A core curriculum for the continuing professional development of nurses: Developed by the Education Committee on behalf of the Council on Cardiovascular Nursing and Allied Professions of the ESC

Background: The European Society of Cardiology and the Council on Cardiovascular Nursing and Allied Professions share a vision; to decrease the burden of cardiovascular disease in Europe. Nurses represent the largest sector of the health professional workforce and have a significant contribution to make, which has not yet been fully realised. Recent evidence highlights an association between the level of nurse education and inpatient mortality making this an important topic, particularly as the provision of nurse education in Europe is variable. Aim: To develop a core curriculum to inform the education of nurses following initial qualification for work in cardiovascular settings. Method: A syllabus was developed using published literature, policy documents and existing curricula with expert input from service users, specialist nurses, cardiologists, educationalists and academics. The syllabus formed the framework for the development of the core curriculum. Results: Eight key themes characterise the core curriculum which are presented together with an account of the development process. While the curriculum is not intended to cover all aspects of the highly complex role of the cardiovascular nurse, the themes do exemplify the science and art of nursing and are transferable across different levels of clinical practice and settings. The curriculum functions both as a ‘map’, which identifies key themes to include in nurse education, and as a ‘tool’ to inform educational provision that bridges’ the gap between initial nurse education and advanced specialist practice. Content can be adapted for use to fit the national context and reflects the specific needs, health priorities, legislative and regulatory standards that govern safe nursing practice across different countries. Conclusion: The core curriculum can be used as a learning framework to guide nurse education, in particular the continuing professional education of post-qualifying nurses working in cardiovascular settings. This represents a significant step towards streamlining cardiovascular nurse education in Europ

Valuing oral history in the community

CELT research project on changing practice through innovation and researchValuing Oral History in the community has developed out of the University���s involvement in the Wolverhampton Black and Ethnic Minority Experience Project (BEME). BEME is a collaborative project developed by a range of local community groups, the local council, colleges and the University which was established to document the experiences of members of the Black and Ethnic Minority communities in Wolverhampton in the post-war period. The rationale behind BEME was to create a community-based Oral History video archive and to promote the use of this unique source of community-based knowledge within a range of educational settings, to encourage curriculum development and enhance the learning experience of students. The aims of the innovation developed from my work with the BEME project, my own and others��� experiences of the value of doing Oral History with undergraduates and the desire to encourage the development of a more inclusive and diverse curriculum for the 21st century. Out of these aims three key objectives were developed

Implementasi Kebijakan Pengembangan Kurikulum Madrasah Aliyah Qismul’Aly Medan

This study aims to find out the steps, characteristics, monitoring and evaluating the implementation of the curriculum development policy of Madrasah Aliyah Qismul ‘Aly AlWashliyah in North Sumatra. This study uses qualitative research methods of policy analysis. The data were gained by means of in-depth interviews, observation, and documentation. The findings of this study are: a) The steps in developing the Aliyah Qismul 'Aly Al-Washliyah madrasah curriculum were in the form of: education policy formulation through the guidance of the Al-Washliyah Education Council, filed in a Decree (SK), then being socialized to the regions and Madrasah Aliyah Qismul 'Aly, b) the characteristics of the implementation of curriculum development policies for Madrasah Aliyah Qismul' Aly include the curriculum of Diniyah Al-Washliyah, AlWashliyahan subjects and General Imtihan examinations, c) Monitoring and evaluating the implementation of policies for the development of Madrasah Aliyah Qismul curriculum Aly through the assistance of the Al-Washliyah Education Council and assisted by madrasah supervisors pointed by the government. The evaluation was carried out by going down to the region while monitoring all the policy programs must be implemente

Al-Washliyah Educational Council Policy In The Development Of Madrasah Aliyah Curriculum In North Sumatera

Education policy is one of the determinants of an organization in determining the educational goals. Al-Washliyah is one of the largest Islamic organizations in North Sumatera that has many educational institutions whose role is to help to educate the community. A good educational management through the strategic policies will produce the good graduates. The role of the AlWashliyah Educational Council in making curriculum development policies for Madrasah Aliyah (Islamic Senior High School) in North Sumatera is very urgent. One of the determinants of the success of the objectives of Islamic education at the Al-Washliyah educational institutions is the policy of developing Madrasah Aliyah AlWashliyah curriculum taken by the Al-Washliyah Educational Council. The Al-Washliyah Educational Council policy in developing Islamic education curriculum was by establishing the implementation of the policies in the form of Decree. Among the strategic policies taken by the Al-Washliyah Educational Council were the Al Washliyah curriculum, Al-Washliyah Educational System (SPA), the Diniyah Curriculum and additional curriculum for Islamic Religion subject. The purpose of this study was to find out how the characteristics of the Al-Washliyah Educational Council policies in developing Madrasah Aliyah Curriculum in North Sumatera

