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    Rescuing Nursing Education from Content Saturation

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    xiao pei
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    Post  xiao pei on Thu 25 Nov 2010, 1:18 am

    1. Would you recommend a Concept-Based curriculum if you were to handle a nursing school?
    2. What do you think can be the down side of Concept-Based curriculum?


    yes,i would recommend a concept-based currimulum if i were to handle a nursing school.

    The National Library of Medicine’s Medline archives 31,000 new citations per month. It is estimated that a clinician would need to read 17 articles a day every day of the year simply to remain current in their field of practice (Hall & Walton, 2004).
    Shift in focus from inpatient/acute care to community focused care.
    Problem not in change in focus, but the failure of nursing education to eliminate content.
    A concept is an organizing principle or a unifying classification of information.
    Benefits of Concept-based Curriculum:
    Focus on concepts as opposed to content
    Emphasis on recognition of concepts across populations and multiple situations
    Emphasis on interrelationships of concepts
    Fosters conceptual learning*
    Stimulates critical thinking
    Meets needs of diverse learners
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    markpradow

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    Re: Rescuing Nursing Education from Content Saturation

    Post  markpradow on Wed 24 Nov 2010, 10:07 am

    Nursing education has always been traditional in many ways. We, as nursing students before, were taught about the basic foundations of nursing in a way that is the same with how the concepts were taught in the past years. The main concern of the traditional way of teaching is that it is important to teach students all the concept in nursing care but, as this study suggests, it becomes more and more staurated and students now have difficulty on grasping “everything” because of this saturation.

    Change on how nursing is taught in schools should be made in order for us to go with the changing trends in health care. It is not enough that students learn all the concepts of nursing but they should also have he knowledge and skill to assess which information weighs more than the others. They should be able to grasp each concept and then hone their skills around it so that they can give competent care to patients and be of help to the health care team.

    Conceptual-learning is a good way to improve and change the way nursing is taught. It teaches the students on how to organize organize information in logical structures and improves their critical thinking.

    Educators must address this change in a positive way and they must not insist on emphasizing their areas of expertise on the students. They should be against content saturation and must teach the students what is concepts should they conceptrate on with regards to the current trends in practice. Critical thinking should be cultivated in nursing schools so that students may be able to not only grasp the concepts but also to assess their level of understanding of nursing education per se.
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    kristineaajuan

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    Re: Rescuing Nursing Education from Content Saturation

    Post  kristineaajuan on Sun 21 Nov 2010, 10:41 pm

    Rapid health care changes and increasing client complexity have begun to transform expectations for nursing care. This has prompted nurse educators to explore curriculum changes in an effort to prepare nurse graduates for the challenges they will face( Kantor, 2007). Here in the Philippines, a lot of students are taking up nursing because of the thinking that when they finish the course they can go abroad and earn a lot of money. They tend to overlook the fact that the course offers a bigger responsibility than what they thought it have. Now, there are a lot of nursing graduates here in the Philippines that are unemployed. Also, this fad opened opportunities for a lot of schools, even none medical schools to offer the course since a lot are enrolling for this. The down side of it is that these new schools are only after the profit. Nowadays not all nursing schools are producing “quality” nurses. I, personally, agree on what the new curriculum is telling us. We cannot just let some ineffective nurses to be as such because nursing is about caring for other people’s lives. It is life that we are talking about.

    On the study of Giddens, et.al (2008), two general groups — health and illness concepts and professional nursing concepts — were identified and defined by curriculum committee members. Health and illness concepts form the basis for a series of three courses known as the Health and Illness Courses. The concepts and content presented within these courses represent the core knowledge of patient-centered nursing care and professional nursing concepts provide the foundation for a series of courses known as Nursing Concept Courses. These courses focus on professional attributes, core roles, and the context in which nurses practice (Giddens, et.al, 2008). Historically, nursing practice and education have been based on a provider-driven health care system and treatment-based health care model. In this model, the focus of health care is on interventions that occur late in the disease process; therefore, nursing education traditionally focused on treatments and tasks required to care for individuals late in the disease process (Giddens & Brady, 2007). However, nowadays, the definition of nursing is not consolidated to the treatment and tasks required to care for individuals late in the disease process. We should act as early as possible before the disease worsens.

