The impact of curricular changes on BSCN students' clinical learning outcomes
Ongoing curricular renewal is a necessary phenomenon in nursing education to align learning with ever-changing professional practice demands. The McMaster Mohawk Conestoga BScN Program in Hamilton, Ontario, Canada recently engaged in a comprehensive curriculum renewal. The purpose of this study was...
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| Veröffentlicht in: | Nurse education in practice 2016-11, Vol.21, p.51-58 |
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| creator | Landeen, Janet Carr, Donna Culver, Kirsten Martin, Lynn Matthew-Maich, Nancy Noesgaard, Charlotte Beney-Gadsby, Larissa |
| description | Ongoing curricular renewal is a necessary phenomenon in nursing education to align learning with ever-changing professional practice demands. The McMaster Mohawk Conestoga BScN Program in Hamilton, Ontario, Canada recently engaged in a comprehensive curriculum renewal. The purpose of this study was to evaluate the impact of curricular changes on students' deep learning. Faculty perceptions about student learning outcomes during final year clinical placements were gathered through a combination of individual interviews and focus groups using Interpretive Descriptive qualitative research methodology.
Twenty five faculty members who supervised BScN students in clinical placements before and after curriculum renewal shared perceptions of changes in students' overall performance. The chosen clinical learning outcomes were: changes in students' performance related to person-centred care, clinical reasoning and judgment, pathophysiology, and evidence-informed decision-making. Faculty described three major themes in students' performance 1) pulling it all together, 2) seeing the whole person, and 3) finding their nursing voices. This reflected a shift to person-centred care, increasing professional confidence, and improved clinical reasoning and judgment and no changes to integrating pathophysiology or evidence-informed decision-making. In this study curriculum renewal provided an excellent starting point for the scholarship of teaching and learning within nursing education. |
| doi_str_mv | 10.1016/j.nepr.2016.09.010 |
| format | Article |
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Twenty five faculty members who supervised BScN students in clinical placements before and after curriculum renewal shared perceptions of changes in students' overall performance. The chosen clinical learning outcomes were: changes in students' performance related to person-centred care, clinical reasoning and judgment, pathophysiology, and evidence-informed decision-making. Faculty described three major themes in students' performance 1) pulling it all together, 2) seeing the whole person, and 3) finding their nursing voices. This reflected a shift to person-centred care, increasing professional confidence, and improved clinical reasoning and judgment and no changes to integrating pathophysiology or evidence-informed decision-making. In this study curriculum renewal provided an excellent starting point for the scholarship of teaching and learning within nursing education.</description><identifier>ISSN: 1471-5953</identifier><identifier>EISSN: 1873-5223</identifier><identifier>DOI: 10.1016/j.nepr.2016.09.010</identifier><identifier>PMID: 27741489</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>Canada ; Changes ; Clinical decision making ; Clinical nursing ; Clinical placements ; Clinical training ; College professors ; College students ; Court decisions ; Curricula ; Curriculum - trends ; Curriculum change ; Curriculum evaluation ; Decision making ; Education, Nursing, Baccalaureate - methods ; Education, Nursing, Baccalaureate - standards ; Educational Innovation ; Faculty Development ; Focus Groups ; Humans ; Learning ; Learning Curve ; Learning Processes ; Medical education ; Nursing ; Nursing education ; Outcome and Process Assessment (Health Care) - methods ; Outcomes of Education ; Pathophysiology ; Patient-centered care ; Perceptions ; Problem based learning ; Professional practice ; Qualitative Research ; Quality of education ; Renewal ; Student Attitudes ; Students, Nursing - psychology ; Studies ; Teaching ; Teaching Methods</subject><ispartof>Nurse education in practice, 2016-11, Vol.21, p.51-58</ispartof><rights>2016 The Authors</rights><rights>Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.</rights><rights>2016. The Authors</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c461t-a510d2e6417ec521b479c96476274bf12dba0d2e38e91bde6aa13c81f06f867c3</citedby><cites>FETCH-LOGICAL-c461t-a510d2e6417ec521b479c96476274bf12dba0d2e38e91bde6aa13c81f06f867c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.proquest.com/docview/1847429232?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,777,781,3537,12827,27905,27906,30980,45976,64364,64366,64368,72218</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27741489$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Landeen, Janet</creatorcontrib><creatorcontrib>Carr, Donna</creatorcontrib><creatorcontrib>Culver, Kirsten</creatorcontrib><creatorcontrib>Martin, Lynn</creatorcontrib><creatorcontrib>Matthew-Maich, Nancy</creatorcontrib><creatorcontrib>Noesgaard, Charlotte</creatorcontrib><creatorcontrib>Beney-Gadsby, Larissa</creatorcontrib><title>The impact of curricular changes on BSCN students' clinical learning outcomes</title><title>Nurse education in practice</title><addtitle>Nurse Educ Pract</addtitle><description>Ongoing curricular renewal is a necessary phenomenon in nursing education to align learning with ever-changing professional practice demands. The McMaster Mohawk Conestoga BScN Program in Hamilton, Ontario, Canada recently engaged in a comprehensive curriculum renewal. The purpose of this study was to evaluate the impact of curricular changes on students' deep learning. Faculty perceptions about student learning outcomes during final year clinical placements were gathered through a combination of individual interviews and focus groups using Interpretive Descriptive qualitative research methodology.
