By Marilyn H. Oermann PhD RN FAAN, Kathleen T. Heinrich PhD RN
Drawn to the newest tendencies in nursing schooling written by way of the nurse educators pioneering those concepts? Then welcome to the 1st quantity of the yearly assessment of Nursing Education.This overview makes a speciality of those cutting edge practices of training. It describes academic innovations you could adapt on your personal settings and is written for educators in affiliate, baccalaureate, and graduate nursing courses, employees improvement, and carrying on with schooling. The aim of the assessment is to maintain educators up-to-date on contemporary recommendations in nursing schooling throughout all settings.
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Extra info for Annual Review of Nursing Education, Volume 1, 2003
Concepts of community-based care, issues of cultural competence, and principles of collaborative, interdisciplinary care delivery of health promotion and disease prevention services are introduced in the first year of the curriculum and are expanded in subsequent semesters. In the second year of the nursing program, all nursing students spend three weeks per semester engaged in delivery of health promotion and disease prevention services in the 19130 Zip Code Project. 1 describes a profile of their experiences.
1995). Teaching population-focused practice to baccalaureate nursing students: A clinical model. Journal of Nursing Education, 34, 378-383. , & Schaffer, M. (1999). Service learning: A strategy to develop group collaboration and research skills. Journal of Nursing Education, 38, 208-214. , & Schaffer, M. (2000). Service learning: Isn't that what nursing education has always been? A strategy to develop group collaboration and research skills. Journal of Nursing Education, 40, 51-52. , & Seidle, A.
The leadership and management course presents scientific theories and principles of leadership and management applied to health care settings with an emphasis on the role of the nurse. There is no formal community-based experience in this semester. However, students return to their case study family to complete the third part of their paper. In addition, they participate in at least one event in their community and begin planning for their spring semester project. Journals are not required during this term, but students submit a clinical log for any community activities.