The Pyramid Model Of Curriculum Evaluation Model For Continuing Education Programs

Clinical ladder programs are often based on Patricia Benner’s Novice to Expert model.  The program offers nurses the opportunity for professional growth about the achievement.  Advancement through the program offers recognition and rewards, most often in an increase in salary and job responsibilities.   Hospitals often adopt clinical ladder programs as a  recruitment and retention tool for experienced nurses (Murphy, 2012)

The administrators Each person in charge of any program that has anything to do with nursing has an effect on the evaluation process. They must be confident that the quality and consistency of nursing is being met when they graduate students (accreditation) or hire. They must know that the programs are meeting state and Federal requirements and must continually lobby for funding to keep the flow of professional nurses coming as needed.

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.

A nurse is a caregiver, a patient’s advocate, an educator; being a nurse is caring. There are basic components that all nurses should meet or should accomplish. The Mississippi Nursing Competency Model is a model that allows nurses to enhance their education and practice. This model exemplifies what core competencies a nurse of the future should represent, by her skills, attitudes, and knowledge. These core competencies include: patient-centered care, safety, professionalism, systems-based practice, informatics and technology, communication, teamwork and collaboration, leadership, quality improvement and evidence-based practice. Because I am still learning, there are still certain competencies that I was not able to either accomplish or accomplished

The BSN curriculum fosters the development of these skills. The nurse obtains knowledge regarding public health and community issues. Additionally, the nurse develops skills in nursing administration and research in order to provide optimum health care for the patient and organization, thus carrying out expert assessment and evaluation (Forster, 2008).

Clinical ladders have been used in nursing to provide opportunities of advancement in the health care field. “The clinical ladder program is integral to the institution’s recruitment and retention efforts, professional advancement, and evidence-based practice initiatives” (Pierson, Liggett, & Moore, 2010, p. 39). Facilities that incorporate clinical ladders are great for nurses that want to push themselves and become a leader over time. The following design is my interpretation of a clinical ladder. The differences between each of the three levels of nurses are the focus on increased independent practice, expanding knowledge, and expected responsibilities.

Hansen, G, Huyser-Eatwell, V, & Kubsch, S (2008). Professional Values: The Case for RN-BSN Completion Education The Journal of Continuing Education in Nursing 39 no8 375-8

Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.

Bachelor of Science in Nursing (BSN) programs strive to ready student nurses for the National Council Licensure Examination (NCLEX) that tests not only pure knowledge, but the reasoning and application of that knowledge. These programs provide student nurses with the necessary knowledge base and ability to apply knowledge in practice; especially since the introduction of Evidence-Based Practice (EBP) has been integrated into didactics. EBP, along with hours of clinical placement, benefit student nurses by arming them with the clinical judgment skills called for in the workplace. However, if student nurses accrue more focused clinical hours in their areas of specialty, they will be better prepared for the situations they will face in their

Often, with many degree core coursework, there is an exorbitant amount of irrelevant material that is required to meet the degree standard. This core coursework is very seldom relevant to the degree focus itself. Educators periodically review the stated requirements and make changes necessary to not only meet the base education requirement but meet the focused degree standards. Nurse leaders are also calling for such a review – one that will provide curricular direction that will help nursing education adapt to the changing needs of Canadians and the changing healthcare system. (Pijl-Zieber, E., Grypma, S., & Barton, S. 2014). This review and potential simplification and streamlining of the curricula necessary to achieve the BSN may be a selling point for nurses on the fence about going back to

The Giger and Davidhizar model was “developed in 1988 in response to the need for nursing students in an undergraduate program to assess

Fawcett, J, (1984) Analysis and evaluation of conceptual models of nursing, F. A Davis Company, Philadelphia.

Furthermore, licensing and accreditation standards must be heightened to insure the quality of the nurses that enter the workforce. Certifying organizations must therefore mandate the proper demonstration of core competencies and skills prior to endowing students with the nursing title. The nursing profession, according to the IOM report, must undergo fundamental changes within the overall education of nurses. In many respects the basic

With a consistent change in modernizing medicine, along with the continuing advancement in technology, continuing education in nursing is essential for a variety of reasons. The nurse’s main concern is providing safe, efficient, and effective patient care with positive patient outcomes. This paper will examine the differences in competencies between nurses prepared at an associate-degree level versus a baccalaureate-degree level, in order to provide an evidenced-based understanding of the variation in the educational preparation of nurses.