Program Evaluation During Curriculum Transition: Student Awareness of Nursing Concepts

2.50
Hdl Handle:
http://hdl.handle.net/10755/316838
Category:
Abstract
Type:
Presentation
Title:
Program Evaluation During Curriculum Transition: Student Awareness of Nursing Concepts
Author(s):
Zibricky, C. Dawn; Pabst, Mary K.; Hoff, Julie
Lead Author STTI Affiliation:
Zeta Beta
Author Details:
C. Dawn Zibricky, EdD, RN, CSN, email: julie.hoff@elmhurst.edu; Mary K. Pabst, PhD, RN; Julie Hoff, PhD, MPH, RN
Abstract:

Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014

BACKGROUND:  Managing the continuous expansion of nursing knowledge is a constant challenge for nurse educators.  A content-based nursing curriculum responds to new information simply by adding selected information to courses. Over time, this practice leads to curricular content saturation and unrealistic student learning expectations. Approaching nursing education from a conceptual approach is a proposed strategy for reforming nursing education. This program evaluation sought to describe a process to assess nursing concept awareness among currently enrolled full-time junior and senior students prior to a revising the content-based nursing curriculum at a select four year liberal arts college to one that will be concept-based.  

METHODS: Using multiple published sources, a paper-pencil survey of 85 discrete nursing concepts was developed to ascertain exposure to and self-reported knowledge of selected nursing concepts. Junior and senior nursing students completed the survey during the third week of the 2013 spring semester.

RESULTS: Eighty of the 107 students participated in the survey, representing a 75% response rate. More senior students (43/50) participated compared to junior students (37/57).  All students reported being exposed to each of the 85 concepts. The proportion of seniors reporting concept exposure was consistently higher than the proportion of juniors. 

IMPLICATIONS: This data demonstrates that students learning in the selected content-based nursing curriculum have the ability to induce the meaning of concepts demonstrating their ability to transition knowledge from specific to general. It is the goal of concept-based-curriculum to support students as they apply generalized concepts to specific care situations thus transitioning knowledge from general to specific. This program evaluation demonstrates a process nursing faculty could employ to assess nursing concept knowledge awareness and acquisition across cohorts during a curriculum transition.

Keywords:
program evaluation; concept awareness; curricular change
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
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.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleProgram Evaluation During Curriculum Transition: Student Awareness of Nursing Conceptsen_GB
dc.contributor.authorZibricky, C. Dawnen_GB
dc.contributor.authorPabst, Mary K.en_GB
dc.contributor.authorHoff, Julieen_GB
dc.contributor.departmentZeta Betaen_GB
dc.author.detailsC. Dawn Zibricky, EdD, RN, CSN, email: julie.hoff@elmhurst.edu; Mary K. Pabst, PhD, RN; Julie Hoff, PhD, MPH, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316838-
dc.description.abstract<p>Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014</p><b>BACKGROUND:</b>  Managing the continuous expansion of nursing knowledge is a constant challenge for nurse educators.  A content-based nursing curriculum responds to new information simply by adding selected information to courses. Over time, this practice leads to curricular content saturation and unrealistic student learning expectations. Approaching nursing education from a conceptual approach is a proposed strategy for reforming nursing education. This program evaluation sought to describe a process to assess nursing concept awareness among currently enrolled full-time junior and senior students prior to a revising the content-based nursing curriculum at a select four year liberal arts college to one that will be concept-based.   <p><b>METHODS:</b> Using multiple published sources, a paper-pencil survey of 85 discrete nursing concepts was developed to ascertain exposure to and self-reported knowledge of selected nursing concepts. Junior and senior nursing students completed the survey during the third week of the 2013 spring semester. <p><b>RESULTS:</b> Eighty of the 107 students participated in the survey, representing a 75% response rate. More senior students (43/50) participated compared to junior students (37/57).  All students reported being exposed to each of the 85 concepts. The proportion of seniors reporting concept exposure was consistently higher than the proportion of juniors.  <p><b>IMPLICATIONS:</b> This data demonstrates that students learning in the selected content-based nursing curriculum have the ability to induce the meaning of concepts demonstrating their ability to transition knowledge from specific to general. It is the goal of concept-based-curriculum to support students as they apply generalized concepts to specific care situations thus transitioning knowledge from general to specific. This program evaluation demonstrates a process nursing faculty could employ to assess nursing concept knowledge awareness and acquisition across cohorts during a curriculum transition.en_GB
dc.subjectprogram evaluationen_GB
dc.subjectconcept awarenessen_GB
dc.subjectcurricular changeen_GB
dc.date.available2014-05-13T16:43:41Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:41Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
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 articleen_GB
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