Week Two: The Application of Prevailing Trends and How These Trends Influence Curricular Design. PLEASE RESPONSE OR CRITIC THE ASSIGNMENT 1 AND 2(WORK FROM CLASSMATES)
ASSIGNMENT 1 (Week Two: The Application of Prevailing Trends and How These Trends Influence Curricular Design)
Dr. Weber and class,
There are multiple steps the nurse educator can take to remain knowledgeable and responsive to prevailing healthcare trends when creating and revising a curriculum that is contemporary, relevant, and either prepares nursing students for practice or enhances nursing practice in the clinical setting. First, nurse educators need to stay current with healthcare trends and emerging medical advances (Billings & Halstead, 2020). This can be accomplished through conferences, professional organizations, and engaging with other educators. Additionally, educators can utilize social media and political or legislative opportunities to discuss new topics in healthcare, education, and regulations. Engaging in dialogue with peers can broaden perspectives and provide further insight into the future of healthcare as well as provide opportunities for curriculum enhancements (Smadi et al., 2021). This can be accomplished through interprofessional collaboration and by engaging stakeholders in curriculum development.
The healthcare landscape and its challenges transform rapidly. Nurse educators have to prepare students for a variety of issues with which they may be unfamiliar. Globalization has increased the spread of infectious diseases, the population of the United States is growing older with a need to consider end-of-life care and transition to this stage, telehealth and technology have increased access to care for certain populations, and improving healthcare quality, safety, and new graduate retention has moved to the forefront of issues affecting the future of nursing (Billings & Halstead, 2020). These emerging trends will change how healthcare is delivered and require educators to study their environment for ways to translate these trends into effective nursing care. Students will have to not only be competent in nursing skills, but they will also have to be proficient in informatics, epidemiologic principles, and effective interprofessional communication to help them anticipate changes and prepare for emergencies such as COVID-19 (Bernardo et al., 2021). Nurse educators will be tasked with creating a curriculum with a framework that supports innovation and flexibility while emphasizing safety and quality of patient care. They will also need to accomplish this through collaboration and mindfulness of the American Association of Colleges of Nursing (AACN) Essentials which outline key competencies for nurses to achieve by the end of their curriculum.
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References
Bernardo, T., Sobkowich, K. E., Forrest, R. O., Stewart, L. S., D’Agostino, M., Perez Gutierrez, E., & Gillis, D. (2021). Collaborating in the time of COVID-19: The scope and scale of innovative responses to a global pandemic. JMIR Public Health and Surveillance, 7(2), 1-13. https://doi.org/10.2196/25935
Billings, D., & Halstead, J. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.
Smadi, O., Chamberlain, D., Shifaza, F., & Hamiduzzaman, M. (2021). A Community of Inquiry lens into nursing education: The educators’ experiences and perspectives from three Australian universities. Nurse Education in Practice, 54, 1-9. https://doi.org/10.1016/j.nepr.2021.103114
Week Two: The Application of Prevailing Trends and How These Trends Influence Curricular Design
ASSIGNMENT 2
Week Two: The Application of Prevailing Trends and How These Trends Influence Curricular Design
Propose steps the nurse educator can take to remain knowledgeable and responsive to prevailing healthcare trends when creating and revising a curriculum that is contemporary, relevant, and either prepares nursing students for practice or enhances nursing practice in the clinical setting.
Week Two: The Application of Prevailing Trends and How These Trends Influence Curricular Design
A curriculum revision should be based on stakeholders’ feedback and healthcare direction (Oermann, 2019). Small changes can be made at faculty meetings, while more significant decisions that require approval should be created using a committee. My university meets three times each year to discuss the curriculum. We work in groups by course to review the strengths and weaknesses of the student population and areas that need improvement for the upcoming semester. This process helps create change promptly through collaboration (Hopkins et al., 2021). We also have a monthly curriculum committee meeting as we are creating a new curriculum. Our focus on change began by attending facility meetings with area hospitals, nursing homes, and psychiatric centers. We also reviewed the curriculum plan from the other Associate Degree in Nursing (ADN) programs around Ohio and considered our community’s healthcare trends and needs.
Week Two: The Application of Prevailing Trends and How These Trends Influence Curricular Design
Scheckel et al. (2022) referenced the Collaborative Improvement Model (CIM) as an effective tool for staying current and knowledgeable during a curriculum revision. The four phases of preparation, discovery, interpretation, and implementation guide educators through the revision process. The first step of preparation is the review of healthcare trends and an overview of clinical shifts that have led to the intended curriculum change. Factors from various areas are considered, such as the success of the new graduate nurses, educational trends at area universities, and data from stakeholders. From there, the discovery stage begins with creating teams to review the current literature and determine gaps in the learning content (Scheckel et al., 2022). These first two steps are essential to knowing current healthcare trends and community needs when preparing for a relevant, new curriculum.
References
Week Two: The Application of Prevailing Trends and How These Trends Influence Curricular Design
Hopkins, K., Kroning, M., & Kobes, P. (2021). Leadership’s role in curriculum revision. Teaching and Learning in Nursing, 16(2), 166-168. https://doi.org/10.1016/j.teln.2020.11.002Links to an external site.
Oermann, M. (2019). Curriculum revision: Making informed decisions. Nurse Educator, 44(1), 1-1. https://doi.org/10.1097/NNE.0000000000000630Links to an external site.
Scheckel, M., Kiersch, C., Kuhl, L., Bubbers, T., & Howell, J. (2022). Collaborative improvement model: A quality improvement approach to curriculum revision. Nurse Educator, 47(3), 192-194. https://doi.org/10.1097/NNE.0000000000001114Links to an external site.
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