KWAZULU-NATAL COLLEGE OF NURSING

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KWAZULU-NATAL COLLEGE OF NURSING

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1. KWAZULU-NATAL COLLEGE OF NURSING PRESENTATION ON BEST PRACTICES - CURRICULUM DEVELOPMENT BY DR L.L. NKONZO-MTEMBU

2. Districts of KwaZulu-Natal Here we are Campuses spread in the various districtsHere we are Campuses spread in the various districts

3. Introduction Curriculum development in KZN College of Nursing has truly been an experience in crossing new frontiers. A common curriculum for KZNCN has been conceptualized since 1996. Several models proposed. KZNCN achieved full accreditation in October 2004 and duly recognised by SANC on this date. Single KZNCN with a uniform curriculum came into effect on 01 July 2005, marked by the first intake of students for the 4 year nursing programme (R425). Introduction Curriculum development in KZN has been truly an experience in crossing new frontiers, given the topographical nature of the province, diverse cultures, health needs, socio-economic patterns, political diversity, rural ? urban differences etc. A common curriculum for nursing education in KZN has been the topic of discussion and planning since 1996. Research and costing exercises done for the rationalization and amalgamation of the 3 Nursing Colleges Ngwelezana, Edendale & Natal College of Nursing. Several models were proposed. The 3 campus model The 5 campus model With a consortium of University affiliations. However, a single College with a single curriculum came into operation on the 01 July 2005, marked by the first intake of the 4 year course students for the R425 nursing programme ? intake of 790 students. The College achieved full accreditation status in October 2004 and was duly recognised by the South African Nursing Council on this date. Introduction Curriculum development in KZN has been truly an experience in crossing new frontiers, given the topographical nature of the province, diverse cultures, health needs, socio-economic patterns, political diversity, rural ? urban differences etc. A common curriculum for nursing education in KZN has been the topic of discussion and planning since 1996. Research and costing exercises done for the rationalization and amalgamation of the 3 Nursing Colleges Ngwelezana, Edendale & Natal College of Nursing. Several models were proposed. The 3 campus model The 5 campus model With a consortium of University affiliations. However, a single College with a single curriculum came into operation on the 01 July 2005, marked by the first intake of the 4 year course students for the R425 nursing programme ? intake of 790 students. The College achieved full accreditation status in October 2004 and was duly recognised by the South African Nursing Council on this date.

4. University Affiliation KwaZulu-Natal College of Nursing is affiliated to the two (2) residential Universities namely:- University of KwaZulu-Natal University of Zululand. An academic affiliation agreement has been entered into between the two (2) universities and KZN Dept of Health. Sub-campuses fall outside the University affiliation agreement as they do not offer the 4 year training programme. KwaZulu-Natal College of Nursing is affiliated to the two (2) residential Universities namely:- University of KwaZulu-Natal University of Zululand. An agreement has been entered into between the two (2) universities and KZN Dept of Health. Sub-campuses fall outside the University affiliation agreement as they do not offer the 4 year training programme. KwaZulu-Natal College of Nursing is affiliated to the two (2) residential Universities namely:- University of KwaZulu-Natal University of Zululand. An agreement has been entered into between the two (2) universities and KZN Dept of Health. Sub-campuses fall outside the University affiliation agreement as they do not offer the 4 year training programme.

5. Organizational Structure ? KwaZulu Natal College of Nursing Organizational Structure An illustration of the campuses. 7 Southern Region Campuses:- Addington Edendale Grey?s Prince Mysheni Port Shepstone RK Khan King Edward 8th 4 Northern Region Campuses:- Benedictine CJM Ngwelezana Madadeni Organizational Structure An illustration of the campuses. 7 Southern Region Campuses:- Addington Edendale Grey?s Prince Mysheni Port Shepstone RK Khan King Edward 8th 4 Northern Region Campuses:- Benedictine CJM Ngwelezana Madadeni

6. The KwaZulu-Natal College of Nursing There are 25 nursing education institutions in KwaZulu-Natal, Dept of Health comprising of 11 campuses and 14 sub-campuses. Approximately 5 000 nursing students on training at any one given time. About 300 nurse educators. The KZN College of Nursing constitutes of approximately +/- 780 funded posts in it?s establishment. Annual allocated budget for nursing education R 270 million devolved for 25 nursing education institutions. Principals appointed as Responsibility Managers for annual budget.

