WGU Professional Roles & Values CH 3 – Flashcards

- unlimited information is available - requires more time and skill to navigate the web - faculty constantly revising curriculum and courses

- business world uses competency outcomes to set directions and goals - students (nurses) must achieve the competency outcomes that develop the skills actually needed in practice - competence in realistic, practice-based outcomes is the target

- outcomes approach is very different for students and teachers - students must change from memorizing class notes and readings to learning to integrate knowledge, make decisions, and be competent and confident in the abilities contained in course outcomes

- changes in roles of teachers and learners - refocusing on responsibility and accountability - shifting the perception of students from passive receivers of information to active learners

- problem solving - communication - teaching - caring - management

- problem-based learning - case studies - diverse projects in many community agenecies

- performance-based examinations - developing a structured portfolio

- creating interactive learning strategies - creating performance examiniations

- aging population - diverse population - increasing number of people living in poverty, homeless, and/or uninsured - disrespect for others - domestic abuse of women and children - various forms of violence in homes, schools, and public places - obesity epidemic - nontraditional families

- interprofessional emphasis - influenced by efforts to reduce healthcare costs - shift from "illness care" to "health promotion" - challenge for faculty to prepare students to care for critically ill patients in acute care, as well as culturally diverse clients in community settings - Global health

- shift from "giving care" to "working with" the patient as a member of the health care team - increased number of medical errors leading to lawsuits have supported the need to insist on competency-based performance examinations in schools of nursing and as part of employer evaluations and accreditation

- different ways of responding to illness, care providers, and therapies raise ethical issues of who is right and who has the right to prevail - diversity in backgrounds conveys diversity in interpretation of behaviors, events, and language - faculty must teach ethical concepts, use case studies, guide learning experiences, and focus discussions to explore ways of interacting with patients who present behaviors that are very different from the norm

- trend over past decades - consequence is medical errors - current workforce is older, with fewer nurses available - fewer qualified preceptors for students

- domestic violence has increased - violence in the workplace and schools - more mass disasters such as hurricanes, floods, and earthquakes - nurses need to be prepared to function effectively with other furst responders

- explosion of new information and technology - increasing responsibilities for aging parents and children - professional requirements to stay current and pursue professional develpment

- shortest programs that prepare students for licensure - LPN/LVN programs are 9 to 12 months long and focus on technical aspects of nursing care - state boards of nursing set scope of practice in each state

- the first nursing diploma graduate in 1873; began the movement of nurses teaching and supervising nurses rather than those functions being the exclusive domain of physicians - length of program was 1-2 years in the 1800s but subsequently changed to 3 calendar years of practice and study

- all classes/experiences were under the authority of the funding hospital - operated as apprenticeship programs to meet staffing needs of the hospital until more recent times when education took a more primary role - number has drastically declined because of changes in the marketplace and a new concept of nursing education - as programs are phasing out, some have partnered with community colleges to provide an associate degree, and some have become college programs - in 2008, only 75 diploma programs remained in the U.S.

- developed in the 1950's to shift nursing education from the vocational and apprenticeship orientation of LPN/LVN and hospital diploma schools to the college environment - require 2 years of academic study with 2 semesters of liberal arts and sciences - today largest percentage of nurses are ADN graduates

- first nursing program in a collegiate setting opened in 1909 at University of Minnesota as a diploma school under College of medicine; completions did not result in a college degree - 1924 Yale University had first separate department of nursing and offered the first BSN degree - BSN programs were developed on the premise that nurses could provide more comprehensive and compassionate care if they had a foundation in the arts and sciences - BSN's require two 2 years of arts and sciences and 2 years of nursing courses and completion of 126 to 136 credits - in 2008 about 610 generic, 621 RN-BSN, and 218 accelerated BSN programs were available

- developed because of increasing complexity of health care and need for nurse educators, administrators, expert clinicians - national and federal recognition of the shortage of master's and doctorate-prepared nurses led to increased funding for programs and individual students

- provided education funds for RNs to prepare for positions in teaching, supervision, and administration

- provided constructions costs for nursing school buildings and funds for traineeships and fellowships for nurses to obtain advanced degrees for positions in educations, administration, practice, and research

- prepare advanced nurse practitioners and clinical specialties - a new role - prepared as a master's generalist - academic and programs and to integrate CNLs into health care systems

- most require BSN for admission - RN to MSN - Vanderbilt - University of Maryland - Bachelor's degree in any field to MSN - Yale University - University of Tennessee - University of Texas at Austin

- undergone major changes during the past 4 decades - for many years the only program was offered by teachers College, Columbia University, ; the first nurse graduated in 1932 with an EdD degree in nursing education - more than 30 years elapsed before doctoral programs in the discipline of nursing were offered, resulting in the doctor of nursing science degree (DNS, DNSc) - by the 1990's the number of universities offering the EdD degree declined and the number of nursing doctoral degree programs increased to more than 50

- Doctor of Philosophy (PhD) - for students interested in research and generating new knowledge - Doctor of Nursing Science (DNS or DNSc) - for students interested in advanced clinical practice - Doctorate in Clinical Nursing Practice (DNP) - for students interested in advanced clinical nursing practice and clinical leadership

- makes it possible for experienced adult learners to earn one of many degrees, including ADN and BSN, by taking college coursework with specialized standardized and performance examinations without attending class - Excelsior College: previously known as the New York Regents College - University of Phoenix online

- Challenges for students include: access to current technology and the time, money, and ability to use it; students must have discipline and determination - career ladder programs are systems that offer a stepwise progression within a single school