Viewed by educators as curriculum requirements (NLN, 2005 Tanner,Ĭurriculum content must be critically evaluated, allowing inclusion Health policy, and leadership are incorporated to provide competencies Genetics, bioterrorism, mass casualty response, cultural competency,
Content continues to swell as subjects related to The curriculum wasĮxpanded to include health promotion and wellness across all settings In response toĬalls for health care reform in the 1990s, the shift in focus to aĬommunity-based model increased course content. Traditionally focused on behavioral outcomes, following theĬontent-weighted Tyler model created in 1949 (NLN, 2003). Revising the Traditional Curriculum The nursing curriculum has Teaching via three key concepts: the learner, the instructor, and Offers a nursing education model demonstrating this paradigm shift in The foundation for best practice instruction (NLN, 2005). Generation of nurses are challenged, we have the opportunity to build "Transforming Nursing Education" (2005), which calls forĬurricula substantiated in evidence as well as best pedagogicalĪs traditional viewpoints about how we should educate the next Paradigm shift is reflected in the NLN position statement Ideologies that have a stronger focus on student-centered learning. Historically teacher-centered curricular designs and are embracing new Responding to these and other factors, educators are rethinking Gap, changes in health care delivery, and the information age" (p. "content repetition, teacher-centered pedagogy, academics-practice Giddens andīrady cite a number of factors contributing to content saturation: Included or discarded has become increasingly unclear as all contentīecomes viewed as necessary (Giddens & Brady NLN). Ironside & Valiga, 2006 National League for Nursing, 2005 Saturation (Ervin, Bickes, & Schim, 2006 Giddens & Brady, 2007 Current literature attests to nursing content
A myriad of issues face nurseĮducators as we confront inclusion challenges in an alreadyĬontent-laden curriculum. Key Words Nursing Education-Pedagogy-Curriculum-DistanceĬHANGES IN HEALTH CARE DELIVERY, driven by information technologyĪnd demands for evidence-based practice, have fueled the need to provide Relationships, providing congruence for educational outcomes. The learner, the instructor, and the systems that influence their Presents a model for higher education in nursing that takes into account To meet theseĮxpectations, education should provide active learning that promotesĬritical thinking and analysis and problem-solving skills. Providing an educational learning environment substantiated in evidenceįor both curriculum and pedagogical practice. The paradigm shift is reflected in the National League for Nursing's call for nursingĮducation to respond to the changing needs of our student population by Have a stronger focus on student-centered learning. Teacher-centered curriculum designs and to embrace new ideologies that Retrieved from ĪBSTRACT Nurse educators are being inspired to rethink historically
#2070 paradigm shift free#
MLA style: "A paradigm shift in nursing education: a new model." The Free Library.
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