Abstract
Background
Nurses experience significant difficulty safely calculating medicine dosages (Sabin 2006) with potentially hazardous consequences.
Summary of work
While the curriculum fulfilled the professional body (Nursing and Midwifery Council (NMC) requirements, an opportunity presented itself for a unique educational collaboration.
1) New intake of final year students. 2) Newly appointed professional nurse and mathematics advisor. 3) New honorary clinical lecturers and clinical skills facilitator. 4) New academic university teacher to the subject area. 5) New independent resource from the Workers Educational Association (WEA). The collaboration identified the need to review the curriculum content and delivery, demonstrating more clinical context and increasing emphases on a more individual approach to teaching, learning and assessment methods.
Summary of results
1) Surprisingly, students wished to continue summative assessment in the final year examination, calculators and formulae have been introduced to enhance clinical context and relevance. 2) Incorporation of practical application in clinical simulation and improved theoretical integration throughout the programme. 3) Introduction of a programme “workbook” with integral student “self-referral” process to appropriate tailored tutorials throughout the programme. The “workbook” includes a range of calculations
with progressive difficulty, worked examples with answers and is designed to accommodate individual learning requirements.
Conclusions
Continuous curriculum review is essential in this dynamic and high profile aspect of patient safety.
Take-home messages
Multiple collaboration not only uncovers unexpected challenges to nurse education but can generate innovative solutions too.
Nurses experience significant difficulty safely calculating medicine dosages (Sabin 2006) with potentially hazardous consequences.
Summary of work
While the curriculum fulfilled the professional body (Nursing and Midwifery Council (NMC) requirements, an opportunity presented itself for a unique educational collaboration.
1) New intake of final year students. 2) Newly appointed professional nurse and mathematics advisor. 3) New honorary clinical lecturers and clinical skills facilitator. 4) New academic university teacher to the subject area. 5) New independent resource from the Workers Educational Association (WEA). The collaboration identified the need to review the curriculum content and delivery, demonstrating more clinical context and increasing emphases on a more individual approach to teaching, learning and assessment methods.
Summary of results
1) Surprisingly, students wished to continue summative assessment in the final year examination, calculators and formulae have been introduced to enhance clinical context and relevance. 2) Incorporation of practical application in clinical simulation and improved theoretical integration throughout the programme. 3) Introduction of a programme “workbook” with integral student “self-referral” process to appropriate tailored tutorials throughout the programme. The “workbook” includes a range of calculations
with progressive difficulty, worked examples with answers and is designed to accommodate individual learning requirements.
Conclusions
Continuous curriculum review is essential in this dynamic and high profile aspect of patient safety.
Take-home messages
Multiple collaboration not only uncovers unexpected challenges to nurse education but can generate innovative solutions too.
| Original language | English |
|---|---|
| Publication status | Published - 9 Jun 2010 |
| Externally published | Yes |
| Event | Association for Medical Education in Europe (AMEE) Conference 2010 - Glasgow, United Kingdom Duration: 4 Sept 2010 → 8 Sept 2010 https://amee.org/conferences/amee-past-conferences/amee-conference-2010 |
Conference
| Conference | Association for Medical Education in Europe (AMEE) Conference 2010 |
|---|---|
| Abbreviated title | AMEE 2010 |
| Country/Territory | United Kingdom |
| City | Glasgow |
| Period | 4/09/10 → 8/09/10 |
| Internet address |