Innovations in community-based nursing education: transitioning faculty

Area of Science:

• Nursing Education
• Public Health
• Curriculum Development

Background:

• The healthcare landscape is evolving, demanding nurses with critical thinking and clinical judgment skills.
• Nursing educators must prepare nurses to actively participate in healthcare delivery and policy.
• A shift towards community-based nursing is essential to meet these evolving demands.

Purpose of the Study:

• To synthesize experiences from five nursing schools transitioning to a community-based nursing curriculum.
• To identify effective strategies and potential challenges in this curricular shift.
• To highlight the outcomes of adopting a community-based nursing perspective.

Main Methods:

• Synthesis of experiences from five nursing schools.
• Application of change theory to facilitate faculty transition.
• Strategies for creating a supportive environment and managing faculty input.
• Evaluation of the transition process and its outcomes.

Main Results:

• Successful transition strategies include utilizing change theory, fostering a supportive environment, and managing faculty workload.
• Key challenges involve addressing faculty grief and loss, curricular development tedium, and consensus building.
• Outcomes include enhanced understanding of community clients, improved visibility of nursing careers, and community health promotion.

Conclusions:

• Revising nursing curricula to a community-based perspective is crucial for preparing adaptable and effective healthcare professionals.
• Faculty support, strategic planning, and addressing transition challenges are vital for successful curriculum reform.
• Community-based nursing education fosters a deeper understanding of community health needs and promotes positive transformations within academic institutions and the wider community.