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Implementation of an Evidence-Based Cultural Competency Curriculum in a Tri-State Nurse Anesthesia Program

Tuesday, 8 July 2008: 11:10 AM
Mary E. Bowen, CRNP, DNS, JD, CNAA , Jefferson School of Nursing, Thomas Jefferson University, Philadelphia, PA
Julia Feliciano, CRNA, MSN , Jefferson School of Nursing, Thomas Jefferson University, Philadelphia, PA

Learning Objective 1: Identify one collaborative model of implementing a culturally competent curriculum for a nurse anesthesia program.

Learning Objective 2: Identify one outcome measured by the TSET and VARK instruments utilized to measure cultural competency and learning styles.

Significance: A tri-state nurse anesthesia program (TNAP) was developed between clinical sites in the states of New Jersey, Delaware (UD), and Pennsylvania in response to a shortage of Certified Registered Nurse Anesthetists (CRNAs) in the tri-state region. This is one the first tri-state clinical educational grants wherein Thomas Jefferson University provides the clinical and support education curriculum for preparation of CRNAs for a tri-state region: A CRNA student receives their core curriculum at Thomas Jefferson University and the clinical sites and clinical educators from three different states provide the clinical education for the curriculum.

Methodological Soundness: A collaborative model utilizing “Change Theory” was implemented and funded through HRSA. This model analyzed the need (systems), Structures (existing programs and availability of educational programs and clinical sites), Processes (advance practice curriculum offered in each state), Teaching Methods (curriculum), and Training (availability of clinical sites/preceptors/faculty).

Implementation: Implementation of this innovative educational model developed out of external influences: regional shortage of CRNAs, CRNA faculty shortage, lack of regional state programs, and HP 2010 objectives. Internal Influences driving this innovation: leadership and changing value systems. Educational leadership and federal funding were crucial in implementing this innovative model. Change in health outcomes of infant mortality, access to quality surgical care, diversity of CRNA work force, and CRNA cultural competency and sensitivity will be measured in this model utilizing the VARK and TSET instruments.

Outcomes: This is one of the first tri-state clinical education models in MSN education for CRNAs. The TNAP model maximizes faculty and clinical site resources, increases numbers of CRNAs in Delaware, and New Jersey where CRNA education was unavailable and there was a critical shortage. This federally funded project reduces mortality and morbidity and increases diversity and cultural competency among CRNAs.

Acknowledgement: Grant Funded by HRSA, Bureau of Health Professions, 2007- 2010.

See more of: Supporting Evidence-Based Nursing through Education
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