Judgment, inquiry, engagement, voice: reenvisioning an undergraduate nursing curriculum using a shared decision-making model.

In light of recent recommendations from the American Association of Colleges of Nursing's Baccalaureate Essentials, the Institute of Medicine's Future of Nursing, and the Carnegie Foundation's Educating Nurses, many schools of nursing are actively redesigning their undergraduate curriculums. Although the process of curricular change is a complicated one, it is also one that can generate faculty excitement, growth, and engagement. This article describes the process used to bring together the entire faculty and other stakeholders in a unique way to create a new undergraduate nursing curriculum that looks to the future and taps university and faculty strengths.

The paradigm shift.

This article examines current trends in nursing education and proposes undergraduate curriculum changes that are needed to meet the needs and goals of the Institute of Medicine Report: The Future of Nursing, Leading Change, Advancing Health, and The Patient Protection and Affordable Care Act. Curricular changes were developed and implemented during the development of the Affordable Care Act, the Future of Nursing Initiative report, and the Carnegie Report on Undergraduate Nursing Education. The changes will continue to evolve dynamically and are presented here for consideration.

Lesbian, gay, bisexual, transgendered, or intersexed content for nursing curricula.

There has been limited identification of core lesbian, gay, bisexual, transgendered, or intersexed (LGBTI) experience concepts that should be included in the nursing curricula. This article addresses the gap in the literature. To move nursing toward the goals of health equity and cultural humility in practice, education, and research, nursing curricula must integrate core LGBTI concepts, experiences, and needs related to health and illness.

Cultural competency of graduating BSN nursing students.

Providing culturally appropriate care is an essential nursing competency for new graduates. Multiple curricular approaches are being used to achieve this end. When measured by Campinha-Bacote's Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals-R, graduating students (n = 515) from six different BSN programs scored, on average, in the culturally aware range.

Student perceptions of cultural competence content in the curriculum.

The 31-item Blueprint for Integration of Cultural Competence in the Curriculum (BICCC) was used as an organizing framework and an evaluative tool to survey student perceptions of inclusion of cultural-specific content in undergraduate and graduate courses. Quantitative and qualitative data were used to complete this survey, which provided definitive information about the strengths and deficiencies of the curriculum initiative. Findings show that faculty made considerable progress with the curriculum integrative efforts.

Cultural competence in the master's curriculum--a course exemplar.

This article focuses on the teaching-learning strategies for integration of cultural competence in the first clinical core course in Primary Care of the Middle Aged and Older Adult, a required course for graduate students enrolled in the Adult Health Nurse Practitioner Program, Gerontology Nurse Practitioner Program, and the Family Health Nurse Practitioner Program at the University of Pennsylvania School of Nursing. Multiple teaching-learning strategies for the first clinical course consisted of preliminary online self-assessment, clinical case scenarios, critique of multicultural clinical vignettes, and cultural assessment of the clinical agency. In the outcomes of these teaching-learning strategies, it was shown, through the use of reflective diaries of nurse practitioner students and course evaluations, that the multiple strategic approaches were effective for cultural competence integration within each of the nurse practitioner programs.

Cultural competence in the undergraduate nursing curriculum.

More demands are being put on nursing faculty to incorporate content related to cultural competence in the undergraduate curriculum. Adding more content into an already full curriculum and becoming proficient at teaching cultural competence throughout the curriculum are challenging to nursing faculty. In addition, identifying personal bias to ensure that students are prepared to deliver culturally sensitive care requires a certain amount of self-awareness of personal prejudice.

Factors associated with distress in urban residential fire survivors.

Purpose: To identify factors associated with recovery in a sample of urban residential fire survivors.

Design And Methods: 440 survivors, of residential fires were interviewed at approximately 3, 6, and 13 months after the fire to measure psychological distress. A set of factors was identified that correlated with survivors' ability to recover from the fire event.