Objectives

Describe forces and issues driving nursing

education in the 21st century.
Apply at least one theory to nursing
education.
Define components of curriculum
development and design & redesign.
Identify different approaches to teaching.
Explain teaching methodologies applicable
for adult learners.
 Then Now
Then: Traditional approach
objectives with closely orchestrated
learning experiences; faculty
controlled
Now: Competencies and outcomes;
focus on end product; faculty-
student collaborative learning
process
External Forces & Issues Driving
Nursing Education
MDGs
Global issues
- global violence
- demographic changes
- technological advances
- globalization
- environmental challenges
 Internal Forces & Issues
Driving Nursing Education
WHO Standards for Basic
Nursing Education (2009)
Nursing care delivery systems
Nursing shortage
New and emerging degrees
21 competencies for the 21st
century (Bellack & ONeil, 2000)
Strategies to identify Forces and
Issues in Indonesia related to
Nursing Education
Comparison of WHO Standards with
nursing education programs in
Indonesia
Environmental scan
Forecasting
Epidemiology
Survey research/Consensus building
Learning & Education Theories

Boyers Scholarship of
Engagement
Kolbs Learning Cycle
Blooms taxonomy of learning
objectives
Knowless adult learning theory
 Components of Curriculum
Development and Design
Type of undergraduate nursing
program: diploma, associate or
baccalaureate degree
Curriculum design:
- blocked content
- integrated content
Sequencing of courses (master plan)
 Use of Theory in Curriculum
Development

Single specific
nursing theory or
model
Concepts from
multiple theories
or models
Next Steps
Mission
Vision
Core Values
Philosophy
Competencies
(with leveling)
Curriculum outcomes
Quality improvement
activities
 Accrediting Bodies
National League for Nursing Accrediting
Commission (NLNAC)
Commission on Collegiate Nursing
Education (CCNE)
 Teaching Approaches
Lecture
Problem-based learning
Competency-based learning
Concept mapping
Portfolio
Self-learning packets
 Student Learning Styles

Characteristics
of the learner
Diversity of
learners
Learning style
preferences
 Types of Learners

Visual (25%)

Auditory (30%)

Kinesthetic (45%)

http://en.wikipedia.org/wiki/Kinesthetic
_learning
 Learning Style Knowledge Retention
Lecture - 10%
Reading - 20%
Audio-visual - 30%
Demonstration - 50%
Discussion group - 75%
Practice by doing - 85%
Teaching others - 90%
Immediate - 90%
application in real
situation (National Training Laboratory
Institute, Alexandria, VA, 2006)
 Learning Style Assessment Tool

http://www.vark-
learn.com/Indonesian/page.asp?p=questionnaire
What do we want to stick ?
Disease processes
Assessment data
Critical thinking
Nursing diagnoses
Interventions
Emergent care
Desired outcomes
Customer service
 Adult learner education
components
Reflection:
Analysis of
experiences,
observations,
feelings, and
perceptions
Strategies include
thinking out
loud; journaling
Adult learner education
components
Understanding &
Making Connections:
between anatomy,
physiology,
pathophysiology,
disease processes,
interventions,
medications, patient
care, patient teaching,
impact on family,
community
Care mapping;
concept maps, care
planning, etc.
Interactive Learning
Methodologies
Action methods
Literature
Art
Memory aides
 Action Methods
Drama
Case scenarios
Simulation
Soap operas/television
segments
Hmong Practices
 Case Scenarios

Labor Patients
Simulation

Perinatal
Loss
Time with my son (D. Armstrong, 2001)
Literature
(D. Armstrong, 2001)

Ignaz Semmelweis
 Art
Audio clips
Video clips
Photography
Artwork
Postpartum Hemorrhage
Memory Aides
Acronym
Visual aides
Poetry
Music
Games
 BUBBLE-HER (acronym)
B breasts
U uterus
B bowels
B bladder
L lochia
E episiotomy (stitches)/ laceration/incision
H Homans sign
E emotional status
R RhoGam candidate? Rubella vaccine?
Cardinal Movements of the Fetus
Descent
Flexion
Internalrotation
Extension
Restitution
External Rotation
Expulsion
 Its a Decel
(tune of Clementine)

Its a decel; its a decel

to the left and to the right
Turn the Pit off; grab the 02
Let the doc know were all right!
 Hang the Mag
(tune of Taps)

Hang the Mag; or shell seize

Dont you know that she has
clonus three?
Hang the Mag; or shell seize
Wont you, please?
 Games
PerinatalTrivial Pursuit
Postpartum Bingo
Want to be a Millionaire
Are you Smarter than a
Student Nurse?
 Small Group Learning Activity
Break into small groups
Choose a topic (disease process,
assessment data, nursing
interventions, emergent care, desired
outcome, etc.)
Choose an interactive learning
process
Create your tool to Make It Stick!
Share Time
 Future Trends & Issues in
Nursing Education
Increased collaboration between nursing practice
and nursing education
Increased emphasis on collaboration between
healthcare disciplines
Increased development of educational products for
faculty and students
Increased student and nurse mobility (including
increased licensure mobility)
Increased distance (online) learning
Schools of nursing providing ongoing professional
development for competence requirements
Increased teaching of evidence-based practice.
 References
Bellack , J.P., & ONeil, E.H. (2000). Recreating nursing
practice for a new century: Recommendations and
implications of the Pew Health Professions Commissions
final report. Nursing & Health Care Perspectives, 21(1),
14-21.
Billings, D.M. & Halstead, J.A. (2009). Teaching in
nursing: A guide for faculty (3rd Ed). St. Louis, Missouri:
Saunders Elsevier.
National League for Nursing. (2007). The scope of
practice for academic nurse educators. New York, NY:
NLN.
World Health Organization. (2009). Global standards for
the initial education for professional nurses and midwives.
Retrieved April 12, 2010, from World Health Organization
website: http://www.who.int/hrh/nursing_midwifery/en/