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Transforming education systems.pptx
- 1.
- 2. •What is therole of nursing education in realizing a transformed health care system? • What is the role of the nurse educator?
- 3. In this sessionwe will discuss how to: Use forces of change in education and health care to guide the transformation of nursing education systems. Consider the implications for the academic preparation and retooling required of nurse educators to prepare students for practice in shifting health care environments.
- 4. FORCES OF CHANGE HealthCare Higher Education Nursing Education
- 5. Changes in healthcare Acute care-population-based care Local-global Culture of illness-health Individual-Interprofessional practice Use of data-health information, management, and process improvement
- 6. Changes in HigherEducation Cost effective programs Emphasis on completion Diversity of students IT-Empowered learning Use of learning analytics Portfolios for assessment
- 7. Changes in Nursingeducation Diversity of students “Mobile learners” Statewide curriculum planning Curriculum shift to community- based care Increased access to programs; seamless progression
- 8. Changes in Nursing education;student diversity • Experience • Learning styles • Culture • Age/generation
- 9. Changes in nursingEducation: “M-learning” and IT Empowered learning Want access, convenience Learn “just in time” Flipped classrooms Hand held/internet accessible Health information technology: Patientcentered “apps” and “stay in place technologies”
- 10. Changes in Nursingeducation: Responding to forces of changes- The Curriculum • Patient-centered care • Patient safety • Population/Community based care • Care of older adults • IPE, team –based care • Statewide curricula; consortia
- 11. Transforming Nursing Education BuildingFaculty Capacity Ensuring Diversity Promoting Academic Progression Assuring Smooth Transitions Redesigning the Curriculum Developing New Models of Clinical Education Designing Academic/Practice Models of Collaboration
- 12. a. Building FacultyCapacity Attracting nurses to a career in academia Facilitating academic progression Preparing novice educators for the role Retooling current faculty Increasing faculty diversity Planning leadership succession
- 13. b. Faculty workforce issues Aging faculty Compensation and workload Length of time to graduate degree Insufficient pipeline Lack of diversity
- 14. c. Ensuring Diversityin Nursing Education will take: Nurturing the pipeline Fostering academic progression Role models and mentors in practice and education Leadership development
- 15. d. Building aDiverse Faculty Key to building student diversity Under-representation of males, racial and ethnic minorities; rural/urban environments Nursing lags behind other academic disciplines Impacts development of cultural competence among our students
- 16. Promoting Academic progressionwill take.. Addressing the Future of Nursing recommendations • Increase the proportion of nurses with a baccalaureate degree to 80 percent by 2020. • Double the number of nurses with a doctorate by 2020 • Ensure that nurses engage in lifelong learning Providing transitions to higher degrees Creating partnerships
- 17. Academic Progression Models Embracediversity through multiple points of entry Endorse academic progression options for all nurses - LPN/LVN Doctorate Include diverse pathways for advanced nursing practice Develop seamless curricular models
- 18. Responding to StatewideEducation: National competency models Oregon Consortium for Nursing Education Massachusetts Nurse of the Future Nursing Core Competencies
- 19. Residency models Improving Transitionto practice
- 20. Why residency programs? Newlylicensed RNs unprepared for complexity and acuity; limited experience, lack of confidence Residency as recruitment strategy Improved transition to practice results in retention; decreased costs; improved nurse confidence and satisfaction; quality care
- 21. Developing New Modelsof Clinical Education Clinical models focused on… Patient-centered approach spanning the continuum of care Managing transitions among setting Interprofessional education/collaborative practice Seamless learning environments Leadership development
- 22. Designing Academic/Practice modelsof collaboration Assure that graduates are prepared to practice in current and future practice environments Leverage resources Evaluate emerging clinical education models
- 23. 1.Foundational Nursing Educator Competences 2.Doctorallevel Nursing Educator Competences 3.Continuous improvement as a Nursing Educator
- 24. NLN Educator competencies •Facilitate learning • Facilitate learner development • Use assessment/evaluation • strategies • Participate in curriculum design and evaluation • Pursue CQI I (continuous Quality Improvement) •Engage in scholarship, •service, leadership
- 25. Research focused competenciesPractice-focused competencies Advance the science Develop new knowledge Generate external evidence Steward the profession Facilitate learning: Link outcomes to practice; manage global connections; create learning environments to support diversity; integrate IT-empowered learning systems Evaluate: outcomes of practice innovations; cost effectiveness of programs
