WEEK 5: TRANSFORMING NURSING EDUCATION
[ 21ST CENTURY NURSE EDUCATORS ]
In order to transform nursing practice to meet the needs of healthcare in the 21st century, we must start by reexamining and enhancing nursing education in both the academic and clinical settings. Based on the increased complexity of disease and illness and the increased demands on scope of practice within the nursing profession, we simply cannot expect nurses to improve practice if we are solely relying on the time-honored traditions commonly seen in nursing education today (Glasgow, Dunphy & Mainous, 2010). Nurse educators in both settings are being challenged to bring forth creative and innovative student-centered approaches in order to create an environment that fosters learning (Dalley, Dandela & Benzel-Lindley, 2008), addresses a variety of multiple intelligences, and builds upon the necessary skills of clinical reasoning, clinical judgment, and critical thinking. For interesting statistics and information, see the 2011 AANC Annual Report – Shaping the Future of Nursing Education or the 2014 Annual Report – Budling a Framework for the Future; Advancing Higher Education in Nursing.
Despite the advances in health care, clinical education in nursing has not changed much in order to meet the increased needs of our patients (Ironside, McNelis & Ebright, 2014). As we know, recommendations of the IOM (2010) include the push for nurses to practice to the full extent of their education and training and the need for education system improvement. With the recent paradigm shifts from teacher-centered instruction to student-centered learning have required nurse educators to re-think their educational approaches. Academic nurse educators are being challenged to develop innovative, cost-effective, and high-quality teaching strategies that prepare nursing students for real-world practice. Alternatively, clinical nurse educators are being challenged to transform nursing education by inspiring excellence in practice; professional development, continuing education, and competencies. Engaging nurses in continuing education and life-long learning will provide nurses with the ability to impact and improve healthcare delivery and patient outcomes (Clark, Julmisse, Marcelin, Merry, Tuck & Gagnon, 2015). Though widely used in graduate level nursing, as we continue to move forward in health care it may also be beneficial for schools of nursing, as well as nursing employers, to begin to incorporate the use of Quality and Safety Education for Nurses (QSEN) competencies across the continuum. Utilizing QSEN competencies will allow nurses to gain essential knowledge, skill, and attitudes about providing safe, quality nursing care in areas such as quality improvement, patient safety, teamwork and collaboration, evidence-based practice, informatics and patient-centered care (Sherwood & Zomorodi, 2014).
Traditional educational practices in nursing relied heavily on the use of lecture in larger classroom settings as well as testing as a means of evaluation. Benner, Sutphen, Leonard & Day (2010) state that as we continue to add additional content into an already crowded curriculum, traditional teacher-centered approaches are no longer beneficial in assisting the students to develop critical thinking skills which are necessary for today’s health care. Revising the curriculum will allow for the use of a broader range of innovative, student-centered teaching strategies such as the use of simulations, skills labs, and case studies. In order to promote student success, academic educators should also focus on the use of a broader range of assessment techniques that provide both formative and summative assessments to gauge the effect of teaching strategies on student learning as well as to gain a better understanding of what the students are actually learning. Using a variety of teaching strategies and learning assessments will allow the focus to be taken away from traditional methods of test taking and will better prepare the students to apply critical thinking skills as they enter the challenging world of nursing practice. Implementing the use of nurse residency programs, though challenging for various reasons, is another way to promote safe, quality care by allowing for a smooth transition into practice. Nurse residency programs will allow for new nurses to gain a better understanding of the provision of nursing care, will prepare them to practice to the fullest extent of their scope, and will help to close the education practice gaps (Benner, Sutphen, Leonard & Day, 2010; IOM, 2010).
Twenty-first-century learners have grown up in a world full of technology and as we continue to see technological advances in healthcare, we must incorporate this into learning (Clark et al., 2015). Based on IOM (2010) recommendations gaining competency in leadership, teamwork, communication and advocacy, clinical nurse educators are beginning to incorporate the use of academic-practice partnerships and transdisciplinary approaches to enhance student learning. As we know, simulations serve as an effective teaching strategy to expose students to complex patient care scenarios without associated risks of causing patient harm. Glasgow, Dunphy & Mainous (2010) state that transdisciplinary simulation approaches expose students to the complexities of teamwork in the clinical setting and serve to promote collaboration across disciplines as well as the development of crucial conversations that are necessary to create a safe, healthy environment for patients. What a great way to promote the inclusion of technology as well as comply with the IOM recommendations.
