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This chapter discusses strategies for innovation in healthcare education. It identifies influencing factors like new diseases and changing student demographics that require innovative approaches. Examples of innovation include connecting curriculum to real world examples and comparing concepts to memorable events. The chapter outlines a process for developing innovative strategies that involves assessment, planning, implementation, and evaluation. Key steps include gaining support, preparing students and faculty, and allowing flexibility during implementation.
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1. The role of medical teachers is expanding from simply lecturing to guiding learning, managing student needs, and assessing learning.
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Students attending the institution within this study are required to regularly reflect on their experiences producing monthly written reflective reports for inclusion within their record of clinical competence, and participate in group discussions to introduce the concept of peer supported reflection. These naturalistically occurring reflective events are the subject of this investigation which forms part of a doctoral enquiry. There are small numbers of students within single cohorts of this specialised area of practice; the findings presented are from one cohort comprising three students.
A social constructivist approach was taken as individuals were considered to make sense of their experiences through construction of meanings. Thematic analysis using a constant comparative technique was used to determine the type of incident students considered, level of reflection determined using Kember, et al., (2008) and Johns (2010) framework was used to explore the nature of reflection demonstrated. The preliminary findings may be used to help inform the introduction of reflection to help facilitate the development of reflective skills, and could be transferable to other similar programmes involving work-based clinical professional practice.
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Curriculum Innovation
Innovation and change are related but distinct processes. Change is an ongoing, often unconscious process of adapting familiar elements, while innovation is a deliberate intervention to develop new ideas, practices, or beliefs. There are different types of change, including immanent change from within a system, selective contact change of adopting outside innovations, and directed contact change of outside agents introducing changes. Curriculum innovation success depends on factors like the roles of stakeholders like teachers and officials, the adoption process individuals go through in evaluating innovations, and the attributes of innovations themselves like their relative advantage and compatibility. The diffusion of innovations can be quantified by the percentage of adopters over time, and is influenced by the social and psychological factors of both individuals and innovations.
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Three key elements define quality in education according to UNESCO and UNICEF:
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The document discusses several key problems with the Philippine educational system:
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Nursing has long included an educational component, with patient teaching recognized as a core nursing function. The nurse educator role has evolved in several ways, such as through the establishment of standards and mandates requiring patient education. While nurses face barriers to effective teaching like lack of time, their role as educator extends beyond patient teaching to include students, staff and the public. Ongoing issues involve ensuring education is tailored to diverse learners and coordinated between healthcare teams.
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This is an original presentation paper addressing "Nurses eating their young" topic.
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ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Chapter 3
- 1. Chapter 3 Strategies for Innovation
- 2. Strategies for Innovation โข Influencing Factors on Health Professions โข Examples of Innovation โข Developing Innovative Strategies
- 3. Strategies for Innovation โข Influencing Factors on Health Professions โ New diseases (H1N1, HIV/AIDS) โ War and its consequences โ Sociocultural issues (Civil Rights Movement, changes in immigration, consumerism) โ Religious issues โ Changing economics (2008/2009 recession) โ Changes in education (DNP and DPT degrees)
- 4. Strategies for Innovation โข Influencing Factors on Health Professions โ Healthcare educators straddle the fields of healthcare practice and education. โ What healthcare practitioners learn and how they are taught must keep pace with the changing times. โ Younger students are more comfortable with computer technology than are older students. โ Healthcare professions are more culturally diverse than ever before.
- 5. Strategies for Innovation โข Four areas of potential innovation in health care โ Omachonu & Einspruch (2010) 1.Product Innovation 2.Process Innovation 3.Marketing Innovation 4.Organizational Innovation
- 6. Strategies for Innovation โข Questions about Innovation in Healthcare Education โ How do we teach more and more information to students without overwhelming them? โ How do we maintain the underlying paradigm of care and compassion? โ How do students maintain a balance between mastering the scientific information and providing compassionate care?
