The Ottawa model for nursing curriculum renewal: An integrative review

Jäger, Fiona; Vandyk, Amanda; Jacob, Jean Daniel; Meilleur, Devyn; Vanderspank‐Wright, Brandi; LeBlanc, Barbara; Chartrand, Julie; Hust, Carmen; Lalonde, Michelle; Rintoul, Angela; Alain, I.A. Diane; Poirier, Sherry; Phillips, J. Craig

doi:10.1016/j.nedt.2020.104344

Cited by 16 publications

(15 citation statements)

References 29 publications

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“…The current curricula for respiratory therapy training are loaded with the foundational knowledge, skills, and attributes required by students to function as a professional in the current health care system. However, core curricula will need to be revised to include training in research methods, scientific writing, and the principles of science, which contributes to developing abstracting knowledge for respiratory therapy [56][57][58][59]. In the current North American educational system, the first step is an undergraduate degree in respiratory therapy (i.e., B.RT) [60].…”

Section: Instruction (Higher Education)mentioning

confidence: 99%

Exploring the professionalization of respiratory therapy in Canada

et al. 2021

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Introduction:A recurrent challenge facing respiratory therapists (RTs) is their legitimacy as professionals. RTs are often referred to as technologists, vocationalists, or technicians and must often justify their status as full professionals rather than "professional technicians". There is currently little exploration of what it means to be a profession and the process of professionalization in respiratory therapy. Approach: Drawing from sociological theory, the purpose of this paper is to discuss the professionalization of respiratory therapy in Canada using Andrew Abbott's theory, the "system of professions". We will use this theory as a lens to propose areas of consideration for professional development regarding two pervasive themes in the respiratory therapy community, RTs' specialized body of knowledge and professional autonomy. Findings: Abstract knowledge is believed to be essential in the evolution from occupation to profession and is valuable to a profession in three ways: it can influence the profession's legitimacy, it can be used for conducting research, and it promotes higher education. RTs possess jurisdictional professional autonomy within Canada. The privilege of self-regulation allows RTs to act according to their knowledge and judgement without direct oversight from other professions. Conclusion:Based on Abbott's theoretical position, RTs can rightly justify their position as professionals. However, RTs need to acknowledge that professionalization is a dynamic and continuous process that requires creative changes to innovate within the profession and support future efforts to reinforce their position as professionals. Throughout this paper, we offer suggestions for how RTs can contribute to the ongoing professionalization of respiratory therapy.

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Section: Instruction (Higher Education)mentioning

confidence: 99%

Exploring the professionalization of respiratory therapy in Canada

et al. 2021

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“…Despite the significant role of curricula in the development of the nursing profession and nurses, there is no widely accepted or consistent approach in curriculum development, redesign and renewal in this field. This gap motivated Jager et al [29] to identify the current curriculum redesign and renewal practices through creation of an aggregated logic model. Data were collected through qualitative, quantitative, and non-research literature in both English and French languages.…”

Section: Empirical Backgroundmentioning

confidence: 99%

“…Data were collected through qualitative, quantitative, and non-research literature in both English and French languages. The outcome of Jager et al's [29] study, referred to as the Ottawa Model for Nursing Curriculum Renewal, included information on the context, process and outcomes of the curricula renewal process, as well as when and how to conduct the evaluation on the curricula.…”

Section: Empirical Backgroundmentioning

confidence: 99%

Educational Program and Curriculum Evaluation Models: A Mini Systematic Review of the Recent Trends

Nouraey¹,

Al‐Badi²,

Riasati³

et al. 2020

ujer

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“…To ensure curricula continue to be relevant, Faculties must identify and integrate new evidence, technological advances, and pedagogical methods. [16] Nursing programs are evaluated frequently to ensure that program structure and educational practices are aligned with the intended goals, as they may require ongoing modification.…”

Section: Background 21 Review Of Literaturementioning

confidence: 99%

“…Re-evaluation (as part of the DE process) will be crucial to effectively assess the team's success in meeting curriculum goals through their communication and coordination efforts. [16] The curriculum evaluation process requires buy-in from all parties involved to be effective. [16] Faculty members and administrators must be willing to accept and embrace the DE process in order to create real change and students need to be empowered to share their experiences for changes to be effectively evaluated.…”

Section: De Processmentioning

confidence: 99%

Using a developmental evaluation approach to create a supportive curriculum for first year students

Chauvet

Kalogirou

Yonge

2020

JNEP

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Background and objectives: First year students experience a significant transition when entering nursing school. The purpose of this research was to explore first year nursing students’ experiences to enhance and innovate the undergraduate nursing program at a large public Canadian university.Methods: The Faculty of Nursing approached their curriculum redesign process utilizing a Developmental Evaluation (DE) framework. Nineteen first year students participated in semi structured interviews and focus groups where they discussed their personal experiences as well as the perceived strengths and weaknesses of the program. After thematic analysis of the data, recommendations were provided to the faculty administration to guide changes made to the new curriculum.Results: Students appreciated opportunities where they could apply their knowledge to real-world situations. Students also expressed many sources of stress, such as inconsistency within and between courses, differing expectations, content, instruction style, and evaluation. They also voiced that there was a lack of communication and support from the Faculty and identified issues with grading systems.Conclusions: The findings from this study highlighted the need to revise the nursing curriculum to provide more student support and foster a positive student-faculty relationship. The current structure of nursing programs has created competition among students, causing a greater focus on obtaining higher grades than on meaningful learning. Integrated learning with authentic experiences was best received by first year students and provided for a collaborative environment. Finally, the findings from this study highlight the opportunities created by utilizing a DE approach to evaluate and innovate nursing curricula.

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The Ottawa model for nursing curriculum renewal: An integrative review

Cited by 16 publications

References 29 publications

Exploring the professionalization of respiratory therapy in Canada

Exploring the professionalization of respiratory therapy in Canada

Educational Program and Curriculum Evaluation Models: A Mini Systematic Review of the Recent Trends

Using a developmental evaluation approach to create a supportive curriculum for first year students

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