Susan Egger, MSN, RN; Mary Bouchaud, PhD, RN; Beth Ann Swan, PhD, CRNP, FAAN; and Ann Phalen, PhD, APRN, NNP-BC
The focus on traditional acute, hospital-based health care is being replaced with a new paradigm aimed at providing primary care, care of populations, and care across transitions and providers. As changes unfold, nursing education is challenged to prepare graduates who can effectively function in new healthcare environments of the 21st century. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. Advised by a curriculum consultant, a group of nine faculty and six key stakeholders (known as the Curriculum Navigators) created ‘The H.E.R.E© Curricular Model’ which provides a framework for a nursing curriculum that is forward thinking and contemporary.
The four major themes of the H.E.R.E© model, Interprofessional Collaboration, Innovation, Population Health and Practice Excellence, are the foundation for the curriculum model as well as the curriculum’s organizing framework statement, Promoting Health and Quality of Life along the Care Continuum. A concept-based approach based on Giddens book (2013) organizes the curriculum concepts. Traditional clinical experiences were replaced with “Immersions” that encompass objectives from concurrent courses and connect didactic concepts to patient care experiences across the health care continuum and settings.
The Jefferson Teamwork Observation Guide: Reliability and Validity for Use in Education and Practice
June Andrews Horowitz,; Elizabeth T. Speakman, EdD, RN, FNAP, ANEF; and Shoshana Sicks, MEd
Background & Purpose
- Interprofessional education (IPE) is fast becoming an integral part of the education of health professions students. To meet this aim, it is important to provide students with the skills needed for interprofessional success, but also to use reliable and valid measures to help students and clinicians to recognize characteristics of well-functioning teams.
- The Jefferson Teamwork Observation Guide (JTOG) was created for health professions students to evaluate teams in action by rating behaviors indicative of good team work.
- The JTOG, mapped to the 2011 Interprofessional Education Collaborative Expert Panel (IPEC) core competencies, was developed over two years to help health professions students understand the characteristics of high functioning teams and to fill a gap in the literature around validated, competency-based assessment tools. The tool contains 14 Likert scale items and three qualitative items.
- The purpose of this presentation is to describe the JTOG’s reliability and validity to support its use in education and practice.
Poster presented at NLN Education Summit in Orlando Florida.
Fostering the Development of Emotional Intelligence among Health Science Students: Empowering Students to Impact Institutional Culture
Julia Ward, PhD, RN; Mary Hanson-Zalot, MSN, RN, AOCN; and Collleen Dempsey, MS, RT(R)
Identify challenges of navigating institutional culture for students interacting in a variety of clinical settings
Discuss the importance of integrating concepts of emotional intelligence throughout curricular plans of study
Consider contemporary research findings in the health science literature regarding emotional intelligence among students.