N 584 Nursing Curriculum Development Critical Thinking Exercise

N 584 Nursing Curriculum Development Critical Thinking Exercise

N 584 Nursing Curriculum Development Critical Thinking Exercise

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Every individual has their own beliefs and aspects regarding their life. The way of living depends on their culture and traditions. The worldview is a point of view to understanding someone’s personal experience, traditions, and the events of societies and history (Vidal, 2008). The other example of a worldview is a person who has ideas related to reality and knows the way how to interpret the experience of how the world is operating out is called a worldview (Taves et al., 2018).

The concept of spirituality is a very wide experience of personal beliefs. Every person has their perception related to spirituality. Spirituality may depend on religious traditions or the belief in a higher power (Elizabeth, S., 2022). It also depends on the historical belief in an individual connection to others. It may be related to the thinking and experience of the world as it is felt by a person in their life on the level of physical and sensory perception.

Spirituality is a way to find comfort and relieve stress for people. Some research shows that it is a different path to search for God or a higher power, and it also supports the reality that those more spiritual or religious people can cope with challenges and stress. You can check for connections of spirituality by asking deep questions related to illness, emotions, or what happens after death, the experience of compassion and empathy for others, connection to others, and the feeling of happiness beyond the material possessions, checking for meaning and purpose of life, and the looking for the chance to make the world a better place.

There are many different types of spirituality that the person can connect with their ways, such as breath work, meditation, prayer, serving their community, spending time with nature, yoga, spiritual retreats, etc. As the question asked related to spirituality and the way I can influence the way of care of my patients, I can apply this in my profession while finding the purpose and meaning of my job and responsibilities for my patient to relieve their stress, worries, and to provide comfort by releasing their stress.

I will make myself capable of dealing with depression, anxiety, and stressful situation and promote my skills to support my patients. I will respect their feelings, religion, and beliefs about their culture and history. I will try to find the cause of their stress, measure the power of God and the hope for healing, and build positive thinking for life.

Reference

Elizabeth, S. (2022, August 19). What Is Spirituality? How Spirituality Can Benefit Your Health and Well-Being. Verywellmind. Retrieved October 4, 2022, from https://www.verywellmind.com/how-spirituality-can-benefit-mental-and-physical-health-3144807#:~:text=What%20Is%20Spirituality%3F%20Spirituality%20is%20the%20broad%20concept,others%20and%20to%20the%20world%20as%20a%20whole.

Taves, A., Asprem, E., Ihm, E. (2018). Psychology, meaning-making, and the study of worldviews: Beyond religion and non-religion. American Psychological Association. Retrieved October 5, 2022, from https://psycnet.apa.org/record/2018-36594-002

Vidal, C. (2008). Wat is een wereldbeeld? In H. Van Belle, & J. Van der Veken (Eds.) Nieuwheid denken: De wetenschappen en het creatieve aspect van de werkelijkheid (pp. 71-83). Acco, Leuven: Belgium.

Assignment:

Critical Thinking Exercises :

Case Study #1: Meadowvale University School of Nursing

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N 584 Nursing Curriculum Development Critical Thinking Exercise
N 584 Nursing Curriculum Development Critical Thinking Exercise

Dr. Manuela Lopez is the director and professor of Meadowvale University School of Nursing. Enrollment is 550 undergraduate and 85 graduate students.

The teaching staff comprises 26 full-time faculty (19 doctorally-prepared, seven masters-prepared) and 40 part-time faculty (22 masters-prepared, 18 baccalaureates). Approximately 30% of faculty members were hired in the previous three years. Dr. Lopez is an active member of the university administrators group, the community health administrators association, and nursing professional organizations. She keeps abreast of nursing, nursing education, and healthcare changes. She has excellent relationships with faculty members, university administrators, and clinical and professional colleagues.

The undergraduate curriculum was first implemented 15 years ago. Since then, there have been minor curriculum revisions, but the philosophical approaches, goals, and basic structure of the large behaviorist curriculum have remained unchanged.

Although faculty have attended workshops and conferences on new and evolving educational paradigms, some are generally comfortable with the current curriculum. Some act more with a caring, humanistic-educative approach, and others are strong feminists. Some advance ideas of social justice in the courses they teach.

Members of the School of Nursing were shocked when, for the first time, nearly 20% of graduates failed the NCLEX. Those graduates were public in voicing their displeasure with the School. Along with this, there has been informal feedback from a few employers that Meadowvale graduates are having difficulties beyond those experienced by new graduates of other schools.

Further, there has been increasing pressure from the university’s central administration to increase the number and size of research grants and the publication rate of faculty. The School is three years away from an accreditation review, and Dr. Lopez thinks the time might be right for a discussion about curriculum development. She calls a special meeting to discuss the possibility of curriculum development.

1. What factors or influences would propel Meadowvale nursing faculty toward curriculum development? What might be the objections and responses to these?

2. What could be the sources of support for curriculum development? Sources of resistance?

3. How would Dr. Lopez’s initiation of the idea of curriculum development influence faculty members’ decisions about whether or not to proceed?

4. What is a suitable timeframe for curriculum revision for the reasons for curriculum development and the upcoming accreditation review?

5. How would Dr. Lopez assess faculty members’ acceptance of the need for curriculum development and their readiness to support the process?

Case Study # 2: Rosemount University School of Nursing

Rosemount University School of Nursing has offered baccalaureate and master’s programs in nursing for 40 years. Most faculty have kept abreast of current curriculum paradigms and teaching-learning methods to deliver the “best” nursing program to qualified students. Faculty development through attendance at occasional in-house meetings or attendance at local, national, or international conferences has been considered important to most of the faculty. However, an ongoing faculty development program was not implemented due to resistance from a few “senior” faculty members.

Dr. Angela Fabatini, director of the School, recently attended a national meeting of baccalaureate nursing program deans and directors. One recommendation, among many others developed by the group, was that faculty development includes activities intended to facilitate participation in curriculum development.

On returning from the conference, Dr. Fabatini called a faculty meeting. A review of faculty development activities was undertaken. The results revealed a fragmented approach to faculty development, sporadic faculty attendance, and very little attention to the specifics of the curriculum process. Inexperienced faculty members wanted an ongoing faculty development program to assist them in revising the present baccalaureate-nursing program. Two “senior” experienced faculty members voiced their resistance to this activity, claiming that the past practice of ad hoc meetings was satisfactory and that there was no necessity for change since the program is accredited.

1. What are the strengths and limitations of the present faculty development system?

2. What strategies might be instituted to encourage participation in faculty development?

3. When an agreement is reached to undertake faculty development for curriculum change, what would be the goals of this activity? What development activities could be instituted?

4. What responses might be appropriate for those faculty members resisting change?

5. If the Rosemount University faculty decide to proceed with curriculum development, which change theory would be useful, and how could it be used?

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