2.50
Hdl Handle:
http://hdl.handle.net/10755/308531
Category:
Abstract
Type:
Presentation
Title:
Creating a Context Relevant Curriculum
Author(s):
Zygmont, Dolores
Lead Author STTI Affiliation:
Kappa Chi
Author Details:
Dolores Zygmont, RN, PhD, zygmont@temple.edu
Abstract:

Session presented on: Sunday, November 17, 2013

Located in an urban environment, Temple University serves a gegraphic area that is dominated by poverty, poor education, high unemployment, and poor health.  The clinical experiences of the nurse practitioner students was predominantly in this poorly served geopgraphic area.  The nurse practitioner curriculum addressed content that was relevant to a life span development approach but did not specifically address the population being served.  Receipt of a HRSA grant entitled "Preparing Adult and Family Nurse Practitioners in Primary Care for Clients Living in Urban Poverty".  The grant enabled the faculty to deconstruct the existing curriculum and reconstruct a curricululm that focused on the context in which the clients served.  The curriculum revision was framed by the Essentials of Doctoral Education and incorported Healthy People 2012, the United States Preventive Services Task Force Recommendations.  Living in urban poverty was addressed primarlly in the core courses while the clinical specialty courses focused on clinical content but incorporated core content into case assignments.  During the revision process, the faculty operated from several beliefs:  (1) content should be incorporated that is relevant to the popoulation served; (2) primary care providers must truly understand the life circumstances of their clients to deliver hosiltic care; (3) core and specialty clinical courses should be incorported into assignments to truly develop mastery at context relevant care.  Several workshops were provided to increase faculty knowledge and understanding of life in urban poverty and discussions were monitored by several faculty who have extensive experiences in urban poverty. This presentation will describe the process of deconstruction and reconstruction of the curriculum.
Keywords:
Curriculum Development; Advanced Practice Nursing
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleCreating a Context Relevant Curriculumen_GB
dc.contributor.authorZygmont, Doloresen_GB
dc.contributor.departmentKappa Chien_GB
dc.author.detailsDolores Zygmont, RN, PhD, zygmont@temple.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308531-
dc.description.abstract<p>Session presented on: Sunday, November 17, 2013</p>Located in an urban environment, Temple University serves a gegraphic area that is dominated by poverty, poor education, high unemployment, and poor health.  The clinical experiences of the nurse practitioner students was predominantly in this poorly served geopgraphic area.  The nurse practitioner curriculum addressed content that was relevant to a life span development approach but did not specifically address the population being served.  Receipt of a HRSA grant entitled "Preparing Adult and Family Nurse Practitioners in Primary Care for Clients Living in Urban Poverty".  The grant enabled the faculty to deconstruct the existing curriculum and reconstruct a curricululm that focused on the context in which the clients served.  The curriculum revision was framed by the Essentials of Doctoral Education and incorported Healthy People 2012, the United States Preventive Services Task Force Recommendations.  Living in urban poverty was addressed primarlly in the core courses while the clinical specialty courses focused on clinical content but incorporated core content into case assignments.  During the revision process, the faculty operated from several beliefs:  (1) content should be incorporated that is relevant to the popoulation served; (2) primary care providers must truly understand the life circumstances of their clients to deliver hosiltic care; (3) core and specialty clinical courses should be incorported into assignments to truly develop mastery at context relevant care.  Several workshops were provided to increase faculty knowledge and understanding of life in urban poverty and discussions were monitored by several faculty who have extensive experiences in urban poverty. This presentation will describe the process of deconstruction and reconstruction of the curriculum.en_GB
dc.subjectCurriculum Developmenten_GB
dc.subjectAdvanced Practice Nursingen_GB
dc.date.available2013-12-19T17:32:34Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:32:34Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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