This document outlines objectives and strategies for nursing education in the 21st century. It discusses driving forces like global issues, WHO standards, and new degrees. Curriculum development components are defined, and theories like Knowles' adult learning theory are applied. Teaching approaches like problem-based learning and learning styles are examined. Interactive methodologies like action methods, literature, and memory aids are provided to help information stick for adult learners. Future trends in nursing education like increased collaboration and distance learning are also addressed.

1. Joan Edwards, RNC, MN, CNS
Associate Clinical Professor
Texas Woman’s University – Houston
jedwards3@twu.edu

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
_learning

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/