Patricia A. Sharpnack DNP, RN, CNE, NEA-BC Ursuline College Pepper Pike, Ohio

Patricia A. Sharpnack DNP, RN, CNE, NEA-BC Ursuline College Pepper Pike, Ohio

Connecting Theory to Practice The RBC Model

Advances in science and increasing patient complexity have accelerated our need for nurses with the skill and knowledge to manage a challenging and increasingly diverse healthcare environment. BACKGROUND: Aiken et al. 2003, 2008; Benner, Stuphen, Leonard, & Day, 2010; Goode & Blegen, 2009; Estabrooks, et al., 2005; Institute of Medicine, 2011; Tourangeau et al., 2007

Overview The Problem: Content Saturation Themes from the literature Causes and Contributing Factors The Solution: Conceptual Teaching & Learning Situated thinking and deep learning Thinking in clinical situations

Provides a focus for curriculum Provides framework Addresses environmental settings, lifespan, and wellness- illness continuum Places focus on deeper learning

Teacher-Focused Student-Focused Dispenser of Knowledge Facilitator of Learning Sage on the Stage Guide on the Side Position of Power Shared Base of Power Passive Learning Active Learning Content Concepts Educators must become designers of education

Selecting concepts Selecting exemplars Instructional strategies Multimodal versus unimodal Stop the love affair with power point < 25% of classroom

It is different Faculty lack understanding Faculty resistance to change Requires different level of coordination Lack of literature detailing steps What about NCLEX?

Identify and Define Concept Categories Identify Exemplars Develop Concepts Level appropriately

Identify Competencies What will your graduate look like and how will you assess and evaluate?

MISSION, VISION, CORE VALUES

Phase I: Curriculum Development Phase II: Implementation Phase III: Vigilant Oversight and Evaluation Phase IV: Sustainability

Faculty Education Plan for Integration Sophomore *Classroom *Laboratory *Clinical Junior *Integrated concepts Senior *Clinical Transitions

2008 2009 2010 2011 Roll Out FALL, 2012

Appreciative Inquiries Research Education Meetings with practice partners Content Expert Speakers Curriculum Retreats/Forums Established concepts and exemplars Meetings, Meetings, Meetings!

Meetings.meetings.meetings.. Good intentions faculty challenging each other faculty challenged Clinical evaluation Alignment with practice partners Meetings meetings.meetings..

First Semester Second Semester Third Semester Fourth Semester NR 215: Foundations of Nursing Practice NR 255: Professional Nursing Practice I + Clinical NR 325: Professional Nursing Practice with Adults II NR 435: Healthcare Policy & Global Health Experiences NR 235: Holistic Nursing Practice: Health Assessment of the Adult NR 265: Evidence-Based Nursing Practice with Adults I NR 335: Clinical Experience: Professional Nursing Practice with Adults II NR 445: Professional Nursing Practice for Persons with Complex Psychiatric Needs NR 245: Holistic Nursing Practice + Clinical NR 275: Pharmacology and Therapeutics for Professional Nursing Practice NR 345: Professional Nursing Practice for Child-Bearing & Child-Rearing Families NR 455: Professional Nursing Practice with Adults III BI 310 Pathophysiology NR 355: Clinical Experience: Professional Nursing Practice for Child-Bearing & Child- Rearing Families NR 465: Professional Nursing Leadership: Theory NR 404: Integrated Professional Nursing Practice

Collaborative research Case studies Central question Concept map Tree of impact Discovery labs Simulation Socratic questioning Problem recognition (video simulation)

Classroom Clinical Lab

Meetings.meetings meetings. CQI Days systematic plan of assessment & evaluation Goal: To improve, inform and prove Aligns assessment with accreditation Honest discussions Transparency HARD WORK!!!!

Curriculum is fluid Innovative clinical models Academic practice partnerships Knowledge worker orientation Continued faculty education, assessment, evaluation and clinical alignment

A focus on concepts in itself does not guarantee conceptual learning. Faculty must adopt active interactive learning strategies using a constructivist approach to enhance conceptual learning. Ideally, concepts are woven through courses and incorporated into client related critical thinking scenarios and clinical learning