1. Joan Edwards, RNC, MN, CNS Associate Clinical Professor Texas Woman’s University – Houston jedwards3@twu.edu

2. Objectives  Describe forces and issues driving nursing education in the 21 st 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.

3. 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

4. External Forces & Issues Driving Nursing Education  MDG’s  Global issues - global violence - demographic changes - technological advances - globalization - environmental challenges

5. 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 21 st century (Bellack & O’Neil, 2000)

6. 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

7. Learning & Education Theories  Boyer’s Scholarship of Engagement  Kolb’s Learning Cycle  Bloom’s taxonomy of learning objectives  Knowles’s adult learning theory

8. 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)

9. Use of Theory in Curriculum Development  Single specific nursing theory or model  Concepts from multiple theories or models

10. Next Steps  Mission  Vision  Core Values  Philosophy  Competencies (with leveling)  Curriculum outcomes  Quality improvement activities

11. Accrediting Bodies  National League for Nursing Accrediting Commission (NLNAC)  Commission on Collegiate Nursing Education (CCNE)

12. Teaching Approaches  Lecture  Problem-based learning  Competency-based learning  Concept mapping  Portfolio  Self-learning packets

13. Student Learning Styles  Characteristics of the learner  Diversity of learners  Learning style preferences

14. Types of Learners  Visual (25%)  Auditory (30%)  Kinesthetic (45%) http://en.wikipedia.org/wiki/Kinesthetic _learning

15.  Learning Style  Lecture  Reading  Audio-visual  Demonstration  Discussion group  Practice by doing  Teaching others  Immediate application in real situation  Knowledge Retention - 10% - 20% - 30% - 50% - 75% - 85% - 90% (National Training Laboratory Institute, Alexandria, VA, 2006)

16. Learning Style Assessment Tool http://www.vark- learn.com/Indonesian/page.asp?p=questionnaire

17. What do we want to “stick” ?  Disease processes  Assessment data  Critical thinking  Nursing diagnoses  Interventions  Emergent care  Desired outcomes  Customer service

18. Adult learner education components  Reflection: Analysis of experiences, observations, feelings, and perceptions Strategies include thinking out loud; journaling

19. 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.

20. Interactive Learning Methodologies  Action methods  Literature  Art  Memory aides

21. Action Methods  Drama  Case scenarios  Simulation  Soap operas/television segments

22. Hmong Practices

23. Case Scenarios Labor Patients

24. Simulation Perinatal Loss

25. Time with my son (D. Armstrong, 2001)

26. Literature

27. Ignaz Semmelweis (D. Armstrong, 2001)

29. Art  Audio clips  Video clips  Photography  Artwork

30. Postpartum Hemorrhage

31. Memory Aides  Acronym  Visual aides  Poetry  Music  Games

32. BUBBLE-HER (acronym)  B – breasts  U – uterus  B – bowels  B – bladder  L – lochia  E – episiotomy (stitches)/ laceration/incision  H – Homan’s sign  E – emotional status  R – RhoGam candidate? Rubella vaccine?

33. Cardinal Movements of the Fetus  Descent  Flexion  Internal rotation  Extension  Restitution  External Rotation  Expulsion

35. “It’s a Decel” (tune of “Clementine”) It’s a decel; it’s a decel to the left and to the right Turn the Pit off; grab the 02 Let the doc know we’re all right!

36. “Hang the Mag” (tune of “Taps”) Hang the Mag; or she’ll seize Don’t you know that she has clonus three? Hang the Mag; or she’ll seize Won’t you, please?

37. Games  Perinatal Trivial Pursuit  Postpartum Bingo  Want to be a Millionaire  Are you Smarter than a Student Nurse?

38. 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”!

39. Share Time

40. 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.

41. References  Bellack, J.P., & O’Neil, E.H. (2000). Recreating nursing practice for a new century: Recommendations and implications of the Pew Health Professions Commission’s final report. Nursing & Health Care Perspectives, 21(1), 14-21.  Billings, D.M. & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty (3 rd 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/http://www.who.int/hrh/nursing_midwifery/en/