Faculty Collaboration for Horizontal Integration of Nursing Curriculum: Innovative Teaching Strategy

2.50
Hdl Handle:
http://hdl.handle.net/10755/621468
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Faculty Collaboration for Horizontal Integration of Nursing Curriculum: Innovative Teaching Strategy
Author(s):
Daniel, Manju; Rossetti, Jeanette
Lead Author STTI Affiliation:
Beta Omega
Author Details:
Manju Daniel, PhD, MSN, FNP-BC, Professional Experience: I am an Assistant Professor at Northern Illinois University School of Nursing. I have been a faculty member in a university setting since 2005. My teaching background includes undergraduate and graduate nursing courses in clinical and classroom settings. My clinical experience includes community health and primary health care practice as a Family Nurse Practitioner. My research focus is immigrant health and physical activity lifestyle modification. I have publications specific to such topics and have been a member of Sigma Theta Tau Beta Omega since 2008. Author Summary: Manju Daniel, PhD, MSN, APN-FNP is an Assistant Professor at Northern Illinois University, DeKalb, IL. She is a recipient of NIH-NINR grant focused on advancing nursing science in the area of healthcare disparities. Her current research focuses on developing the culturally-tailored lifestyle physical activity interventions for midlife South Asian Indian immigrants.
Abstract:

Background:

Baccalaureate nursing education plays a significant role in the development of critical thinking skills. Critical thinking is a core competency that nursing students need to have so they can efficiently address simple to complex clinical situations. Attainment of critical thinking skills during the undergraduate nursing program can positively impact students’ future nursing practice across a variety of in-patient and out-patient settings. The utilization of discipline-specific “teaching-learning strategies”, which facilitate the development of critical thinking among nursing students, is important. Horizontal integration of an undergraduate nursing curriculum is an innovative discipline-specific “teaching-learning strategy. Horizontal integration involves fusion of nursing curriculum content across different courses within the same phase of the curriculum. Integration of knowledge that is gained throughout different nursing courses can help students to use critical thinking for developing patient-centered comprehensive nursing care plans. In addition, the horizontal integration of nursing curriculum can facilitate nursing students’ competency for problem solving, development of good communication skills and team building. There is a need for innovative teaching-learning strategies that could facilitate horizontal integration of an undergraduate nursing curriculum. Collaboration among intra-professional nursing faculty is a key element for implementing horizontal integration of an undergraduate nursing curriculum.

Purpose:

The purpose of the study was to examine the impact of nursing faculty collaboration for horizontal integration of a nursing curriculum on: a) students’ attendance, b) student collaboration for interactive learning and critical thinking, c) course grades reflecting achievement of course goals, and d) student satisfaction with the course learning outcomes.

Methods:

A mixed methodology design (descriptive quantitative and qualitative data for students’ perspectives) to pilot the intervention of a horizontal integration of nursing curriculum from two undergraduate courses (nursing research and mental health nursing) was used. All undergraduate nursing students enrolled in the nursing research class, in three consecutive semesters, were recruited. The observation phase included 52 students for the first semester and 39 for the second semester. The intervention phase included 40 students for the third semester. Purposive sampling was used. Students were divided into eight groups. Mental health nursing curriculum was integrated into the nursing research class for the written assignments, as well as for the in-class group activities, such as data collection for a phenomenological study from participants suffering with bipolar disorder. Descriptive statistics (frequencies, means, and standard deviations) were calculated for the demographics, students’ attendance, collaboration, and grades. Students’ perspectives related to the curriculum integration were categorized into themes.

Results:

The mean age of the students was 22 years and the majority were (n=428, 69.1%) Caucasians and n=78 (12.6%) were Hispanics, n=45 (7.3%) were Asians, and n=43 (6.9%) were African Americans. Findings revealed that class attendance and student collaboration improved by 60-65% for the third semester (intervention phase) students. Increased comprehension of research concepts and additional learning opportunity were two main themes for student satisfaction with the course learning outcomes.

Conclusion:

Horizontal integration of a nursing curriculum with the intra-professional collaboration is an innovative teaching-learning strategy which leads to enhanced critical thinking, quality student learning outcomes, and attainment of desired course goals. The administrative teams at nursing schools should consider supporting nursing faculty collaboration to implement horizontal integration of undergraduate nursing curriculums, in order to achieve quality teaching and learning outcomes.

