The philosophical approach of the committee was not to develop a new curriculum, or dictate those elements necessary for basic nursing education. Rather the committee wanted to assist faculty in nursing programs to think about and incorporate environmental health content into existing programs. This section deals with four curricular concerns: (1) to identify the general competencies relevant to environmental health in nursing, (2) to suggest where those competencies may be addressed and integrated into the curriculum, (3) to provide examples of content areas conducive to the inclusion of environmental health in order to link educational activities with the competencies to be achieved, and (4) to suggest resources that will facilitate the teaching of environmental health issues.
A 1994 University of Minnesota study based on a review of 23 catalogs of schools of nursing with graduate programs in public health or community health nursing found that 17 percent ( = 4) required a course in environmental health (Ostwalt and Josten, 1994). In contrast, schools of public health that are accredited by CEPH must provide courses in five content areas, of which environmental health sciences is a requisite area (CEPH, 1986, p. 14). In a recent survey of 187 U.S. nurse practitioner programs, valid responses (90 questionnaires; 48 percent) revealed that more than two-thirds of nurse practitioner program directors believed that greater emphasis should be placed on environmental health. Barriers to change included overcrowded curricula and inadequate faculty preparation. Two factors identified as most likely to facilitate the inclusion of environmental health were, first, the availability of nurse faculty with expertise and, second, access to information resources related to environmental health. Recommendations included (1) the incorporation of environmental health in case history or problem-based instructional designs, (2) inclusion of environmental health risks in patient- or community-assessment learning activities, and (3) use of educational resources such as the and other training programs (Bellack et al., 1995).
Career development in nursing consists of formal academic instruction in a defined program of higher education, licensure, professional continuing education, certification, and advanced practice academic degrees at the master's and doctoral levels. During the late 1960s, nurses nationwide began to identify a need for formal recognition of their participation in continuing education courses. To date, mandatory, approved continuing education for relicensure of registered nurses has been implemented in 22 states (NCSBN, 1994). To ensure safe and professional practice, it is a goal of NCSBN that all states require continuing education for nurses in order to continue their nursing practice. Regardless of how these goals are attained, all nurses should be encouraged to embrace the philosophy of lifelong learning.
Faculty development meetings discussed all these issues at priority. We integrated from the focused group that almost 70 percent of the student considered this nursing program as a career change. 60 per cent of the adult learns came here and chose nursing profession for job security and stability. The data collected from the focus group revealed that our nursing profession helped us to contribute positively to the world. Almost 98 students in our focus groups considered that Nursing profession would give opportunities to positively use our talents and skills.
Rubric for nursing Theorist Teaching project - Essay ..
We outlined the demographic characteristics of all the students in the second-degree cohort for adult-learning program. Characteristics such as gender, marital status, race, and age conform to characteristics noted in a national study by Wu and Connelly (1992) for accelerated BSN programs. All students in the program showed different educational experiences and have different occupations. They come from occupations like teaching or library assistant, medical technician, nursing unit secretary, financial consultant, sales representative, medical record checker, business owner, medical health coordinator.
By carefully assessing the school’s expectations in advance, ..
It is imperative that nurses and ODPs understand their accountability for their assessment decisions of a student’s competence. Practitioners are accountable to their professional bodies and are also accountable for the safety of future patients. The RCN (2007) states that mentors are accountable both for their professional judgements of student performance, and also for their personal standards of practice, the standards of care delivered by their students, and the standards of teaching and assessing of the student under their supervision. A mentoring relationship is therefore a very complex and demanding role and one for which nurses and ODPs should be adequately prepared (Duffy 2003). The recommendations from the Francis report (2013) and the NHS England Constitution (2013) both emphasise the importance of strong leadership at all levels and by all disciplines of staff. Good leaders should be role models for their peers and students, they should exhibit the values expressed in both the Francis report (2013) and NHS England Constitution (2013).
The concept of mentorship was originally introduced in the 1970s in America. It was fully embraced and bought over to the UK as a formal support system in the late 1980s (Learning Disability Practice, 2006, 9, 3, 16-18). At that time, nursing was predominately carried out by females. It was these females that identified the lack of, and need of a formal support system within the profession.
Reflective Essay on ASSESSMENT | Kerwin A. …
Respondents were asked to identify the courses in which this content was taught. Of the respondents, 70 percent–74.4 percent (mean) taught the content in community health nursing courses. Fewer than 15 percent reported teaching it in other courses, such as family nursing or epidemiology courses, or the content was integrated in various courses. Environmental health content in medical-surgical nursing courses was identified by 0.8 percent–6.8 percent (mean) of the respondents and in occupational health nursing courses by 0.6 percent–1.4 percent (mean) of the respondents. The unavailability of a description of the presence and location of the environmental health content by those who did not respond to the survey raises a concern. If the lack of a response (47 percent) reflects an absence of environmental health content, then the environmental health content currently offered in nursing curricula nationwide may be seriously overestimated.