2.50
Hdl Handle:
http://hdl.handle.net/10755/157608
Type:
Presentation
Title:
Building RN/BS Bridge/Transition Courses to the OCNE Curriculum
Abstract:
Building RN/BS Bridge/Transition Courses to the OCNE Curriculum
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Ross, Amy Miner, PhD, RN, CNS
P.I. Institution Name:Oregon Health & Science University, School of Nursing
Title:Assistant Professor
Contact Address:3455 S. W. U.S. Veterans Hospital Road, Portland, OR, 97239, USA
Contact Telephone:541-245-6273
Co-Authors:Catherine Salveson, RN, PhD, Associate Professor
Rationale and Background:  In 2006 four associate degree nursing schools in Oregon (AD) and The Oregon Health & Science University (OHSU) School of Nursing (SON) implemented a new competency based undergraduate program  as part of the Oregon Consortium of Nursing Education (OCNE).  The participating AD schools offer a shared curriculum leading to a baccalaureate degree at OHSU. Other AD nursing programs are scheduled to offer the OCNE curricula in the future.  As a part of the implementation of this new curricula in the SON the RNBS program needed to create a bridge into the new OCNE courses for nurses who had not attended an OCNE AD school. Purpose/Aims of the ProjectT: The aim of the project was the creation of bridge/transition courses. This involved deconstruction and complete revision of the prior curriculum to match the new OCNE curriculum and spiraled competencies. Description of the Undertaking:  The RNBS team participated from the outset in the creation of the full OCNE curriculum and was familiar with the pre-licensure course content. The RNBS faculty met for two all day meetings and four faculty meetings with ongoing input regarding how the essential OCNE content was to be included and spiraled in each of four bridge/transition courses. Consultation came from OCNE leaders and SON Program Directors and Deans. A deconstruction of the current RNBS courses was done in order to make connections to the new spiraled concepts of the OCNE competencies.  This process involved shifting and forming the new courses by challenging the traditional courses' content and pedagogy. Some of the traditional course content was retained because it matched the competencies in the new OCNE courses.  Revisions included new course descriptions and course outcomes. The goal was to keep the best of the courses determined to be essential for making practicing nurses current in the standards of best practice, while building on previously learned material.  The new content areas were matched and aligned with the new competencies. The courses eliminated were Ethics, Health Policy, and Evidence-based Practice. The essential content areas that are spiraled include: evidence evaluation and evidence-based practice, clinical judgment, self-directed learning, collaboration and working in groups, effective communication, ethics, professionalism, leadership, health policy, health literacy, advocacy and voice, poverty and health disparity, access to care, and social and environmental justice.  Learning activities were intentionally created that built on previous work, spiraling concepts from course to course. For example, risk factor screening, pathophysiological process, impact on a population and policy development were carried through several courses. Outcomes: The bridge/transition courses were created and required approvals obtained through SON Undergraduate and SON Administrative Councils. The four transitions courses are being offered for the first time fall term 2008 and will be evaluated at the end of each offering. Conclusions: The process of course creation and transformation involved a complete commitment from RNBS faculty teaching the courses, both old and new. Creating a thoughtful process provided a supportive way to honor prior courses and teaching strategies, while being ruthless in adhering to the expected consistency required in teaching the new courses with OCNE competencies.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBuilding RN/BS Bridge/Transition Courses to the OCNE Curriculumen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157608-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Building RN/BS Bridge/Transition Courses to the OCNE Curriculum</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</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">Ross, Amy Miner, PhD, RN, CNS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Oregon Health &amp; Science University, School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">3455 S. W. U.S. Veterans Hospital Road, Portland, OR, 97239, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">541-245-6273</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">rossam@ohsu.edu, h2odancer@charter.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Catherine Salveson, RN, PhD, Associate Professor</td></tr><tr><td colspan="2" class="item-abstract">Rationale and Background:&nbsp; In 2006 four associate degree nursing schools in Oregon (AD) and The Oregon Health &amp; Science University (OHSU) School of Nursing (SON) implemented a new competency based undergraduate program &nbsp;as part of the Oregon Consortium of Nursing Education (OCNE).&nbsp; The participating AD schools offer a shared curriculum leading to a baccalaureate degree at OHSU. Other AD nursing programs are scheduled to offer the OCNE curricula in the future.&nbsp; As a part of the implementation of this new curricula in the SON the RNBS program needed to create a bridge into the new OCNE courses for nurses who had not attended an OCNE AD school. Purpose/Aims of the ProjectT: The aim of the project was the creation of bridge/transition courses. This involved deconstruction and complete revision of the prior curriculum to match the new OCNE curriculum and spiraled competencies. Description of the Undertaking: &nbsp;The RNBS team participated from the outset in the creation of the full OCNE curriculum and was familiar with the pre-licensure course content. The RNBS faculty met for two all day meetings and four faculty meetings with ongoing input regarding how the essential OCNE content was to be included and spiraled in each of four bridge/transition courses. Consultation came from OCNE leaders and SON Program Directors and Deans. A deconstruction of the current RNBS courses was done in order to make connections to the new spiraled concepts of the OCNE competencies.&nbsp; This process involved shifting and forming the new courses by challenging the traditional courses' content and pedagogy. Some of the traditional course content was retained because it matched the competencies in the new OCNE courses.&nbsp; Revisions included new course descriptions and course outcomes. The goal was to keep the best of the courses determined to be essential for making practicing nurses current in the standards of best practice, while building on previously learned material.&nbsp; The new content areas were matched and aligned with the new competencies. The courses eliminated were Ethics, Health Policy, and Evidence-based Practice. The essential content areas that are spiraled include: evidence evaluation and evidence-based practice, clinical judgment, self-directed learning, collaboration and working in groups, effective communication, ethics, professionalism, leadership, health policy, health literacy, advocacy and voice, poverty and health disparity, access to care, and social and environmental justice.&nbsp; Learning activities were intentionally created that built on previous work, spiraling concepts from course to course. For example, risk factor screening, pathophysiological process, impact on a population and policy development were carried through several courses. Outcomes: The bridge/transition courses were created and required approvals obtained through SON Undergraduate and SON Administrative Councils. The four transitions courses are being offered for the first time fall term 2008 and will be evaluated at the end of each offering. Conclusions: The process of course creation and transformation involved a complete commitment from RNBS faculty teaching the courses, both old and new. Creating a thoughtful process provided a supportive way to honor prior courses and teaching strategies, while being ruthless in adhering to the expected consistency required in teaching the new courses with OCNE competencies.</td></tr></table>en_GB
dc.date.available2011-10-26T20:01:58Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:01:58Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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