Fluent Essays

in the uploaded document, keep the same document but rewrite the entire paragraphs highlighted in yellow, it is about 2 pages do not open a new document use the same a turnitin report must be given once complete if you dont have turnitin please do not bid i will withdraw if no turnitin report is given thanks development_in_nursing_education.docx Unformatted Attachment Preview Running head: DEVELOPMENT IN NURSING EDUCATION Development in Nursing Education Students Name Instructor Institution Date 1 DEVELOPMENT IN NURSING EDUCATION 2 Macro and Micro Level Impacts on Nursing Education Nurse shortages have been reported has the looming disaster across the healthcare field. Nursing shortages not only affects the patient, but the organization that is experiencing this shortage as well. On the macro level, nursing shortages have resulted in higher developments of implementations concerning policy enactments and structures that have also increased the accessibility of nursing education. nursing education allows for more qualified nurses to enter the field, thus, increases patients safety, quality of care, and satisfaction outcomes (Cherry & Jacob, 2017). On the micro level, there are many nursing educational institutions that have reported an increase in the applications entered by prospective students which as resulted in an increase job opportunity for the profession (Cherry & Jacob, 2017). However, the health of the patients remains the core elements of how the nursing field enhances the positive outcomes and it is imperative to evaluate and mitigate any challenges that could possibly compromise the quality of healthcare provided by nursing staff. The contributing factors relating to nursing shortages are found to be multifaceted and there is a diminishing line among new nurses and the results of prospective students being turned away given the rise in population increases (Cherry & Jacob, 2017). The demographic changes are also pushing expansions within the workforce as education and training new nurses have became an essential component within the healthcare industry. Net Balance of Positive and Negative Effects Regarding the net balance among both positive and negative aspects, such issues have become beneficial concerning the education that nurses receive. For example, there are thousands of nursing education institutions that have been created, not counting the ones DEVELOPMENT IN NURSING EDUCATION 3 sponsored by the government (Skiba & Barton, 2006). This increases an individual’s chances of having the opportunities of entering nursing school. There are also distance-based programs for nurses that have been introduced along with the blended formats that helps prepare nurses for their field of practice (Iwasiw, Goldenberg, & Andrusyszyn, 2009). However, the current curriculum has became more flexible when you compare the new methods of learning to the crowded single room education system. Furthermore, increased job opportunities are becoming available for trained and competent nursing skills that require qualified and certified nursing expenditures. Though the missions and outcomes of nursing duties have went unchanged, the daily work needs of nurses are becoming strongly influenced by the introduction of informatics while specific attention is being placed on accuracy and communication when it concerns the data and health records of patients (Skiba & Barton, 2006). Masters Degree as the Minimum Marker The current nursing curriculum that focuses on the elements of diseases can enhance the learning and integration of nursing capabilities when it pertains to sick patients. This will allow for nurses to work alongside the other staff members of the hospital organization so that an accommodation can be made towards the outlining procedures and medical routines that nurses are afforded (Hudspeth, 2016). Over the last century, education has played an essential role in promoting the BSN workforce for nurses. There have been many creative educational pathways developed for nurses to take advantage of which currently include the RN, BSN, and offered both in the traditional and online education setting (p. 92). The other pathways for nurses to earn credentials are based on LPN licensing to BSN and AD to MSN. Thus, making it easier for DEVELOPMENT IN NURSING EDUCATION nurses achieving a higher education to complete their master’s degree in the medical field of their choosing. All qualifications and merits are based upon the knowledge and skills that are acquired during the nurses’ time of obtaining their education. Those who hold higher degrees would be considered far more experienced and knowledgeable as opposed to those who only holds an associates or bachelorettes degree. The sole principles for nursing education it to ensure that nurses are increasing their knowledge levels concerning patient safety, quality, and care measures to improve the quality of life and bring positive outcomes to the well-being of their patients (Keating, 2011). Thus, it is imperative that the nursing curriculum be a minimum level of a master’s degree given the advancements and changes that healthcare system has taken on over the last century. Nurses should be fully equipped to participate and take advantage of these changes to ensure positive results with their patient outcomes. Definition Change Given the current definition of the national nursing organization, there can be changes made through reviewing the undergraduate curriculum concerning nurses while also including more advanced knowledge and skill capabilities for them (Billings, & Halstead, 2012). This would initially be delivered during the master’s program but advancing the lower degrees can become helpful for those who want to pursue a masters level degree. Nevertheless, sometimes definition changes can become overwhelming for nurses in the field because of the longer-term courses they must adhere to throughout the duration of their program. That is why it is imperative to offer nurses curriculum that is approached from a shortterm perspective so that additional knowledge can be included and achieved (Liaw et al., 2017). 