Guiding Principles for Transforming Curriculum Through Integration of Technology as Expression of Caring

2019 ◽  
Vol 23 (4) ◽  
pp. 338-348
Author(s):  
Zane Robinson Wolf ◽  
Anne Boykin ◽  
Susan Bulfin ◽  
Claudia Grobbel ◽  
Mary Packard ◽  
...  
Keyword(s):  
Nursing Education ◽  
Healthcare Systems ◽  
Nursing Curricula ◽  
Integrating Technology ◽  
Integration Of Technology ◽  
Guiding Principles ◽  
Summer Academy ◽  
Human Caring

Challenged by a Summer Academy on humanoid caring robots, members of the Anne Boykin Institute for the Advancement of Caring in Nursing created guiding principles for transforming curricula by integrating technology into nursing education. The guidelines were oriented in academy dialogue on nursing as caring and robotic caring. Articles written for a special topics issue for the International Journal for Human Caring addressed robots in healthcare systems and perspectives on robots as providers of caring interventions. Themes in the articles informed the guidelines. The guidelines might incentivize faculty to integrate humanoid caring robots, a technology exemplar, into nursing curricula.

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.

A Comparison of Student Performance between Two Instructional Delivery Methods for a Healthcare Ethics Course

2011 ◽  
Vol 20 (3) ◽  
pp. 493-501 ◽  
Author(s):  
HUGH A. STODDARD ◽  
TOBY SCHONFELD
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Student Performance ◽  
Interprofessional Education ◽  
Ethics Education ◽  
Ethical Issues ◽  
Well Being ◽  
Healthcare Ethics ◽  
Nursing Curricula ◽  
Ethics Course

Healthcare ethics has become part of the standard curriculum of students in the health professions. The goals of healthcare ethics education are to give students the skills they need to identify, assess, and address ethical issues in clinical practice and to develop virtuous practitioners. Incorporating the medical humanities into medical school, for example, is intended to foster empathy and professionalism among students and to provide mechanisms for enhanced physician well-being. Yet, despite the long-standing inclusion of the humanities in nursing curricula, increases in the amount and kinds of scientific knowledge essential for clinical practice has resulted in the erosion of the “humanistic arts” from nursing education. One potential solution to this challenge comes with the increase in interprofessional education, where students in a variety of healthcare professions programs come together to learn about issues common to all healthcare fields.

The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes

2019 ◽  
Vol 39 (3) ◽  
pp. 137-142 ◽  
Author(s):  
Ann Gardulf ◽  
Jan Florin ◽  
Marianne Carlsson ◽  
Janeth Leksell ◽  
Margret Lepp ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Professional Competence ◽  
Response Rate ◽  
Healthcare Systems ◽  
International Assessments ◽  
University Colleges ◽  
Nurse Professional

The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.

scholarly journals The Invisibility of Spiritual Nursing Care in Clinical Practice

2019 ◽  
Vol 38 (1) ◽  
pp. 147-155 ◽  
Author(s):  
Dawn M. Hawthorne ◽  
Shirley C. Gordon
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Care ◽  
Health Care Professionals ◽  
Nursing Practice ◽  
Health Care Systems ◽  
Spiritual Needs ◽  
Central Component ◽  
Nursing Curricula ◽  
Care Systems

Background and Purpose: Spirituality has been identified as the essence of being human and is recognized, by many health care professionals, as a central component in health and healing. Scholars have identified spiritual nursing care as essential to nursing practice and include caring for the human spirit through the development of relationships and interconnectedness between the nurse and the patient. However, despite the recognition of spiritual practices as important to health, little attention has been given to spirituality in nursing practice and education in the literature. The purpose of this article is to explore factors contributing to the invisibility of spiritual nursing care practices (SNCP), recognition and offer strategies to enhance the visibility of SNCP. Two major factors that reduce visibility of SNCP are conceptual confusion differentiating between spirituality and religion and limited education in the area of spirituality including nursing curricula and organizations. Strategies to enhance visibility of SNCP include educational approaches in nursing curricula and health care organizations. to influence nurses’ perceptions about spirituality and creation of a culture of spiritual care. Conclusion: Holistic nursing includes assessing and responding to the spiritual needs of patients. Changes in nursing education and health care systems are needed to increase the visibility of SNCP.

scholarly journals An in-class exercise to promote empathy

2019 ◽  
Vol 9 (5) ◽  
pp. 39
Author(s):  
Julia C. Paul
Keyword(s):  
Nursing Education ◽  
Nursing Curricula

As nursing curricula are focused on technology and advancing science, it is increasingly important to promote empathy and the art of nursing. This article describes a simple exercise that can be used in nursing education to build empathy for persons who suffer with chronic progressive illness. The preparation and conduct of the exercise are described with a sample narrative included which can be revised for application to other conditions.

An Integral Nursing Education: Exploration of the Wilber Quadrant Model

2006 ◽  
Vol 10 (3) ◽  
pp. 22-29 ◽  
Author(s):  
Carey S. Clark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Needs ◽  
Daily Basis ◽  
Transformative Experience ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Agents Of Change

This paper addresses the need for a transformative shift in undergraduate nursing curricula. By examining typical Bachelor of Science in Nursing (BSN) curriculum, via Ken Wilber’s integral quadrant model, it becomes apparent that nursing students are highly prepared to address the medical-technical needs of their patients. However, it is also evident that students are under-prepared to address the complex emotional, social, and spiritual challenges that their patients face on a daily basis. A proposed shift in nursing curricula would utilize Wilber’s model to address nursing students’ integral educational needs in an effort to create nurses who are capable of caring deeply for patients, acting as agents of change, and who experience the art of nursing as a potentially transformative experience.