As a nurse in an emergency department, I recognize and understand the significance of an unpredictable and ever-changing environment. Being a nurse in this setting requires a lot of flexibility and critical thinking as your day will likely never go as planned; a stable patient may suddenly code, you may get bodily fluids on your scrubs, or you may see a familiar face roll in on an ambulance with a life-sustaining injury, etc. I adapt easily to change and find it relatively easy to roll with the punches. My ability to be flexible and to be a forward, critical thinker, will allow me to stay open-minded to advances in health care as well as nursing education. This mindset will be valuable to me as an academic or clinical nurse educator as I begin to develop and implement teaching strategies and assessment techniques to engage students in participation and promote learning. Throughout my time in this course, I have been able to develop a better understanding of student-centered learning, including the development objective and outcomes that are consistent with Bloom’s Taxonomy and the role that they play in student learning. Being a part of a generation that is considered technologically savvy, I feel that I will be able to adapt to technological advances in both health care and nursing education. I look forward to tackling the challenges of nursing education and becoming an integral part in transforming education for the 21st-century learner.
Despite the advances in health care, clinical education in nursing has not changed much in order to meet the increased needs of our patients (Ironside, McNelis & Ebright, 2014). As we know, recommendations of the IOM (2010) include the push for nurses to practice to the full extent of their education and training and the need for education system improvement. With the recent paradigm shifts from teacher-centered instruction to student-centered learning have required nurse educators to re-think their educational approaches. Academic nurse educators are being challenged to develop innovative, cost-effective, and high-quality teaching strategies that prepare nursing students for real-world practice. Alternatively, clinical nurse educators are being challenged to transform nursing education by inspiring excellence in practice; professional development, continuing education, and competencies. Engaging nurses in continuing education and life-long learning will provide nurses with the ability to impact and improve healthcare delivery and patient outcomes (Clark, Julmisse, Marcelin, Merry, Tuck & Gagnon, 2015). Though widely used in graduate level nursing, as we continue to move forward in health care it may also be beneficial for schools of nursing, as well as nursing employers, to begin to incorporate the use of Quality and Safety Education for Nurses (QSEN) competencies across the continuum. Utilizing QSEN competencies will allow nurses to gain essential knowledge, skill, and attitudes about providing safe, quality nursing care in areas such as quality improvement, patient safety, teamwork and collaboration, evidence-based practice, informatics and patient-centered care (Sherwood & Zomorodi, 2014).
Traditional educational practices in nursing relied heavily on the use of lecture in larger classroom settings as well as testing as a means of evaluation. Benner, Sutphen, Leonard & Day (2010) state that as we continue to add additional content into an already crowded curriculum, traditional teacher-centered approaches are no longer beneficial in assisting the students to develop critical thinking skills which are necessary for today’s health care. Revising the curriculum will allow for the use of a broader range of innovative, student-centered teaching strategies such as the use of simulations, skills labs, and case studies. In order to promote student success, academic educators should also focus on the use of a broader range of assessment techniques that provide both formative and summative assessments to gauge the effect of teaching strategies on student learning as well as to gain a better understanding of what the students are actually learning. Using a variety of teaching strategies and learning assessments will allow the focus to be taken away from traditional methods of test taking and will better prepare the students to apply critical thinking skills as they enter the challenging world of nursing practice. Implementing the use of nurse residency programs, though challenging for various reasons, is another way to promote safe, quality care by allowing for a smooth transition into practice. Nurse residency programs will allow for new nurses to gain a better understanding of the provision of nursing care, will prepare them to practice to the fullest extent of their scope, and will help to close the education practice gaps (Benner, Sutphen, Leonard & Day, 2010; IOM, 2010).
