The impact of curricular changes on BSCN students' clinical learning outcomes

• DOI: 10.1016/j.nepr.2016.09.010
• Publication Date: 2016-10-08T06:59:03Z
• Authors: Janet Landeen; Donna Carr; Kirsten Culver; Lynn Martin; Nancy Matthew-Maich; Charlotte Noesgaard; Larissa Beney-Gadsby
• Keywords: Canada; 4. Education; Nursing(all); Curriculum evaluation; Education, Nursing, Baccalaureate; Focus Groups; Education; 03 medical and health sciences; Outcome and Process Assessment, Health Care; 0302 clinical medicine; Curriculum change; Qualitative research; Humans; Students, Nursing; Curriculum; Learning Curve; Qualitative Research

Ongoing curricular renewal is a necessary phenomenon in nursing education to align learning with ever-changing professional practice demands. The McMaster Mohawk Conestoga BScN Program Hamilton, Ontario, Canada recently engaged comprehensive curriculum renewal. purpose of this study was evaluate the impact changes on students' deep learning. Faculty perceptions about student outcomes during final year clinical placements were gathered through combination individual interviews and focus groups using Interpretive Descriptive qualitative research methodology. Twenty five faculty members who supervised students before after shared overall performance. chosen were: performance related person-centred care, reasoning judgment, pathophysiology, evidence-informed decision-making. described three major themes 1) pulling it all together, 2) seeing whole person, 3) finding their voices. This reflected shift increasing confidence, improved judgment no integrating pathophysiology or In provided an excellent starting point for scholarship teaching within education.