A Summary of the February 2010 Forum on the Future of Nursing Education (2010) / Chapter Skim
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2 What to Teach
2 What to Teach
Pages 7-18
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From page 7... ...
M Elaine Tagliareni, chief program officer for the National League of Nursing and former professor of nursing and Independence Foundation chair in Community Health Nursing Education at the Community College of Philadelphia.
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From page 8... ...
Salmon highlighted four realities that are driving changes in nursing education: more nurses are working outside of hospitals as care shifts formally and informally into communities; evidence that could inform practice is growing rapidly, but is not well integrated into either education or practice; the need for nurses to effectively work in and lead teams is increasing; and numbers alone will not fill the widening gap between the supply of nurses and the growing need for their services -- additional research and new knowledge will be required. Tagliareni added that changes in patient demographics, care needs, and job demands have produced a need for changes in the nursing curriculum, particularly at the basic education level.
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Educating to Meet the Health Needs of Americans Basic nursing education needs to reflect the new world that is taking shape and the changes in U.S. patient populations, Tagliareni and Fulmer emphasized.
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Such care involves assessment of function and expectations, health promotion and self-care, chronic care management, life transitions, and the promotion of human productivity despite loss and frailty. Interdisciplinary team skills and collaboration will be essential for coping with the complexity of care for an older population and to ensure that patients receive continuous care across settings and providers.
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According to Cronenwett, scholarships, loan forgiveness programs, and institutional capacity awards could increase the number and proportion of newly licensed nurses graduating from baccalaureate and higher degree programs, which would produce more prelicensure graduates who would be more likely to go on to graduate school. Tagliareni said basic nursing education should refocus on the fundamentals to reflect the expanded settings of care.
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From page 12... ...
It prepares nurses for a variety of specialized advanced practice roles that are essential in the health care system; these advanced roles include nurse practitioners, clinical nurse specialists, certified registered nurse anesthetists, and certified nurse midwives. It produces the nurse educators who will prepare future generations of nurses, and it equips nurses to do research to advance care, including research done as members of interdisciplinary teams of health care experts.
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1 APRNs meet additional requirements in education and clinical practice, generally a master's degree or another form of advanced clinical preparation. APRNs include nurse practitioners, nurse anesthetists, nurse midwives, and clinical nurse specialists.
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Evidence demonstrates that master's degree specialist programs are preparing competent nurse practitioners, midwives, anesthetists, nurse managers, and other APRNs, Cronenwett said. Additionally, a good alignment is in place among the requirements for licensure, certification, education, and accreditation, and this alignment should not be disrupted, she said.
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From page 15... ...
Nurse scientists often carry significant financial burdens, which ultimately affect their career trajectories and contributions to research. Predoctoral nursing students generally do not earn a living wage, she said, which results in the need for students to make money while pursuing graduate education and to find ways to pay off debt after completion of their degrees.
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Fulmer advocated teaching complex geriatric syndrome content and chronic care management in family- and patient-centered contexts. Few nursing educators who teach geriatrics are certified in the field, she said.
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WHAT TO TEACH 17 Fulmer pointed out that the infrastructure for community health care and education are not where they need to be. Nurses and interdisciplinary thinkers need to ask what will enable a new nursing graduate to practice more autonomously in a setting where they will not have colleagues readily available for collaboration and brainstorming.
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