Creating a Teaching Learning Environment
Creating a Teaching-Learning Environment
Priscilla M. Valbuena
NUR 650
Excelsior College
January-April 2013
Abstract
The challenges of creating an innovative teaching environment in today’s schools of nursing can be arduous due to budget constraints and faculty shortages. However, the health agencies in government and private sectors have been collaborating with initiative campaigns to improve patient safety and quality in care delivery in order to bridge the gap between education and practice. Three of the nine comprehensive guidelines of American Association of Colleges of Nursing’s (AACN) The Essentials of Baccalaureate Education for Professional Nursing Practice (2008) are the highlights of this report. They are Essentials II-Patient Safety, III- Evidence-based practice and VI- Communication and Collaboration. These AACN’s essentials are complementary with the core competencies of the learning models from Robert Wood Johnson Foundation’s (RBJF) Quality and Safety Education for Nurses (QSEN) and Lenburg’s Competency Outcomes and Performance Assessment (COPA). The evaluation and assessment methods used to measure performance outcomes are addressed in lieu of the three core competencies. The nursing students in their final semester from baccalaureate degree program are in the process of synthesizing the accumulative knowledge, skills and abilities/attitudes (KSA) acquired from classroom didactics and clinical trainings since entry in the nursing program. The instructors serve as facilitators and objective examiners in the learner-centered mode of education. The students’ passion for nursing and openness to innovative learning environment will promote a seamless transition to survive the demands of the complex and constantly evolving health care system.
Keywords: Core Competencies, Outcomes, Patient Safety, Evidence-Based Practice, Communication &Collaboration, AACN’s essentials, RWJF’s QSEN, KSA, COPA.
Introduction
The nursing
Priscilla M. Valbuena
NUR 650
Excelsior College
January-April 2013
Abstract
The challenges of creating an innovative teaching environment in today’s schools of nursing can be arduous due to budget constraints and faculty shortages. However, the health agencies in government and private sectors have been collaborating with initiative campaigns to improve patient safety and quality in care delivery in order to bridge the gap between education and practice. Three of the nine comprehensive guidelines of American Association of Colleges of Nursing’s (AACN) The Essentials of Baccalaureate Education for Professional Nursing Practice (2008) are the highlights of this report. They are Essentials II-Patient Safety, III- Evidence-based practice and VI- Communication and Collaboration. These AACN’s essentials are complementary with the core competencies of the learning models from Robert Wood Johnson Foundation’s (RBJF) Quality and Safety Education for Nurses (QSEN) and Lenburg’s Competency Outcomes and Performance Assessment (COPA). The evaluation and assessment methods used to measure performance outcomes are addressed in lieu of the three core competencies. The nursing students in their final semester from baccalaureate degree program are in the process of synthesizing the accumulative knowledge, skills and abilities/attitudes (KSA) acquired from classroom didactics and clinical trainings since entry in the nursing program. The instructors serve as facilitators and objective examiners in the learner-centered mode of education. The students’ passion for nursing and openness to innovative learning environment will promote a seamless transition to survive the demands of the complex and constantly evolving health care system.
Keywords: Core Competencies, Outcomes, Patient Safety, Evidence-Based Practice, Communication &Collaboration, AACN’s essentials, RWJF’s QSEN, KSA, COPA.
Introduction
The nursing
References: American Association of Colleges of Nursing, (2008). The essentials of baccalaureate education for professional nursing practice Armstrong, G., Spencer, T. & Lenburg, C. (2009). Using quality and safety education for nurses to enhance competency outcome performance assessment: A synergistic approach that promotes patient safety and quality outcomes (2012). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders. Sherwood, G. & Drenkard, K. (2007). Quality and safety curricula in nursing education: Matching practice realities