Innovations in Community-Based Nursing Education: Transitioning Faculty

Carter, Kimberly; Fournier, Maggie; Grover, Susan; Kiehl, Ermalynn M.; Sims, Kathleen Marie Eichner

doi:10.1016/j.profnurs.2005.04.004

Cited by 13 publications

(17 citation statements)

References 3 publications

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“…One of the most striking characteristics of PPBL curricula is the importance allocated to group work. Whether it be during PmBL sessions or while working on engineering projects, students are now, more than ever, expected to collaborate and cooperate with their peers (Bédard & Béchard, 2009;Carter et al, 2005;Walker & Leary, 2009). This is also true for medicine students, but to a lesser extent.…”

Section: Resultsmentioning

confidence: 99%

“…The design of these innovative curricula often necessitates that students develop more autonomy and responsibility, as well as self-awareness about the value of these student-centered activities (Bédard & Béchard, 2009;Peterson, 2007). The pedagogical context created can be a source of concern for students (Carter, Fournier, Grover, Kiehl, & Sims, 2005) and affect their engagement and persistence in the curriculum. It is therefore important, if not critical, to investigate how these factors are influenced, especially at the curricular level.…”

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confidence: 99%

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Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance

Bédard¹,

Lison²,

Dalle³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

104

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This paper presents results of a study conducted with undergraduate students involved in either problem-or project-based curricula (Medicine and Engineering, respectively) at the Université de Sherbrooke, Canada. The objective of the present research was to measure the impact of these innovative curricula on students' engagement and persistence in higher education. Our research question was: What determinants better predict students' engagement and persistence in innovative curricula such as PBL? Nine variables were examined as potential predictors of both factors (engagement and persistence). Results showed a variation in variables predicting engagement and persistence, with the most significant predictor being stress related.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance

Bédard¹,

Lison²,

Dalle³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

104

View full text Add to dashboard Cite

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“…Literature related to acute care nurses making the transition to community care is wide‐ranging (Bryans, 2000; Carter, Fournier, Grover, Kiehl, & Sims, 2005; Kaiser, Carter, O’Hare, & Callister, 2002). The majority of the literature is descriptive in nature and focuses on the skills and knowledge needed to function as a community nurse from the varied perspectives of educator, administrator, and practicing professional (Floyd, Kretschmann, & Young, 2005; Kaiser et al.; Pearson & Care, 2002), with some describing the differences inherent in nursing practice in the community setting (Ellenbecker & Cushman, 2001; Floyd et al., 2005; Reece, Mawn, & Scollin, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The literature consistently concludes that adequate preparation for the community role is essential (Besner, 2000; Bryans, 2000; Pearson & Care, 2002). Several studies report on the implementation and evaluation of transition courses and training intended to prepare acute care nurses for home health practice (Carter et al., 2005; Edwards & Alley, 2002; Kaiser et al, 2002), but research studies that investigate the actual competencies associated with the transition from acute care to community care settings are limited (Adams, 1998; Hartung, 2003; Pearson & Care). This lack of research into competencies has led to the development of continuing education programs with arbitrarily inserted additional content, based on personal anecdotal evidence and not evidence‐based research, which may not produce an effective or efficient outcome (Kaiser et al.…”

Section: Literature Reviewmentioning

confidence: 99%

A Qualitative Case Study Review of Role Transition in Community Nursing

Zurmehly

2007

Nursing Forum

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The results of this investigation revealed themes derived from data collection, including autonomy, client and family, education, and community as nursing work. This study indicated that making the transition to community-based nursing includes conceptual as well as emotional adjustments. Community nursing practice was seen by the participants as nursing that captures a holistic approach incorporating multiple dimensions from psychological, sociological, economic, and physical to spiritual aspects that provides services in interaction between the community nurse, the client, and the family. The findings indicate a need for additional supportive preparation strategies incorporated into nursing orientation and continuing education programs. Future research investigating agency culture and socialization would provide a more definitive survey of perceptions and competencies needed for role.

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“…This process further empowers the community to have control over their lives. [23] Nevertheless, this will only happen if collaborating partners in the projects are willing to explore their own social location, cultural values, and their relative privileges to understand how these influence the knowledge and experience generated in the project.…”

Section: Discusion Of Findingsmentioning

confidence: 99%

Community-based pedagogy of nursing in developing countries: An integrative review

Nambozi

Locsin²

2016

JNEP

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Purpose: Community-based nursing education programs have been recognized for innovative pedagogies. Their influence have focused on clinical experiences of students redirected from hospital-based to community settings. However, their implementation, pedagogy, and impact on the quality of nursing education outcomes have not been clearly evaluated. The purpose of this paper was to explore the extent, nature, and quality of community-based nursing education programs in developing countries. Methods: An integrative review was performed of published studies from January 1993 to July 2014 using the key search terms: community education, alternative clinical nursing experience, pedagogy of nursing, and clinical experience. Search was done using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Applied Social Science Index and Abstract (ASSIA, Medical Literature Analysis and Retrieved System Online (MEDLINE), British Nursing Index and Ovid SV. Two evaluation tools appraised these publications: The Critical Appraisal Skills Program (CASP UK 2014), and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Results: There were 1,530 articles of which 800 were relevant citations only 38 articles met the appraisal criteria. However, five more articles were found in 2014 bringing the total to 43 articles. Five themes were revealed, the nature and purpose of community-based nursing education, significance of placement and learning environment, the impact of community-based nursing education, the challenges and sustainability of community-based nursing education programs, and nurse educator/facilitator role. Conclusions: The themes bared the nature, quality, and impact of community-based nursing education supportive of the pedagogical approach of modelling education for nursing and health care professionals, particularly in developing countries. The findings suggest that alternative clinical nursing education experiences such as community-based experiences are expected, providing quality educational outcomes. Implications for nursing and education policy: The nature, impact, and pedagogical innovations in community nursing education can inform educational policies and influence future nursing education programs.

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Innovations in Community-Based Nursing Education: Transitioning Faculty

Cited by 13 publications

References 3 publications

Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance

Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance

A Qualitative Case Study Review of Role Transition in Community Nursing

Community-based pedagogy of nursing in developing countries: An integrative review

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