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PubMed1991

Practical reform of preclinical education: core curriculum and science projects.

This essay proposes reform of the preclinical curriculum which is seen as deficient in both content and method. The period of preclinical study should have a dual purpose: to provide a vocational training in basic scientific knowledge essential to good clinical practice, and to educate medical students in the methods and skills of science. These purposes are best separated. The vocational element constitutes a core curriculum which could be constructed from a consideration of the basic scientific knowledge used by clinicians in their medical practice. A core curriculum could be prepared and examined on a national basis, and would provide a means for quality control of medical education. The timetable space thus liberated would be used for project work in medical sciences, using the teaching methods of science degrees. The proposed curriculum combines the discipline of vocational relevance with the educative potential of an honours BSc, but with no requirement for increased resources or alterations in manpower. It may be seen as a shift from theory towards practice during preclinical study. Strategies for introducing such a system are discussed.

Curriculum↗

PubMed1992

Geriatric nursing in the baccalaureate curriculum.

Increased gerontological nursing content is needed in the curriculum of schools of nursing because of a dramatic increase in the number of older persons, many of whom will need specialized health care. A review of the gerontological nursing content in the current courses of a college of nursing led to specific recommendations for change and additions to the curriculum. A published list of suggested gerontological nursing content was used as a guide to determine which topics needed to be integrated into the curriculum. An ongoing evaluation of the curriculum is needed to determine the appropriateness of the content changes and to determine if students perform better as a result of these changes.

Curriculum↗

PubMed1993

The curriculum revolution in action: nursing and crisis intervention for victims of family violence.

The curriculum revolution might have been born at the University of Detroit in their RN-to-BSN program. Situated in an urban environment where violence is an ever-present problem, the faculty developed an innovative clinical course for senior students, entitled Nursing and Crises Intervention for Victims of Family Violence. The curriculum was designed to respond to a social problem that affects individuals, families, and groups at both physical and psychological levels. It was hoped that creative use of the educational process would promote nursing intervention with a population whose needs have traditionally been unrecognized and unmet by the profession. The response to the course has been very positive and students have applied the content in nontraditional clinical agencies such as shelters for battered women and children, sexual abuse centers, and phone crisis centers. More importantly, these RN students report not only a change in personal attitudes, but an integration and application of their knowledge in their own professional practice. They act as educators to their peers and colleagues while reshaping their own practice in light of their newly acquired sensitivity. By creatively using the nursing curriculum, educators can prepare nurses to deal with many of the social ills affecting individuals, families, and groups. In so doing, they encourage nurses to step into the forefront of health care. They invite nursing practitioners to become proactive rather than reactive. Ultimately, such curriculum creativity will ensure that clients currently ignored or unrecognized by the health care system are identified and treated in a caring fashion by the profession that prides itself on its ability to care.

Child↗

PubMed1998

Information science for the future: an innovative nursing informatics curriculum.

Health care is increasingly driven by information, and consequently, patient care will demand effective management of information. The report of the Priority Expert Panel E: Nursing Informatics and Enhancing Clinical Care Through Nursing Informatics challenges faculty to produce baccalaureate graduates who use information technologies to improve the patient care process and change health care. The challenge is to construct an evolving nursing informatics curriculum to provide nursing professionals with the foundation for affecting health care delivery. This article discusses the design, implementation, and evaluation of an innovative nursing informatics curriculum incorporated into a baccalaureate nursing program. The basic components of the curriculum framework are information, technology, and clinical care process. The presented integrated curriculum is effective in familiarizing students with informatics and encouraging them to think critically about using informatics in practice. The two groups of students who completed the four-course sequence will be discussed.

Computer Systems↗

PubMed1998

Curriculum revision: reaching faculty consensus through the Nominal Group Technique.

A fundamental concept to initiate change in the curriculum revision process is to overcome resistance to change and the boundaries of self-interest. Curriculum change cannot occur without an "unfreezing" of faculty values and interests. The Nominal Group Technique (NGT) was used to facilitate faculty identification of areas needing change in the undergraduate nursing curriculum. The process led to the generation of numerous independent ideas in which all faculty participated. The revised curriculum which resulted from the NGT process has had full and enthusiastic support of the faculty.

Alabama↗

PubMed2002

Nurse practitioner curriculum for the 21st century: a model for evaluation and revision.

The popularity and acceptance of the nurse practitioner (NP) role, developed in response to a need for additional health care providers, have led to large numbers of educational programs that prepare nurses for NP practice. These programs, following guidelines developed by the National Organization of Nurse Practitioner Faculties Curriculum Guidelines Task Force prepare NPs who are able to provide care to individuals and families throughout the life span. However, in the present health care environment, the NP curriculum constantly must be monitored and evaluated to reflect change. The authors developed a model for curricula revision that incorporates the elements of health policy, community needs and demands, and curriculum goals. This model promotes ongoing reflection on the educational product and assesses graduates' abilities to serve clients and communities within the constraints and opportunities afforded by the current health care system. This model is proactive and embraces the nurse practitioner curriculum guidelines as its core.