Twenty five faculty members who supervised BScN students in clinical placements before and after curriculum renewal shared perceptions of changes in students' overall performance. The chosen clinical learning outcomes were: changes in students' performance related to person-centred care, clinical reasoning and judgment, pathophysiology, and evidence-informed decision-making. Faculty described three major themes in students' performance 1) pulling it all together, 2) seeing the whole person, and 3) finding their nursing voices. This reflected a shift to person-centred care, increasing professional confidence, and improved clinical reasoning and judgment and no changes to integrating pathophysiology or evidence-informed decision-making. In this study curriculum renewal provided an excellent starting point for the scholarship of teaching and learning within nursing education.</description><subject>Canada</subject><subject>Changes</subject><subject>Clinical decision making</subject><subject>Clinical nursing</subject><subject>Clinical placements</subject><subject>Clinical training</subject><subject>College professors</subject><subject>College students</subject><subject>Court decisions</subject><subject>Curricula</subject><subject>Curriculum - trends</subject><subject>Curriculum change</subject><subject>Curriculum evaluation</subject><subject>Decision making</subject><subject>Education, Nursing, Baccalaureate - methods</subject><subject>Education, Nursing, Baccalaureate - standards</subject><subject>Educational Innovation</subject><subject>Faculty Development</subject><subject>Focus Groups</subject><subject>Humans</subject><subject>Learning</subject><subject>Learning Curve</subject><subject>Learning Processes</subject><subject>Medical education</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Outcome and Process Assessment (Health Care) - 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The McMaster Mohawk Conestoga BScN Program in Hamilton, Ontario, Canada recently engaged in a comprehensive curriculum renewal. The purpose of this study was to evaluate the impact of curricular changes on students' deep learning. Faculty perceptions about student learning outcomes during final year clinical placements were gathered through a combination of individual interviews and focus groups using Interpretive Descriptive qualitative research methodology.
Twenty five faculty members who supervised BScN students in clinical placements before and after curriculum renewal shared perceptions of changes in students' overall performance. The chosen clinical learning outcomes were: changes in students' performance related to person-centred care, clinical reasoning and judgment, pathophysiology, and evidence-informed decision-making. Faculty described three major themes in students' performance 1) pulling it all together, 2) seeing the whole person, and 3) finding their nursing voices. This reflected a shift to person-centred care, increasing professional confidence, and improved clinical reasoning and judgment and no changes to integrating pathophysiology or evidence-informed decision-making. In this study curriculum renewal provided an excellent starting point for the scholarship of teaching and learning within nursing education.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>27741489</pmid><doi>10.1016/j.nepr.2016.09.010</doi><tpages>8</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Nurse education in practice, 2016-11, Vol.21, p.51-58 |
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| subjects | Canada Changes Clinical decision making Clinical nursing Clinical placements Clinical training College professors College students Court decisions Curricula Curriculum - trends Curriculum change Curriculum evaluation Decision making Education, Nursing, Baccalaureate - methods Education, Nursing, Baccalaureate - standards Educational Innovation Faculty Development Focus Groups Humans Learning Learning Curve Learning Processes Medical education Nursing Nursing education Outcome and Process Assessment (Health Care) - methods Outcomes of Education Pathophysiology Patient-centered care Perceptions Problem based learning Professional practice Qualitative Research Quality of education Renewal Student Attitudes Students, Nursing - psychology Studies Teaching Teaching Methods |
| title | The impact of curricular changes on BSCN students' clinical learning outcomes |
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