Caring Science Curriculum and the Robot Revolution: A Call to Action

2019 ◽  
Vol 23 (2) ◽  
pp. 149-156
Author(s):  
Claire Mallette ◽  
Mary Packard ◽  
Claudia Grobbel ◽  
Donald Rose
Keyword(s):  
Nursing Education ◽  
Science Curriculum ◽  
Window Of Opportunity ◽  
Technological Advancement ◽  
Call To Action ◽  
Nursing Curricula ◽  
Caring Science ◽  
Role Of Nursing ◽  
Future Of Nursing

With ongoing technological advancement and the introduction of robotics within healthcare, debates related to the future of nursing and the role of nursing education are paramount. While these advancements can be viewed as the next wave of technology, it becomes more urgent than ever to ground nursing curricula in caring science. The robot revolution has generated a window of opportunity for nursing education to lead curricula change with the focus becoming on the space created at the convergence of nurse, technology, and the persons entrusted to our care.

Educating the Future eHealth Professional Nurse

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Richard G Booth
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Interdisciplinary Collaboration ◽  
Literacy Education ◽  
Nursing Informatics ◽  
New Paradigm ◽  
Care Nurse ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Client Care

Nursing is at the cusp of a truly revolutionary time in its history with the emergence of electronic health (eHealth) technologies to support client care. However, technology itself will not transform healthcare without skilled practitioners who have the informatics background to practice in this new paradigm of client care. Nurse educators have been slow to react to the matter of the necessary knowledge, skills, and practice competencies required for nurses to function as eHealth practitioners. Specifically, undergraduate nursing education must take a proactive stance towards curriculum development in the areas of eHealth and informatics. The purpose of this paper, therefore, is to propose recommendations about the review and redesign of nursing curricula in relation to nursing informatics. Recommendations include increased information literacy education, interdisciplinary collaboration, and client-centred technologies. Recommendations for faculty development in nursing informatics are also provided.

scholarly journals Quality and Safety Competencies in Undergraduate Nursing Education: Where are we now?

2021 ◽  
Keyword(s):  
Nursing Education ◽  
Faculty Development ◽  
Development Program ◽  
The United States ◽  
Quality And Safety ◽  
Development Programs ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Implementation Purpose ◽  
Post Test

BACKGROUND: Medical errors are the third leading cause of death in the United States. To address this problem, a concerted effort by nurse educators to integrate Quality and Safety Education for Nurses (QSEN) competencies into nursing curricula is relevant. There is a need for innovative educational strategies, faculty development, and implementation approaches to support successful QSEN competency implementation. PURPOSE: The purpose of this research was to evaluate a faculty development course that included QSEN competency education, resources, and support. METHODS: A pretest posttest design was used and 19 nursing faculty from a northeast U.S. public college participated in the program. Participants completed the National QSEN Faculty Survey before and after a 6-part QSEN competency-based training course. Descriptive statistics and the chi-square statistical test were used to compare means of pretest and post-test responses. RESULTS: Results indicated a significant increase of incorporating the QSEN competencies in nursing courses following the faculty development program. The most helpful QSEN resource was found to be the QSEN website followed by the Institute for Healthcare Improvement (IHI) in pre and post-test results. Case studies, lectures, and group projects were the most frequently used teaching strategies, and the classroom was found to be the setting where most faculty integrated QSEN competencies into their courses. IMPLICATIONS: Faculty development programs are an effective method of providing support for the integration of QSEN competencies into the undergraduate nursing curricula. Evaluation of faculty development programs is essential so that effective programs can be shared and sustained. Keywords: QSEN, competencies, faculty development, quality, safety

Integrating Technology in Preschool Science and Inquiry

2017 ◽  
pp. 1470-1493
Author(s):  
Ornit Spektor-Levy ◽  
Inna Plutov ◽  
Naama Israeli ◽  
Netta Perry
Keyword(s):  
Technology Integration ◽  
Social Interactions ◽  
Professional Lives ◽  
Preschool Curriculum ◽  
Preschool Classrooms ◽  
Science Technology ◽  
Integrating Technology ◽  
Integration Of Technology ◽  
The Future ◽  
Successful Technology

Technology has brought about considerable changes in our private, social and professional lives, as well as in our culture and values. Therefore, educational frameworks should make an effort to become more relevant for young students and prepare them for the future in all aspects of career and life, with a focus on Science, Technology, Engineering and Math (STEM). This chapter will discuss the opportunities and challenges of integrating technology into preschool classrooms (3-6 years of age). It attempts to determine the essence of judicious, proportionate, and beneficial integration of technology in preschool, with a particular focus on science and inquiry. Consideration is given to maintaining the children's creativity, their joy of play, their concrete and sensory exploration, their unmediated observation of their environment, their social interactions, and their safety. Examples of actual practices from preschool classrooms are presented followed by recommendations for successful technology integration in preschool curriculum.

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