Leading Curriculum Change through a Partnership Approach to the Use of Simulation: A Trans-Atlantic Perspective

Saturday, October 31, 2009: 3:35 PM

Matthew Aldridge, RN, RNT, BSc(Hons), PG, Dip(Ed), PG, Cert(Ed), FHEA
Faculty of Health, Birmingham City University, Birmingham, United Kingdom
Helen K. Burns, PhD, RN, FAAN
School of Nursing, University of Pittsburgh, Pittsburgh, PA

This session will enable attendees to discover how a unique and innovative partnership method, based upon collaborative experience at higher education institutions in the UK and USA  was employed to lead an innovative modernisation of the nursing curriculum.  Participants will also discuss how a partnership approach can be used to develop simulated clinical teaching to prepare nursing students for clinical practice using an evidence based approach.
It will demonstrate how the partnership of Birmingham City University (UK) and the University of Pittsburgh (USA) has maximized its collaboration and built upon the knowledge and insight gained from observations of the methods employed by colleagues and the sharing of resources to enhance curriculum.
Students at the University of Pittsburgh engage with simulated clinical learning to prepare them for real clinical experiences. Birmingham City University was chosen as a pilot site by the UK nursing regulatory body, the Nursing and Midwifery Council (NMC) to research the use of simulation to directly replace clinical practice hours for student nurses. The partners shared resources and evaluation tools to innovate and develop clinical teaching.
Methods:  Through student, faculty and institutional evaluation, data was gathered on the impact of simulation upon the learning and teaching experience.
Results: The data finds enhanced student satisfaction and progression as a result of the interventions. The NMC (UK) has now ruled that up to 300 hours of clinical practice time of a 3 year undergraduate nursing programme may be replaced with simulated learning.
The findings demonstrate and illustrate how a successful model of international collaboration can lead curriculum change. Subsequently, an exchange programme has now been initiated to allow students from each partner institution to experience global healthcare issues and inform their future leadership development and clinical practice.