2.50
Hdl Handle:
http://hdl.handle.net/10755/164301
Category:
Abstract
Type:
Presentation
Title:
Authenticating CNS Education: Capturing Current Practice
Author(s):
Stern, Camille P.; Taggart, Helen M.
Author Details:
Camille P. Stern, PhD, RN, Armstrong Atlantic State University, Atlanta, Georgia, USA, email: nacnsorg@nacns.org; Helen M. Taggart, DSN, RN, APRN, BC
Abstract:
Purpose: This presentation will discuss a methodological approach to ensuring that didactic and clinical expectations of clinical nurse specialist students are truly reflective of current practice in complex organizations. Curricular review and enhancement using CNS stakeholders can help to generate quality patient outcomes. Significance: The CNS works in an increasingly complex organizational culture and is responsible for patient safety and quality patient outcomes. CNS curricula and clinical experiences must be complete and inclusive in the education and preparation of CNS students for practice environments. Design: CNS educators must respond to many different factors in the designing curricula, and must deliver an educational product which actually prepares CNS graduates for practice in complex organizational systems. The clarity of CNS practice is strongly enhanced by linking authentic practice elements to the CNS educational experience. Methods: The graduate faculty of the CNS Program at Armstrong Atlantic State University initiated a curriculum revision project. The goal was to authenticate, through discussions with CNS key stakeholders, the inclusion of patient safety, organizational complexity and quality patient outcomes, while meeting the published criteria from the accrediting bodies. In addition to program faculty, thirteen practicing CNSs, and 4 students participated in the review. Findings: The revised curriculum meets the requirements and better reflects the real work of the CNS. Learning modules and activities related to complex organizational culture, patient safety and patient outcomes were added. Conclusions: Inclusion of practicing CNSs and CNS students adds authenticity to curriculum revisions. Additionally, the CNSs expressed appreciation for being included in the discussions. Implications for Practice: The dire shortage of CNSs means that CNS graduates must be able to assume the role immediately. Authentic practice can be more readily ensured when practicing CNSs are an integral part of the curricular revision. Educators must accurately ensure during the process of curricular revision by maintaining close communication with practicing CNSs. Educational preparation must reflect practice.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2008
Conference Name:
Clinical Nurse Specialists: Leaders in Clinical Excellence
Conference Host:
NACNS - National Association of Clinical Nurse Specialists
Conference Location:
Atlanta, Georgia, USA
Description:
Conference theme: Clinical Nurse Specialists: Leaders in Clinical Excellence, held March 5 - 8 at the Westin Peachtree Plaza in Atlanta, Georgia
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleAuthenticating CNS Education: Capturing Current Practiceen_GB
dc.contributor.authorStern, Camille P.en_US
dc.contributor.authorTaggart, Helen M.en_US
dc.author.detailsCamille P. Stern, PhD, RN, Armstrong Atlantic State University, Atlanta, Georgia, USA, email: nacnsorg@nacns.org; Helen M. Taggart, DSN, RN, APRN, BCen_US
dc.identifier.urihttp://hdl.handle.net/10755/164301-
dc.description.abstractPurpose: This presentation will discuss a methodological approach to ensuring that didactic and clinical expectations of clinical nurse specialist students are truly reflective of current practice in complex organizations. Curricular review and enhancement using CNS stakeholders can help to generate quality patient outcomes. Significance: The CNS works in an increasingly complex organizational culture and is responsible for patient safety and quality patient outcomes. CNS curricula and clinical experiences must be complete and inclusive in the education and preparation of CNS students for practice environments. Design: CNS educators must respond to many different factors in the designing curricula, and must deliver an educational product which actually prepares CNS graduates for practice in complex organizational systems. The clarity of CNS practice is strongly enhanced by linking authentic practice elements to the CNS educational experience. Methods: The graduate faculty of the CNS Program at Armstrong Atlantic State University initiated a curriculum revision project. The goal was to authenticate, through discussions with CNS key stakeholders, the inclusion of patient safety, organizational complexity and quality patient outcomes, while meeting the published criteria from the accrediting bodies. In addition to program faculty, thirteen practicing CNSs, and 4 students participated in the review. Findings: The revised curriculum meets the requirements and better reflects the real work of the CNS. Learning modules and activities related to complex organizational culture, patient safety and patient outcomes were added. Conclusions: Inclusion of practicing CNSs and CNS students adds authenticity to curriculum revisions. Additionally, the CNSs expressed appreciation for being included in the discussions. Implications for Practice: The dire shortage of CNSs means that CNS graduates must be able to assume the role immediately. Authentic practice can be more readily ensured when practicing CNSs are an integral part of the curricular revision. Educators must accurately ensure during the process of curricular revision by maintaining close communication with practicing CNSs. Educational preparation must reflect practice.en_GB
dc.date.available2011-10-27T11:45:50Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T11:45:50Z-
dc.conference.date2008en_US
dc.conference.nameClinical Nurse Specialists: Leaders in Clinical Excellenceen_US
dc.conference.hostNACNS - National Association of Clinical Nurse Specialistsen_US
dc.conference.locationAtlanta, Georgia, USAen_US
dc.descriptionConference theme: Clinical Nurse Specialists: Leaders in Clinical Excellence, held March 5 - 8 at the Westin Peachtree Plaza in Atlanta, Georgiaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.en_US
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