- 26. Research focused competenciesPractice-focused competencies Curriculum design: academic and health care systems; lead change CQI: Develop an integrated NE role; mentor others; advance career Scholarship, service, leadership: translate/disseminate EBP— generate internal evidence; lead systems
- 27. Continuous Quality Improvement: FacultyDevelopment Mentoring Seek highest degree; pursue lifelong learning Foster reflective teaching Educator competencies develop over time Have a mentor, be a mentor
- 28. Faculty Development opportunities STTI-ChamberlainCenter for Excellence in Nursing Education NLN AACN Continuing education/professional development offices at Schools of Nursing
- 29. Disruptive leaders needed:Leading nursing in to future: Nurses should practice to the full extent of their education Nurses should achieve higher levels of education through seamless academic progression Nurses should be full partners in redesigning health care in the U.S. Effective workforce planning requires improved data collection and information infrastructures IOM, 2011
- 30. Will nursing hearthe call to lead? Nursing students Frontline nurses Community nurses Chief nursing officers Nurse educators Nursing organizations
- 31. What will thisnew leadership require? Focusing on evidence-based improvements to care Translating research into practice Ensuring nursing education is reflective of changes in practice Serving as patient advocates Shaping health policy proactively IOM, 2011
- 32. Nursing Leadership competenciesof the future: The foundation Knowledge of the changing health care delivery system Ability to effectively work in teams Skill in inter/intra-professional collaboration Understanding of the principles of ethical care Theories of innovation Concepts of quality and safety improvement IOM, 2011
- 33. “The call fornurses to Lead” ‘Demonstrating intentionality in developing nursing leaders is an Imperative !!!
- 34. Implications for nurseeducators Convey and nurture the expectation with your students that they are leaders! Integrate leadership competencies throughout the curricula of all programs Why do we teach leadership LAST? Design Interprofessional education opportunities Seek opportunities to develop skills in patient advocacy and health policy Collaborate with practice partners to ensure that curriculum reflects contemporary practice
- 35. Strategies to developfuture nurse leaders- nursing students Integrate leadership competencies throughout the curricula Re-examine your curriculum - -are you teaching Management or Leadership? Develop mentoring opportunities through internships, residencies Create learning experiences that focus on health policy, patient advocacy, Interprofessional collaboration
- 36. Leadership competencies fornurse educators “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” John Quincy Adams
- 37. Change agents andleaders Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice. NLN, 2005
- 38. Change agent andleadership competencies Models cultural sensitivity when advocating for change Integrates a long-term, innovative, and creative perspective into the nurse educator role Participates in interdisciplinary efforts to address health care and educational needs locally, regionally, nationally, or internationally Evaluates organizational effectiveness in nursing education (NLN, 2005)
- 39. Cont…. Implements strategies fororganizational change Provides leadership in the parent institution as well as in the nursing program to enhance the visibility of nursing and its contributions to the academic community Promotes innovative practices in educational environments Develops leadership skills to shape and implement change (NLN, 2005)
- 40. Becoming a nursefaculty leader NLN/Johnson and Johnson Faculty Leadership Development Program (First Cohort – 2007) Qualitative study to explore the lived experience of becoming a nurse faculty leader Interpretive phenomenological approach 24 nurse faculty leaders interviewed Asked to describe their experiences of becoming a nurse faculty leader
- 41. Cont…. Three primary themesemerged: Being Thrust into Leadership Taking Risks Facing Challenges Young, Pearsall, Stiles and Horton- Deutsch, 2011
- 42. Preparation forthe educator role Support for transition from practice to academia Formal mentoring programs Encouragement to pursue leadership opportunities Create an inclusive, supportive environment, one that values risk-taking
- 43. Strategies to developfuture nurse leaders- Midcareer/senior Formal leadership development opportunities Mentors to guide leadership skill development Encourage reflection on a “call to lead” Conflict resolution training Cultivate strategic risk-taking Create an environment that challenges the status quo Leadership succession planning
- 44. Leadership development programmes NLNLEAD Program for Emerging Leaders in Nursing Education NLN Leadership Development Program for Simulation Educators NLN Advancing Care Excellence for Seniors (ACES) STTI Nurse Faculty Leadership Academy (NFLA) STTI Geriatric Nursing Leadership Academy (GNLA)
- 45. Cont.. STTI Maternal-Child HealthLeadership Academy (MCH-NLA) STTI-Chamberlain CENE Experienced Nurse Faculty Leadership Academy (ENFLA) STTI-Chamberlain CENE Emerging Educational Administrator Program for Department chairs/Program Directors AACN Leadership for Academic Leaders RWJF Nurse Faculty Scholars