Bridging the Gap between Nursing Education & Practice Salalah 3-4/12/2014 Presentation by: Dr. Huda Abu Hamdeh, Dean Ibra NI

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1 Bridging the Gap between Nursing Education & Practice Salalah 3-4/12/2014 Presentation by: Dr. Huda Abu Hamdeh, Dean Ibra NI 1

2 Is it an Old or New Curriculum? 2

3 How was it developed? What national guidelines guided development of the curriculum? What are the key elements of the curriculum What challenges facing its aplication? 3

4 To enlighten you with the process of curriculum Development of the current BSN and prominent features. To familiarize you with the contextual framework that guided the development of the current BSN To acquaint you with the program competencies. To shed light on challenges facing application of the program 4

5 DGET, MOH (2005). General Nursing Program Document IOM (2011). Advocates for Higher Levels of Nursing Education Leana R Uys & Nomthandazo S Gwele (2005). Curriculum Development in Nursing : Process & innovation e- library MoH Educational Institutions Strategic Plan Ministry of Health, Oman - Health Reform Nursing Paper (May 2012) Ministry of Health BSN curriculum document January 2013 Requirements for Oman s System of Quality Assurance in Higher Education 2006 Smith, T., (October 5, 2009) "A Policy Perspective on the Entry into Practice Issue" OJIN: The Online Journal of Issues in Nursing Vol. 15 No. 1. WHO (1998 ). Nursing Education in The Eastern Mediterranean Region 5

6 2001 Restructure d curriculum 2009 Redesigned curriculum 2013 BSN curriculum 1994 Curriculu m Reform 6

1994 Curriculum Reform 5 year Cycle 1999 2001 2006 2007 2008 2009 2010 Graduates (1997) & Employer Survey Restructured Curriculum Self study - GNP Implementation Situational Analysis of

7 1994 Curriculum Reform 5 year Cycle Graduates (1997) & Employer Survey Restructured Curriculum Self study - GNP Implementation Situational Analysis of GNP curriculum Stakeholders survey & consultation Graduates, Employers & Graduates Surveys Redesigned curriculum implementation Validation of competencies - FGDs 7 Continuous Improvement

8 2011 Building a four-year BSN curriculum 2012 Internal & External review of the BSN Document Submission of the BSN curriculum to The MOHE Implementation of the curriculum Sep

9 How can we produce highlycompetent safe nurses who are responsive to the health needs and able to cope with upcoming challenges of the 21 st century? 9

10 The current approach to nursing education has served us well for more than 20 years, with nurses largely being seen as well prepared to meet current service needs when they qualify. However, the challenges for nursing in the 21st century are much more complex and healthcare delivery is changing. We need to look at what health services will be like in the future, and the depth of knowledge and level of skill people will expect nurses to have. 10

11 Nursing education must incorporate a vision of the future Education doe not prepare students for today or yesterday, but for tomorrow Examine trends and movements What was good enough for us might therefore not be good enough for current nursing students 11

12 BSN curriculum - Salalah- Huda 3/12/

13 BSN curriculum - Salalah- Huda 3/12/

14 GCC Technical committee recommendation WHO Recommendations (1995) Societal needs Professional needs Students needs Global trend A bachelor's degree should be the minimum requirement for entry into the nursing profession (AACN 2004, IoM 2011) 14

15 The curriculum BSN goes beyond the teaching of clinical skills. The learner will receive crucial training in key areas like communication, leadership and critical thinking - enhanced knowledge that will become ever more valuable in the complex and changing future of health care delivery. 15

16 Knowledge of basic nursing skills is no longer enough. According to the IOM 2011, core competencies for today s nurses include: Leadership Health policy System improvement Research and evidence-based practice Teamwork and collaboration Competency in specific content areas such as community and public health and geriatrics Technological knowledge 16

17 Courage the willingness to take risks in order to achieve a goal Trust in each other and the process Strong commitment by faculty leaders Communication and collaboration with each other and key stakeholders Ability to balance the need for change with the instinct to protect what has been achieved 17

18 Review Standards Evaluate & Enhance Needs Analysis Implement Gap Analysis Develop / update curriculum BSN curriculum - Salalah- Huda 3/12/

19 Technical Committee Review Taskforces Council of the Nursing Institutes Curriculum Evaluation Committee CEC members Teaching staff Service personnel Students Deans of Basic Nursing Institute Dean of OSNI Nursing Education Consultant Nursing Institutes (Basic & Post Basic) Nursing Education Consultant Nursing Administration ONMC Nursing Service 19

20 Contextual Framework Program Outcomes Course LOs Learning Activities Learners Learning Assessment Learning Resources & Materials Learning principles 20

