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Learning Objective 1: The learner will be able to define the purpose of Relationship Based Care in nursing education.
Learning Objective 2: The learner will be able to describe the undergraduate nursing curriculum within the context of the seven dimensions of Relationship Based Care
Background: Relationship Based Care© (RBC) has been used in healthcare systems and hospitals to improve caring competence among hospital healthcare providers to facilitate positive outcomes among patients and their families. Little is known, however, about how RBC can be incorporated into nursing education to transform nursing student behaviors to facilitate positive interpersonal communication with the self, classmates, faculty, and patients and their families in order to decrease medical errors and incivility, improve team thinking, and facilitate better patient outcomes. The purpose of this project was to facilitate the leadership skills of the presenter so that she could insure the success of the new curriculum constructed around RBC.
Methods: The presenter participated as a Nurse Faculty Leadership Academy Scholar in Sigma Theta Tau for 18 months and learned to provide leadership to faculty within the context of Kouzes and Posner’s Leadership Challenge. A pre-test post-test design will be used to evaluate student caring competence prior to and after student RBC education once the program is launched.
Results: By learning to model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart within the 18 month program within a triad of faculty advisor, faculty mentor and mentee, the presenter was able to facilitate a major change in the nursing education curriculum at Drexel University College of Nursing and Health Professions, whereby the faculty has created a new undergraduate curriculum built around the principles of RBC that will commence in the Fall of 2014.
Conclusions: Acquisition of essential leadership skills from the Nurse Faculty Leadership Academy empowered the presenter to enable a major paradigm shift where faculty designed a curriculum to facilitate caring competence among nursing students at Drexel University College of Nursing and Health Professions.
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