Revolutionizing the Nursing Curriculum

2021 ◽  
Vol 27 (1) ◽  
pp. 25-30
Author(s):  
Brigit Maria Carter ◽  
Beth Cusatis Phillips
Keyword(s):  
Health Disparities ◽  
Nursing Education ◽  
Health Equity ◽  
Cross Cultural ◽  
Curricular Change ◽  
Nursing Curriculum ◽  
Educator Training ◽  
Nursing Curricula ◽  
Cultural Care

There have long been challenges associated with integrating knowledge about diversity, disparities, and determinants into nursing curricula. Villarruel, Bigelow, and Alvarez describe these concepts as the three Ds about issues of disconnects and discrimination. These disconnects are evidenced by years of communicating the desire to reduce or eliminate disparities, without improvement in the education of future nurse professionals to prepare them to help achieve this goal. Over 10 years ago, Allen reviewed the literature on evidence to guide teaching on cross-cultural care and antiracism in nursing education, yet very little has changed. It is essential that academic nursing weaves health equity concepts throughout all programs, and establishes and maintains competency in and commitment to addressing health disparities, inequalities, and inequities. This article provides evidence of continued bias and racism, and suggestions for curricular change and student and educator training, in order to rebuild and solidify a nursing curriculum that is nonbiased and inclusive. The suggestions include a deeper look at the structures of the organization and the systemic culture, to ensure that racism is being combated as well.

Evolution of Canadian Nursing Curricula: A Critical Retrospective Analysis of Power and Caring

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Susan E Anthony ◽  
Janet Landeen
Keyword(s):  
Nursing Education ◽  
Curriculum Development ◽  
Retrospective Analysis ◽  
Sociology Of Knowledge ◽  
Nursing Curriculum ◽  
Canadian History ◽  
Nursing Curricula ◽  
Development Framework ◽  
Nursing Education Research ◽  
The Relationship

The evolution of Canadian nursing curricula has mutually influenced and reflected nursing's historical course: nursing practice and education are inextricably linked. This paper is a critical retrospective analysis of the evolution of nursing curricula in Canada from the 20th century to the present. Falk Rafael's (1996) dialectic exploration of power and caring in nursing guides the analysis. An ordered, assimilated, and empowered curriculum development framework results. Foucault's (1980) work in the sociology of knowledge and Belenky, Clinchy, Goldberger, and Tarule's (1986) epistemological conceptualization of women's knowledge development are incorporated. The intricacies of the relationship between nursing curriculum development and Canadian history, the navigation of societal paradoxes that mutually drive and inform education and practice, and the instrumental need for nursing education research are considered. A fourth and new dialectic layer is suggested that places nursing on the inter-professional team of architects of a co-constructed emancipatory curriculum.

Translational research to reduce health disparities and promote health equity.

2019 ◽  
Vol 5 (4) ◽  
pp. 297-301
Author(s):  
Carolyn M. Tucker ◽  
Shuchang Kang ◽  
Jaime L. Williams
Keyword(s):  
Health Disparities ◽  
Translational Research ◽  
Health Equity

Applying Community‐Based Participatory Approaches to Addressing Health Disparities and Promoting Health Equity

2020 ◽  
Vol 66 (3-4) ◽  
pp. 217-221
Author(s):  
Yolanda Suarez‐Balcazar ◽  
Vincent T. Francisco ◽  
Noé Rubén Chávez
Keyword(s):  
Health Disparities ◽  
Health Equity ◽  
Community Based ◽  
Participatory Approaches

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

Building Health Equity: Action Steps From the American College of Lifestyle Medicine’s Health Disparities Solutions Summit (HDSS) 2020

2021 ◽  
pp. 155982762110522
Author(s):  
Arefa Cassoobhoy ◽  
Jasmol J. Sardana ◽  
Susan Benigas ◽  
Jean Tips ◽  
Alexandra Kees
Keyword(s):  
Health Disparities ◽  
Health Equity
Sign in / Sign up

Export Citation Format

Share Document