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PubMed1996

[Nursing curriculum: where to start and restart].

This study relies on the premise that all educational practices are based on presuppositions of philosophic and pedagogical nature, representing the curriculum, the vision of the world, perceived by the school and its professors. The leading question in this research can be formulated as: what is the professors perception on the guiding concepts of the nursing degree curriculum? 36 professors from 9 nursing schools in the State of São Paulo participated in the research answering enquiries based on the technique of Semantics Differential. The traditional, cognitive, behaviourist, self-realization and social reconstruction concepts guided this analysis. The results of the research expressed the subjects preference for postures of humanistic and social character, demonstrating the orientation for more renovating postures, as well as for more traditional postures, enabling the authors to conclude that there is no predominant guiding conception in the nursing curriculum.

Brazil↗

PubMed2004

[Understanding the theoretical bases of participative planning in the integrated curriculum of a nursing course].

This paper deals with an exploratory study aimed at identifying the theoretical bases that sustain participative planning as described in the framework of Situational Strategic Planning, which are used in the integrated curriculum of undergraduate nursing education for the development of participative planning performance. Data were obtained through documentary analysis of twenty-two notebooks of the Educational Units that are part of the Marília Medical School Nursing Course curriculum, with a view to recognizing those parts of knowledge that contributed to the formation of the social actor, situation and social production concepts. Result analysis recognized the lack of theoretical bases, as well as the predominance of knowledge aims and the description of performance as objectives. However, attempts were revealed to integrate knowledge and approximate them to participative planning, with a view to achieving coherence with the principles of the integrated curriculum.

Curriculum↗

PubMed1997

The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students.

OBJECTIVES: In this study, we examine the impact of a school-based curriculum designed to reduce violence among urban sixth-grade students. METHODS: This study used a staggered implementation design in which sixth-graders in six middle schools were taught an 18-session violence-prevention curriculum during either the fall or spring semester. Outcome measures were completed at the beginning, middle, and end of the school year. RESULTS: For boys, participation in the program during the fall resulted in significant posintervention differences in the self-reported frequency of violence and several other problem behaviors. Most of these differences were maintained at the end of the school year. Girls, in contrast, did not appear to benefit from the program. CONCLUSION: These results support the use of a school-based curriculum for reducing violence among sixth-grade boys. They also underscore the importance of early intervention and the necessity of examining gender effects in evaluating such programs.

Child↗

PubMed2003

Keepin' it R.E.A.L.: a drug resistance curriculum tailored to the strengths and needs of pre-adolescents of the southwest.

Research has shown that students respond more favorably to drug prevention programs when they see their culture and themselves represented in the prevention message. Additionally, studies highlight important ethnic differences in drug behaviors and attitudes, indicating that students' ethnic culture should be considered in the creation of prevention programs. Because there are few effective, culturally grounded programs, new approaches are needed, particularly among Mexican American youth. This need inspired the Drug Resistance Strategies Project (DRS) to develop and test the keepin' it R.E.A.L curriculum serving ethnically diverse seventh grade students residing in a large southwestern city. This article describes development of the keepin' it R.E.A.L. curriculum, focusing on the methods used to ensure cultural grounding. The article also reviews literature on cultural approaches in prevention, presents a theoretical framework, summarizes key outcomes of the curriculum evaluation, and concludes with recommendations for the development of prevention programs for ethnically diverse youth.

Child↗

PubMedDate not supplied

A developmentally staged curriculum for teaching self-care to the child with insulin-dependent diabetes mellitus.

A developmentally staged curriculum has been designed to teach children with insulin-dependent diabetes mellitus about their disorder and its care within an organized program of ongoing ambulatory medical care. A preliminary evaluation of the teaching program based on this curriculum indicates that self-care skills are mastered but that the implementation of self-monitoring aspects decreases during adolescence. A survey of a sampling of participants indicates that interest in the program also declines with adolescence. However, the majority had positive responses at all ages and all children and adolescents had positive responses to the experience of being with diabetic peers. The curriculum is presented to help organize the appropriate teaching of diabetes care to children and adolescents.

Age Factors↗

PubMed1996

Communication across the curriculum in animal science.

The growing movement toward the integration of communications in science-based courses has been taken to the heart of the curriculum at Berea College. New college-wide general education requirements initiated a review of student abilities, departmental expectations, and the use of writing and speaking skills in all courses. Agriculture graduates require highly developed reading and speaking skills as well as fundamental control of language to succeed in industry today. Depending only on the English department to teach students writing and speaking skills can lead to graduates ill-prepared for communication in their chosen profession. The inclusion of communication skills in an animal science course not only improves such skills, but it also increases the ability of students to apply and use animal science concepts. The benefits of broadening the teaching curriculum to include reading, writing, speaking, and listening skills can provide improved academic achievement, attitude, confidence levels, and self-images. Students can become active participants rather than note-takers. Curriculum changes of such magnitude require faculty development opportunities and administrative support.

