Incomplete holism in pre-registration nurse education: the position of the biological sciences

There is an ongoing debate in nurse education concerning the role and delivery of the biological sciences in the nursing curriculum. One of the fundamental questions raised by this debate asks how best can teachers impart biological knowledge in a manner that can be readily applied by students and qualified nurses to inform their clinical practice. This paper will include a discussion of some of the features of pre-registration education that may have influenced the manner in which biological sciences are perceived, taught and used by nurses. It will be argued that nursing may have developed a form of incomplete holism and that this may be in part responsible for the challenges that remain to be met within this area of the nursing curriculum. As a response to incomplete holism an innovative approach within pre-registration education will be introduced. This development involves the use of linked teaching sessions which aim to develop the analytical skills necessary to apply physiological knowledge to nursing practice.     

Integrating what is taught with what is practised in the nursing curriculum: a multi-dimensional model

The discrepancy between nursing as it is taught in the classroom (theory) and nursing as it is experienced by students in the clinical setting (practice) has long been a source of concern to teachers, practitioners and learners This paper provides an overview of the literature on the theory-practice gap, exploring some of the many reasons cited for its existence as well as suggested ways of bridging the gap Drawing upon the findings, a comprehensive and multidimensional model designed to integrate theory and practice of nursing is proposed for use by curriculum planners Fundamental to the model is the notion of collaboration between education and service staff at all stages of the curriculum process The model highlights eight key areas for the curriculum team to consider the curriculum model to be used, sequencing of taught content and clinical practice, the content of the course, teaching methods to be used, assessment criteria, the role of tutors in the learning process, the contribution of service staff, and the influence of the hidden curriculum It is argued that only through such a comprehensive model can integration of theory and practice within the curriculum be achieved Adoption of the model, however, will require considerable individual and organizational commitment     

Drivers for renewal and reform of contemporary nursing curricula: a blueprint for change

The creation of a curriculum blueprint appropriate to the development of a professional nurse who is practice-ready for the current and future context of health service delivery must take account of the extant context as well as an unpredictable and sometimes ambiguous future. The curriculum renewal process itself ought to challenge existing long held ideals, practices, and sacred cows within the health and higher education sectors. There is much to consider and importantly curriculum developers need to be mindful of reform within the health sector and health workforce education, as well as the concomitant vision and requirements of the nursing profession. Curriculum must develop more than discipline knowledge and skills: it must provide an infrastructure for generic abilities both social and intellectual in order to better prepare students for the registered nurse role. This paper discusses a number of forces that are essential to consider in curriculum development in undergraduate nursing education.     

The inclusion of cognitive behavioural therapeutic components in the undergraduate nursing curriculum. A systematic integrative review of the evidence

BackgroundDespite the increasing evidence base for the use of cognitive behavioural interventions in nursing, the extent to which therapeutic interventions and their components are included in the undergraduate curriculum in Australia remains unclear.ObjectivesTo explore if and how cognitive behavioural components are being taught to undergraduate nursing students to deliver outcome benefits to students and patients.DesignAn integrative literature review reporting links between CBT components and methods taught in pre-registration nurse education.Findings and conclusionBased on an analysis of current literature, it is suggested that evidence-based cognitive behavioural components are being taught to undergraduate nursing students. The study reports that teaching cognitive behavioural components can bring clinical benefits to positive patient outcome, to student wellbeing and study performance. However, the teaching of cognitive behavioural conceptual models as a therapeutic skill was found to be limited. Recommendations to incorporate a simple, evidence based cognitive behavioural conceptual tool, highlights how nurse educators can address the requirement to teach from the current evidence base.     

Some important limitations of competency-based education with respect to nurse education: an Australian perspective.

Issues concerning competency-based education (CBE) have recently promoted much discussion and debate throughout most developed countries. This paper provides an Australian perspective and adds to the wider debate about CBE by deliberating on the part professional competency standards should play in a university curriculum, specifically the undergraduate nurse education curriculum. A position is developed by addressing the following thesis statement: the competency-based approach to nursing education is an indisputable reality but nursing competencies must not be allowed to control the curriculum. Some background material is briefly reviewed in order to situate CBE, nurse education, and nursing competencies in their Australian economic and sociopolitical context. The position is then explicated through an examination of some intersections between nursing competencies and aspects of undergraduate nurse curriculum making.     

A critique of Freire's perspective on critical social theory in nursing education

Nursing has been perceived as oppressed by virtue of among other things gender, occupation and class. It has been suggested that historically, nursing education perpetuated the rituals of tradition and was oppressive in terms of what was taught and how it was taught. Developments in nurse education have resulted in nurse educators seeking alternative means of educating, with the aim of emancipating nurses. Paulo Freire (1921-1997) promoted liberation through reflection and action, directed at transforming the conditions which lead to oppression. The fundamental basis of this approach is critical social theory, which is underpinned by the philosophy that social phenomena must be understood in terms of their context and history. From a critical social theory perspective, fruitful nursing education will only be possible if the history and structure of nursing are clearly understood by those involved in the educational process. We contend that the adoption of Freire's theory in nursing education may contribute towards the development of nurses who will be competent to meet the demands of contemporary healthcare practice. However, the application of this theory to nursing education can be challenging because of constraints imposed by the system in which nurse education takes place. It is therefore important that the application of critical social theory in nurse education be evaluated.     

