背景:有必要使用后现代方法重新构想护理课程,作为过时的以教师为中心的护理教育方法,强调记忆与批判性思维不再满足当代学习者的需求和当前医疗环境的挑战。有一个明确的需要重新设计护理课程,面向未来,适应性和灵活性,为学习者的最大利益服务。
背景:从本科生十年的教学经验中提炼出来,二级入学,加速护理计划,本文描述了以学习者为中心的建设,后现代,基于概念的护理课程,旨在培养学习者的探究技能,批判性思维,解决问题,和体验式学习-所有这些都能培养学习者的自主性,自我指导,和终身学习。目的是培养学习者的转化性和解放性学习和元认知。
结论:对当前趋势的广泛回顾,过去十年(2013-2023年)的当代护理知识,以及有关理论和框架的开创性文献,同时回顾了加拿大和全球医疗保健的当前和未来趋势,包括社会经济,政治和环境背景,导致了基于概念的课程的制定。以建构主义范式为基础,该课程适用于中间主义,关键,女权主义者,和土著镜片。选择基于强度的护理框架作为核心指导框架。直接从框架中采用了课程的四个课程主题和基础支柱,为概念发展提供了起点。然后将这些最初的主题与相关的护理并列,和社会理论,政策,和框架,确保现代护理知识的强大覆盖,并允许课程的核心概念出现。总共开发了21个概念和192个子概念。
结论:对未来实践的影响要求护理教育者获得支持和专业发展机会,以发展作为共同学习者和促进者进入课堂的技能和信心。
BACKGROUND: It is necessary to re-imagine nursing curriculums utilizing a postmodern approach, as outdated teacher-centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future-oriented, adaptive and flexible and serve the learners\' best interests.
BACKGROUND: Distilled from a decade of teaching experience in an undergraduate, second-degree entry, accelerated nursing program, this paper describes the construction of a learner-centred, postmodern, concept-based nursing curriculum that aims to foster learners\' inquiry skills, critical thinking, problem-solving, and experiential learning-all which develop learners\' autonomy, self-direction, and lifelong learning. The objective is to foster learners\' transformational and emancipatory learning and metacognition.
CONCLUSIONS: An extensive review of the current trends, contemporary nursing knowledge for the past decade (2013-2023), and seminal literature on theories and frameworks paralleled with the review of current and future trends in Canadian and global health care, including the socio-economic, politico and environmental contexts, led to the formulation of a concept-based curriculum. Grounded in the constructivist paradigm, the curriculum applies interperetivist, critical, feminist, and indigenous lenses. The Strength-Based Nursing framework was selected as the core guiding framework. The curriculum\'s four curricular themes and foundational pillars were adopted directly from the framework to provide a starting point for concept development. These initial themes were then juxtaposed with relevant nursing, and social theories, policies, and frameworks, ensuring a robust coverage of modern nursing knowledge and allowing for the core concepts of the curriculum to emerge. A total of 21 concepts and 192 sub-concepts were developed.
CONCLUSIONS: Implications for future practice require nursing educators to receive support and professional development opportunities in developing skills and confidence in entering a classroom as co-learners and facilitators.