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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Reframing value in nursing education
Patrick Lavoie1, Élisabeth Quesnel1, Maude Crétaz1
1Faculty of Nursing, Université de Montréal, Montreal, QC, Canada; Montreal Heart Institute, Montreal, QC, Canada.
Background:
Although central to educational decision-making, value in nursing education is rarely defined. As programs evolve through curricular reform, competency-based design, simulation, artificial intelligence, and digital learning, what makes these efforts genuinely valuable remains unclear.
Purpose:
This paper introduces the REFLECT Framework, a reflective conceptual model for guiding value-based decisions in nursing education.
Methods:
Using an integrative analysis of literature from healthcare, education, and implementation science, value is conceptualized as a multidimensional construct encompassing seven dimensions: purpose alignment, evidence-informed pedagogy, pedagogical expertise, learner-centeredness, resource stewardship, equity, and contextual fit and sustainability.
Discussion:
These dimensions support reflection on whether educational initiatives are effective, ethical, equitable, feasible, and aligned with nursing's professional and societal purposes. The framework can be applied at micro (course), meso (program), and macro (system) levels to guide deliberation about what matters, for whom, and under what conditions.
Conclusion:
The REFLECT Framework offers a structured, context-sensitive approach for advancing a deliberate and sustainable approach to shaping nursing education.
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