Infection Concept Integration and Teaching Strategies in US Baccalaureate Nursing Programs in an Era of Concept-Based Curriculum.
Identifieur interne : 000324 ( Main/Curation ); précédent : 000323; suivant : 000325Infection Concept Integration and Teaching Strategies in US Baccalaureate Nursing Programs in an Era of Concept-Based Curriculum.
Auteurs : Mary Lou Manning [États-Unis] ; Monika Pogorzelska-Maziarz ; Julia WardSource :
- Nurse educator [ 1538-9855 ]
Abstract
BACKGROUND
Health care-associated infections remain a major patient safety problem. Antibiotic resistance and the resurgence of infectious diseases pose an escalating threat to public health. It is essential for nursing students to develop an understanding of the infection concept and the ability to apply their knowledge and skills in all settings.
PURPOSE
The purpose was to describe the integration of the infection concept and associated teaching strategies in US baccalaureate nursing programs.
METHODS
A comprehensive literature review was conducted using multiple online databases.
RESULTS
There is some evidence of infection concept integration within single courses but limited evidence of integration across courses. We were unable to ascertain the degree of infection concept integration throughout a curriculum. Faculty used a blend of creative, innovative strategies to foster active teaching and learning.
CONCLUSION
The concept of infection and the related teaching strategies used to help students organize infection-related knowledge, skills, and attitudes to form logical connections needs greater attention.
DOI: 10.1097/NNE.0000000000000767
PubMed: 31804294
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<affiliation wicri:level="2"><nlm:affiliation>Author Affiliations: Professor (Dr Manning) and Assistant Professor (Dr Pogorzelska-Maziarz), Thomas Jefferson University, Jefferson College of Nursing, Philadelphia; and Associate Professor (Dr Ward), Thomas Jefferson University, Jefferson College of Nursing, Willow Grove, Pennsylvania.</nlm:affiliation>
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<wicri:cityArea>Author Affiliations: Professor (Dr Manning) and Assistant Professor (Dr Pogorzelska-Maziarz), Thomas Jefferson University, Jefferson College of Nursing, Philadelphia; and Associate Professor (Dr Ward), Thomas Jefferson University, Jefferson College of Nursing, Willow Grove</wicri:cityArea>
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<front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b>
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<p>Health care-associated infections remain a major patient safety problem. Antibiotic resistance and the resurgence of infectious diseases pose an escalating threat to public health. It is essential for nursing students to develop an understanding of the infection concept and the ability to apply their knowledge and skills in all settings.</p>
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<div type="abstract" xml:lang="en"><p><b>PURPOSE</b>
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<p>The purpose was to describe the integration of the infection concept and associated teaching strategies in US baccalaureate nursing programs.</p>
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<div type="abstract" xml:lang="en"><p><b>METHODS</b>
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<p>A comprehensive literature review was conducted using multiple online databases.</p>
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<div type="abstract" xml:lang="en"><p><b>RESULTS</b>
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<p>There is some evidence of infection concept integration within single courses but limited evidence of integration across courses. We were unable to ascertain the degree of infection concept integration throughout a curriculum. Faculty used a blend of creative, innovative strategies to foster active teaching and learning.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>CONCLUSION</b>
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<p>The concept of infection and the related teaching strategies used to help students organize infection-related knowledge, skills, and attitudes to form logical connections needs greater attention.</p>
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