Developing Innovative and Interprofessional Concept-Based Undergraduate Nursing and Medical Curricula in East Africa

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1 Developing Innovative and Interprofessional Concept-Based Undergraduate Nursing and Medical Curricula in East Africa Marianne Hultgren, DNP, RN, CNE Nilufar Shariff, PhD, RN

2 AKU Mission The overall aim of the Aga Khan University will be to make clear and rational judgements as to which foreseeable future needs of the developing countries require new educational programs and, having identified these openings, to address them by the appropriate means.the School of Nursing s primary mission is to raise the standards and standing of the profession itself so that it is accorded the recognition and prestige earned and deserved by the women whose working lives are dedicated to the demanding and honorable task of caring for the sick. The key note to the School s philosophy is excellence. His Highness the Aga Khan Chancellor, The Aga Khan University; Karachi, March 1983

3 1 st Curriculum Workshop January 2011

4 Background Nov, 2010, Volume 376, Issue 9756, Pages

5 Lancet Recommendations for Educational Reform

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7 Concepts (common to UGNE and UGME) Fluid & Electrolytes Acid / Base Elimination Nutrition / Metabolism Behavior Self Family Approximately 24 Total in UGNE UGME structured around the most common presenting complaints (~100) UGNE structure to include exemplars that will be leveled and threaded throughout upper division nursing courses

8 AACN Essentials of Baccalaureate Education 2008 Essential 1 Liberal Education for the baccalaureate generalist nursing practice A solid base in liberal education provides the cornerstone for the practice and education of nurses

9 The Arts in Nursing Courses

10 International Partners

11 2 nd Curriculum Workshop

12 UGNE Model for Nursing Education at AKU

13 Core Curriculum Content: Thematic Anchors Self and Other: Identity and Community in an Age of Pluralism Learning, Communication and Critical Thinking Skills Ethics, Community and Citizenship Basic Scientific Knowledge Complementarity of Different Forms of Knowledge

14 Pedagogical Formats Community based Learning Service Learning Self-directed learning Independent study Research, elearning Large Lecture, Film, Video, Performance Small Group Active Learning Peer Learning 14

15 UGME-UGNE 2015 ATTRIBUTES OF GRADUATES The graduate will be: broadly educated, socially aware, responsible citizen able to apply science to clinical and health problems ethical and caring able to understand health systems and the social determinants of health culturally responsive ; effective communicator work in a team, understand resource management; innovative; effective leader engage in life long learning Nilufar Shariff 15

16 PROGRAM LEARNING OUTCOMES The graduate will : Be a competent and caring nurse with broadly based and professional specific knowledge, skills and attitudes who: Manages and delivers holistic, compassionate and competent health care to individuals, families, communities in a variety of settings Promotes health of individuals/families/populations across the life span in partnership with clients and communities to improve health outcomes Makes clinical judgments and professional decisions utilizing critical reasoning /thinking? Provides quality care based on professionalism and ethical decision- making Critically reviews and synthesizes findings from scientific literature and integrates evidenced based best practice in the delivery of health care Effectively communicates and collaborates with all stake holders involved in health care Provides culturally responsive care to individuals, families and communities Leads, advocates (and is a change agent) in promoting health for the peoples of Africa Nilufar Shariff 16

17 UGNE Model for Nursing Education at AKU

18 Year 3: Term1 Year 3: Term 2 Year 3: Terms 3 Growth and development 3hrs Health and healing across life span 1 6 hrs Health and healing across life span II 6 hrs Population based Health Care 3 Integrated clinical practice I 8 hrs Integrated clinical practice II 16 hrs hrs Integrated clinical practice 8 Teaching and learning/practicum Pathophysiology II 3 hrs hrs 3hrs/5hrs Health assessment and decision Pathophysiology I 3 hrs Pharmacology 3 hrs making across the life span 5 hrs Interprofessional seminar Interprofessional seminar - 1.5hrs Interprofessional seminar 1.5 hrs hrs 19hrs 22 hrs 28 hrs (anatomy and physiology; Nutrition during the intersession after phase I) Year 4: Term 4 Year 4: Term 5 Year 4: Term 6 Reproductive Health Care 6 hrs Integrated clinical practice R 16 hrs Research and Evidence Based Practice 3hrs/3hrs Health and healing across life span III 6 hrs Integrated clinical practice III - 16 hrs Leadership and management in nursing 3hrs/3hrs Health and healing across life span IV 6 hrs Integrated clinical practice IV 16 hrs Nursing Electives 6 hrs Interprofessional seminar 1.5 hrs Interprofessional seminar hrs Interprofessional seminar 1.5 hrs 28 hrs 28hrs 36 hrs *Transition into professional practice

19 2 nd International Workshop

20 Sample Course Outline HEALTH AND ILLNESS Concept Homeostasis And Regulation Oxygenation And Hemostasis Sexual And Reproductive Protection And Movement Emotional Processes Cognitive And Behavioral Processes Fluid/ electrolyte Oxygenation Reproduction Immunity/ Inflammation /infection Stress/ coping Cognition Sub-Concepts Acid/ base Perfusion Sexuality Tissue integrity Grief Regulation Mobility Anxiety Nutrition/ metabolism Sensory perception Mood/ affect Behavior Elimination Comfort Nilufar Shariff 20

21 Bahut Bahut Shukriya Asante and Thank You!