    We should not be afraid of change because nothing is permanent in this world except for change. We encounter change in our everyday lives, even the extent of different diseases had changed that is the reason why different approaches should be learned. We should be open to new ideas because for all we know these ideas can help us grow or mature in the process. These ideas will help become better and more efficient nurses in the future.


    References:
    Giddens, J. Et.al. (2008). A New Curriculum for a NEW ERA of Nursing Education.
    Nursing Educator Perspectives, 29, 200-204.

    Kantor, S. (2010). Pedagogical Change in Nursing Education: One Instructor’s
    Experience. Journal of Nursing Education, 49, 414-417.

    Giddens, J. & Brady, D. (2007). Rescuing Nursing Education from Content
    Saturation: The Case for a Concept-Based Curriculum. Journal of Nursing
    Education, 46, 65- 68.

    jm_babera

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    Re: Rescuing Nursing Education from Content Saturation

    Post  jm_babera on Fri 19 Nov 2010, 5:15 pm

    1. Would you recommend a Concept-Based curriculum if you were to handle a nursing school?
    2. What do you think can be the down side of Concept-Based curriculum?

    The concept of this type of curriculum offers a lot of hope for nursing education in the Philippines. The concept-based curriculum has been discussed by Gidden, Brady, Brown, Wright et al1 (2008) in a separate article; the article calls for a curriculum where the concepts needed in the curriculum are properly identified, where concepts are logically organized and give good direction to the students, one where the concepts are most representative of contemporary practice and, where the curriculum is learner rather than teacher centered. Such a curriculum will free the student from the constraints and burden of the contemporary nursing curriculum which is, shall we say oversaturated with content (Giddens and Eddy2 2009). It would be a very good alternative solution to the academic dilemma our nursing education is currently coping with.
    However good it is in paper though, the concept also has its own, rather peculiar, drawback which traces its roots to its main premises on the concept itself. Giddens3 (2007) provides the challenges to nursing education which concept-based curriculum hopes to address Giddens challenges the academe to design a curricula that will reflect contemporary nursing practice, containing essential concepts without being overburdened with excessive content. Giddens calls for a curricula which is student-centered and allows all types of learners to thrive. The said prerequisites, which in itself can be burdensome and almost impossible to achieve, is the only major flaw; such flaw also makes it rather improbable for effective use in the Philippines today. We do have the potential to create and implement a concept-based curriculum, but we would first need to implement a lot of reforms in our current curriculum.
    However far-fetched it may seem though, it offers us a comforting promise of a bright future in Filipino nursing education. Definitely its application is worth looking at.
    [justify]

    1 – Giddens, J., A Need for Change in Nursing Education (2007), from Infusing Conceptual Learning Into the Classroom, North Carolina Associate Degree Nursing Council Fall Conference October 23, 2007
    2 – Giddens, J., Eddy L., A Survey of Physical Examination Skills Taught in Undergraduate Nursing Programs: Are We Teaching Too Much? (2009), from http://www.ncbi.nlm.nih.gov/pubmed/19227752
    3 – Giddens, J., Brady, D., Brown, P., Wright, M., et al, A New Curriculum for a New Era of Nursing Education (2008), Nursing Education Perspectives, July – August 2008, lifted from http://findarticles.com/p/articles/mi_hb3317/is_4_29/ai_n29455177/?tag=content;col1
    [justify]

    AlexZano
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    Rescuing Nursing Education from Content Saturation

    Post  AlexZano on Fri 19 Nov 2010, 9:59 am


    University of the East
    Ramon Magsaysay Memorial Medical Center Inc.

