Nursing and the Modern Curricula Essay

Excerpt from Essay :

curriculum development must be a dialogue between its designers and the affected stakeholders: if a curriculum is imposed upon students and faculty members, they will inevitably resist it. Common agreement amongst faculty members also fosters greater agreement in regards to shared standards between teachers when grading. I also agree that it is important that students feel they are being evaluated fairly and that certain standard classes used to meet requirements are not substantially easier or harder than the same classes taught by different teachers. In particular with a nursing education, uniformity is desirable since nurses are taking classes to attain professional qualifications and pass licensure exams.

However, although getting people 'on board' with the curriculum is important, it is also vital that the curriculum is flexible enough and able to change with today's needs. The nursing curriculum cannot be static and mired in outdated standard operating procedures. "Today's educators are helping nursing students gain the clinical reasoning skills they need in the practice arena. Revamped educational programs promote clinical reasoning through situated cognition -- the concept that knowing is inseparable from doing and that learning occurs in context" (Allen 2013). There is an increasing emphasis in nursing curriculums on teaching students to think independently, given the greater and greater responsibilities nurses are being asked to shoulder in healthcare institutions. We live in an era where cutting costs has resulted in many institutions shifting the burdens once largely assumed by doctors in regards to diagnosis and treatment to nurses. Students must learn how to think as nurses and not merely regurgitate information.


Allen, P. (2013). Preparing nurses for tomorrow's healthcare system. American Nurse Today. Retrieved from:

Q2. The stakeholders of an educational intuition are often much broader than immediately 'meets the eye.' The most obvious stakeholders include faculty and students, but even members of the community as well as non-academic staff have a stake in the curriculum's development. For example, future patients who will be treated by the students and future colleagues of the nurse such as physicians, physician's assistances, and administrators will be affected by the education dispensed to the student. This is why it is so critical that the curriculum is relevant to today's healthcare needs, because everyone is affected if it is not that graduates come into contact with in the workplace.

For example, it is absolutely critical that today's nurses are well-versed in how to use technology every day in the workplace. "The new nursing curriculum emphasizes data access and management. Today's nursing students must know how to access, sort, manage, and apply data. Nurturing skills in data mining, using electronic resources to obtain data and evidence, using quality-improvement data focused on improving care delivery, and electronic medical-record technology integration have become a major educational focus" (Allen 2013). If a nurse is not confident in using electronic medical records or how to use the Internet to educate herself about cutting-edge treatments and procedures, everyone in the community will suffer not simply…

Sources Used in Document:


Sprang, S. (2010). Making the case using case studies for staff development. Journal for Nurses

in Staff Development, 26 (20): E6-E10. Retrieved from:

Q4. Technology has proven to be a great asset in improving healthcare delivery. It has also proven to be an asset in the education of new nurses, expanding the range of ways in which nurses can be exposed to the profession. As well as hands-on simulations with computers, large portions of nursing education have been shifted online. Nurses can engage in continuing education, bolstering their credentials as the market demands by going to school online at night while still working during the day.

Online learning allows nurses to experience simulated stressful environments without endangering real patients. Given the risks posed by lawsuits to institutions, the need for a safe space for students to make mistakes is critical. Of course, "a major limitation of simulation is the fidelity; no matter how high the fidelity is, it is not real .It is often impossible to imitate actual physiological signs or symptoms" (Hicks et al. 2009: 4). Particularly in the later years of nursing education, no high-fidelity simulation can replicate clinical experiences. However, high-fidelity simulation can act as an important preparation for a residency's rigors, as well as the first year of the nurse in actual practice. Although the technology may be costly, the costs of an unprepared nurse are even greater.

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