Nursing Education Development Policy (NEDP) for Nevada State Board of Nursing (NSBN) Assessment & Nursing diagnosis:

Policy: It is mandatory for every NSBN nursing education provider to follow, sequentially, the four-hour process described by the NEDP (Nursing Education Development Policy), for approval to deliver. Failure to stick to the policy will lead to the education failing to acquire delivery approval under the NSBN.

Purpose: This policy aims at supporting quality nurse education delivery via a standardized nurse education developmental process.

Scope/Audience: The policy applies to every internal NSBN education provider engaging in nursing education planning and delivery.

This document aims at communicating the minimal prerequisites for council approval of nursing education courses to the masses, pupils, healthcare sector personnel and nurse education program operators. Further, the standards constitute a way of ensuring the students graduating in nursing education from Nevada have acquired practical skills and knowledge to work effectively within the context of current and projected future healthcare systems (College of registered nurses of Manitoba, 2018). Increased clarity when it comes to competency prerequisites would guide evidence development in the area of minimum clinical time required for a registered nurse to acquire relevant competencies and skills. Currently, the clinical hour requirement for earning a license to practice as a registered nurse varies, nationally, from 0 to 1600 hours. Typically, international partners need between 2000 and 3000 hours in a clinical setting for becoming registered nurses. Every...

While a majority of program curricula are effective and some even excellent in quality, one will find a few that, owing to numerous factors, are of substandard quality. Curricular quality may be adversely impacted by teaching faculty shortage, insufficient program assessment and evaluation metrics across the nation for ensuring they fulfil practicing nurses’ requirements, and inadequate expertise when it comes to writing and delivering nursing curricula. Superior-quality core curricula planning and implementation, employable and customizable by all nursing educational institutions (to their unique set of learners, teaching staff and communities) may prove to be an effective and efficient solution (Jeffries, 2015).
Historically, education within a clinical setting has remained a key aspect of all nurse education initiatives. Coming up with novel means of improving the clinical teaching-learning process may aid in cultivating a more positive work environment that has successively been determined to produce better pupil learning outcomes. Nurse clinical learning may be likened to in-situ or ‘situated learning’ in the real world. Such learning typically takes place within a context or activity (i.e., situated) contrary to the more theoretical classroom-based learning internalized by pupils. It is an established fact that nursing workplaces constitute an important clinical setting for student learning. These workplaces, situated in community health centers and hospitals, each having their own distinctive cultures, behaviors and social identities, constitute extremely complex social environments…