are deadlines and those could make or break the project end goal. The task of gathering data for curriculum development is no different. The scope of data gathered could influence the longevity of the curriculum (Iwasiw & Goldenberg, 2015, p. 159), therefore careful planning of what data to collect should be identified and thought out.
Iwasiw and Goldenberg (2015) state that “sufficient time should be allowed for this aspect of the curriculum development process to ensure that a full picture is obtained of the internal and external contexts. If the new curriculum is to endure into the future, it must be based upon accurate and comprehensive data” (p. 167). Taking into consideration all the external and internal factors that could influence the data, is vital to a curriculum development team’s success.
Curriculum Philosophy
What is curriculum philosophy?
Curriculum philosophy is not just a statement for the students and their purpose of learning, it is also for teachers and their reason for teaching. It is a statement of reference for the values and beliefs about nursing and education. By examining the nursing metaparadigm in relation to person, environment, health, and nursing, the students and teachers can account for their own beliefs and values. The curriculum philosophy guides the goals of each course, shapes the students thinking processes, guides discussions about curriculum practices, influences professional development and decision making for nursing (Iwasiw & Goldenberg, 2015, p. 210). Billings and Halstead (2016), state that curriculum philosophy serves to “guide the actions and decisions of those involved in the organization” (p. 119). Curriculum philosophy is the underlying reason that the students are in the program to learn and the teachers are there to instruct them.
Educational Learning Theory
Nursing students enter a program without knowing how to critically think or prioritize, how to administer medications or take vitals, which intervention is best or in what order do I perform said task. Students start in a beginner stage where they are nurtured and reared until they become experts at what they are doing. The theory of Novice to Expert is very applicable to nursing school. Billings and Halstead (2016) state that it was originally developed for practicing nurses, but it is applicable to nursing education as well (p. 219). This theory is used by the instructors as they assess the level of knowledge each student possesses. Instructors also have the students perform self-reflective activities where they assess their own knowledge so the instructor or clinical leader can help the student grow from that point. This theory is used throughout nursing education as students begin novice or new to the subject and they grow from advanced beginner to competent, on to proficient and then to expert. Each student can enter this realm several times throughout their studies (Billings & Halstead, 2016, p 219). They can become competent at completing a certain task and the next semester when they begin something new, they return to novice with that particular topic. Ongoing assessment of the students learning and overall performance “is necessary to make adjustments to teaching” (Billings & Halstead, 2016, p. 219). This theory was chosen because even as a seasoned nurse, one can become novice when changing arenas of care or changing positions. This theory was chosen because it is a summary of my entire nursing career. At one point an expert in my field of study, becoming novice in a new position and learning to grow again in my profession. Even as an adult student, education puts the me, the student, back into the novice stage where I self-reflect to my own learning needs.
Nursing Theory
Nursing theorist have been developing theories based on evidence derived from practice for many years. Nursing knowledge is inclusive of philosophies, theories, research, and practice. Implementation of nursing theory can allow for better patient outcomes and staff satisfaction. Theories are intended to guide practice and provide a platform for educational programs and research, which support the development of the professional knowledge (Smith & Liehr, 2014, p. 21). Caring is essential to nursing. Caring is a value engrained into nurses, and for many, is the reason the profession was chosen. Nurses are described as natural caregivers. The Theory of Caring by Kristen Swanson provide inspiration to nursing care and are applicable to nursing practice and education in many areas. This theory is about knowing oneself and the patient, being present with the patient, doing for them what they cannot do, and enabling them to achieve optimal health and wellness (Smith & Parker, 2015, p. 524). Oncology nursing provides caring on a different scale than that of unit nurses. Theory of Nursing as Caring can be seen in oncology services as the patient is vulnerable and stripped of all security. Their lives are at your mercy. The nurse draws from previous experience of vulnerability and remains trustworthy to the patient. This creates caring in the moment. Swanson’s Theory of Caring is seen in the mere act of nursing. Knowing the experience of the patient and being available to their immediate needs, which may not be fear of treatment, but fear of death. Holding their hand in those moments of the unknown, and enabling them to release all fear and concern, all the while maintaining belief with the patient that they are being given the best care possible in that moment. Personal philosophy values of caring, concernment, and desire to help are reasons that this theory was chosen.
References
Billings, D. & Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.) St. Louis:
Saunders Elsevier.
Iwasiw, C. L. & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.).
Burlington, MA: Jones & Bartlett Learning.
Smith, M., & Liehr, P. (2014). Middle range theory for nursing. (3rd ed.). New York, NY:
Springer Publishing Company, LLC.
Smith, M.C. & Parker, M.E. (2015). Nursing theories and nursing practice. (4th ed).
Philadelphia, PA: F.A. Davis Company.