7. Purpose of unified curriculum (Best Practice) A co-ordinated and efficient nursing education system in the province. Single Curriculum Single Examination system Policies and Procedures same for all campuses Uniform nursing education standards Transferability of students from campus to another campus Cost containment-duplication of services eradicated e.g. governance of the College. Portability of academic credits from campus to another campus Purpose of unified curriculum (Best Practice) A co-ordinated and efficient nursing education system in the province. Single Curriculum Single Examination system Policies and Procedures same for all campuses Uniform nursing education standards Transferability of students Cost containment-duplication of services eradicated e.g. governance of the College. Purpose of unified curriculum (Best Practice) A co-ordinated and efficient nursing education system in the province. Single Curriculum Single Examination system Policies and Procedures same for all campuses Uniform nursing education standards Transferability of students Cost containment-duplication of services eradicated e.g. governance of the College.

8. Vision To lead in Nursing Education and to achieve excellence in nursing practice through education and training of nurses registrable with the South African Nursing Council (SANC) and South African Qualifications Authority (SAQA) at Basic and Post Registration levels. Vision To lead in Nursing Education and to achieve excellence in nursing through education and training of nurses registrable with the South African Nursing Council (SANC) and South African Qualifications Authority (SAQA) at Basic and Post Registration levels.Vision To lead in Nursing Education and to achieve excellence in nursing through education and training of nurses registrable with the South African Nursing Council (SANC) and South African Qualifications Authority (SAQA) at Basic and Post Registration levels.

9. Mission To produce caring and competent nurses and clinical nurse specialists that will be responsive to the current and future health care needs of the people of KwaZulu-Natal by empowering them with nursing knowledge, skills, values and attributes in a supportive and therapeutic environment. Mission To produce caring and competent nurses and clinical nurse specialists that will be responsive to the current and future health care needs of the people of KwaZulu-Natal by empowering them with nursing knowledge, skills and attributes in a supportive and therapeutic environment.Mission To produce caring and competent nurses and clinical nurse specialists that will be responsive to the current and future health care needs of the people of KwaZulu-Natal by empowering them with nursing knowledge, skills and attributes in a supportive and therapeutic environment.

10. Planning for the Single, Uniform Curriculum Began in September 2002 with a 4 day strategic workshop Situational analysis completed to include various aspects of nurse training. Consultation of all stakeholders and student representatives Nursing Education Steering Committee formed Sub-committees Curriculum committee Subject sub-committee Examination task team Planning for the Single, Common Curriculum This all began in September 2002 as a major participative activity. A four day workshop was held in Durban at the Coastlands Convention Centre. All nurse educators from the 3 ex-Colleges of Nursing, university representatives from the 3 affiliated universities and student representative participated. This was a time for brain storming and a situational analysis of:- needs, health patterns in the different districts of KZN. Current availability of clinical facilities The problems and difficulties of learners Health priorities ? provincial and national Type of curriculum desired Structure of courses in each year of training, credits, philosophy, vision, mission, core values, exit opportunities, RPL In these 4 days, sharing of ideas, mixing and getting to know the people of other nursing education institutions was most favourable to set the scene for change. A nursing education steering committee was formed and sub-committees identified. Curriculum committee Subject sub-committees e.g. midwifery, social science, community health science Examination task teamPlanning for the Single, Common Curriculum This all began in September 2002 as a major participative activity. A four day workshop was held in Durban at the Coastlands Convention Centre. All nurse educators from the 3 ex-Colleges of Nursing, university representatives from the 3 affiliated universities and student representative participated. This was a time for brain storming and a situational analysis of:- needs, health patterns in the different districts of KZN. Current availability of clinical facilities The problems and difficulties of learners Health priorities ? provincial and national Type of curriculum desired Structure of courses in each year of training, credits, philosophy, vision, mission, core values, exit opportunities, RPL In these 4 days, sharing of ideas, mixing and getting to know the people of other nursing education institutions was most favourable to set the scene for change. A nursing education steering committee was formed and sub-committees identified. Curriculum committee Subject sub-committees e.g. midwifery, social science, community health science Examination task team

11. Curriculum Development Reviewed many definitions Reviewed many models and frameworks Approach to curriculum design Selected an outcome based model with a strong Community and Primary Health Care approach. Curriculum Development Curriculum development is a broad concept that encompasses all the process of producing an educational programme and the implementation thereof from the initial idea, through to monitoring and review of its operations. Curriculum Development Curriculum development is a broad concept that encompasses all the process of producing an educational programme and the implementation thereof from the initial idea, through to monitoring and review of its operations.