    Graduate School


    Alexis O. Zano Jr.
    MSN-AHN
    Exec-6

    Reading the article entitled “ Rescuing Nursing Education from Content Saturation: The Case for Concept-Based Curriculum” caught my attention that there is a need for an educational reform towards the development and enhancement of conceptual approach for curriculum development and teaching in nursing education. The National League for Nursing on 2003 called for dramatic reform, suggesting that the a paradigm shift in nursing education is needed. The said reform are related to the need for curricula that are responsive to changes in the health care delivery system, are research based, are collaborative, and apply pedagogical innovation (e.g., Ben-Zur, Yagil, & Spitzer, 1999; Ironside, 2004; NLN, 2003).

    More than a few decades the nursing education rapidly expand. A vast body of knowledge has added to nursing curricula. The IOM on 2003 specifically cites “ overly crowded Curricula” as one of many challenges of health education reform. AACN (1998), However questioned whether it is possible to prepare beginning- level professional nurses for the future in a 4- year- time frame as knowledge and practice expand.

    Several contributing factors had been identified in content saturation of nursing education that includes:
    Shift from the industrial age to the information age characterized by explosion of new information, Changes in Health Care Delivery from treatment focus modality to health- based model and other nursing programs resulting in substantial increase of content in most nursing curricula. The teacher- centered pedagogy denotes teachers personal responsibility that all he content in “covered” adding more content included in a subject, And The academic- practice gap.

    The article explicitly shows significant benefits using concept based approach as curricular design in teaching the student learn to think and seek for expanded knowledge that is not confined in a limited spectrum of learning. As an educator we must be very selective in presenting paradigm used to represent concepts; use of excessive model, subjects could result in content saturation and defeats one of the benefits of the concept-based model. The approach also edify student to become increasingly skilled at thinking (Timpson& Bendel-Simso, 1996).

    Reference:

    J. Giddens et al. ( 2007). Rescuing Nursing Education from Content Saturation: The Case for a Concept BasedCurriculum. Vol. 46, No. 2
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    angeliebernardo

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    Rescuing Nursing Education from Content Saturation

    Post  angeliebernardo on Fri 19 Nov 2010, 1:19 am

    Rescuing Nursing Education from Content Saturation: The Case for a Concept-Based Curriculum
    Bernardo, Angelie Teresa B

    Would you recommend Concept-Based Curriculum if you were to handle a nursing school?

    Definitely Yes! I would recommend this concept-based curriculum simply because I want to do away from the traditional.
    I am sure most of us have gone through the same dilemma during our BSN years when asked to comply to do case presentation regardless of the actual handling of a case. Aside from the tedious and rigorous times spent on the pathophysiology and NCP, the most dreadful part is defending the case to a panel and bombarded with unforeseen questions. The point is, in order to have a better understanding of a concept, it has to be applied clinically. Constant repetition of a subject does not guarantee mastery much more in the improvement of clinical skills.
    Giddens emphasized the need to reform nursing curriculum but Erickson posited challenges as to what aspects of traditional nursing practice to be retained. The latter contradicts the issue on reform because when one wants changes, it has to be totally and not retaining something especially if it is not beneficial.
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    sheryllquides

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    Re: Rescuing Nursing Education from Content Saturation

    Post  sheryllquides on Thu 18 Nov 2010, 8:10 pm

    Sheryll M. Quides
    Instructional Design


    Rescuing Nursing Education from Content Saturation:
    The Case for a Concept-Based Curriculum
    Jean F. Giddens, PhD, APRN-BC
    Debra P. Brady, PhD, RN

    Would you recommend a Concept-Based curriculum if you were to handle a nursing school?

    Yes.I will definitely recommend a concept-based curriculum if I were to handle a nursing school. The concept based curriculum enables students to build knowledge and inquire. Instruction based
    on conceptual generalizations is an effective way for students to genuinely understand topics, but more importantly, it is an effective way to teach students to think. It requires higher level, integrative thinking ability which is a best approach in giving every students the best education they need. Concept-based curricula emphasize and teach cognitive processes such as analysis, synthesis and evaluation that help the development of new and more complex concepts and take learning to a higher level.

