2.50
Hdl Handle:
http://hdl.handle.net/10755/155171
Type:
Presentation
Title:
Evidence-Based Cultural Competence in an Advance Practice Nursing Curriculum
Abstract:
Evidence-Based Cultural Competence in an Advance Practice Nursing Curriculum
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Bowen, Mary E., CRNP, DNS, JD, CNAA
P.I. Institution Name:Thomas Jefferson University
Title:Associate Dean for Research and Faculty Development
[Evidence-based Practice Session Presentation] Purpose: is consistent with building an evidence based curriculum for cultural competence through NP Education: The overarching goal of Cultural Competence in an Advance Practice Nursing (APN) curriculum is to prepare nurse practitioners to provide quality health care in an increasingly multicultural and global society. Curriculum intervention: A strategic plan to build cultural competence and sensitivity into an APN curriculum utilizing "Change Theory" was implemented in the development of two HRSA funded APN curriculums. A strategic plan utilizing "Change Theory" was implemented in the development of a culturally competent education plan for nurse practitioner education.  This strategic plan analyzed the need (systems), structures (existing curriculum and availability of culturally competent faculty resources), processes (advance practice education needs), methods (design), and training (availability culturally competent faculty mentors). Implementation of this culturally competent curriculum plan developed out of external influences: need to develop culturally competent curriculum that was congruent the nation's need for reduction in health disparities, promote safe and culturally competent quality health care. Internal influences driving this innovation were: educational leadership and changing value systems. Outcomes measured: Increase in culturally competent APN curriculum content, implementation of faculty self assessment, increase in relevant culturally diverse learning experiences, guided experiences with diversity, increased diverse clinical adjunct/preceptor faculty, and developing a training manual for faculty cultural competency. Summary: Change in educational outcomes of APN students, and APN cultural competency and sensitivity measured in this model utilizing the VARK and TSET instruments.  Change in health outcomes for the nation will be: increased access to quality care, increased cultural competence and sensitivity of the APN work force.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEvidence-Based Cultural Competence in an Advance Practice Nursing Curriculumen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155171-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Evidence-Based Cultural Competence in an Advance Practice Nursing Curriculum</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bowen, Mary E., CRNP, DNS, JD, CNAA</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Thomas Jefferson University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Dean for Research and Faculty Development</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">frankcally@yahoo.com</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Practice Session Presentation] Purpose: is consistent with building an evidence based curriculum for cultural competence through NP Education: The overarching goal of Cultural Competence in an Advance Practice Nursing (APN) curriculum is to prepare nurse practitioners to provide quality health care in an increasingly multicultural and global society. Curriculum intervention: A strategic plan to build cultural competence and sensitivity into an APN curriculum utilizing &quot;Change Theory&quot; was implemented in the development of two HRSA funded APN curriculums. A strategic plan utilizing &quot;Change Theory&quot; was implemented in the development of a culturally competent education plan for nurse practitioner education.&nbsp; This strategic plan analyzed the need (systems), structures (existing curriculum and availability of culturally competent faculty resources), processes (advance practice education needs), methods (design), and training (availability culturally competent faculty mentors). Implementation of this culturally competent curriculum plan developed out of external influences: need to develop culturally competent curriculum that was congruent the nation's need for reduction in health disparities, promote safe and culturally competent quality health care. Internal influences driving this innovation were: educational leadership and changing value systems. Outcomes measured: Increase in culturally competent APN curriculum content, implementation of faculty self assessment, increase in relevant culturally diverse learning experiences, guided experiences with diversity, increased diverse clinical adjunct/preceptor faculty, and developing a training manual for faculty cultural competency. Summary: Change in educational outcomes of APN students, and APN cultural competency and sensitivity measured in this model utilizing the VARK and TSET instruments. &nbsp;Change in health outcomes for the nation will be: increased access to quality care, increased cultural competence and sensitivity of the APN work force.</td></tr></table>en_GB
dc.date.available2011-10-26T13:36:10Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:36:10Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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