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The American experience : a radical transformation of nursing education
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Transcript of The American experience : a radical transformation of nursing education
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THE AMERICAN EXPERIENCE: A RADICAL TRANSFORMATION OF NURSING EDUCATION
Molly Sutphen, Ph.D.OIIQ’s Annual ConventionOctober 25, 2011Montreal, Canada
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Why the Recent Interest in Nursing Education? Institute of Medicine and the Robert Wood
Johnson Foundation Long-standing interest in nursing
Northwest Health Foundation Oregon Consortium for Nursing Education
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Institute of Medicine and RWJThe Future of Nursing Two of the recommendations:
Nurses should practice to the full extent of their education and training
Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression
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Why the Recent Interest in Nursing Education?
The Carnegie Foundation’s concern about professions’ civic responsibilities to society rather than on “technical professionalism” Concern about error in all fields Concern about civic responsibility
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The Carnegie Preparation for the Professions Program An integrated, comparative study of
education for professional understanding, integrity, and practice
Clergy; Engineering; Law; Medicine; Nursing; Teaching
Nursing and Medicine were the only two studies conducted simultaneously and in deliberate dialogue
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The Carnegie Preparation for the Professions Program -Nursing What is needed to prepare nurses? What pedagogies are used? What are the signature pedagogies in
nursing? What can other professions learn from
nursing education?
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The Carnegie Preparation for the Professions Program - Nursing
Studied all types of pre-licensure pathways: Community college Generic baccalaureate Accelerated baccalaureate Master’s Entry Diploma
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The Carnegie Preparation for the Professions Program - Nursing National surveys of nurse educators and
nursing students in collaboration with: National Student Nurses’ Association National League for Nursing American Association of Colleges of Nursing
Questions on teaching, learning, and transition to practice
Questions for students about their experiences learning a practice
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Review of Key Findings
Uneven and often inadequate teaching of nursing knowledge
Students and faculty feel overloaded Busy work
Distinct separation clinical and classroom teaching and learning
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Review of Key Findings
Challenges to teaching and learning: Limited good clinical placements for student nurses Heavy reliance on staff nurses for teaching without
mentoring the staff nurses in teaching Students describe transformative experiences of
learning from patients but faculty do not often attend to or extend this rich source of learning
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Review of Key Findings
Pedagogies of being with and responding to suffering are excellent in clinical teaching But almost absent in classroom teaching
Strong formation of nurses who are committed to the values, goals, attitudes, and behaviors highly prized by the nursing profession
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What Next?
Preserve the strengths and long traditions in nursing education Emphasis on situated learning and teaching
practical reasoning in nursing Provide more opportunities for nurses and
nurse educators to learn from each other
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What Next?
Recommendations fall into several categories: Prerequisites for nursing school Diversity of students and faculty Enrich the scholarship of teaching and learning Reorganize the paths for entry to practice Alleviate the faculty shortage Better integrate clinical and classroom education
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But . . .
We need new ways of thinking about teaching a practice
We suggest students, nurses, and faculty need to shift their thinking about and approach to nursing education
Without these, we will not be able to make change in nursing education
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Major Paradigm Shift in Nursing Education
Shift from a focus on covering decontextualized knowledge
TOAn emphasis on teaching for a sense of salience, situated cognition, and action in particular situations
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Teaching and Learning Nursing Knowledge
Catalogues Evidence-based literature searching and
questioning weak Weak across all schools Too much teaching of testing-taking
strategies Almost no interdisciplinary teaching
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Teaching for a Sense of Salience
Developing a sense of salience requires situated learning that is experiential and gained over time (Lave and Wenger 1991)
Nurses work in complex, relatively unstructured clinical situations Students must learn to quickly recognize and assess
what is most and least important, or what is most salient This is what experienced nurses do
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Situated Cognition
In any learning situation knowledge acquisition is necessary but not sufficient
Students must learn to draw on knowledge from diverse domains to use in particular situations
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Situated Learning
“Getting students to put the pieces together in a way that they can retrieve the information later and be able to use it effectively.”
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Signature Pedagogy: Coaching
Draw out what the student or newly graduated nurse knows in bounded clinical situations
Help explore, make connections, realize what they know and how and why it is relevant to this situation
Questions that cue the relevant issues in a situation
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Major Paradigm Shift in Nursing Education
Shift from a sharp separation of clinical and classroom teaching
TOIntegration of classroom and clinical teaching
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A Problem with SeparatingClinical and Classroom Teaching“Some students are lucky enough to obtain a clinical instructor that also teaches the course. Then the course objectives and content are better facilitated with direct "clinical setting" examples. Example might be an instructor teaching, "Remember we talked about this subject in class ... here is a prime example of that lecture in the clinical setting." This exampling solidifies classroom taught information.”
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Integration
Classroom: Situate science, theories, technology and ethics
in practice examples, unfolding cases, case studies, clinical puzzles
Clinical, simulation and skills lab: Situate learning evidence based nursing practice
in care of particular patients
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Major Paradigm Shift in Nursing Education
Shift from an emphasis on socialization and role taking
TOAn emphasis on formation
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Formation
Formation is an ongoing, lifelong process Every experience contributes to student
formation, from the moment students start school through their entire career
The notion honors what students bring to nursing and how nursing changes them
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Formation and Ethical Comportment Beyond “socialization” Experiential learning that creates new
capacities to “see” and to “act” Students imagine ethics as abstract
principles, and often do not recognize when their concerns in practice are ethical concerns
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Formation and Ethical Comportment
Examples of student nurses’ ethical concerns: Meeting the patient as a person Preserving dignity and personhood of patient Responding to sub-standard practice Advocating for patients Engaging fully in learning to do “good” nursing
practice
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Formation
“I have had the honor of being present with and learning from clients in intimate, vulnerable, scary situations. I get to regularly advocate for the underserved, especially in the hospital setting. I have access to environments I would have otherwise never been exposed to and have learned and grown and broadened my world perspective.”