This document outlines objectives and content for a nursing education study. It describes the shift in nursing education from a traditional to collaborative approach. External forces like global issues and internal factors like new degrees are driving changes. Learning theories like Kolb's learning cycle and teaching approaches like problem-based learning are discussed. The document also covers curriculum development, teaching styles, and trends like increased interprofessional collaboration and distance learning.

1. CURRENT TRENDS & ISSUES IN
NURSING EDUCATION
Nursing Study Contents

2. Objectives
• Describe forces and issues driving nursing
education in the 21st century.
• Apply at least one theory to nursing
education.
• Define components of curriculum
development and design & redesign.
• Identify different approaches to teaching.
• Explain teaching methodologies applicable
for adult learners.

3. Then → Now
• Then: Traditional approach – objectives
with closely orchestrated learning
experiences; faculty controlled
• Now: Competencies and outcomes; focus
on “end product”; faculty-student
collaborative learning process

4. External Forces & Issues Driving
Nursing Education
• MDG’s
• Global issues
- global violence
- demographic changes
- technological advances
- globalization
- environmental challenges

5. Internal Forces & Issues driving Nursing
Education
• WHO Standards for Basic Nursing
Education (2009)
• Nursing care delivery systems
• Nursing shortage
• New and emerging degrees
• 21 competencies for the 21st century
(Bellack & O’Neil, 2000)

6. Strategies to identify Forces and Issues in
Indonesia related to Nursing Education
• Comparison of WHO Standards with
nursing education programs in Indonesia
• Environmental scan
• Forecasting
• Epidemiology
• Survey research/Consensus building

7. Learning & Education Theories
• Boyer’s Scholarship of Engagement
• Kolb’s Learning Cycle
• Bloom’s taxonomy of learning
objectives
• Knowles’s adult learning theory

8. Components of Curriculum
Development and Design
• Type of undergraduate nursing program:
diploma, associate or baccalaureate
degree
• Curriculum design:
• - blocked content
• - integrated content
• Sequencing of courses (master plan)

9. Use of Theory in Curriculum
Development
• Single specific nursing
theory or model
• Concepts from multiple
theories or models

10. Next Steps
• Mission
• Vision
• Core Values
• Philosophy
• Competencies (with leveling)
• Curriculum outcomes
• Quality improvement activities

11. Accrediting Bodies
• National League for Nursing
Accrediting Commission (NLNAC)
• Commission on Collegiate Nursing
Education (CCNE)

12. Teaching Approaches
• Lecture
• Problem-based learning
• Competency-based learning
• Concept mapping
• Portfolio
• Self-learning packets

13. Student Learning Styles
• Characteristics of the learner
• Diversity of learners
• Learning style preferences

14. Types of Learners
• Visual (25%)
• Auditory (30%)
• Kinesthetic (45%)

15. 0
Learning Style Knowledge Retention
• Lecture
• Reading
• Audio-visual
• Demonstration
• Discussion group
• Practice by doing
• Teaching others
• Immediate
application in real
situation
• - 10%
• - 20%
• - 30%
• - 50%
• - 75%
• - 85%
• - 90%
• - 90%

16. Learning Style Assessment Tool

17. What do we want to “stick” ?
• Disease processes
• Assessment data
• Critical thinking
• Nursing diagnoses
• Interventions
• Emergent care
• Desired outcomes
• Customer service

18. Adult learner education components
• Reflection: Analysis of
experiences,
observations, feelings,
and perceptions
Strategies include
thinking out loud;
journaling

19. Adult learner education components
• Understanding & Making Connections; between
anatomy, physiology, pathophysiology, disease processes,
interventions, medications, patient care, patient
teaching, impact on family, community
• Care mapping; concept maps, care planning, etc.

20. Interactive Learning Methodologies
• Action methods
• Literature
• Art
• Memory aides

21. Action Methods
• Drama
• Case scenarios
• Simulation
• Soap operas/television segments

22. Among Practices

23. Case Scenarios
Labor Patients

24. Simulation
Perinatal Loss

25. Time with my son

26. Literature

27. Ignaz Semmelweis
(D. Armstrong, 2001)

29. Art
• Audio clips
• Video clips
• Photography
• Artwork

30. Postpartum Hemorrhage

31. Memory Aides
• Acronym
• Visual aides
• Poetry
• Music
• Games

32. BUBBLE-HER (acronym)
• B – breasts
• U – uterus
• B – bowels
• B – bladder
• L – lochia
• E – episiotomy (stitches)/
laceration/incision
• H – Homan’s sign
• E – emotional status
• R – RhoGam candidate? Rubella vaccine?

33. Cardinal Movements of the Fetus
• Descent
• Flexion
• Internal rotation
• Extension
• Restitution
• External Rotation
• Expulsion

35. “It’s a Decel”
(tune of “Clementine”)
It’s a decel; it’s a decel
to the left and to the right
Turn the Pit off; grab the 02
Let the doc know we’re all right!

36. “Hang the Mag” (tune of “Taps”)
Hang the Mag; or she’ll seize
Don’t you know that she has clonus
three?
Hang the Mag; or she’ll seize
Won’t you, please?

37. Games
• Perinatal Trivial Pursuit
• Postpartum Bingo
• Want to be a Millionaire
• Are you Smarter than a Student
Nurse?

38. Small Group Learning Activity
• Break into small groups
• Choose a topic (disease process,
assessment data, nursing interventions,
emergent care, desired outcome, etc.)
• Choose an interactive learning process
• Create your tool to “Make It Stick”!

39. Share Time

40. Future Trends & Issues in Nursing Education
• Increased collaboration between nursing
practice and nursing education
• Increased emphasis on collaboration between
healthcare disciplines
• Increased development of educational
products for faculty and students
• Increased student and nurse mobility
(including increased licensure mobility)

41. Future Trends & Issues in Nursing Education
• Increased distance (online) learning
• Schools of nursing providing ongoing
professional development for competence
requirements
• Increased teaching of evidence-based
practice.

42. Thanks
Like & Share
Nursing Study Contents