- 7. Examples of Innovation โข We remember what is different about a classroom experience much more than we remember what is normal. โ A public policy professor connecting class curriculum to baseball โ A lesson plan comparing pain management to the sinking of the Titanic (see exhibit 3-1) โ Think of your own memorable classroom experiences as a student or as a teacher.
- 8. Developing Innovative Strategies โข Innovation can occur at all levels of an educational organization. โข Success is enhanced when administrators and faculty members work together to plan and implement changes to improve the quality of education. โข The introduction of nurse practitioner programs is one example of an innovation.
- 9. Developing Innovative Strategies โข Processes need to be in place to teach how to work with involuntary groups. โ Stages of change model โ Motivational interviewing โ Improving clientโs self-motivation
- 10. Developing Innovative Strategies โข Nursing education has grown through innovation โ Nurse practitioner programs โ Doctor of physical therapy programs and transitional programs for those already in practice โ Distance learning
- 11. Change Theory โข Lewinโs change theory involved three stages: unfreezing, moving, and refreezing. โข Rogers modified Lewinโs theory to include five stages. This version is most appropriate for long-range projects. โข Spradleyโs theory is an eight-step process, similar to what is described here. It involves constant monitoring at each stage of the process.
- 12. Developing Innovative Strategies โข The Process of Innovation โ Assessment โ Defining options โ Planning โ Gaining Support for the Innovation โ Preparing Students for the Innovation โ Preparing Faculty Members for the Innovation โ Implementing the innovation โ Evaluating the outcome
- 13. Developing Innovative Strategies โข The Process of Innovation โ Assessment โข What is the content to be learned? โข What are the student learning needs? โข How are the studentsโ needs being met? โข What is working? โข What is not working?
- 14. Developing Innovative Strategies โข The Process of Innovation โ Defining Options โข How else can I look at this? โข Does the existing literature provide any suggestions? โข Do faculty members or students have any ideas that we can use?
- 15. Developing Innovative Strategies โข The Process of Innovation โ Planning โข Who must we work with in order to create the needed changes (curriculum committees, faculty members, students) โข How should this change be approached? โข Will we need to work with technical specialists? Do we need additional technical knowledge?
- 16. Developing Innovative Strategies โข The Process of Innovation โ Planning โข How can I best use change theory in this planning? โข Who are the stakeholders? โข How and where will I meet resistance? How will I develop support? โข How will I plan to evaluate the effectiveness of this innovation?
- 17. Developing Innovative Strategies โข The Process of Innovation โ Gaining Support for the Innovation โข What resources will be needed? โข How will the resources be acquired and funded? โข What administrative support is needed? โข What strategies can I use to gain additional support?
- 18. Developing Innovative Strategies โข The Process of Innovation โ Preparing Students for the Innovation โข Are written instructions needed? โข If so, are the instructions clear? โข Is there a mechanism in place for troubleshooting problems? โข Do students know how to address problems?
- 19. Developing Innovative Strategies โข The Process of Innovation โ Preparing Faculty Members for the Innovation โข Do faculty members need additional education? โข How will faculty members be educated/trained? โข Does everyone agree on how the strategy will be run? โข Do we need rehearsal time?
- 20. Developing Innovative Strategies โข The Process of Innovation โ Implementing the Innovation โข How much flexibility do we need if the intervention is not going well? โข Will follow-up be needed?
- 21. Developing Innovative Strategies โข The Process of Innovation โ Evaluating the Outcome โข How will I measure the learning outcome? โข How have students reacted to the strategy? โข Can students provide input for change/improvement? โข If faculty are involved, can they agree on any needed changes?
- 22. Conclusion โข Innovative teaching strategies must be based on learning objectives and student learning needs. โข Diversity in student learning needs will mean that some students will benefit from innovative learning approaches while others will not. โข Sharing innovative strategies with others will benefit students and faculty alike.
Editor's Notes
- Change theory isnโt really discussed in the article in this way, but I think this information will be useful to students.