Quick QI: A Two-Week Self-Directed Quality Improvement Project

The Accreditation Council for Graduate Medical Education endorses a formal longitudinal quality improvement (QI) curriculum. Our internal medicine program’s tandem-block schedule, in which residents rotate through two-week blocks, creates a unique challenge in teaching QI to internal medicine residents. To overcome the educational barriers of a two-week rotation, we created a short, self-directed QI curriculum to introduce basic QI theory and methods. Through this curriculum, we aim to expose residents to existing QI activities, showcase institutional QI endeavors, foster resident-driven QI projects, and develop teaching experience in the realm of QI and patient safety. The curriculum involves residents in institutional QI endeavors, exposes them to institutional safety priorities and the error reporting systems, fosters development of a QI project, improves resiliency through reflection, and enhances aptitude for teaching through leading QI conferences. Survey data has shown a significant improvement in QI-related knowledge and skills

The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement

[Excerpt] Two presidents, the National Governors Association, and numerous blue-ribbon panels have called for the development of state or national content standards for core subjects and examinations that assess student achievement of these standards. The Competitiveness Policy Council, for example, advocated that external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages. It is claimed that curriculum-based external exit exam systems (CBEEESs) based on explicit content standards will improve the teaching and learning of core subjects. What evidence is there for this claim? Outside the United States, such systems are the rule, not the exception. What impacts have such systems had on school policies, teaching, and student learning

The effects of wiki-based collaborative writing on Hong Kong primary students' English writing development

In the Hong Kong educational context, collaboration and information technology skills are two of the core advocated generic skills in the English language curriculum in the 21st century (Curriculum Development Council, 2004). As noted in the curriculum document (2004), one of the overall aims of the language curriculum is “To enable every learner to prepare for the changing socio-economic demands resulting from advances in information technology...” (p.11). However, in Hong Kong as a rather traditional educational context, integration of IT into writing instruction is generally not in full swing. All these gave insight to this research study as ‘The effects of wiki-based collaborative writing on Hong Kong primary students' English writing development’. The research study is one of the few local studies on the use of a wiki for students’ English writing development. It sheds light on both students’ writing product and process as student interaction in the wiki. The findings of this study illustrate that wiki-based collaborative writing is conducive to local primary school students’ ESL/EFL writing development, and student interaction positively impacts on their wiki writing products. It also illuminates on particular appealing student interaction rarely discussed in other studies on wiki use for ESL/EFL writing learning.published_or_final_versionEducationBachelorBachelor of Education in Language Educatio

Innovative Approaches to Emergency Medical Services Fellowship Challenges

Introduction: Since the development of an Accreditation Council of Graduate Medical Education (ACGME)-accredited emergency medical services (EMS) fellowship, there has been little published literature on effective methods of content delivery or training modalities. Here we explore a variety of innovative approaches to the development and revision of the EMS fellowship curriculum.Methods: Three academic, university-based ACGME-accredited EMS fellowship programs each implemented an innovative change to their existing training curricula. These changes included the following: a novel didactic curriculum delivery modality and evaluation; implementation of a distance education program to improve EMS fellows’ rural EMS experiences; and modification of an existing EMS fellowship curriculum to train a non-emergency medicine physician.Results: Changes made to each of the above EMS fellowship programs addressed unique challenges, demonstrating areas of success and promise for more generalized implementation of these curricula. Obstacles remain in tailoring the described curricula to the needs of each unique institution and system.Conclusion: Three separate curricula and program changes were implemented to overcome specific challenges and achieve educational goals. It is our hope that our shared experiences will enable others in addressing common barriers to teaching the EMS fellowship core content and share similar innovative approaches to educational challenges

Building capacity: Enabling university leaders to role-model sustainable development

Bournemouth University (BU) has been amongst the leaders in UK higher education in terms of its ambition to develop graduates as global citizens who understand the need for sustainable development. It has also led the way in terms of a holistic approach to sustainability which embraces curriculum, campus and community. External indicators of success have included achieving ‘Eco-Campus Gold Award’ (only five other UK universities have Gold, or above) and rising up the UK based, People and Planet Green League table, from 20th to 5th place in 2011. Internally, the curriculum validation process has been successful in ensuring that all course teams address sustainability at Course Review; staff development has supported this endeavour. In the community, support has been given to local stakeholders (including Bournemouth Council) to implement the Earth Charter and to local businesses. Although achievements have been considerable, they have been largely driven, bottom-up, by a handful of committed champions. In 2011 a project was undertaken to secure a step change, gain greater leadership support for this agenda and to begin to develop an ethos that this, is a collective responsibility. This paper will set out how a project has attempted to provide University Board Members and Senior Staff with the opportunity to consider how they role model leadership behaviour for sustainable development and secure campus-wide buy in to carbon reduction. An Action Learning approach has provided Board Members and staff with the space to critically reflect on their roles, and to develop coherent action plans for sustainable development. Analysis of the success of the approach and the leadership behaviours identified is provided. The conclusion suggests that while there has been some success, more work is required if higher education leaders are to fully incorporate sustainable development into their day-to-day actions