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MOVING FROM A DISEASE-MODEL TO A NURSING/ID CURRICULUM. Donna D. Ignatavicius, MS, RN, ANEF President, DI Associates, Inc. www.diassociates.com diassociates@earthlink.net. Curriculum is:. Formal and informal Content and process Designed to help learners— Acquire skills

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moving from a disease model to a nursing id curriculum

MOVING FROM A DISEASE-MODEL TO A NURSING/ID CURRICULUM

Donna D. Ignatavicius, MS, RN, ANEF

President, DI Associates, Inc.

www.diassociates.com

diassociates@earthlink.net

curriculum is
Curriculum is:
  • Formal and informal
  • Content and process
  • Designed to help learners—
    • Acquire skills
    • Apply gained knowledge
    • Develop clinical judgment
    • Alter attitudes
the nursing curriculum tends to
The Nursing Curriculum tends to:
  • Focus more on medical content than nursing practice
  • Use conventional teaching strategies that promote memorization
  • Rely on a linear knowledge-application model (evidence of thinking)
truth or myths about accreditation
Truth or Myths about accreditation?
  • NLNAC standards and SBNs focus more on content than process.
  • Accreditation and regulatory bodies require a disease-focused curriculum.
  • Accreditation and regulatory bodies are only concerned with written (formal) curriculum.
influence of nclex on curriculum
Influence of NCLEX® on Curriculum
  • Content issues
    • Increased pharmacology
    • Increased management of care
    • Focus on societal trends (e.g., disaster preparedness, emerging infections, aging, community-based practice)
influence of nclex on curriculum cont d
Influence of NCLEX® on Curriculum (cont’d)
  • Process issues
    • Nursing exam, not medical exam
    • Test concepts and principles
    • Success demonstrates minimal safety practices
emerging trends in nursing curricula content and structure
Emerging Trends in Nursing Curricula: Content and Structure
  • Focus on nursing concepts and care, not disease/illness
  • Focus on “need to know” for safe, beginning practice
  • Decrease time for “specialties”
  • Reflect societal/health care trends
emerging trends process
Emerging Trends: Process
  • Critical thinking as only one tool for developing clinical judgment (Scheffer and Rubenfeld, 2006)
  • Helping students learn how to think within the context of nursing practices (Ironside, 2005)
process cont d
Process (cont’d)
  • Coaching and guiding, rather than teaching (Tanner, 2006)
  • Increasing research on clinical judgment (using clinical reasoning)
  • Rethinking evaluation of ability to make clinical judgments
model of clinical judgment tanner 2006
Model of Clinical Judgment (Tanner, 2006)
  • Noticing
  • Interpreting
  • Responding
  • Reflection
small group reflection
Small Group Reflection:

What changes and/or trends in our curriculum should we seriously consider?