Concept Based Teaching and Learning



Concept Based Teaching and Learning



Concept Based Teaching and Learning

Introduction

Career of being a nurse holds many roles and responsibilities. As a nurse one has to work closely with the physician and be an essential part of the healthcare team. It's a nurse that administers the entire doctor's prescriptions on an ongoing basis; perform treatments and examines them; and supports the patients with care through the period of recovery and therapies. The career of nurse demands more interaction with the patients than a doctor has. Nursing career grows and develops in a continuously changing environment. They are oriented with latest technologies and training periods and various educational programs. Career of a nurse is very interactive and overall related to caring and sharing.

Discussion

The increasing complexity and dynamic nature of today's health care environment is undeniable. Increasing client acuity, changing population demographics, increasing chronic health challenges, advancing technology, and the nursing shortage have prompted changes in expectations for nursing care. These factors, along with a shift toward community, population and global health, chronic disease management, and health promotion, have provided a stimulus for nurse educators to reexamine curriculum. (Brooks, 2000)

Nurse educators are exploring new and innovative teaching and learning strategies to prepare beginning nurses for the challenges they will face in ensuring safe comprehensive client care. The purpose of this paper is to share how nursing curriculum change prompted personal reflection and a subsequent change in pedagogy. Moving from a didactic content driven teaching and learning perspective toward a concept based student centered approach provided an opportunity to gain insight into how a change in pedagogy can enhance student learning. A teaching and learning tool, the Know-Be-Do (KBD), is used to illustrate the change. (Fletcher, 2003)

The discipline of nursing has been a significant development since the early twentieth century, as evidenced in postgraduate training and the development of conceptual models and theories of nursing, as a result of research activity. This paper emphasizes the importance of revised curriculum which should be implemented into practice, as a strategy to strengthen the disciplinary knowledge, with consequent implications in terms of quality, autonomy and visibility of nursing care.

Nursing is now a challenged to stand and mature within its own paradigm, while simultaneously having to transcend it and share with others. The future already reveals that all health care practitioners will need to work within a shared framework of caring relationships; mind body spirit medicine; embracing healing arts, caring practices, and processes; and the spiritual dimensions of care much more completely. Thus, nursing is at its own cross road of possibilities, among world views, paradigms, centuries and eras; invited and required to build upon its heritage and latest evolution in science and technology; but to transcend itself for a postmodern future yet to be known. However nursing's future holds promises of caring and healing mysteries and models yet to unfold as opportunities for offering compassionate caritas service await at individual, system, societal, national and global levels for self, profession, and the broader world ...