    Erickson (1995) summarizes the advantages of a concept-based approach to curriculum and instruction as follows: ‘‘under the older fact-based paradigm, depth of instruction meant teaching more facts about a topic. In the newer paradigm, depth of instruction means teaching higher level thinking related to a significant concept and theme, problem or issues by connecting ideas across disciplines to extend understanding, find answers,
    foster generalizations and create new knowledge...’’


    Benefits of the Concept based curriculum are as follows:
    1. emphasis on recognition of concept across populations and multiple situations.
    2. emphasis on inter relationships of concepts.
    3. fosters conceptual learning
    4. stimulates critical thinking.
    5. meets needs of diverse learners.

    The challenges of concept-based curriculum are:

    1. Faculty has lack of understanding
    2. It requires different level of coordination



    References:

    http://books.google.com
    www.springerlink.com

    Erickson, H.L. (1995). Stirring the Head, Heart, and Soul. Thousand Oaks, California: Corwin Press


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    Klarisse Esteban

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    Re: Rescuing Nursing Education from Content Saturation

    Post  Klarisse Esteban on Thu 18 Nov 2010, 3:35 pm

    Rescuing Nursing Education from Content Saturation:
    The Case for a Concept-Based Curriculum
    Jean F. Giddens, PhD, APRN-BC
    Debra P. Brady, PhD, RN



    In the article, it was emphasized that the curriculum will fail even if the curriculum tackles all of the concepts needed to be discussed on the basis of the instructor not being able to focus and teach the content properly. The current curriculum has many down side and low points that still needs to be considered (Basavanthappa, 2003). Basavanthappa stated that there are lots of changes needed to improve the current nursing curriculum, these changes (i.e. the emphasis given to the core curricular subjects, the instructors to decide on the concepts to learn than for the students to decide what to learn based on their interests and options) focus on the limit of the professor as an educator and the students as learners. These changes, when made, points out to the changes in the teaching method of the instructors but not on the curriculum itself. On this basis, there are no changes need to be made on the current curriculum but on the way the educators present these topics to the students.

    If I will handle a nursing school, I will certainly implement a Concept-based curriculum. In a concept-based curriculum, the students will be challenged to think on a larger scale than with the traditional curriculum. Because of the growing needs and the more resources available nowadays, it is best that the students will be practiced to think creatively and independently. I believe that the Concept-based curriculum will give the students confidence and increase their competency.

    In terms of changes to be made on the curriculum, it should be done only on the integration of the technological advancements that were not available on the time when the curriculum was formed. In a study made by Giddens et al (2008), it was emphasized that changes must be made in educating nurses by integrating technology (i.e. using a web based platform as a new platform for teaching) in this way the students will be able to apply the nursing knowledge on the current technologies available. Also, before implementing any change in the curriculum, it must be established that the need to change the curriculum comes from the failure to provide all of the information that future nurses needs to learn and not from the failure of the educators to present the concepts well. One of the changes that Basavanthappa was able to provide in his book is the expertise or the background of the educators on the concepts that he is presenting. The down side of this new curriculum is that instructors must be credible enough and is able to express his experience regarding the matter being thought. More competent and fit professors must be available for the new curriculum to succeed.