Animal Husbandry↗

PubMed1990

The influence of laboratory experimental work on concept acquisition in a medical physiology course with implications for curriculum deliberations and instructional design.

Following revision of the curriculum the effectiveness of a traditional cookbook experiment, used in conjunction with an 'interpretation seminar', was evaluated. Curriculum revision had been predominantly concerned with an avoidance of overloading and provision of self-study periods. The preceding lectures were integrated with the experiment. The learning resulting from the practical experience was assessed using pre- and post-tests. The practical exercise was ineffective and did not facilitate conceptual understanding. Due to the central role of passive teaching methods the students adopted a surface approach to all learning, were teacher dependent and did not make effective use of their private study. Furthermore, owing to a broad-based entry into medical school many students lacked the basic skills essential to the achievement of meaningful learning. Clearly, for effective learning the curriculum and pedagogy must be geared to the background and educational needs of the students.

Curriculum↗

PubMed1991

The way we teach otolaryngology in an integrated problem-based curriculum.

The University Science Malaysia, Penang, the third medical school in Malaysia, is following an integrated curriculum. In this curriculum, the students are taught the subject of otolaryngology from the second year of their course unlike the traditional schools where they are taught in the fourth or fifth year. This paper describes how otolaryngology is introduced in this integrated, problem-based curriculum.

Clinical Medicine↗

PubMed1992

A review of the oncology curriculum at Dalhousie medical school.

The teaching of oncology at Dalhousie medical school is currently left to the discretion of the 30 university departments. There is no central coordination. This organization leaves no monitoring of curriculum content to see that what should be covered is indeed covered, nor does it provide teaching from the perspective of oncology rather than the perspective of the other individual disciplines. Following an inventory of the oncology curriculum and a survey of interns graduating from Dalhousie in 1991, we recognize deficiencies in the clinical portion of the curriculum that could be rectified with a small number of hours designed to teach the various aspects of the management of cancer patients in case-scenario, student participation sessions.

Curriculum↗

PubMed1983

Development of a competency-based training curriculum for substance abuse counselors in Alaska.

The development of a comprehensive competency-based substance abuse curriculum is reviewed and described. The curriculum, which is designed to help persons to further their understanding of alcohol and drug abuse, and/or to help strengthen counseling skills, can be adopted to meet a wide variety of delivery methods. The curriculum, which can be delivered at a university or within a treatment setting, offers a flexible and innovative way of providing substance abuse training to alcohol and drug workers and to those in health and health-related professions.

Alaska↗

PubMed1998

Working towards an inclusive curriculum.

The move towards an inclusive model of education presents teachers with the difficulty of differentiating the curriculum for children with speech, language and communication impairments. This paper focuses on the 'WiSaLT Curriculum Appendix'-a tool which can be used by teachers and speech and language therapists to help such children access the mainstream curriculum and to promote improvement in their language and communication skills. As well as highlighting potential areas of difficulty within each attainment target for key stage one, the appendix guides users to specific strategies and activities. Thus the speech and language therapist and teacher can identify which attainment targets might prove problematic for any one child and also have access to ideas which can help.

Child↗

PubMedDate not supplied

Oral health care issues in HIV disease: developing a core curriculum for primary care physicians.

BACKGROUND: Given the high occurrence of oral manifestations in patients infected with human immunodeficiency virus (HIV), the relative ease in recognizing these manifestations on physical examination, and their potential impact on the health care and quality of life in these patients, it is critical to provide adequate training for primary care physicians in this area. METHODS: Based on a review of the published literature and the consensus of a national panel of primary care physicians and dentists with clinical and research expertise in this area, a core curriculum was developed for primary care physicians regarding oral health care issues in HIV disease. RESULTS AND CONCLUSIONS: We describe the process of developing the core curriculum of knowledge, skills, and attitudes regarding oral health care issues in HIV disease. The final curriculum is in a format that allows for easy accessibility and is organized in a manner that is clinically relevant for primary care physicians.

Clinical Competence↗

PubMed2002

Template for a recommended curriculum in "Veterinary Professional Development and Career Success".

Recent studies of the veterinary profession have established a need for training in various areas beyond those directed toward building competence and proficiency as a clinician. To address this need, a workshop was designed whose objective was to develop a detailed outline of a model curriculum that would encompass the skills, knowledge, aptitudes, and attitudes deemed essential for economic success in the veterinary profession. The model curriculum was created from comprehensive input provided by consultants and educators. Constraints for implementation of this curriculum are identified, and future directions are discussed.

