Nicaraguan and US nursing collaborative evaluation study: Identifying similarities and differences between US and Nicaraguan curricula and teaching modalities using the community engagement model☆
Introduction
Healthcare systems demand nursing educators to prepare their students for the complex health needs of their patients and families. Therefore, the nursing curriculum must be grounded in current literature and in evidence-based practice. This article provides an example of a curriculum assessment process that was undertaken by two international partners from Nicaragua and the US. The two nursing schools compared and assessed their adult medical surgical nursing curriculum. The synthesis of the findings includes an assessment mapping tool, and the similarities and differences between these schools. In addition, a tested model is provided on how to build an international nursing collaborative partnership while conducting a curriculum evaluation. This study describes the implementation of a formative evaluation used by faculty members between Universidad Nacional Autonóma de Nicaragua, (UNAN-Leon) Escuela de Enfermeriá, Nicaragua and East Carolina University College of Nursing (ECU CON) in North Carolina, US.
Curriculum guidelines provide a framework for baccalaureate and graduate degree nursing programs to meet the healthcare challenges for a new century. From an educational context, the word curriculum is a very generic term and particularly during international work, curriculum can be envisioned from different perspectives. From the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2013) perspective, the “written” curriculum should therefore be expressed in comprehensive frameworks to include subject curricula/syllabuses, helpful learning materials, such as textbooks, teacher and assessment guides. For this study, the UNESCO curriculum framework description was applied. Examples of specific types of curriculum include what faculty actually “does” in the classroom, represented by syllabi. Also, another type of curriculum is what is called “learned curriculum” or what student's experience. This study assessed both the written and learned curriculum (Bilbao et al., 2008). Curricula assessment was at the heart of this project and as we know is an essential phase of curriculum development (Forbes and Hickey, 2009). This process of faculty collection becomes useful information to improve student learning (Kuh et al., 2014).
Faculty typically use guidelines for assessing curriculum, for example in the US, the American Association of Colleges of Nursing (AACN) sets standards, provides resources, and the educational framework for the preparation of professional nurses (AACN Mission, 2016). Whereas, in Nicaragua, nursing education guidelines are based on the country's Ministry of Health (MINSA, Nicaragua Health Systems, 2011) documents.
Section snippets
Background
This academic study demonstrated the process of building a successful partnership. The authors understood clearly, nurses are vital to improving complex health care delivery systems (ICN, UN Millennium Goals, 2014). The International Council of Nurses (ICN) has encouraged nurses around the world to align their strategies to forge global nursing partnerships in a collaborative approach to seek a common outcome (International Council of Nurses, 2014, International Council of Nurses, 2011). Since
Community Engagement Theoretical Model
The Community Engagement Model (CE model) was the framework used to facilitate and strengthen the partnership between UNAN-León and the ECU schools of nursing. This model's premise is global health programs produce long-term transformative change rather than transient relief. Therefore, there is more sustainability and ethical harmony based on the expressed needs of a region or community (Powell et al., 2010). The CE model includes a 5-phase cycle (Powell et al., 2010). The five phases include:
Results
UNAN-León and ECU faculty study teams learned about their curriculum similarities and differences during the syllabi and teaching methods evaluation. For UNAN-León, this was the first time the faculty had conducted a curriculum evaluation and the first time it learned about US professional nursing standards, nursing subspecialties, the utilization of simulation skills labs, and challenges in obtaining clinical practicum sites. ECU CON faculty developed a deeper appreciation for nursing in
Discussion
UNAN-León and ECU faculty learned about their curriculum similarities and differences during the syllabi and teaching methods evaluation. In the area of differences, for UNAN-León this was the first time the faculty had conducted an in-depth curriculum evaluation and learned about the US professional nursing standards, nursing subspecialties, and the application of clinical simulation technology laboratories to enhance patient care and team communication skills. A noted similarity between the
Conclusion
The benefits of this study were numerous and highlighted the importance of global nursing education exchanges and partnerships. Specific benefit for ECU faculty was the Nicaraguan faculty emphasis on student placement within community health clinics and home visit programs so their students could apply medical and surgical nursing skills. One of the benefits expressed by the UNAN-Leon faculty was their ability to conduct their first curriculum evaluation.
The relevance of this study was to share
Conflict of Interest
No conflict of interest.
References (36)
- et al.
International collaboration: a concept model to engage nursing leaders and promote global nursing education partnerships
Nurse Educ. Pract.
(2009) Scope and Standards of Medical-Surgical Nursing Practice
(2012)The Essentials of Baccalaureate Education for Professional Nursing Practice
About the American Association of Colleges of Nursing (AACN) webstie
- et al.
Curriculum Development
(2008) - et al.
What makes clinical research in developing countries ethical?
J. Infect. Dis.
(2004) The impact of medical interpreter services on the quality of health care: a systematic review
Med. Care Res. Rev.
(2005)- et al.
Curriculum reform in baccalaureate nursing education: review of the literature
Int. J. Nurs. Educ. Scholarsh.
(2009) - et al.
The shoulder-to-shoulder model—channeling medical volunteerism toward sustainable health change
Fam. Med.
(2007) The Future of Nursing: Leading Change, Advancing Health Report, 2010
ICN Report 2010–2011: Nurses in the Frontline to Ensure Access and Equity in Health Care
Mission
ICN Biennial Report 2012–2013: Improving Access Impacting Health
Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities National Institute for Learning Outcomes Assessment
Responding to demands to change nursing education: use of curriculum mapping to assess curricular content
J. Nurs. Educ.
Conceptual model for partnership and sustainability in global health
Public Health Nurs.
Medical-Surgical Nursing
Assessment component interventions institutional strengthening program health sector modernization, Ministry of Health, Managua, August 16, 2004
Cited by (1)
In Sickness and Health: Views on Child Health From a Mayan Village
2019, Journal of Transcultural Nursing
- ☆
Special thanks: John D. Rose, MD , Harry G. Adams, MD, FACC, FACP; Miriam Fletes, RN, MN; Mr Tom Edwards, Cultural Consultant, Project Health Leon.