    References:

    Basavanthappa, BT; 2003; Nursing Education; Jaypee Brothers Medical Publishers, New Delhi, India
    Giddens, J., Brady, D., Brown, P., Wright, M., Smith, D., & Harris, J. (2008). A New Curriculum for a for a NEW ERA of Nursing Education. (Cover story). Nursing Education Perspectives, 29(4), 200-204. Retrieved from Academic Source Complete database.

    jennyanne

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    Re: Rescuing Nursing Education from Content Saturation

    Post  jennyanne on Thu 18 Nov 2010, 2:09 pm

    Based from all your replies, I see that all of you would recommend to have such curriculum. And I do agree with you too...I also agree that it would require much work from the educators to be able to adapt with this transition. True enough that the characteristics of the age group of most nursing students are "firmer identity, have greater ability to delay gratification, have better ability to think ideas through and express ideas in words, have more stable interests, and have greater ability to make independent decisions and to compromise'. (Neinstein, 2002) But do you think Filipino students are ready to cope with this transition knowing that the education we had since childhood was pure traditional teaching?
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    joxliongson

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    Post  joxliongson on Thu 18 Nov 2010, 11:44 am

    The article posited that a concept-based teaching and learning strategy allows students to “learn how to organize information in logical mental structures, thus challenging students to become increasingly skilled at thinking”.

    Would you recommend a Concept-Based curriculum if you were to handle a nursing school?


    Yes, I will. The concept-based teaching and learning approach is a form of curriculum innovation. Innovation is a deliberate, specific change in the norms deemed more efficacious in accomplishing the goals of a certain system (Basavanthappa, 2003).

    With the growing number of students and the goring changes and updates in the Medical field, I'd say that the traditional content-saturated approach no longer suffices current educational demands. The Nursing trends call for a change because the content-saturated curriculum:
    •Does not put much emphasis on subject matter, but is focused on memorization rather than understanding.
    •Is designed on basis of hospital classification system of patients (medical-surgical nursing, pediatric nursing, etc), rather than sound educational rationale.
    •Does not give emphasis on core curricular subjects: nursing administration, nursing research, advanced nursing programs, etc.
    •Has little emphasis on the selection of clinical learning experiences on the basis of objectives, rather than the service needs of the hospital.
    •There is less help given to students in explicitly applying principles from the basic descriptive to nursing courses, and from nursing theory to clinical practice.
    •Learning experiences are directed without sufficient regard for what is expected in the learning process.
    •Ignores vocational needs.

    Considering that college Nursing students are mostly late adolescents (17-21 years old), i think a concept-based approach will be an effective strategy for them. Late adolescence is a phase of reduced restlessness and increased integration. The characteristics of this developmental stage are firmer identity, greater ability to delay gratification, better ability to think ideas through and express ideas in words, more stable interests, and greater ability to make independent decisions and to compromise. (Neinstein, 2002)

    Nursing students in this age group are apt to accepting roles and responsibilities. They can grasp concepts better and think cortically; with minimal need, if none at all, for being spoon fed with information. They can make practical Nursing decisions effectively, with good foundation and understanding of Nursing concepts. They assume independence but at the same time accept guidance. They are also inclined to making realistic and vocational goals.

    In order to become an effective nurse, a person has to go beyond the knowledge content about the course. It requires critical thinking and decision making. These are developed in concept-based approach. Nursing as a field is fluid as its requirements change over time. For its continued prosperity, it is but right for Nursing education to be adaptable to change.


    What do you think can be the down side of Concept-Based curriculum?

    On a personal note, I usually feel that one can never know enough. I find some confidence in "knowing everything". I am still in my comfort zone thinking that when I know a lot, I have stock knowledge to bank on in times of need. I also find that some Nursing exams, particularly NCLEX and CGFNS, are more by-the-book compared to the local boards. For all these concerns, I feel like a content-saturation approach may be more applicable.

    On a macro perspective, I think the downside is not on the concept-based curriculum itself, but on the transition that has to take place. The people who will be affected most are the teachers. It is quite difficult for faculties to get out of their comfort zones Meaning, they teach what their area of expertise is and according to what they know and how they were taught. Generally, nurse educators tend to think that all contents must be covered in order for teaching to be effective.

    But this can be addressed if educators to have up-trainings regarding new trends in teaching, whether it is concept-based or not. The changing times, the changing Nursing trends and the changing learning processes of students call for new approaches to teaching.