Twenty-first-century learners have grown up in a world full of technology and as we continue to see technological advances in healthcare, we must incorporate this into learning (Clark et al., 2015). Based on IOM (2010) recommendations gaining competency in leadership, teamwork, communication and advocacy, clinical nurse educators are beginning to incorporate the use of academic-practice partnerships and transdisciplinary approaches to enhance student learning. As we know, simulations serve as an effective teaching strategy to expose students to complex patient care scenarios without associated risks of causing patient harm. Glasgow, Dunphy & Mainous (2010) state that transdisciplinary simulation approaches expose students to the complexities of teamwork in the clinical setting and serve to promote collaboration across disciplines as well as the development of crucial conversations that are necessary to create a safe, healthy environment for patients. What a great way to promote the inclusion of technology as well as comply with the IOM recommendations.
As a nurse in an emergency department, I recognize and understand the significance of an unpredictable and ever-changing environment. Being a nurse in this setting requires a lot of flexibility and critical thinking as your day will likely never go as planned; a stable patient may suddenly code, you may get bodily fluids on your scrubs, or you may see a familiar face roll in on an ambulance with a life-sustaining injury, etc. I adapt easily to change and find it relatively easy to roll with the punches. My ability to be flexible and to be a forward, critical thinker, will allow me to stay open-minded to advances in health care as well as nursing education. This mindset will be valuable to me as an academic or clinical nurse educator as I begin to develop and implement teaching strategies and assessment techniques to engage students in participation and promote learning. Throughout my time in this course, I have been able to develop a better understanding of student-centered learning, including the development objective and outcomes that are consistent with Bloom’s Taxonomy and the role that they play in student learning. Being a part of a generation that is considered technologically savvy, I feel that I will be able to adapt to technological advances in both health care and nursing education. I look forward to tackling the challenges of nursing education and becoming an integral part in transforming education for the 21st-century learner.
References:
Benner, P., Stuphen, M., Leonard, V., & Day, L. (2010). Educating Nurses: A Call for Radical Transformation. San Francisco: Jossey Bass.
Clark, M., Julmisse, M., Marcelin, N., Merry, L., Tuck, J. & Gagnon, A. J. (2015). Strengthening healthcare delivery in Haiti thorugh nursing continuing education. Internatinoal Nursing Review, (65), 54-63.
Dalley, K., Candela, L., & Benzel-Lindley, J. (2008). Learning to let go: The challenge of de-crowding the curriculum. Nursing Education Today, (28), 62-69. Doi: 10.1016/j.nedt.2007.02.006
Glasgow, M. E. S., Dunphy, L. M. & Mainous, R. O. (2010). Innovative nursing educational curriculum for the 21st century. Nursing Education Perspectives, (31)6, 355-357.
Institute of Medicine. (2010). The future of nursing: Leading change, advancing health, Retrieved on March 9, 2017, from http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health/Recommendations.aspx
Ironside, P. M., McNelis, A. M. & Ebright, P. (2014). Clinical education in nursing: Rethinking learning in practice settings. Nursing Outlook, (62)3, 185-191. Doi:10.1016/j.outlook.2013.12.004
Benner, P., Stuphen, M., Leonard, V., & Day, L. (2010). Educating Nurses: A Call for Radical Transformation. San Francisco: Jossey Bass.
Clark, M., Julmisse, M., Marcelin, N., Merry, L., Tuck, J. & Gagnon, A. J. (2015). Strengthening healthcare delivery in Haiti thorugh nursing continuing education. Internatinoal Nursing Review, (65), 54-63.
Dalley, K., Candela, L., & Benzel-Lindley, J. (2008). Learning to let go: The challenge of de-crowding the curriculum. Nursing Education Today, (28), 62-69. Doi: 10.1016/j.nedt.2007.02.006
Glasgow, M. E. S., Dunphy, L. M. & Mainous, R. O. (2010). Innovative nursing educational curriculum for the 21st century. Nursing Education Perspectives, (31)6, 355-357.
Institute of Medicine. (2010). The future of nursing: Leading change, advancing health, Retrieved on March 9, 2017, from http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health/Recommendations.aspx
Ironside, P. M., McNelis, A. M. & Ebright, P. (2014). Clinical education in nursing: Rethinking learning in practice settings. Nursing Outlook, (62)3, 185-191. Doi:10.1016/j.outlook.2013.12.004