Curriculum Objectives and Teaching Strategies, Essay Example

Magnet Journey

Health care centers whose environment is found to be excellent for patient care and nursing practice are elevated to a magnet status by the American Nurses Credentialing center (ANCC) as a away of recognizing their efforts. In comparison to non-magnet hospitals, magnet hospitals have high patient outcomes and high levels of satisfaction for its nurses and patients (Reinhardt & Ray, 2003).

The magnet program helps improve clinical quality, enhance the outcome of the patient and facilitate nursing excellence. Through this program, the nurses are able to carry out their duties more expeditiously and are able to enjoy certain professional benefits which include;

1. Improved staff and patient satisfaction
2. Support and empowerment for nurses through creation of conducive and transparent work environment
3. Nurses enjoy more respect from all quarters of the hospital
4. Improving communication between the physicians and the nurses through improved renewed and improved relationships
5. Enhanced relationship between he nurse and the patients leading to fruitful communication
6. Support for career development through continuing education

The process to acquisition of magnet status is a long one and we are going to evaluate teaching strategies and methodologies that can help Phoenix Medical Centre achieve such status through enlightening its nurses and improving on their performance. The purpose of this article is to show how nurses can help a health care facility achieve magnet recognition by creating an excellent environment for nursing practice and by facilitating attraction of nurses and patients as well as other health care professionals. This is achieved when the healthcare facility is able to demonstrate full compliance with the 14 forces of magnetism.

Instructional Methods

The three instructional methods to be used to deliver on this curriculum will be (PBL) Project Based Learning, lecture and internet i.e. web based.

Curriculum Objectives

The 14 forces of magnetism have recently been consolidated into 5 forces for convenience. We are going to look at each of those and what instructional method is fit for each of them. They include:

1. The Transformational Leadership; quality nursing leadership force 1 and force 3 management style.
2. The Structural empowerment, that focuses on; organizational structure force 2, personnel programs and policies force 4, community and the health care organization force 10, image nursing force 12, professional development force 14.
3. The Exemplary professional practice; professional methods of care force 5, consultation and resources force 8, autonomy force 9, nurses as teachers force 11, interdisciplinary relationships force 13.
4. The new knowledge, innovation and improvements; quality improvement force 7.
5. The empirical outcomes; quality of care force 6. (Kring, 2008).

Various strategies can be used to develop the magnet program and they include; Educational seminars (e.g. evidence based case study analyses, webinars), reinforcement, documentation from the websites etc, journal clubs, assistance with research and evidence based practice (EBP) conferences.

To enhance quality of nursing leadership, there must be risk taking nurse leaders who are strong and possess thorough knowledge on the running of day to day activities for nurses. They should offer support for their staff and patient.

The style of management for nursing leaders must support participation. All the staff must provide feedback whenever required to do so. Nursing leaders must be accessible by all members of staff (Newhouse, 2007).

In conclusion, project based learning would be the best model for cognitive service delivery because it engages the learner more thus facilitating on the outcome of the curriculum.

References

ANCC Manual, 2008

Kring, D. (2008).  “Research and Quality Improvement:  Different Processes, Different Evidence.”  MED/SURG Nursing. Vol. 17, No. 3, 162-169.

Newhouse, R. (2007). “Diffusing Confusion between Evidence Based Practice, Quality Improvement and Research.” Journal of Nursing Administration.  Vol 37. No. 10, 432-435.

Reinhardt, A, & Ray, L. (2003). “Differentiating Quality Improvement from Research.” Applied Nursing Research.  Vol 16, No. 1, 2-8.