Innovative Change in Nursing Curriculum - Special Academic Support

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Introduction

Learning is a continuous process where students interact with new knowledge every day. Through this, they are able to develop skills that make them competent members of society. The nursing profession mainly focuses on offering patients healthcare services and quality care. While in training, healthcare professionals are educated on how to use practical communication skills during the diagnosis process and administration of medication, culturally sensitive, and respect patients opinions and preferences. Additionally, they offer patient education hence creating awareness of preventive care. This paper discusses the reasons for and against innovative change in the educational institution of the nursing curriculum.

Reasons for Change

Cope with New Technological Advancements

The use of technology in the hospital setting is an emerging end that is very effective. Nurses must know how to utilize the advancements to offer quality patient care. For example, using laptops in the learning institution replaces textbooks that are tiresome to carry around. Storing notes on laptops is more convenient and saves time for reading. In case of loss, backups can retrieve the initial data. While in the hospitals, technology will be effectively used in recording patients data online, where they can access it anytime when needed (Woo et al., 2021). Further, online diagnosis can be made where the nurses interact with their clients online without physical interactions.

It Facilitates Project-Based Learning

Project-based learning is a methodology where the students can drive their own learning without involving the tutors all the time. This creates independence where they interact with real-life situations and develop solutions. For instance, learners can be engaged in different activities like research projects where they must engage their minds in critical thinking. This increases the creativity of the students and their discoveries, developing problem-solving skills which can be applied in different hospital setups.

It Promotes Active Learning

Innovative changes promote learning strategies that engage the students in and outside the classroom. The instructor must give room for group discussion, presentations, and practical activities. For example, the learners can go to the laboratory more frequently to ensure a change of learning environment. Additionally, allowing group discussion allows each learner to share their ideas, ask questions, and clarify concepts (Jahnke et al., 2020). Peer teaching creates confidence and expression of nurse trainees for future career advancements.

It Accommodates Individual Differences Among Learners

A learning institution admits students from different cultures and social statuses. There is a need to create a neutral ground to enable every learner to feel accommodated. Therefore, change in the teaching mode creates a platform for interaction and communication. For example, while creating groups, the teacher should consider learners with low intelligent quotient and mix them with bright ones (Zintel et al., 2022). They will be able to share ideas and learn how to handle them effectively.

Reasons Against Change

Adopting New Technology is Expensive

Despite the efforts to change the mode of learning and do away with textbooks, most students need help acquiring laptops. This is because the devices are expensive and require regular maintenance practices (Choi et al., 2021). For example, laptops are attacked by viruses that need costly software updates. In some cases, technological changes require purchasing of new devices due to the change from analog to digital modes. Learners from low social status find it a common barrier affecting their education.

Laziness is Encouraged in Learners

Some students need close supervision from teachers and parents to take their studies seriously. For instance, regular checkup of academic progress and assignments enables a tutor to identify lazy learner (Joshua et al., 2021). Leaving learners to work independently promotes laziness and missing lessons as scheduled. Further, eliminating writing notes and using online modules reduces the effectiveness of competency. In some cases where practical work is given, some students copy information from the internet without effort.

Encourages Discrimination in Learning

Some innovative changes encourage the isolation of some learners in the classroom. For example, learners with special needs may be handled differently than the standards of their friends. This makes them need more basic support in their learning journey since only teachers have been trained to guide them (Schumacher et al., 2022). Personalized learning is challenging since they use equipment that needs an instructor. Adopting technological advances becomes challenging, making them behind in advancements.

Conclusion

In summary, regularly changing the modes of teaching and learning in nursing school is necessary for improved curriculum. The main aim is to allow competency and development of relevant skills and knowledge needed in the hospital. Adopting technology and developing a positive attitude towards its use saves time and is more secure. Patients can retrieve their data online and interact with nurses for treatment and diagnosis. However, some problems are associated with innovative change. They include discrimination in learning, encouragement of laziness, and expensive costs to maintain technological devices. All the needs of the students must be considered, and the disabled must be given support for better education. Through this, the nursing school will produce all-around healthcare professionals with effective leadership, communication, and service delivery.

References

Choi, J., Thompson, C. E., Choi, J., Waddill, C. B., & Choi, S. (2021). Effectiveness of immersive virtual reality in nursing education. Nurse Educator, 47(3). Web.

Jahnke, I., Meinke-Kroll, M., Todd, M., & Nolte, A. (2020). Exploring artifact-generated learning with digital technologies: Advancing active learning with co-design in higher education across disciplines. Technology, Knowledge and Learning, 27(1), 335364. Web.

Joshua, A. B., Olabo, O. O., Ochayi, O. A., Musiliu, A. A., & Aderogba, O. A. (2021). Barriers limiting the use of google classroom for learning vocational and entrepreneurship courses. ASEAN Journal of Science and Engineering Education, 2(1), 6174. Web.

Schumacher, J. W., McCann, M. K., Maximov, K. J., & Fitzpatrick, D. (2022). Selective enhancement of neural coding in V1 underlies fine-discrimination learning in tree shrew. Current Biology, 32(15). Web.

Woo, B. F., Poon, S. N., Tam, W. W., & Zhou, W. (2021). The impact of Covid19 on advanced practice nursing education and practice: A qualitative study. International Nursing Review, 69(3), 330339. Web.

Zintel, S., Flock, C., Arbogast, A. L., Forster, A., von Wagner, C., & Sieverding, M. (2022). Gender differences in the intention to vaccinate against COVID-19: A systematic review and meta-analysis. Journal of Public Health. Web.

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