Nursing harm reduction education and care for people who use drugs or who engage in sex work

Harm reduction is an evidence-based approach that could promote health equity through the implementation of pragmatic strategies for people who use drugs or who engage in sex work. The purposes of this study were to describe whether nurses received harm reduction education in their nursing programs, whether nurses are practicing harm reduction, and strategies for integrating harm reduction within nursing curriculum. An online survey was delivered to nurses and an interview with a nurse harm reductionist was conducted. Among the 30 survey participants, only 17% (n = 5) stated they were taught about harm reduction in their nursing programs. On average, survey participants practiced harm reduction less than "half of the time" by meeting people where they are in their drug use or sex work. The nurse harm reductionist described how harm reduction should be taught as a skillset for evidence-based nursing practice. By incorporating harm reduction principles into nursing education and nursing practice, nurses can provide competent care for people who use drugs or who engage in sex work.     

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: <http://www.hefce.ac.uk/pubs/hefce/2005/05_12/> Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.     

Orem-based nursing education in Germany

The purpose of this column is to present a model for nursing education in Germany based on Orem's theory. The Orem-based educational model for teaching is a theory-based curriculum. The revised German Nursing Act requires an integrated nursing education curriculum, which means that students should be taught together in courses with general nursing knowledge, and then acquire specialized knowledge in pediatric, adult, or geriatric nursing.     

Undergraduate Students’ Experiences of an Integrated Psychiatric Nursing Curriculum in Korea

This qualitative study explored undergraduate nursing students’ experiences of an integrated psychiatric nursing curriculum in Seoul, Korea. Thirteen college students from the nursing school participated in focus-group interviews; the data were analyzed using content analysis. Four themes were derived: being confused by uncertainty, struggling to gain confidence, realizing humanity from stigma, and being motivated by role models. A conceptual model of psychiatric nursing education was developed based on these themes to explain the students’ developmental process from student nurse to psychiatric nurse. Psychiatric nurse educators must understand students’ learning process to facilitate their professional role identification.     

Nurses' educational preparation for a medication education role: findings from a national survey

Nurses have a potentially important contribution to make to educating patients about medications. This nursing role is likely to acquire increasing significance as the number of nurses independently prescribing medicines grows, in addition to those nurses occupying autonomous and extended roles that involve ongoing assessment and monitoring of patients' medicine-taking behaviour. As part of a study(1)commissioned to evaluate nurses' educational preparation for, and practice of, medication education, a national survey of nurse education institutions was undertaken. A postal questionnaire was distributed to identified individuals within 51 education institutions in England. Respondents were asked about a number of curriculum design and delivery factors related to subjects central to medication education: pharmacology, patient education and communication skills. Analysis highlighted a number of themes: the teaching of pharmacology is generally integrated within other curricular modules; respondents were dissatisfied with insufficient curricular time devoted to taught pharmacology; the importance of lecturers' ability to apply theory to practice; a lack of clarity concerning pharmacology learning outcomes applied to medication education; and respondents' perceptions that opportunities for integrating pharmacology knowledge, patient education and communication skills were available within practice settings. The significance and implications of the findings are discussed in the context of current educational policy.     

From educational philosophy to educational practice: fidelity and the curriculum in context

As part of a higher degree on research methods, exploratory work was undertaken concerning educational philosophy and educational practice using an ethnographic approach. This author discusses, using this exploratory work, the difficulties of attempting fidelity to an educational philosophy, through curriculum practice. Schools of nursing are increasingly adopting a rational approach to education, without considering the wider social context within which education occurs. The attempt to establish and pursue a single philosophy, ignores the plurality of ideological commitments held by nurse teachers. Further research is proposed using naturalistic methods in order to understand the processes of interpretation and implementation of educational philosophy.     

Moral learning in nursing education: a discussion of the usefulness of cognitive-developmental and social learning theories

The preparation of students for ethically sound practice is an essential concern for nurse educators. The theories of cognitive development and social learning theory are discussed as explanations of moral learning. The implications of the application of each of these theories to nursing education are discussed and the usefulness of each theory to nurse educators is reviewed. It is argued that neither theory is entirely satisfactory for application to nursing education and it is concluded that a pragmatic eclecticism is desirable in the approach to moral education in nursing.     

