Innovations in community-based nursing education: Transitioning faculty
Abbreviated Journal Title
J. Prof. Nurs.
Keywords
CURRICULUM; Nursing
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. (c) 2005 Elsevier Inc. All rights reserved.
Journal Title
Journal of Professional Nursing
Volume
21
Issue/Number
3
Publication Date
1-1-2005
Document Type
Article
Language
English
First Page
167
Last Page
174
WOS Identifier
ISSN
8755-7223
Recommended Citation
"Innovations in community-based nursing education: Transitioning faculty" (2005). Faculty Bibliography 2000s. 5041.
https://stars.library.ucf.edu/facultybib2000/5041
Comments
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