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.

scholarly journals Presence of the Reflective and Critical Thinking Capacity in Nursing Curricula in Iberian America

2020 ◽  
Vol 38 (3) ◽  
Author(s):  
Lucila Cárdenas Becerril ◽  
María Antonia Jiménez-Gómez ◽  
María Dolores Bardallo-Porras ◽  
Jesús López-Ortega ◽  
Araceli Monroy-Rojas ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Group Dynamics ◽  
Test Case ◽  
Exploratory Research ◽  
Learning Group ◽  
Nursing Curricula ◽  
Nursing Education Research

Objective. The objective was to identify the presence of the capacity for reflexive-critical thinking or similar, in Nursing Curricula in Iberian America. Methods. The article gathers the results of one of the objectives of the macro-project developed by the Iberian American Network on Nursing Education Research, titled Strategies to develop reflective and critical thinking in nursing students: Iberian America situation. To achieve this, a descriptive and exploratory research was conducted with qualitative approach. An instrument created for this project was used, along with some guiding questions to focus the information. Results. Eight countries participated (Bolivia, Brazil, Colombia, Ecuador, Spain, Mexico, Peru, and Venezuela), which contributed information from 189 curricular plans. The R&CT was found in the majority of the curricula, although with diverse denominations. The principal learning strategies used were problem-based learning, group dynamics, reflective reading, clinical practice, and simulation laboratories. The evaluation methods used are the knowledge test, case analysis, and practical exam. Conclusion. Significant stress exists in the discourse and curricular organization. Incongruences were found and a clear inclination toward the formation of professionals with broad technical skills under a traditional, memory, banking and knowledge accumulation education.

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.

A study for the development of a curriculum development model for nursing education

1999 ◽  
Vol 4 (3) ◽  
pp. 3-11
Author(s):  
Louise De Villiers
Keyword(s):  
Nursing Education ◽  
Curriculum Development ◽  
Full Text ◽  
Theoretical Study ◽  
Development Model ◽  
Nursing Curriculum

The process and main findings of a qualitative, interpretative-theoretical study aimed at designing a model for curriculum development in nursing and formulating criteria for a new nursing curriculum, are discussed. OpsommingDie proses en algemene bevindinge van 'n kwalitatiewe, interpretatief-teoretiese studio, wat die ontwerp van 'n model vir kurrikulumontwikkeling in verpleegkunde en formulering van kriteria vir 'n nuwe verpleegkundekurri- kulum ten doel gehad het. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Failing Clinical Practice & the Unsafe Student: A New Perspective

2016 ◽  
Vol 13 (1) ◽  
pp. 109-116 ◽  
Author(s):  
Judith Marlene Scanlan ◽  
Wanda M. Chernomas
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Retrospective Analysis ◽  
Research Literature ◽  
Clinical Failure ◽  
Clinical Teachers ◽  
Student Practice ◽  
New Perspective ◽  
The Relationship

AbstractStudents who fail clinical courses is a long standing issue in nursing education. Although faculty intuitively “know” a student is in clinical difficulty, the research literature is limited to delineating and describing characteristics of these students. A retrospective analysis of students’ files in which there was at least one clinical failure was conducted to identify clinical failure indicators. Files included students who were successful, required to withdraw, or voluntarily withdrew. This study integrates these characteristics in a manner not discussed in the literature. Two themes emerged that characterize student practices: (i) How students are in practice and (ii) Aspects of practice. A third theme surfaced as clinical teachers responded to these students by labelling the practice unsafe and increasing vigilance. A model was developed that shows the relationship between these characteristics and unsafe student practice.

scholarly journals A Quantitative Study of Nursing Faculty’s Personal and Professional Use of Technology

2017 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Research Question ◽  
Behavioral Intent ◽  
Significant Evidence ◽  
Use Of Technology ◽  
Intent To Use ◽  
Nursing Education Research ◽  
Quantitative Correlational Study ◽  
The Relationship

The purpose of this quantitative correlational study was to determine if there is a relationship between nursing faculty’s acceptance and intent to use technology, with the adoption of informatics in nursing education. The framework that guided this study was the Unified Theory of Acceptance and Use of Technology 2. The study was guided by three research questions. Research question 1 asked the relationship between nursing faculty use of informatics in nursing education? There is significant evidence to support the claim there is a relationship between faculty’s user acceptance/behavioral intent to use technology and the adoption of informatics in nursing education. Research question 2 asked the relationship between the constructs of UTAUT2 and the behavior intent of the nursing faculty to use technology? The results support a relationship between the UTUAT2 constructs and behavioral intention to use technology thus the alternate hypothesis was supported. Research question 3 asked the relationship between age, gender, and experience of nurse faculty moderators that influence performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on personal behavior intent to use technology. The results indicated there is not significant evidence to support the claim that there is a relationship between behavioral intent to use technology and the age, gender, or experience of faculty. The results suggest that faculty’s personal and professional use of technology influences the integration of informatics into curriculum.

scholarly journals Evaluating the Relationship Between Initial Injury, Referral to A Pain Clinic, and Medical Retirement from the Army: A Retrospective Analysis

2021 ◽  
Vol 186 (Supplement_1) ◽  
pp. 502-505
Author(s):  
Justin J Stewart ◽  
Diane Flynn ◽  
Alana D Steffen ◽  
Dale Langford ◽  
Honor McQuinn ◽  
...  
Keyword(s):  
Chronic Pain ◽  
Retrospective Analysis ◽  
Extended Period ◽  
Pain Clinic ◽  
Outcome Variable ◽  
Future Research ◽  
Curvilinear Relationship ◽  
The Impact ◽  
Pain Care ◽  
The Relationship

ABSTRACT Introduction Soldiers are expected to deploy worldwide and must be medically ready in order to accomplish their mission. Soldiers unable to deploy for an extended period of time because of chronic pain or other conditions undergo an evaluation for medical retirement. A retrospective analysis of existing longitudinal data from an Interdisciplinary Pain Management Center (IPMC) was used to evaluate the temporal relationship between the time of initial duty restriction and referral for comprehensive pain care to being evaluated for medical retirement. Methods Patients were adults (>18 years old) and were cared for in an IPMC at least once between May 1, 2014 and February 28, 2018. A total of 1,764 patients were included in the final analysis. Logistic regression was used to evaluate the impact of duration between date of first duty restriction documentation and IPMC referral to the outcome variable of establishment of a permanent 3 (P3) profile. Results The duration between date of first duty restriction and IPMC referral showed a curvilinear relationship to probability of a P3 profile. According to our model, a longer duration before referral is associated with an increased probability of a subsequent P3 profile with the highest probability peaking at 19 months. The probability of P3 declines gradually for those who were referred later. Discussion This is the first time the relationship between time of initial duty restriction, referral to an IPMC, and subsequent P3 or higher profile has been tested. Future research is needed to examine medical conditions listed on the profile to see how they might contribute to the cause of referral to the IPMC. Conclusion A longer duration between initial duty restriction and referral to IPMC was associated with higher odds of subsequent P3 status for up to 19 months. Referral to an IPMC for comprehensive pain care early in the course of chronic pain conditions may reduce the likelihood of P3 profile and eventual medical retirement of soldiers.

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.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

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