Accelerating Curriculum Design: A Love It, Don\u27t Leave It Approach to Creative Process and Idealized Design

Purpose and Background: The Institute of Medicine’s (IOM) report (2010) on the “Future of Nursing” emphasized the need for nurses to lead health care change. One of the key messages in this report is a call to action for nursing schools to re-envision nursing education that focuses on a population-based perspective and emerging roles for nurses across the care continuum. With an evolving focus on primary and community-based care rather than acute care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses now and in the future will need to be prepared with a breadth of knowledge, skills, and competencies. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Nursing curriculum design varies widely and can span the course of two to five years. To reduce the lengthy process and ensure faculty commitment, JCN leadership selected a core team of nine faculty members to navigate the full faculty through the design of the curriculum. Each team member was assigned three teaching credits for curriculum development and design. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. To ensure that the curriculum reflected multiple perspectives, the team recruited six stakeholders including a nurse practice partner, health care consumer, community leader, alumnus, current student, and adjunct clinical faculty. Poster presented at: NLN Education Summit, 2015:Bridging Practice and Education, Las Vegas, Nevada, September 30, 2015-October 2, 2015.https://jdc.jefferson.edu/nursingposters/1009/thumbnail.jp

The Use of Standardized Patient Simulation for Interprofessional Teaching of Palliative Care Communication Skills

The Use of Standardized Patient Simulation for Interprofessional Teaching of Palliative Care Communication Skills • Children who receive palliative care services are affected by illnesses that are different in nature and number from those that typically affect adult recipients. • Interdisciplinary/Interprofessional teams are the norm: • Special knowledge of pediatric developmental, psychological, social and spiritual dimensions round out the comprehensive palliative care of pediatric patients. • Even symptom management requires unique assessment tools. • http://www2.aap.org/sections/palliative

Conducting a Systematic Review using PRISMA guidelines from a Student\u27s Perspective

RESEARCH QUESTION To understand how to conduct a systematic review using PRISMA guidelines. INTRODUCTION The purpose of this presentation is to depict a student’s point of view about conducting a systematic review using PRISMA guidelines. We sought to determine what inflammatory markers have been identified for preeclampsia. ** A faculty team is conducting this systematic review and invited the student to participate

Looking beyond the traditional: integrating a new curriculum design into an immersion practicum evaluation tool

Abstract Changes in health care delivery and recent reports from the Institute of Medicine (IOM, 2010) call for nurse educators to reconstruct the way they prepare nursing students for practice in the 21st century. Health care delivery continues to shift from the acute care to outpatient and transitional settings, therefore faculty must assure that graduates are prepared to practice in those environments. In order to address these changes, the Jefferson College of Nursing at Thomas Jefferson University embarked on a mission to redesign their undergraduate curriculum. The new clinical courses, now referred to as Immersion Practicums, were designed to allow students the opportunity to provide care in more diverse community and transitional settings, as well as in acute care facilities. Since the immersions are different from the traditional clinical experience, faculty recognized the need to change the clinical evaluation tool. The purpose of this poster is to describe the process used to develop the immersion evaluation tool, the challenges faculty faced, and the lessons learned.https://jdc.jefferson.edu/nursingposters/1005/thumbnail.jp