Clinical Competence↗

PubMed2000

Community-based curriculum in psychiatric nursing science.

As community-based health care delivery is now a prominent feature of the health care system in South Africa, nursing curricula are being challenged to prepare student nurses for community-based nursing roles and responsibilities. The purpose of this study was to describe guidelines for a community-based curriculum in psychiatric nursing science for a nursing college in KwaZulu-Natal. A qualitative, quantitative, exploratory, descriptive and contextual design was employed. To reach the purpose of the study, a situational analysis was done in three phases to identify the principles for a community-based curriculum for psychiatric nursing science. PHASE I: A document analysis of relevant government policies and legislation. PHASE II: Statistics from psychiatric hospitals and community psychiatric clinics. PHASE III: Focus group interviews with nurse educators and literature control and conceptual framework. The principles obtained from the three phases were used to formulate the guidelines for a community-based curriculum in psychiatric nursing science. (PHASE IV): Eight guidelines with practical implications are described for the implementation of a Community-based curriculum in Psychiatric Nursing Science.

Attitude of Health Personnel↗

PubMed2000

Integration of the primary health care approach into a community nursing science curriculum.

The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994: 155). Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Attitude of Health Personnel↗

PubMed1987

Developing an occupational therapy curriculum at a small college.

Small colleges and universities are increasingly turning to new program development to increase enrollments, stem decline, and ensure survival. Occupational therapy is an increasingly popular curriculum among small college and university administrators in view of its potential for attracting students, enhancing the organization's profile and mission, and generating revenue. This study examined the development of the occupational therapy curriculum at College Misericordia, Dallas, Pennsylvania, from 1981 to 1984. Interviews and pertinent documents, such as financial records, curricular materials, and enrollment statistics, were analyzed. The results demonstrate that the occupational therapy curriculum was instrumental in increasing enrollments and generating revenues at this small college. It can be concluded that curriculum development in occupational therapy can have a positive effect on an organization's ability to remain viable in an increasingly competitive market.

Curriculum↗

PubMed1998

[New curriculum of behavioral dentistry].

Faculty of Dentistry, Tokyo Medical and Dental University first introduced New Curriculum of Behavioral Dentistry in Japan. This curriculum has been established in consideration of the current social environments and dental clinical practice in our country, in addition to reference to Curriculum Guidelines in the USA. When students' impressions and assessments on the courses were researched and analyzed, the majority were found to be satisfied with this curriculum although several problems to be solved were also presented at the same time, such as timing of derivering lectures.

Behavioral Sciences↗

PubMedDate not supplied

An evaluation of an abstinence education curriculum series: sex can wait.

OBJECTIVE: To examine the effects of an abstinence education curriculum series on student outcomes. METHODS: The series was taught at upper elementary, junior high, and high school levels. A questionnaire was administered to all intervention and comparison students before and after implementation of the curriculum. RESULTS: At the upper elementary level, the curriculum group had better outcomes on knowledge, self-efficacy, and a more hopeful outlook; at the middle school level no differences; at the high school level, findings favored the curriculum group on attitude, behavioral intent, and sexual behavior variables. CONCLUSION: Results are encouraging and should be considered by those interested in helping young people postpone sexual involvement.

Adolescent↗

PubMed1992

Preparing for accreditation: an opportunity for faculty development and curriculum renewal.

An approach to ACEHSA accreditation is described which turns this exercise into an occasion for faculty self reflection, development, and renewal. The carefully facilitated process examines the curriculum, its fundamental bases, processes, and products from multiple points of view including those of the faculty, current students, graduates, and employers. The process is derived from deliberative curriculum inquiry and results in curriculum specifications that are ordered by actual practice and truly understood and supported by faculty, students, and practitioners. Feedback from participants indicates that the carefully guided process of introspection turned a negative expectation surrounding the preparation for accreditation into a positive experience of faculty development and curriculum renewal. The process was improved across the two replications documented here.

Accreditation↗

PubMed1997

Theoretical framework for implementing a managed care curriculum for continuing medical education--Part I.