Keywords:
horizontal curriculum Integration; Innovative teaching strategy; Intra-professional collaboration
Repository Posting Date:
12-Jun-2017
Date of Publication:
12-Jun-2017
Other Identifiers:
INRC17PST585
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleFaculty Collaboration for Horizontal Integration of Nursing Curriculum: Innovative Teaching Strategyen_US
dc.contributor.authorDaniel, Manjuen
dc.contributor.authorRossetti, Jeanetteen
dc.contributor.departmentBeta Omegaen
dc.author.detailsManju Daniel, PhD, MSN, FNP-BC, Professional Experience: I am an Assistant Professor at Northern Illinois University School of Nursing. I have been a faculty member in a university setting since 2005. My teaching background includes undergraduate and graduate nursing courses in clinical and classroom settings. My clinical experience includes community health and primary health care practice as a Family Nurse Practitioner. My research focus is immigrant health and physical activity lifestyle modification. I have publications specific to such topics and have been a member of Sigma Theta Tau Beta Omega since 2008. Author Summary: Manju Daniel, PhD, MSN, APN-FNP is an Assistant Professor at Northern Illinois University, DeKalb, IL. She is a recipient of NIH-NINR grant focused on advancing nursing science in the area of healthcare disparities. Her current research focuses on developing the culturally-tailored lifestyle physical activity interventions for midlife South Asian Indian immigrants.en
dc.identifier.urihttp://hdl.handle.net/10755/621468-
dc.description.abstract<p><span>Background:</span></p> <p><strong></strong>Baccalaureate nursing education plays a significant role in the development of critical thinking skills. Critical thinking is a core competency that nursing students need to have so they can efficiently address simple to complex clinical situations. Attainment of critical thinking skills during the undergraduate nursing program can positively impact students’ future nursing practice across a variety of in-patient and out-patient settings. The utilization of discipline-specific “teaching-learning strategies”, which facilitate the development of critical thinking among nursing students, is important. Horizontal integration of an undergraduate nursing curriculum is an innovative discipline-specific “teaching-learning strategy. Horizontal integration involves fusion of nursing curriculum content across different courses within the same phase of the curriculum. Integration of knowledge that is gained throughout different nursing courses can help students to use critical thinking for developing patient-centered comprehensive nursing care plans. In addition, the horizontal integration of nursing curriculum can facilitate nursing students’ competency for problem solving, development of good communication skills and team building. There is a need for innovative teaching-learning strategies that could facilitate horizontal integration of an undergraduate nursing curriculum. Collaboration among intra-professional nursing faculty is a key element for implementing horizontal integration of an undergraduate nursing curriculum.</p> <p><strong>Purpose:</strong></p> <p>The purpose of the study was to examine the impact of nursing faculty collaboration for horizontal integration of a nursing curriculum on: a) students’ attendance, b) student collaboration for interactive learning and critical thinking, c) course grades reflecting achievement of course goals, and d) student satisfaction with the course learning outcomes.</p> <p><strong>Methods:</strong></p> <p>A mixed methodology design (descriptive quantitative and qualitative data for students’ perspectives) to pilot the intervention of a horizontal integration of nursing curriculum from two undergraduate courses (nursing research and mental health nursing) was used. All undergraduate nursing students enrolled in the nursing research class, in three consecutive semesters, were recruited. The observation phase included 52 students for the first semester and 39 for the second semester. The intervention phase included 40 students for the third semester. Purposive sampling was used. Students were divided into eight groups. Mental health nursing curriculum was integrated into the nursing research class for the written assignments, as well as for the in-class group activities, such as data collection for a phenomenological study from participants suffering with bipolar disorder. Descriptive statistics (frequencies, means, and standard deviations) were calculated for the demographics, students’ attendance, collaboration, and grades. Students’ perspectives related to the curriculum integration were categorized into themes.</p> <p><strong>Results:</strong></p> <p>The mean age of the students was 22 years and the majority were (n=428, 69.1%) Caucasians and n=78 (12.6%) were Hispanics, n=45 (7.3%) were Asians, and n=43 (6.9%) were African Americans. Findings revealed that class attendance and student collaboration improved by 60-65% for the third semester (intervention phase) students. Increased comprehension of research concepts and additional learning opportunity were two main themes for student satisfaction with the course learning outcomes.</p> <p><strong>Conclusion:</strong></p> <p>Horizontal integration of a nursing curriculum with the intra-professional collaboration is an innovative teaching-learning strategy which leads to enhanced critical thinking, quality student learning outcomes, and attainment of desired course goals. The administrative teams at nursing schools should consider supporting nursing faculty collaboration to implement horizontal integration of undergraduate nursing curriculums, in order to achieve quality teaching and learning outcomes.</p>en
dc.subjecthorizontal curriculum Integrationen
dc.subjectInnovative teaching strategyen
dc.subjectIntra-professional collaborationen
dc.date.available2017-06-12T18:52:25Z-
dc.date.issued2017-06-12-
dc.date.accessioned2017-06-12T18:52:25Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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