12. Approach to Curriculum Design Outcome Based Approach adopted to align with SANC and NQF requirements. Curriculum planning focused on outcomes of curriculum i.e. set of exit outcomes / competencies Approach to Design An outcome based approach was adopted which is a requirement of the NQF and SANC. Based on the paradigm that it is important to know what all learners will be able to know and do at the end of the learning period. Thus the education programme had to be structured in such a way that outcomes can be achieved and that Learners are equipped with knowledge, skills and qualities appropriate to the programme This means that the curriculum planning starts with where we want our learners to ultimately end up i.e. a set of exit outcomes followed by specific outcomes per unit of learning.Approach to Design An outcome based approach was adopted which is a requirement of the NQF and SANC. Based on the paradigm that it is important to know what all learners will be able to know and do at the end of the learning period. Thus the education programme had to be structured in such a way that outcomes can be achieved and that Learners are equipped with knowledge, skills and qualities appropriate to the programme This means that the curriculum planning starts with where we want our learners to ultimately end up i.e. a set of exit outcomes followed by specific outcomes per unit of learning.

13. Macro-Curriculum Project driven by leadership of the 3 affiliated universities including UNISA. Formulated the following:- Qualification matrix Credit matrix Exit level matrix Assessment criteria Critical crossfield outcomes Subject descriptions Course outline Macro Curriculum Driven by Leadership of the 3 universities namely Unisa, UKZN and the University of Zululand And Campus Principals Following formulated The qualifications matrix Credit matrix Exit level outcomes Assessment Criteria Critical crossfield outcomes Subject descriptions Course outlineMacro Curriculum Driven by Leadership of the 3 universities namely Unisa, UKZN and the University of Zululand And Campus Principals Following formulated The qualifications matrix Credit matrix Exit level outcomes Assessment Criteria Critical crossfield outcomes Subject descriptions Course outline

14. Micro-Curriculum Nurse educators from various subject sub-committees completed the micro-curriculum process. This process promoted ownership of the curriculum development Study guides created for learners for each subject Revised curriculum presented to the KZNCN Governance Structures:- College Senate for recommendation College Council for approval and SANC for approval Micro-Curriculum Tutors from various subject sub-committees completed this aspect This promoted ownership of the new curriculum Study guides created for learners for each subject Curriculum approved by:- Senate College Council SANCMicro-Curriculum Tutors from various subject sub-committees completed this aspect This promoted ownership of the new curriculum Study guides created for learners for each subject Curriculum approved by:- Senate College Council SANC

15. Exit Opportunities This nursing training programme (R425) is designed in such a manner that nurse learners would be able to exit with the following nursing qualifications after completion of:- 1st year: Auxiliary Nurse 2nd year: Enrolled Nurse 3rd year: General Nurse 4th year: Comprehensive professional nurse with nursing qualifications: General Nursing Midwifery Mental Nursing Community Health Exit Opportunities This programme was designed in such a manner that the learner would be able to exit at:- 1st year as an Auxiliary Nurse 2nd year as an Enrolled Nurse 3rd year as a General Nurse 4th year with a full qualificationExit Opportunities This programme was designed in such a manner that the learner would be able to exit at:- 1st year as an Auxiliary Nurse 2nd year as an Enrolled Nurse 3rd year as a General Nurse 4th year with a full qualification

16. Examination System Planning (Best Practice) Lessons and experiences of former 3 Nursing Colleges considered Each Nursing College had it?s unique evaluation / examination system. The examination model of the former Natal College of Nursing adopted. Subject sub-committee members elected via College Senate ? meet annually. 1 nurse educator per campus. KZNCN has 11 campuses. Examiner and co-examiner set exam paper ? appointed for 3 years Exam setting and exam marking done centrally at KZNCN Moderation ? shared by two affiliated Universities Examination Planning (Best Practice) Experience of each College considered Each one unique in it?s own way Model of previous Natal College of Nursing adopted. Subject sub-committee members elected via Senate ? meet annually. 1 tutor per campus Examiner and co-examiner set exam paper ? appointed for 3 years Exam setting and exam marking done centrally Moderation ? shared by two Universities Examination Planning(Best Practice) Experience of each College considered Each one unique in it?s own way Model of previous Natal College of Nursing adopted. Subject sub-committee members elected via Senate ? meet annually. 1 tutor per campus Examiner and co-examiner set exam paper ? appointed for 3 years Exam setting and exam marking done centrally Moderation ? shared by two Universities