    A teacher should be able to accept followership or learnership role when the need arises and assumes the role intelligently (Lardizabal, Bustos, Bucu & Tangco, 1977). Up-trainings are important since it allows the teacher to improve himself. It is the professional role and competency of a teacher make teaching progressive, wherein he aims to make his modes and strategies more effective (Basavanthappa, 2003). After all, a teacher is expected to have the qualities of flexibility, creativeness and resourcefulness. (Lardizabal, et. al., 1977)


    REFERENCES:

    Basavanthappa, B. (2003). Nursing education. New Delhi: Jaypee Brothers Medical Publishers Ltd.

    Lardizabal, A., Bustos, A., Bucu, L., & Tangco, M. (1977). Principles and method of teaching. 2nd ed. Q.C.: Phoenix Publishing House

    Neinstein, L. (2002. Adolescent health care: A practical guide. 4th ed. Philadelphia: Lippincott Williams and Wilkins.




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    Re: Rescuing Nursing Education from Content Saturation

    Post  Charis J on Thu 18 Nov 2010, 10:22 am

    I will definitely use this concept-based learning in handling a nursing school. The nursing discipline would benefit more by learning to understand core concepts and relating them to different situations that nurses encounter. As Erickson said, concept-based learning “center both curriculum and instruction around the understanding of discipline-based concepts and principles. x x x They use topics and facts as tools to help students to develop deeper understanding. This conceptual focus allows them to reduce the number of topics covered, because “many topics exemplify the same concepts and conceptual understandings.” As is true in present nursing curriculum, we encounter anatomy and physiology in all areas of the diseases that we study, and we study diseases in almost every course that we take up. The concepts discussed are repeatedly encountered. If students master the concepts of fluids and electrolytes, shortness of breath, etc. in didactic and learn to solve problems by choosing which of these concepts would apply in clinical situations, the students would have a deeper understanding of the meaning of these concepts and have more confidence as they enhance their capabilities.

    I would adopt the innovative undergraduate nursing curriculum, described by Giddens, Brady, Brwon, Wright, etc. in their article “Nursing Education Perspectives”, with the following features:
    1. Courses:
    a. Health and Illness courses – these courses represent the core knowledge of patient-centered nursing care. All concepts are presented on three continua: age, health, and environment.
    b. Professional Nursing courses - these courses focus on professional attributes, core roles, and the context in which nurses practice. Concepts are presented at the individual nurse, patient, team, unit, organization, or system level.
    2. Linking concepts from didactic courses to clinical - The conceptual approach extends from didactic courses into the clinical setting, providing an opportunity for students to experience concepts in various clinical applications. These experiences also facilitate the application of concepts to a health care system that is largely based on the specialty model.
    3. Integration of population and practice settings - this approach supports the application of concepts to various population groups and settings and allows students to experience nursing across all continua on an ongoing basis. In the first two semesters, students are in clinical courses that combine health promotion and care for individuals with acute and chronic illness in both acute care and community settings such as homes, clinics, community agencies, and schools. There, students are exposed to individuals of all ages. Links between these community and inpatient experiences are facilitated by partnering community and inpatient faculty to work with each clinical group and through the application of concepts in both settings.
    4. Early preceptor experiences - precepted experiences involve pairing a learner with a nurse clinician and are designed to provide clinical experiences to students on a one-on-one basis. Formal student experiences with nurse preceptors traditionally occur in senior-level clinical courses in the form of a capstone-type experience shortly before graduation. Because of the excellent experiences reported by students in such a format, the decision was made to begin pairing students with preceptors in the acute-care setting during the first clinical course.

