AI Article Synopsis
- The health-care environment is evolving, prompting nursing educators to prepare nurses skilled in critical thinking and clinical judgment while actively participating in healthcare policy.
- Many nursing schools are adopting community-based curricula to better equip future nurses for this changing landscape.
- Transitioning to this new curriculum involves strategies like applying change theory and fostering faculty collaboration, while addressing challenges like faculty workload and consensus-building among staff.
Article Abstract
The health-care climate is changing rapidly and in ways that challenge the abilities of professionals who provide health care. Nursing educators are preparing professional nurses who can think critically, use sound clinical judgment, and participate as full partners in shaping health-care delivery and policy. Therefore, many schools of nursing, including five schools of nursing whose experiences are synthesized in this article, are revising their curricula to a community-based nursing perspective. Strategies to assist faculty in the transition to a community-based nursing curriculum include using change theory, creating a supportive environment, reducing tension and isolation, and evaluating. Potential challenges during transition include addressing grief and loss, overcoming the tedium of curricular development, moving the revision along while allowing opportunities for faculty input and consensus building, exploring alternative pedagogies, managing faculty workload and qualification issues, and preparing for transition. Outcomes include a more complete understanding of the community client as a partner in the delivery of health care, increased visibility and role modeling to potential future candidates for health careers, cultural transformations within a university, and promotion of the overall health of a community.
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| http://dx.doi.org/10.1016/j.profnurs.2005.04.004 | DOI Listing |
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