17. Implementation Practices Examination System Uniform exam policies and procedures in place. All examinations scheduled for same day, same time, same exam paper Exam entry requirements 40% for theory 50% for practical Minimum 80% attendance for theory and practica per examination. (has reduced absenteeism) 25% continuous assessment ? final mark Implementation Practices Examination System Single exam policies and procedures. All examinations scheduled for same day and time Exam entry requirements 40% for theory 50% for practical Minimum 80% attendance for theory and practica per examination. (has reduced absenteeism) 25% continuous assessment ? final mark Implementation PracticesExamination System Single exam policies and procedures. All examinations scheduled for same day and time Exam entry requirements 40% for theory 50% for practical Minimum 80% attendance for theory and practica per examination. (has reduced absenteeism) 25% continuous assessment ? final mark

18. Implementation Practices Examination System cont. Clinical Examinations 1st Year OSCE 2nd Year OSCE 3rd Year Comprehensive examination in clinical situation 4th Year Comprehensive examination in clinical situation Moderation: Shared between the two affiliated Universities. Learners currently in 2nd year programme. Implementation Practices Examination System cont. Clinical Examinations 1st Year OSCE 2nd Year OSCE 3rd Year Comprehensive examination in clinical situation 4th Year Comprehensive examination in clinical situation Moderation: Shared between the two affiliated Universities. Learners currently in 2nd year programme.Implementation PracticesExamination System cont. Clinical Examinations 1st Year OSCE 2nd Year OSCE 3rd Year Comprehensive examination in clinical situation 4th Year Comprehensive examination in clinical situation Moderation: Shared between the two affiliated Universities. Learners currently in 2nd year programme.

19. Examination Schedule

20. Examination Schedule cont.

21. Uniform Policy and Guidelines Learner Information Guide and Student Rules Approved by the College Senate and College Council. The guide contains all the information learner needs to know for academic programme and academic progress e.g. promotion to next level of training Examination timetable Disciplinary Rules Application for special examination Structure of nurse training programme etc. This is the ?Bible? for nurse learners and for nurse education management. Best Operating Practices Learner Information Guide and Student Rules Important document ? Approved by the Senate and College Council. Contains all the information learner needs to know for Academic progress. Requirements for promotion to next level Entry to exam requirements Examination timetable Disciplinary Rules Application for special examination Structure of programme etc. This is the ?Bible? for students and managementBest Operating Practices Learner Information Guide and Student Rules Important document ? Approved by the Senate and College Council. Contains all the information learner needs to know for Academic progress. Requirements for promotion to next level Entry to exam requirements Examination timetable Disciplinary Rules Application for special examination Structure of programme etc. This is the ?Bible? for students and management

22. Management of Transitional / Pipeline Nurse Students Each former nursing College continues with: Old curriculum Old examination system Old student rules and policies until phased out in Dec 2008. The old and current teaching curriculum programmes run concurrently. The new KZN College of Nursing is continually supported by the new College Senate, College Council, Head Office and Institutional Management, affiliated residential Universities and communities. Transitional Arrangements for Students (Best Practice) Each ex-nursing College continues with: Old Curriculum Examinations Student rules and policies until phased out in Dec 2008. New programmes run concurrently for students who commenced on 01 July 2005. Academic Support by new Senate and new College Council Transitional Arrangements for Students (Best Practice) Each ex-nursing College continues with: Old Curriculum Examinations Student rules and policies until phased out in Dec 2008. New programmes run concurrently for students who commenced on 01 July 2005. Academic Support by new Senate and new College Council

23. Conclusion The process of curriculum development, implementation, evaluation and monitoring did not occur in isolation. The process was affected by political changes, changes in the National Education Policy, Disease Profiles in KZN and by socio-economic changes. The process was not radical but evolutionary. The principle of continuous consultation with relevant stakeholders facilitated the process. Conclusion Many moths and years of planning resulted in what we think is a solid foundation to kick off the implementation of a new College and a new curriculum. Conclusion Many moths and years of planning resulted in what we think is a solid foundation to kick off the implementation of a new College and a new curriculum.


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