Learner Characteristics Through Curriculum Design In Nursing Education
Curriculum Design for Congruence with School and Organizational Forces
Schools of nursing function within a diverse array of environments, each characterized by its unique worldview, values, mission, and vision. The design of nursing curricula must be aligned with these organizational factors to ensure that educational programs reflect the institution’s overarching goals. Faculty involved in curriculum development should integrate the values, mission, and vision of their respective organizations into course design, teaching strategies, and educational outcomes.
Mission and vision statements often encompass specific perspectives on teaching, scholarship, and service. They articulate professional values and outline the scope of interest areas, which may range from local to global concerns. For instance, an institution might emphasize service to the local community, statewide health needs, or international health issues. Curriculum development should thus reflect these priorities, ensuring that the educational program aligns with the institution’s goals while addressing the broader needs of the healthcare environment.
The alignment of curricula with organizational values is crucial for ensuring that nursing programs produce graduates who are not only competent practitioners but also align with the mission and vision of their educational institutions. This congruence supports the development of nursing professionals who are well-prepared to meet the specific needs of the communities they serve.
Curriculum Development Responding to Major Calls for Reform in Nursing Education
Curriculum development in nursing education faces the ongoing challenge of adapting to numerous calls for reform from professional organizations, research findings, and policy changes. As the healthcare landscape evolves, nursing curricula must integrate scientific advancements and policy influences to remain relevant.
Glasgow, Dunphy, and Mainous (2010) emphasize that curricula should integrate science and research with health care policies. This approach ensures that nursing education remains evidence-based and responsive to contemporary health care challenges. Benner et al. (2010) complement this perspective by identifying four key shifts that should guide curriculum design: prioritizing critical aspects of situations and related actions, integrating didactic and clinical education, focusing on clinical reasoning and critical thinking, and emphasizing professional formation beyond role-specific functions.
The American Organization of Nurse Executives (AONE, 2010) has also outlined guiding principles for undergraduate curricula. These principles focus on managing knowledge work in a patient-centered environment and stress the importance of interdisciplinary and patient relationships in care delivery. Core concepts such as quality and safety are integral to these principles, aligning with the expectations set forth by the Institute of Medicine (IOM, 2001, 2010). Nursing curricula should therefore aim to enhance health outcomes, ensure safe and effective care, and develop competencies for evaluating care outcomes.
The Quality and Safety Education for Nurses (QSEN) competencies, developed by Cronenwett et al. (2007), are another critical framework influencing nursing curricula. QSEN competencies encompass knowledge, skills, and attitudes related to quality and safety, guiding schools of nursing in curriculum development.
Additionally, the World Health Organization (WHO, 2010) has issued a Framework for Action on Interprofessional Education and Collaborative Practice, calling for global interprofessional health education to improve patient outcomes. The Interprofessional Education Collaborative Expert Panel (2011) has provided core competencies for interprofessional collaborative practice, further emphasizing the need for integration of these competencies into nursing education.
Addressing diversity in nursing education is also crucial. Schools of nursing are increasingly focusing on attracting and retaining a diverse student body to better reflect the communities served. Diversity encompasses various dimensions, including ethnicity, gender, sexual orientation, socioeconomic status, and professional experience. Developing programs that support and promote diversity contributes to a more inclusive and effective nursing workforce.
Meeting Learner Characteristics through Curriculum Design
Contemporary nursing curricula must be designed to support diverse learner characteristics and promote student engagement. Effective curriculum design involves fostering interrelationships among learners, faculty, and the content being taught.
Curricula should focus on several key factors to meet learner needs. These include emphasizing health and societal well-being, grounding learning in current evidence, providing experiential and culturally relevant learning opportunities, and encouraging creativity in problem-solving and reflection.
For learners with English as a second language (ESL), curricula should include strategies to support their success in reading, writing, and testing. Programs should be designed to accommodate the unique needs of these learners, ensuring that they can fully engage with the material and achieve their educational goals.
Academic progression programs, such as those for LPNs seeking an associate’s degree or RNs pursuing a BSN, should be designed with flexibility and relevance to real-world applications. Curriculum activities and schedules should align with the practical experiences of these learners and be realistic in terms of workload and pacing.
For students pursuing a second degree, it is important to recognize and build upon their prior learning and professional experiences. Creating curricula that bridge connections between previous degrees and nursing practice enhances the learning experience and fosters a deeper understanding of the field.
Addressing Stakeholder Expectations While Designing Nursing Curriculum
Stakeholder expectations significantly influence the design and delivery of prelicensure nursing curricula. State boards of nursing, accrediting agencies, and the U.S. Department of Education play critical roles in shaping curriculum standards.
State boards of nursing impact nursing curricula by setting standards for content, clinical requirements, and pedagogy. Accreditation criteria further define the parameters for curricular construction, with increasing emphasis on outcome data as specified by the U.S. Department of Education (2010). Faculty must balance adherence to professional standards with the unique mission and context of their institutions.
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2013) and the Commission for Collegiate Nursing Education (CCNE, 2009) provide specific guidelines for accredited programs. While these standards offer essential guidance, faculty should also consider the needs of their learners and the communities served by their graduates.
Addressing Future Trends in Prelicensure Curriculum Design
To remain relevant and effective, nursing curricula must adapt to future trends in nursing and healthcare. Faculty who stay informed about emerging trends and revise curricula accordingly will better prepare students for future practice.
Current trends impacting nursing practice include interprofessional practice competencies, global health challenges, and advancements in genetics and genomics. The integration of patient-centered outcomes and quality and safety concepts will continue to be important. Tella et al. (2014) found diverse approaches to patient safety education in nursing schools, highlighting the need for ongoing adaptation in this area.
Other significant trends include a focus on veteran-centric care, new care roles such as health coaching and telehealth, and the use of continuous quality improvement methodologies. Kovner, Brewer, Fatehi, and Katigbak (2014) note a shift in employment patterns from acute care to community-based care, emphasizing the need for curricula to prepare graduates for this evolving care environment.
Addressing workplace readiness and promoting healthy work environments, including issues like civility and bullying, has gained importance. High turnover among new nurses has highlighted the impact of workplace issues on patient safety, job satisfaction, and costs, underscoring the need for curricula that prepare students for these challenges.
In summary, designing nursing curricula involves aligning with organizational values, responding to calls for reform, meeting learner characteristics, addressing stakeholder expectations, and preparing for future trends. By integrating these elements, nursing education can continue to evolve and effectively prepare students for the dynamic field of healthcare.