Healthcare reform has created a new working environment for practicing physicians, as economic issues have become inseparably intertwined with clinical practice. Although physicians have recognized this change, and some are returning to school for formal education in business and healthcare administration, formal education may not be practical or desirable for the majority of practicing physicians. Other curriculum models to meet the needs of these professionals should be considered, particularly given the growing interest in continuing education for physicians in the areas of managed care and related aspects of practice management. Currently, no theory-based models for implementing a managed care curriculum specifically for working physicians have been developed. This paper will integrate diffusion theory, instructional systems design theory, and learning theory as they apply to the implementation of a managed care curriculum for continuing medical education. Through integration of theory with practical application, a CME curriculum for practicing physicians can be both innovative as well as effective. This integration offers the benefit of educational programs within the context of realistic situations that physicians can apply to their own work settings.

Curriculum↗

PubMed1987

A micro-computer based approach to curriculum evaluation.

The wide range of content appropriate to graduate study in health administration calls for an effective means to analyze the structure and content of the graduate program curriculum. This article presents a curriculum analysis matrix approach to curriculum evaluation. The matrix approach uses spreadsheet software to carry the analysis through several iterations, involving faculty throughout the process. A case illustration is presented. This approach is deemed relevant to accreditation self-studies and to any other periodic curriculum reviews.

Computers↗

PubMed1999

Description of an ethics curriculum for a medicine residency program.

This paper examines the attempts to develop and implement an ethics curriculum for the Internal Medicine Residency Program at the University of Maryland Medical Center. The objectives of the curriculum were to enhance moral reasoning skills and to promote humanistic attitudes and behavior among the residents. The diverse methodologies used to achieve these objectives included case discussions, literature reading, role playing, writing, and videos. These activities occurred predominantly within the forum of morning report sessions and ethics ward rounds. The author also describes efforts to overcome the initial constraints associated with the implementation of this curriculum and concludes by exploring future directions for the curriculum.

Bioethical Issues↗

PubMed1975

A conceptual framework for curriculum development.

A conceptual framework provides boundaries within which facts, concepts, theories, and propositions from three theoretical sources interact with clarity, coherence, and consistency. From the framework objectives are derived. The framework gives direction to the curriculum design. Finally, the conceptual framework serves as a background against which objectives can be tested. A conceptual framework for curriculum encourages systematic curriculum evaluation that will eventually allow us to more accurately describe, explain, predict, and control the work of curriculum.

Concept Formation↗

PubMed2000

Does a health maintenance curriculum for pediatric residents improve performance?

OBJECTIVE: To assess the knowledge and skills of residents in health maintenance and to measure the effectiveness of a new curriculum. DESIGN: Longitudinal cohort study of first- and second-year pediatric residents over 2 academic years (AY). Residents in AY 1995-1996 (n = 32) comprised a control group. Residents in AY 1996-1997 (n = 36) served as a study group who completed a structured 12-week program of reading materials, small group discussions, and case scenarios. METHODS: A needs assessment identified 7 topic areas in health maintenance: health screening, immunizations, nutrition, development, behavior, injury prevention, and dental health. Control and study residents' cognitive knowledge, chart documentation, and clinical performance were assessed using a 50-item multiple choice examination, medical records audit, and standardized patient evaluations. RESULTS: Mean examination scores, chart documentation, and clinical performance did not differ significantly between first- and second-year control residents. In the study group, mean examination scores of first-year residents were not significantly better than controls. Second-year residents significantly improved their knowledge about health screening, nutrition, and dental health compared with controls but showed no improvement in other areas. Medical record documentation increased significantly among study residents compared with control residents. Clinically, first-year residents significantly improved in the task of health screening (relative risk [RR] 6.33) and markedly improved (36.8% vs 66.7%) their injury prevention counseling compared with controls. Second-year residents showed significant increases in health screening (RR 6.09) and taking a nutritional history (RR 1. 44) compared with controls. Assessment of the curriculum by residents showed a high degree of satisfaction with the program. CONCLUSIONS: Pediatric residents who had clinical experience and completed the curriculum demonstrated significant improvements in their medical record documentation and selective gains in knowledge and clinical performance of health maintenance compared with residents with clinical experience only. A structured curriculum in health maintenance and a multifaceted assessment system can identify and enhance the skills of pediatric residents.

Adult↗

PubMed1999

An approach for integrating anaesthesiology specialty in the undergraduate curriculum--the IIUM programme.

Much has been said in various anaesthetic journals about the need to teach medical undergraduates in areas such as basic life support skills and resuscitation. Anaesthesiology as a specialty can contribute significantly in this aspect of teaching. The question is how should it be incorporated into the existing curriculum, given the fact that anaesthesiology constitutes a minor role in the undergraduate medical curriculum? This article attempts to answer this question and proposes the possible integration of anaesthesiology with the other major clinical specialties. This curriculum forms the basis of anaesthesiology curriculum at the Kulliyah of Medicine, International Islamic University Malaysia (IIUM).

Anesthesiology↗