21 Governmental guidelines professional standards ROSQA Guidelines Bylaws, procedure, polices Emerging trends in nursing profession and education - standards Workplace needs market needs Stakeholders input Technology resources 21

22 (Primary Aim of the Nursing Institutes) The Ministry of Health Nursing Institutes are responsive to current and evolving healthcare needs of Oman by providing a dynamic nursing education which is in par with: the National Qualification framework of higher education. international nursing practice. current trends in nursing education and technological advancement. 22

23 are committed to produce reflective Omani professionals who provide effective, safe, competent and culturally relevant care to the community provide quality education to meet the health care needs and expectations of the society in a conducive learning environment graduates are committed to life-long learning Source: MOHEIs Strategic plan

24 The BSN curriculum aspires to produce reflective practitioners, committed to lifelong learning and are capable to advance the nursing profession and influence positive changes in the health care system in Oman. 24

25 To this end, the curriculum is designed to ensure that the student develops: a balanced perspective of primary, secondary and tertiary care; focusing on individuals, families and the community; acquires a sound knowledge of the principles of both the science and the art of nursing. 25

26 The faculty believes that teaching learning is an interactional lifelong process....learning is viewed as a self-directed activity. The faculty guides the learners through activities in order to achieve the objectives and maximizing the learning potential. Source: BSN document Jan

27 Utilize, behavioral and nursing sciences to provide nursing care to individuals, families, groups, and communities. Utilize the nursing process to deliver safe and effective nursing care at primary, secondary, and tertiary levels. Manage the nursing care of a small group of clients in a structured environment Utilize effective techniques and principles of communication 27

28 Assume responsibility for implementation of ethical, legal, socio-cultural and professional standards in the provision of nursing care. Demonstrate an awareness of the role of research in nursing practice and support the research activities of others. Evaluate own personal and professional growth and development and assume responsibility for life-long learning 28

29 1 Knowledge Base in Nursing and other Disciplines 2 Provision & Management of Care Interpersonal & Inter-professional Relationship Legal and Ethical Practice Critical Thinking and Evidence-Based Practice 6 Information management & application of patient care technology 8 7 professional and personal Growth and Development Clinical Prevention & population Health for health promotion and disease prevention 29

30 The competencies are the minimal required competencies for the provision of safe care by the registered nurse. The agreed on generic competencies were benchmarked with the competencies and standards of BSN graduates as specified by a set of national and international professional organizations 30

31 National Standards (2006) - ONMC Nursing Council of New Zealand Domains (2010) China Nursing Council Dimensions (2004) Australian Nursing and Midwifery Council (ANMC) Domains (2006) National Nursing & Midwifery Council (NMC) UK (2010) Western Pacific & South East Asia Region (WPSEAR) (2006) 31

32 International Council of Nurses (ICN) Framework (2009) American Association of Colleges of Nursing (AACN) (2008) Texas Board of Nursing (Graduates of BSN) (2011 Omani Cultural-Religious and Traditional Values

33 Guide the course review taskforces on the preparation course syllabi. Serve as a grid for the taskforces to align each course outlines & outcomes with the competencies stated under each dimension. Decrease the gap between the national practice standards and competencies required to complete the program. 33

34 Increase stakeholders awareness of the practice expectations of registered nurses. Increase national/regional/international collaboration and communication. Assist the CEC in the monitoring and reviewing of the BSN curriculum. 34

35 Sultanate of Oman (ROSQA) Sultan Qaboos University (BSN Program) NMC (Nursing & Midwifery Council) UK California State University University of Portland University of Washington New Jersey Nursing Colleges & University ASIAN Countries 35

36 Knowledge dimension Cognitive dimension General capabilities of graduates 36

37 130 CH 15 CH Institution Requirement (11.54%) 9 CH compulsory 6 CH electives CH Program requirements 34 CH Allied Health Sciences (26.15%) 81 Nursing courses (62.31%) 8 Regular Semester 3 summer semesters 4 years post foundation 37

38 Can we teach the new curriculum as it is intended? Do we have the expertise? Are we going to change our teaching assessment and evaluation practices? And how? How the implementation of the curriculum impact my teaching load/working load? Do we have the resources? Teaching & support staff Academic and support services Time factor What about students? Are their any queries? 38

39 Teaching staff Variation in teaching curriculum materials & applications Skill laboratories Library & Learning resources IT infrastructure and equipment Physical facility for teaching, learning and social activities Learning environment Students factor 39

40 Thank you 40

Scope of Practice for Registered Nurses

Scope of Practice for Registered Nurses Introduction The Health Authority of Abu Dhabi (HAAD) is responsible for regulating the practice of nursing in the Emirate of Abu Dhabi. A system of licensing and