Hawai i Statewide Nursing Consortium

Transcription

1 COMMON CURRICULUM Hawai i Statewide Nursing Consortium Western Action Coalition February 23-24, 2012 Mary G. Boland, DrPH, RN, FAAN Patricia Brooks, MS, RN University of Hawaii at Mānoa

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3 UH Statewide Nursing Consortium University of Hawai i at Mānoa Hawai i Community College Kapi olani Community College Kaua i Community College Maui College

4 Overview Introduce the consortium goals Discuss the planning process Provide a course example Report on implementation to date Present lessons learned

5 Transforming Entry Level Education Redesign nursing education to meet the changing health care needs of the people of Hawai i Increase capacity in Hawai i nursing programs Increase access to nursing education throughout the State Increase efficiency in educational preparation of nurses Increase the number of BS nurses

6 UH Consortium Planning Timeline OCNE Consultation Refine competencies Finalize curriculum plan Work on individual courses (syllabus, outcomes, clinical benchmarks Curriculum package to curriculum committees UH MOU between Mānoa, Maui, & Kauai Curriculum published in campus catalogs Pre-nursing students enroll in prerequisite courses Admit nursing cohort First nursing courses offered (fall) UH MOU revised to include Kapiolani First community college students begin Mānoa classes First Consortium students graduate with B.S. nursing degree!

7 Hawai i Statewide Nursing Pathway AS Exit: AS Degree Years 1-3 Year 4 COMMON CURRICULUM BS MS PhD DNP Exit: BS Degree

8 Admission Procedure Students are accepted to campus of their choice Community College campuses maintain open admission Mānoa continues its school requirements Students apply to the campus nursing program of their choice during the first year of the curriculum When students satisfactorily complete the AS requirements and complete all of the first 3 years of the BS curriculum including required support courses with a 2.0 cumulative GPA they continue to UH Mānoa to complete the 4th year of the curriculum

9 Curriculum Design BS design Liberal arts throughout AS in 3 yrs BS in 4 yrs Curriculum requirements & specs Competency-based spiral Competencies Benchmarks and rubrics for each competency Curriculum Framework (course titles, descriptions, credit hour allocation)

10 Our Common Curriculum model Courses are 9 or 10 credits including clinical, simulation, & independent/group work The traditional clinical vs. theory boundaries are fluid, individual campuses can publish the courses with the traditional 4 cr theory/ 5-6 cr clinical formula

11 Common Nursing Courses Fall Semester Yr 1 Health Promotion Pathophysiology Professionalism I Yr 2 Health and Illness II Statistics Yr 3 Community, Public & Global Health Intro to Genetics Arts, Humanities, Literature Spring Semester Health and Illness I Pharmacology Health and Illness III Professionalism II Nursing Research Global/Multicultural Clinical Practicum & Leadership Development Advanced Pathophysiology/Neuro Nursing elective

12 NURS 210 Health Promotion Across the Lifespan Patricia Brooks, MS, RN Course Coordinator

13 Content/Concepts Professionalism Health Promotion Fundamental (Basic Nursing Care and clinical skills) Health History and Assessment Activity and Rest Circulation Ego Integrity, Psychosocial Concepts Elimination Nutrition (food) Hygiene Neurosensory Pain/Discomfort Respiration and smoking cessation Safety Meta Cases/ Simulation to include the following: Obesity Smoking Cessation Immunization Normal child development Mental Health

14 From Basic Skills to Health Fairs

15 Challenges Communication Building a team Changing traditional ideals Health orientation vs. illness New sites: getting community buy-in Skills acquisition Workload

16 Gains: It Works Students highly motivated Quicker acquisition of skills & critical thinking Creative environment for faculty & students Learning can be fun Teaching can be fun & rewarding

17 Active Learning Strategies

18 Active Learning Strategies

19 NURS 210 Workload Student numbers 56 Faculty student contact 21 hours/ week Faculty/course 14:1 or 5.25 FTE Faculty Role Expanded faculty role Team teaching Clinical sessions Lecture/Active Learning Activities Writing intensive course Simulations & Learning Lab Mentoring & counseling

20 Course Coordinator Administrative Role Leadership Communication link Students, faculty, department, other participating programs Course development Ongoing evaluation & improvement Manage delivery of course Coordinate and maintain community affiliates Student support Mentor and support faculty Faculty Role Clinical group Lecture Active Learning Activities Learning lab Simulation lab

21 Continued Challenges Spiraling: Must everything begin in the first semester? Keeping up with the students New learning & teaching strategies but traditional assessment

22 Consortium Monitoring & Evaluation Monthly meetings of program directors and course coordinators Twice a year faculty get together to inform pedagogy and share best practices Campus specific course/program evaluation Kaplan and NCLEX-RN results Externally funded common curriculum evaluation

23 Mānoa Transition Observations Unintended consequences Impact of large course on student GPA Increased interest & support to create an executive pathway to the BS for previous AD graduates Impact on research intensive campus

24 Mānoa Transition Observations Increased resource demand Human planning, transition while offering 2 curricula, workload Fiscal- planning & implementation costs exceeding projections Sustainability

25 *Evaluating Innovations in Nursing Education, Robert Wood Johns Evaluating Innovation in Nursing Education (EINE)* Assess the impact of implementation of the common curriculum on: Faculty work life Teaching productivity Quality of education

26 EINE Qualitative Evaluation Spring 2011 Purposive sampling of instructional nursing faculty in the intervention and non-intervention groups Audio taped interviews transcribed and read with data analyzed systematically for inductive content analysis Transcripts entered into NVivo9 for storage, organization, and analysis

27 Intervention Group Findings Teaching productivity Increased collaboration and collegiality with peers, across campuses, and outside agencies each time we teach the course we get closer to the mark.. it makes it richer, deeper and more colorful no, I wouldn t say it has helped collegiality... I do believe in the long term it will. It s just that change is hard.

28 Intervention Group Findings Quality of education Overwhelmingly positive response to the new curriculum and student engagement in learning This (curriculum) is so innovative that I can let go of having to try and shove everything into the students... I can see (the students) understanding the concepts. I think there is great potential and I ve had moments in this new curriculum I m going Wow, things have really changed.

29 Intervention Group Findings Faculty Work Life Increased work load (more responsibility, time for planning and coordination, housekeeping) Change is difficult but they are optimistic Satisfied with curriculum and approach we have, amongst our faculty, some who have really embraced this (new program) and we re excited for change... we have others who are very skeptical of it, view it as a whole lot of busy work without any fundamental change.

30 Implication of Findings Continue to provide collaborative planning among the campuses Acknowledge faculty workload and attend to it to ensure maintenance of morale Attend to the transition years for campuses entering in the future Assessment will be replicated in Spring 2012

31 Consortium Lesson Learned Maintaining momentum for planning requires human and fiscal resources Respect campus autonomy in admission, grading, and degree granting Campuses will opt out Building faculty confidence in new pedagogy Large credit courses bring large challenges

32 Mahalo to Consortium Team Mānoa Lois Magnussen, Professor Mary Boland, Dean Kapi olani Community College May Kealoha, Chair Patricia O Hagan, Dean Kaua i Community College Charlene Ono, Chair Maui College Nancy Johnson, Chair EINE Vickie Niederhauser, Associate Professor Alice Tse, Associate Professor With inspiration from OCNE, faculty, student services staff,

33 Support Hawai i Center for Nursing for interisland travel and clinical innovation Perkins Act funds for interisland travel Evaluating Innovation in Nursing Education (EINE), Robert Wood Johnson Foundation for program evaluation

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35 Contact Information Lois Magnussen Mary Boland Patricia Brook