RESUMEN
To provide each student within a large cohort the opportunity to participate in a small group simulation that meets recognised quality indicators is a challenge for Bachelor of Nursing programmes in Australia. This paper, as part of a larger longitudinal study, describes one approach used to manage a simulation for 375 1st year nursing students and to report on the quality of the experience from the student's perspective. To ensure quality was maintained within the large cohort, aspects of the simulation were assessed against the following indicators: alignment with curriculum pedagogy and goals; preparation of students and staff; fidelity; and debriefing. Data obtained from a student focus group were analysed in the context of the quality indicators. The following themes emerged from the data: knowing what to expect; assuming roles for the simulation; authenticity and thinking on your feet; feeling the RN role; and, preparation for clinical practice. This paper demonstrates it is possible to provide students in large cohorts with active participatory roles in simulations whilst maintaining quality indicators.
Asunto(s)
Bachillerato en Enfermería , Maniquíes , Enseñanza/métodos , Australia , Grupos Focales , Humanos , Evaluación de Programas y Proyectos de SaludRESUMEN
The creation of a curriculum blueprint appropriate to the development of a professional nurse who is practice-ready for the current and future context of health service delivery must take account of the extant context as well as an unpredictable and sometimes ambiguous future. The curriculum renewal process itself ought to challenge existing long held ideals, practices, and sacred cows within the health and higher education sectors. There is much to consider and importantly curriculum developers need to be mindful of reform within the health sector and health workforce education, as well as the concomitant vision and requirements of the nursing profession. Curriculum must develop more than discipline knowledge and skills: it must provide an infrastructure for generic abilities both social and intellectual in order to better prepare students for the registered nurse role. This paper discusses a number of forces that are essential to consider in curriculum development in undergraduate nursing education.
Asunto(s)
Curriculum , Educación en Enfermería/organización & administración , Reforma de la Atención de SaludRESUMEN
Student readiness for practice as a registered nurse can only be achieved through a committed and cooperative partnership between the tertiary and clinical sectors. One important role in the development and maintenance of clinical learning partnerships is that of the nurse academic. As nursing faculties continue to evolve this role it is important that positive initiatives be shared and challenges discussed. With this in mind, the role of the nurse academic in clinical practice introduced at the University of Technology, Sydney (UTS) will be presented. A nurse academic who fulfils this role at UTS is known as an Academic Liaison Person (ALP). This paper begins with a general exploration of the role of the academic in the clinical learning setting and then discusses the associated challenges. The role of the ALP at UTS and its integration with the UTS clinical model for final year students will be presented as a response to these challenges. Through this model the educational expertise of the ALP and the clinical expertise of the practitioner is brought together for the benefit of the nursing student.
Asunto(s)
Competencia Clínica , Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/organización & administración , Rol de la Enfermera , Preceptoría/organización & administración , Adaptación Psicológica , Actitud del Personal de Salud , Conflicto Psicológico , Conducta Cooperativa , Humanos , Relaciones Interprofesionales , Modelos Educacionales , Negociación/psicología , Nueva Gales del Sur , Rol de la Enfermera/psicología , Investigación en Educación de Enfermería , Personal de Enfermería en Hospital/educación , Personal de Enfermería en Hospital/psicología , Desarrollo de Programa , Evaluación de Programas y Proyectos de Salud , Apoyo Social , Administración del Tiempo , Carga de TrabajoRESUMEN
This paper reports on a study of nursing graduates identified as high performers by their nursing unit managers. The study involved 17 graduates from two teaching hospitals, one in the inner city of Sydney and the other in regional New South Wales. The aim of this study was to identify the capabilities that were seen to be most important for successful nursing practice during the first 2-6 years following employment as registered nurses and to evaluate through backward mapping, the degree to which university programmes were developing these capabilities. This study is part of a larger scale study of a number of professional disciplines that will be used to shape the ongoing evolution of the undergraduate programmes in these disciplines at the University of Technology, Sydney (UTS). The results from this study provide evidence that while capability in technical skill is necessary for successful practice as a nurse, it is certainly not sufficient. A range of 'emotional intelligence' capabilities have been identified by both graduate nurses and their nursing unit managers as being significant factors for successful practice. It would be important that a curriculum provided a range of learning experiences that included content related to emotional intelligence, and it may be that by directing attention to the total undergraduate learning experience rather than just what is taught, that curriculum developers can do much to provide educational opportunities that encourage the capabilities identified.