Statewide Models for Curriculum In Nursing Education Second Degree Entry into Practice for Curriculum Design
As the demand for registered nurses (RNs) continues to grow, driven by projections of ongoing shortages (Auerbach, Buerhaus, & Staiger, 2014), many individuals with non-nursing bachelor’s degrees are exploring nursing as a viable career option. In response to this, many nursing schools have developed accelerated Bachelor of Science in Nursing (BSN) programs tailored for individuals pursuing a second degree.
These accelerated programs offer a fast-paced, intensive curriculum designed to confer a BSN in a shorter time frame. Such programs may also provide pathways to advanced degrees, including master’s and doctoral levels. The continuation of these second-degree programs aligns with the projected nursing shortage and offers a solution to address workforce needs (Buerhaus, Auerbach, Staiger, & Muench, 2013).
Students entering through second-degree programs often bring prior professional experience and diverse skill sets to their nursing education. As technology continues to enhance accessibility, the expansion of online nursing programs allows for greater flexibility and customization of learning experiences. However, the diversity of these programs presents challenges for faculty and stakeholders in ensuring program quality and consistency.
Decisions regarding curriculum design in second-degree programs involve considerations of degree requirements, credit recognition, and the integration of previous learning experiences. This includes articulation agreements, advanced placement, and the use of portfolios and testing to validate prior learning.
Collaborative Curricular Models in Nursing Education
Gerardi (2014) highlighted the role of the Robert Wood Johnson Foundation’s Academic Progression in Nursing (APIN) program in fostering collaborative curricular models. This initiative led to the establishment of various coalitions aimed at promoting seamless academic progression in nursing.
For example, a collaborative model in New Mexico focused on developing a statewide nursing curriculum, while California State University, Los Angeles, implemented a model involving articulation with eight community colleges. This model featured shared faculty, a dual admission process, and an integrated curriculum, which not only facilitated timely BSN attainment but also increased diversity in the nursing profession.
These collaborative models offer numerous benefits, including clear pathways to the BSN, reduced barriers to progression, and a supportive community of peers. They also enhance resource utilization across different educational institutions, ensuring a robust and efficient educational pipeline.
Partnerships, Consortia, and Statewide Models for Curriculum in Nursing Education
Effective nursing education requires collaboration beyond traditional academic settings. Partnerships with healthcare agencies, educational institutions, government bodies, and community centers strengthen nursing programs and align resources towards common goals.
An example of such collaboration is described by Halstead et al. (2012), where an academic-practice consortium of four nursing schools and an academic health center developed simulation scenarios for diverse clinical situations. Similarly, Luque and Castañeda (2013) demonstrated a community coalition model providing mobile clinic services to underserved populations, offering valuable learning experiences for students.
In areas with nurse shortages, partnerships between educational institutions and healthcare providers can be instrumental. For instance, Murray et al. (2010) outlined a successful partnership that increased faculty infusion, student enrollment, and sustainability. Everett et al. (2012) emphasized that such partnerships are crucial for future success in nursing education.
Designing the Curriculum in Nursing Education
Curriculum design in nursing education must align with the specific type of program—whether an associate or baccalaureate degree—and support desired outcomes and competencies. Faculty need to structure the curriculum to facilitate student learning and success.
Traditional curriculum design often involves a structured sequence of courses, specifying learning objectives, outcomes, and assessment methods. Two common patterns include “blocking” content or integrating concepts throughout the curriculum.
Future Trends in Undergraduate Nursing Curriculum
Traditional curriculum design has often led to an oversaturation of content, driven by the need to cover essential material for competent practice in a dynamic healthcare environment. Moving forward, curricula should incorporate evidence-based pedagogies that engage students in active learning and reflect future healthcare trends.
The future of nursing education will likely involve increased collaboration between practice and education, with a focus on maintaining alignment with contemporary nursing practices. Initiatives to ease transitions for new graduates and ongoing education for experienced nurses will be essential.
Contemporary articulation models are becoming more flexible, with broader course and credit transferability, and enhanced by distance learning technologies. These innovations aim to accommodate non-traditional students and deliver curricula designed for a rapidly evolving field.
Nursing education must also adapt to the shifting focus towards community-based care and the diverse needs of patients with chronic conditions. This may involve reconsidering undergraduate education approaches to include role specialization earlier in training.
The continued innovation in nursing education reflects a commitment to preparing future nurses for leadership roles and complex, technology-driven healthcare environments. Faculty must embrace creativity in curriculum design, balancing scientific knowledge, clinical competence, and accreditation requirements to produce graduates capable of addressing contemporary nursing challenges.