    The task of overhauling the entire nursing curriculum may be difficult. And this can be a setback, especially if the instructors are used to traditional teaching. But, change will have to start somewhere. And the change that is envisioned will prepare the students better to meet the present and future needs of the health care delivery system

    References:
    1. Erickson, L. (2002), Concept-Based Curriculum and Instructions, online as reference at
    2. Giddens, J., Brady D., Brown, P., Wright, M., Smith, D., Harris, J., Nursing Education Perspectives (2008), online at

    lorrainepinzon

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    Rescuing Nursing Education from Content Saturation

    Post  lorrainepinzon on Wed 17 Nov 2010, 11:47 pm

    Lorraine B. Pinzon
    Instructional Design
    Executive 6


    Questions:

    1. Would you recommend a Concept-Based curriculum if you were to handle a nursing school?
    2. What do you think can be the down side of Concept-Based curriculum?


    We have been accustomed in learning through specific subjects yet if such approach would lead to better results in helping students learn more and producing quality nurses in the end then yes, I would propose in using the Concept-Based curriculum in my own nursing school.

    Yet such approach requires a lot of effort among educators in designing a new curriculum and it really is a big leap from what educators and learners are used to. Conceptual learning is a process by which students learn how to organize information in logical mental structures, thus challenging students to become increasingly skilled at thinking (Timpson & Bendel-Simso, 1996). Conceptual teaching and learning complements the constructivist paradigm in fostering critical thinking and deep understanding through the connections students make to past learning, their application of concepts in multiple contexts, and their development of an understanding of interrelated concepts (Erickson, 2002). Although nurse educators can teach a class or course conceptually within a traditional curriculum, the absence of a conceptual foundation makes such an experience an isolated event for learners and limits students’ ability to consider interrelated concepts within and between courses.

    Concept-based instruction is based on the following characteristics:
    Abstract
    Abstract concepts stimulate higher-level thinking. They rise above the fact base to foster a deeper understanding. Many curricula for younger grades will use "apples" as a concept. As a concept, this falls short of providing children with a "big idea" that will help them process their world.

    Timeless
    Concepts should remain constant through time. Even though factual examples of a concept can be found, the concept transcends individual situations. An example from the 5-7 Year Old curriculum is the concept of Change. When a student understands that change is inevitable, they can take that understanding and apply it across different stages in their learning. For example, a six year old may understand that people and animals grow and change over time, while a ten year old may begin to recognize that relationships change over time.

    Universal
    Universal truths are those that can be applied across many different fields of knowledge. This is crucial in order for students to draw connections between different areas of their life. With these "big ideas", students are able to view the world through different lenses and are able learn how ideas and situations are related.

    The new model teaches an overall concept first and then discusses its relevance to the various population groups and environments, especially those most encountered in the nursing profession. A concept-based learning model alleviates the information overlap and fosters a better overall understanding for students (Pearson 2010).

    Inquiry or concept based learning is a natural process that every one of us possesses and practice. It is just that we are not really tuned to use this inherent power to achieve better results and maximize productivity. Beneficial application of inquiry or concept based learning involves a number of factors like setting up a context for asking questions, creating a framework for these questions, bringing up focus and later creating different stages of questions. Questions are the heart and soul of concept based learning (Loh 2010).

    Yes, content is still learned, but with the emphasis on students learning how to ask questions that will help them develop a better understanding of any particular subject area. I like to think of concept based curriculum as helping students become good at asking questions, not just good at answering them (McCallum 2009).



    References:
    Loh (2010). Concept-Based Learning: General Tips to Parents. www.brainy-child.com

    Concept based Curriculum (2010). Moving Beyond the Page. http://www.movingbeyondthepage.com/strategyConcept.asp

    Pearson. Nursing: A Concept-Based Approach to Learning. Retrieved 2009 from http://media.pearsonhighered.com/conceptbasednursing/in_the_spotlignt.php.

    McCallum, G. (2009). Content vs. Concept: The winner is…. Retrieved from February 26, 2009. http://organicclassroom.wordpress.com/2009/02/26/content-vs-concept-the-winner-is/



    jennyanne

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    Rescuing Nursing Education from Content Saturation

    Post  jennyanne on Wed 17 Nov 2010, 10:58 pm

    JENNY ANNE C. PEDRON

    INSTRUCTIONAL DESIGN


    Rescuing Nursing Education from Content Saturation: The Case for a Concept-Based Curriculum


    Nursing has been one of the popular courses here in our country. Though at present, the number of applicants is starting to decrease due to large population of students in the past years. While in Sydney, according to Whyte, “Degrees in nursing, education and international studies are the most sought-after courses by this year's record number of university applicants.”