Widening participation in nurse education: An integrative literature review

BackgroundWidening participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote widening participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its' workforce is as diverse as possible in order to best address the health needs of diverse populations.ObjectivesTo undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK.DesignA six step integrative review methodology was utilised, reviewing papers published in English from 2013–2016.Data SourcesSearch of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Source Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria.Review MethodsBoth empirical studies and editorials focusing upon widening participation in pre-registration nurse education in the UK (2013–2016) were included. Papers excluded were non UK papers or papers not focussed upon widening participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools.Results14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects.ConclusionsWhilst widening participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual widening participation groups rather than a wider strategic focus across the student lifecycle.     

Learning from abroad: the benefits for nursing

Contemporary curriculum guidelines for nurse education advocate the development of a broader European or international perspective. This is enhanced by curriculum changes which now enable student nurses to undertake clinical experience overseas, either for observation or direct participation in health care. Such initiatives are to be welcomed, given the implications of the Maastricht Treaty and the transition to a single European market. Furthermore, changes within Europe and further afield may have an impact on nursing practice at a time when those involved in health care may be facing similar challenges in the UK in terms of diminishing health resources and demographic trends. If nurses are to adapt to these socio-economic challenges and develop pro-active nursing practice they need to be tolerant of cultural issues, and have an understanding of health care in the wider European and international context. The aim of this paper is to discuss the evidence for incorporating a European dimension into nurse education, before examining the benefits for nurses with reference to activities within one department of nursing.     

A chapter in the history of nurse education: learning disability nursing and The Jay Report

This paper is a discussion of the Jay Report into mental handicap nursing and care that was published in 1979. Following a brief discussion of the report itself, the paper considers material from the period that was published in the nursing press. This material gives an insight into the way in which nurses reacted to Jay's recommendation that mental handicap nursing be replaced with a professional grouping based on the Certificate in Social Services. Whilst this was not the first time that the continuation of mental handicap nursing had been questioned, it was the first occasion in which there was a public debate about the issue. Although the Jay Report was concerned with a minority of nurses it is argued that lessons can be drawn about nurse education generally. Conclusions are drawn about the way in which changes to nurse education and service need to be linked in order to be effective. Furthermore the discussion places the Jay Report within the broad political concerns of the day. It is argued that the report is a further example of the way in which change within nursing takes place when it corresponds with central government policy concerns.     

Teaching core nursing values.

Nursing is a caring profession. Caring encompasses empathy for and connection with people. Teaching and role-modeling caring is a nursing curriculum challenge. Caring is best demonstrated by a nurse's ability to embody the five core values of professional nursing. Core nursing values essential to baccalaureate education include human dignity, integrity, autonomy, altruism, and social justice. The caring professional nurse integrates these values in clinical practice. Strategies for integrating and teaching core values are outlined and outcomes of value-based nursing education are described. Carefully integrated values education ensures that the legacy of caring behavior embodied by nurses is strengthened for the future nursing workforce.     

Becoming a nurse faculty leader: practices of leading illuminated through advancing reform in nursing education

PURPOSE. The purpose of this study was to explore the lived experience of becoming a nurse faculty leader. BACKGROUND. In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders. METHODS. This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership. Exemplars of participant leadership development experiences are provided to assist readers in determining how the findings relate to their own practice. FINDINGS. The data revealed that leadership emerges as an embodied practice when nurse educators become involved in advancing reform. Practical leadership strategies for advancing reform in nursing education are presented. CONCLUSION. Leadership is learned through three everyday practices of advancing reform in nursing education: being involved with others; struggling to serve as a symbol and preserve authenticity; and creating an environment for change. This study offers new insight on leadership development, with practical implications for how leadership is taught in nursing curriculum and how nurses can more effectively own leadership roles.     

Drafting a diversity,equity, and inclusion textbook inventory: Assumptions,concepts, conceptual framework

Nursing education programs have the sole responsibility to graduate future nurses prepared to care for their patients, families, and communities holistically in a way that is just and equitable, meeting their needs while centering their desires and goals for care. An implicit part of the nurse educator role is to promote efforts to build a more equitable, antiracist, and welcoming world. To this end, we recognize the critical part textbooks play as foundational components of most nursing educational programs. This article outlines the rationale for the development of a textbook inventory for assessing dimensions of diversity, equity, and inclusion in nursing textbooks. Next steps and a robust discussion around future directions are presented to demonstrate our commitment to creating a schema for evaluating nursing texts to ensure that what nursing students are taught is aligned with nursing values, including human dignity, cultural respect, and social justice. Our hope is that the textbook inventory will provide a first step to transforming nursing curriculum in a way that is tangible, making nursing curriculum more welcoming to students while laying groundwork for more robust capacity to care for folks from a wide array of backgrounds.     

Nurses' education and skills in bandaging the lower limb

Given that community nurses are the primary professional carers of patients presenting with leg ulcers, this article considers and argues for nurses to be educated once more in the precise skills of bandaging the lower limb. Although in the early part of the 20th century bandaging techniques were precisely taught as part of basic nurse education, modern nursing texts and curriculum fail to give the subject the attention it deserves to ensure patients receive high-quality care.