4 DEVELOPMENT IN NURSING EDUCATION 5 Even when it concerns the minimum definition for the curriculum, this can be lowered but it would not be jeopardizing the quality of knowledge that the nurse is achieving concerning patient safety and quality skills being built. On the other hand, it would improve these elements while solving the national crises of nursing shortages in the healthcare industry (Billings, & Halstead, 2012). Triangulation of Subject, Setting, and Student Characteristics Curriculum planning and development, especially in the nursing field, are challenging but at the same time an important process. The complexity of the existing healthcare system requires nursing graduates to utilize effective thinking skills with adequate knowledge, qualification, and experience (Waddell et al., 2015). All these can be achieved through the most effective and relevant curriculum. The most crucial step in curriculum planning and development is research to ensure that the implemented curriculum is applicable with prove of achieving its intended outcome (Taplay et al., 2015). Adequate knowledge on the subjects, education setting and the characteristics of the students has been challenging to acquire. However, most researchers have suggested the utilization of the triangulation technique for both research and assessment of student’s outcome in developing a reliable and valid curriculum. Triangulation of subjects, settings and the characteristics of students has made it possible to enhance the credibility, dependability, transferability, and confirmability of information used to frame the curriculum development and planning. The credibility aspect as a result of triangulation is supported by the fact that the participants (students) are given the chance of examining their transcription allowing for opportunities of clarification (Guo et al., 2018). The data are also compared with themes in agreement with the findings. The adequate details DEVELOPMENT IN NURSING EDUCATION 6 acquired of the setting and the characteristics of the students enhance transferability of the curriculum (Hendricks, Taylor, Walker, & Welch, 2016). Consequently, the curriculum is regarded as dependable when the findings depicted by triangulation are consistent with the data and is confirmed through an audit trial. Additionally, triangulation of need assessment data coming from multiple input sources and research methods allows for a comprehensive view of the needs of the students. History and Evolution of Nursing Curricula The article talks about the transition of the nursing curriculum through the centuries. Iosr, & ShanthiRamasubramaniam1, Grace (2015) discuss how the past has influenced the overloaded nursing curriculum of the 21st century. Great emphasis has been put on how the overloaded curriculum fails to consider the interest of the students. Educators also experience mounted pressure to deliver a very complex curriculum which might be beyond students’ level of achievement. The article also points out the fact that challenges which face nursing curriculum result from the gap that exists between the intended, implemented and attained curriculum. Lastly, the authors claim that there is a need for the nursing curriculum to be shifted from the old way of nursing instructions that was focused on abstract theories that were formal and focused minimally on how advanced knowledge and technology can be utilized in clinical practice. From the article, I was able to appreciate the relevance of the past and the present nursing curriculum in shaping the future framework. For instance, the past curriculum was less focused on evidence-based practice and student involvement among other features. The present curriculum, on the other hand, seems to be more ambiguous with very complex inclusions that are both hectic for both the educator and the students. Both aspects will be considered in DEVELOPMENT IN NURSING EDUCATION 7 formulating the future curriculum which will be inclusive but with the best method of delivering knowledge that will be more suitable for both the student and the educator. DEVELOPMENT IN NURSING EDUCATION 8 References Billings, D. M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders. ISBN: 9781455705511 Guo, Y., Luo, Y., Lam, L., Cross, W., Plummer, V., & Zhang, J. (January 01, 2018). Burnout and its association with resilience in nurses: A cross-sectional study. Journal of Clinical Nursing, 27, 441-449. Hendricks, S. M., Taylor, C., Walker, M., & Welch, J. A. (January 01, 2016). Triangulating Competencies, Concepts, and Professional Development in Curriculum Revisions. Nurse Educator, 41, 1.) Hudspeth, R. S. (2016). The BSN quest 50 years after the 1965 position paper. Nursing administration quarterly, 40(1), 90-92. In Cherry, B., & In Jacob, S. R. (2017). Contemporary nursing: Issues, trends & management. St. Louis, Missouri: Elsevier. Iosr journals, & ShanthiRamasubramaniam1, Grace Angeline JP. (2015). Curriculum Development in Nursing Education. Where is The Pathway? Figshare. Retrieved from: https://www.researchgate.net/publication/284601462_Curriculum_Development_in_Nurs ing_Education_Where_is_The_Pathway Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. ISBN: 978-0763755959 Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. ISBN: 978-0826107220 DEVELOPMENT IN NURSING EDUCATION 9 Liaw, S. Y., Wu, L. T., Chow, Y. L., Lim, S., & Tan, K. K. (January 01, 2017). Career choice and perceptions of nursing among healthcare students in higher educational institutions. Nurse Education Today, 52, 66-72. Skiba, D. J., & Barton, A. J. (2006). Adapting your teaching to accommodate the net generation of learners. Online Journal of Issues in Nursing, 11(2), 15. Taplay, K., Jack, S. M., Baxter, P., Eva, K., & Martin, L. (January 01, 2015). The Process of Adopting and Incorporating Simulation into Undergraduate Nursing Curricula: A Grounded Theory Study. Journal of Professional Nursing, 31, 1, 26-36. Waddell, J., Spalding, K., Canizares, G., Navarro, J., Connell, M., Jancar, S., Stinson, J., ... Victor, C. (January 01, 2015). Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part I. Impact on Students Career Resilience. International Journal of Nursing Education Scholarship, 12, 162-73. ... Purchase answer to see full attachment