    The nursing education itself evolves as well. In fact, here in our country, last June 2009, it has become a mandatory for all the students to enroll for three summers to complete the 5-year nursing course. This is done to conform to the international agreement. For as stated by Angeles, the vice chairman of Presidential Task Force on Education, “The Philippines is one of only two countries which require only 10 years of basic education. The other country is Botswana. In other countries, basic education now lasts 12 years," he said.


    To be able to complete a nursing course, different contents are added in the curriculum. As discussed by Giddens and Brady, nursing education continues to be afflicted with a saturation of content. In the article, several factors contributing to the evolution of the education were mentioned.


    At the start of the 21st century, numerous technological advances and new information has brought a challenge to nursing. Changes in the health care delivery system are another contributing factor that may affect content saturation. Before, the focus of health care is to deal with the disease per se. But Community health care has been included in the curriculum to explore more on the different interventions for prevention of diseases. Another that was mentioned is repetition of content wherein review of different topics such as anatomy, physiology and pathophysiology are continually repeated in different courses. One more factor that was enumerated in the article is the gap between academia and practice. Provision of more information through core competencies to students was thought by nurse educators to provide solution to their knowledge deficit issues in actual skill base.


    “Rescuing nursing education from content saturation requires a major paradigm shift.” (Giddens & Brady) This requires nurse educators to think and teach differently by implementing student-centered, active learning activities that focus on conceptual learning. Conceptual learning is a process by which students learn how to organize information and challenge them to think. A concept-based curriculum coupled with a conceptual learning approach can prepare nursing graduates who are skilled at conceptual thinking and learning; such skills are necessary to respond to a rapidly changing profession and health care environment. (Giddens & Brady, 2007)


    This reform has already started by the Washington Center of Nursing. As they have stated, “New challenges in practice include an aging population, a shift from acute to chronic diseases in patients and therefore in treatment models, increasing attention to patient safety and quality of care, and recurrent calls to decrease healthcare costs. The locations of healthcare delivery are moving from hospital to outpatient and community settings, resulting in increased inpatient acuity and diminished availability of traditional clinical teaching sites. Student demographics have also shifted, and new technology offers alternative delivery systems. Meanwhile, nursing curricula are already overloaded, and it is difficult to imagine adding yet more “content.” Both classroom and clinical teaching systems pose challenges in the current environment. A new system for the integration of these two domains is needed, along with greater support for the transition from education to practice.”


    In conclusion, nursing curricula have been saturated by contents that were affected by the evolution of nursing history. To further enhance our nursing education, concept-based courses should be encouraged to provide foundation and structure for delivery of nursing content and become a pillar for conceptual learning in the new curriculum.


    1. Would you recommend a Concept-Based curriculum if you were to handle a nursing school?
    2. What do you think can be the down side of Concept-Based curriculum?


    References:

    Giddens, J., Brady, D. and Brown, P. (2008) A new curriculum for a NEW ERA of Nursing Education. Health Publication. Retrieved from the CBS interactive business network.

    Curriculum Innovation in Nursing Education. (2009) Washington Center for Nursing. Retrieved from WCN: Briefing paper: Curriculum Innovation.
    Mandatory 5 YEAR Nursing Course starting June 2009. (2009) Retrieved from http://allnurses.com/philippine-nursing-forum/mandatory-5-year-365886.html
    Whyte, S. (2010). Uni hopefuls switch to arts and nursing. The Sydney Morning Herald. Retrieved from http://www.smh.com.au/national/education/uni-hopefuls-switch-to-arts-and-nursing-20100116-mdfh.html

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