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Tuesday, 14 July 2009: 2:05 PM
Learning Objective 1: Discuss the implementation of evidence based cultural competency in an advance practice nursing curriculum.
Learning Objective 2: Identify one instrument that measures cultural self efficacy among students.
Purpose: is consistent with building an evidence based curriculum for cultural competence through NP Education: The overarching goal of Cultural Competence in an Advance Practice Nursing (APN) curriculum is to prepare nurse practitioners to provide quality health care in an increasingly multicultural and global society.
Curriculum intervention: A strategic plan to build cultural competence and sensitivity into an APN curriculum utilizing “Change Theory” was implemented in the development of two HRSA funded APN curriculums.
A strategic plan utilizing “Change Theory” was implemented in the development of a culturally competent education plan for nurse practitioner education. This strategic plan analyzed the need (systems), structures (existing curriculum and availability of culturally competent faculty resources), processes (advance practice education needs), methods (design), and training (availability culturally competent faculty mentors). Implementation of this culturally competent curriculum plan developed out of external influences: need to develop culturally competent curriculum that was congruent the nation’s need for reduction in health disparities, promote safe and culturally competent quality health care.
Internal influences driving this innovation were: educational leadership and changing value systems.
Outcomes measured: Increase in culturally competent APN curriculum content, implementation of faculty self assessment, increase in relevant culturally diverse learning experiences, guided experiences with diversity, increased diverse clinical adjunct/preceptor faculty, and developing a training manual for faculty cultural competency
Summary: Change in educational outcomes of APN students, and APN cultural competency and sensitivity measured in this model utilizing the VARK and TSET instruments. Change in health outcomes for the nation will be: increased access to quality care, increased cultural competence and sensitivity of the APN work force.
Curriculum intervention: A strategic plan to build cultural competence and sensitivity into an APN curriculum utilizing “Change Theory” was implemented in the development of two HRSA funded APN curriculums.
A strategic plan utilizing “Change Theory” was implemented in the development of a culturally competent education plan for nurse practitioner education. This strategic plan analyzed the need (systems), structures (existing curriculum and availability of culturally competent faculty resources), processes (advance practice education needs), methods (design), and training (availability culturally competent faculty mentors). Implementation of this culturally competent curriculum plan developed out of external influences: need to develop culturally competent curriculum that was congruent the nation’s need for reduction in health disparities, promote safe and culturally competent quality health care.
Internal influences driving this innovation were: educational leadership and changing value systems.
Outcomes measured: Increase in culturally competent APN curriculum content, implementation of faculty self assessment, increase in relevant culturally diverse learning experiences, guided experiences with diversity, increased diverse clinical adjunct/preceptor faculty, and developing a training manual for faculty cultural competency
Summary: Change in educational outcomes of APN students, and APN cultural competency and sensitivity measured in this model utilizing the VARK and TSET instruments. Change in health outcomes for the nation will be: increased access to quality care, increased cultural competence and sensitivity of the APN work force.
See more of: Advanced Practice Nursing
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters