This document discusses current trends and issues in nursing education. It describes how nursing education has shifted from a traditional faculty-controlled approach to having a greater focus on competencies, outcomes, and collaborative faculty-student learning. Several forces are driving changes in nursing education, including global issues, new nursing roles, and calls for 21st century competencies. Theories like Kolb's learning cycle and Knowles' adult learning theory can be applied to nursing education. Components of curriculum development include determining degree types, content organization, and sequencing. A variety of teaching approaches engage different learning styles, including problem-based learning, simulation, case studies, literature, and games.

1. CURRENT TRENDS & ISSUES IN
NURSING EDUCATION
YASH RAMAWAT
M.SC NSG
RAKCON DELHI

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%)
http://en.wikipedia.org/wiki/Kinesthetic_l
earning

15. Learning Style
 Lecture
 Reading
 Audio-visual
 Demonstration
 Discussion group
 Practice by doing
 Teaching others
 Immediate
application in real
situation
Knowledge Retention
- 10%
- 20%
- 30%
- 50%
- 75%
- 85%
- 90%
- 90%
(National Training Laboratory
Institute, Alexandria, VA, 2006)

16. Learning Style Assessment Tool
http://www.vark-
learn.com/Indonesian/page.asp?p=questionnaire

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. Hmong Practices

23. Case Scenarios
Labor Patients

24. Simulation
Perinatal Loss

25. Time with my son (D. Armstrong, 2001)

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)
 Increased distance (online) learning
 Schools of nursing providing ongoing professional
development for competence requirements
 Increased teaching of evidence-based practice.

41. References
 Bellack , J.P., & O’Neil, E.H. (2000). Recreating nursing
practice for a new century: Recommendations and
implications of the Pew Health Professions Commission’s
final report. Nursing & Health Care Perspectives, 21(1), 14-
21.
 Billings, D.M. & Halstead, J.A. (2009). Teaching in nursing: A
guide for faculty (3rd Ed). St. Louis, Missouri: Saunders
Elsevier.
 National League for Nursing. (2007). The scope of practice
for academic nurse educators. New York, NY: NLN.
 World Health Organization. (2009). Global standards for the
initial education for professional nurses and midwives.
Retrieved April 12, 2010, from World Health Organization
website: http://www.who.int/hrh/nursing_midwifery/en/