Curriculum↗

PubMed1993

Baccalaureate curriculum. Gerontological nursing objectives.

1. Gerontological preparation for nursing practice is no longer a curricular luxury; it is a necessity. Baccalaureate nursing education must include broad content and guided practice in gerontological nursing. 2. Incorporating gerontology into a baccalaureate nursing curriculum often is a challenge. Reasons include gerontology not being a "traditional" specialty area; health care professionals in the United States, including nurses, not viewing older adults differently from younger adults; students not being expected to apply knowledge or concepts specifically related to gerontology; and efforts to incorporate gerontological content into a curriculum being resisted due to ageism--a "natural" avoidance of aging from which nursing faculty are not exempt. 3. Because of the limited numbers of nurses with an advanced education in gerontology, the recruitment of experienced, knowledgeable faculty is difficult. Most gerontology faculty are still largely self-taught and enter nursing education via the fields of medical/surgical, psychiatric, or community nursing. It is largely these faculty who must plan and "pioneer" gerontology in the curriculum.

Aged↗

PubMed1983

Selecting a model for use in curriculum evaluation.

In summary, our purposes have been to emphasize the importance of using a model in curriculum evaluation and to present guidelines for selecting an appropriate model. We have discussed our experience in selecting and using the Stake model only as an example. While a model does not eliminate all of the problems and frustrations of curriculum evaluation, it does make the task more manageable. It can also improve the quality of the evaluation and can even make curriculum evaluation enjoyable.

Curriculum↗

PubMed1984

Process curriculum in nursing contrasted to product orientation.

In summary the major variations in these two conceptions of curriculum include definitions of curriculum and learning, sources of curriculum and instructional content, technical language and underlying these their basic orientations. Yet, the two share intents in the areas of curricular theory, structure, teaching, development, and evaluation. The significance of these differences lies very much on the shoulders of the users of these two conceptions. The selection of one over the other must be gauged against each user's educational priorities and orientation. Implementation of each depends on a full understanding of each model. Even if a strict adherence to one or the other is not pursued, the review of both helps immensely in clarifying the specific concepts and estimating the impact of each model. It is through comparison that the assets and liabilities of each will be identified.

Curriculum↗

PubMed1990

Comparison of results of Chinese and American forecasting of nursing curriculum needs.

This study used Mengel's (1987) Round Three Questionnaire results from the Fellows of the American Academy of Nursing and baccalaureate nurse educators of Taiwan to compare perceived importance of nursing curriculum needs. The t-test was used as a test of difference between the two groups. Ninety-nine of 129 items were significantly different (p less than .05). This result showed that the forecasting of nursing curriculum needs between R.O.C. and the U.S. generic baccalaureate nursing faculty are different in many ways; specific content areas, sites for clinical experience, and perceived baccalaureate nursing curriculum needs by the year 1995. R.O.C. nurse educators value more highly than the American group six specific content areas: midwifery, nuclear medicine/nursing, space medicine/nursing, geropsychiatry, critical care nursing, and cardiac rehabilitation. American nurse educators pay more attention to 16 specific content areas: palliative care, family and social support systems for the adult, human responses to actual and potential health problems, alcohol, substance abuse and toxicology, life cycle effects on family dynamics, gerentology, health needs of the adolescent, and increasing patient compliance. The emergency care units are placed higher by the R.O.C. nurse educators than by the American group for clinical experiences. R.O.C. nurse educators rated as more important than the American group the ability to speak a second language, the management of contracted nursing services, entrepreneurial activities, and occupational nursing.(ABSTRACT TRUNCATED AT 250 WORDS)

Cross-Cultural Comparison↗

PubMed1993

Sociotechnical professional perspectives for a nursing administration curriculum.

The curriculum as described was implemented four years ago. We have not yet been able to test and fully evaluate the model. What has been demonstrated is an ability by the students to articulate the philosophical principles of the sociotechnical/professional perspective in comprehensive examinations. These exams and students' papers also demonstrate the students' ability to apply the principles. The curriculum is essentially a philosophical overlay, thus a limitation of the curriculum is that the faculty must truly be committed to and believe in the administrative roles of facilitation, coordination, and integration. Because this view of administration is new, time is needed to orient faculty who have learned and taught from a more traditional framework. This new view is a strength from the student perspective. Many come to graduate school seeking new ways. A sociotechnical/professional perspective for nursing administration reflects the most current nursing and management literature and is considered to be very contemporary and future-oriented.

Curriculum↗