Transcript Slide 1

Curriculum Development
Positive Planning for the Future
Dr Morag Campbell
October 2009
Expectations of a New Curriculum
for Student Nurses and Midwives
in Serbia
1. Harmonisation of nurse and midwife education in to higher education
in Serbia.
2. Preparation and implementation of a culturally sensitive curriculum
that meets the European Union Standards for Nursing and Midwifery
(Wallace 2001).
3. Recognition of need for personal and professional development and
life long learning at all levels of nursing and midwifery, novice to
expert, including policy makers, educators and managers.
4. Facilitation of the essential knowledge, skills and competencies
required by European Union Standards for Nursing and Midwifery.
5. The curriculum must be research evidenced and competency based.
(Sivertsen,2009)
Overarching Principles
1. Minimum of 3 year, 4,600 hours programme (Directive 89/595/EEC)
to compose the new undergraduate curriculum.
2. The use of ECTS (European Credit Transfer System) credits to facilitate
European standardisation.
3. Minimum of 2,300 hours of practice education within the new curriculum.
4. Inclusion of content indicated by EU directive (Directive 80/115/EEC).
5. Successful programme completion and general nursing or midwifery
qualification awarded following evaluation/assessment of competence
and professional standards by the ‘designated authority’.
European Credit Transfer System
(ECTS)
1. These are numerical values allocated to courses to describe student
workload.
2. One credit requires between 25 and 45 hours of student work, normally
10 hours of classroom teaching and the associated study and learning
activities.
3. 60 credits (1,500 -2,700 hours) is the workload of a normal
undergraduate academic year.
4. Classroom teaching should not be more than 50% of the workload.
5. Credit for workload emphasises critical thinking and problem solving
and includes lectures, practical, seminars, tutorials, fieldwork, private
study and assessment.
Zabalegui et al, 2006
The Role of the Curriculum
1. Familiarise students with relevant areas of the academic subject.
2. Enable students to utilise relevant theories and models to generate
relevant argument and participate in appropriate subject debate.
3. Facilitate the development of competence that can be applied in
the workplace.
4. Instil transferable skills knowledge and competences and a
framework for lifelong learning.
5. Encourage familiarisation with research methods to enable data
analysis and problem solving.
‘Students need to be familiar with practice, know different practices,
be able to manage in practice and transfer their knowledge between
Practices’
(Nygaard et al, 2008)
Competence
Competence and competencies are described in different ways and models
depicting levels and the nature of competency exist but do not simplify its
understanding, assessment and its importance in nursing and midwifery
(Fleming and Holmes, 2005).
Competence can be simply explained as essential cognitive, psychomotor and
affective skills enhanced by knowledge and experience underpinned by
critical thinking and decision making.
Competencies/proficiencies/skills/standards can be described as “ A broad
composite statement, derived from nursing and midwifery practice, which
describes a framework of skills reflecting knowledge, attitudes, psychosocial
and psychomotor elements” (WHO, 2009).
There are also many assessment tools to establish and measure competence
available. Often a checklist or inventory assessment of perceived essential
skills is rated using various methods from tick box to written evidence. NMC in
the UK have produced a list of ‘Essential Skills Clusters for Pre-registration
Nursing Programmes (NMC, 2007).
It is clearly imperative to establish protocol in describing and for assessing
competence/competencies in pre-registration nursing and midwifery curricula
in Serbia.
Global Standards for Nurse/Midwife Education
World Health Assembly in 2001 passed a resolution to strengthen
standards of nursing and midwifery worldwide. One of the actions was
to develop global standards for initial nurse/midwife education as a
priority. This has been done. (WHO, 2009).
The standards aim to ensure educational outcomes are:
1. based on evidence and competency
2. promote progressive education and life long learning
3. that standards of care promote positive health outcomes
Underpinning principles are: established competences on which to
build a curriculum, interaction between students and clients as an
educational focus and an inter-professional approach to education and
practice.
“Professionalism is a complex interplay
between theories, research
methods and practice”
Cultural Model of Curriculum
Denis Lawton (1984)
Rationality
System
Socio-political
system
Economic
System
Technological
System
Cultural and
Cultural
Questionnaire
Analysis
Analysis
Communication
System
Aesthetic
System
Belief
System
Morality
System
Technological
System
Aesthetic
System
Belief
System
Morality
System
Clinical Skills
Technological
Competencies
Responding to individual
needs (Patient/Student)
Rationality
System
Competence to practice
Problem solving abilities
Development of critical
Awareness
Research informed practice
Socio-political
system
Epidemiology
Heath promotion
Controlling organisations,
Serbian, European, WHO
Philosophy of Teaching/module
Value of Education
Economic
Life long learning
System
Legitimacy of value pluralism
Distribution of resources
Quality of care provision
Rights, responsibilities and
accountability.
Regulations regarding safety
and protection
Interpersonal skills
Understanding of health care
and regulative language
Communication
System
References
EEC Council Directive 89/595/EEC of 10 October 1989 amending Directive 77/452/EEC
concerning the mutual recognition of diplomas, certificates and other evidence of
formal qualifications of nurses responsible for general care, including measures to
facilitate the effective exercise of the right of establishment and freedom to provide
services, and amending Directive 77/453/EEC concerning the co-ordination of provisions
laid down by law, regulation or administrative action in respect of the activities of nurses
responsible for general care. Official Journal L 341, 23/11/1989 p. 0030 - 0032
Fleming V. and Holmes A. 2005. Basic nursing and midwifery education
programmes in Europe. WHO, Regional office for Europe.
Nursing and Midwifery Council 2007. Essential Skills Clusters for
Pre-registration Nursing Programmes. NMC Circular 07/2007.
Nygaard C., Hojlt T., and Hermsansen M. 2008. Learning-based
curriculum development. Higher Education 55 33-50.
Silvertsen B. 2009. Aligning nursing in Serbia towards new roles and changing skills.
www.euro.who.int/nursingmidwifery
Wallace M. 2001. The European Standards for Nursing and Midwifery:
Information for Accession Countries. WHO, Regional Office for Europe, European
Health 21 target 21.
(Keighley T, 2009. 2nd Edition)
Zabalegui A., Macia L., Marquez J., Ricoma C., Mariscal I., Pedraz A.,
German C. and Moncho J. 2006. Changes in Nursing Education in the European
Union. Journal of Nursing Scholarship 38:2 114-118.
World Health Organisation 2009. Global standards for the initial education of
professional nurses and midwives. Geneva, Switzerland, WHO Press.