Nehls N, Owen B, Tipple S, Vandermause R
Center for Health Sciences, University of Wisconsin-Madison School of Nursing, USA.
Nurs Health Care Perspect. 2001 Nov-Dec;22(6):304-7.
The Helene Fuld Health Trust, HSBC Bank USA,Trustee has made generous contributions to the development of community-based nursing education. As a recipient of funds, faculty at the University ofWisconsin-Madison School of Nursing developed, implemented, and evaluated a pilot curriculum for undergraduate nursing students. The first phase of the project changed the landscape of community-based nursing education through faculty development. Unlike traditional approaches to faculty development, a resident expert model of faculty development based on dialogue was used. The second phase changed the landscape of teaching and learning community-based care through curricular and instructional revisions. Noteworthy changes were the creation of a curriculum responsive to both individual student and community needs, and recruitment of a cadre of teachers to enhance the cost-effectiveness of clinical education. The third phase changed the landscape of community-based nursing education through evaluation research. Several strategies were used to assess the project's usefulness, including interpretive phenomenological study of interview data and review of conventional outcome measures. Each phase of the project contributed to a new vision of community-based nursing education, a vision in which nursing as service is taught and learned.
海伦·富尔德健康信托基金，美国汇丰银行受托人，为基于社区的护理教育发展做出了慷慨贡献。作为资金接受方，威斯康星大学麦迪逊分校护理学院的教师为本科护理专业学生开发、实施并评估了一个试点课程。该项目的第一阶段通过教师发展改变了基于社区的护理教育格局。与传统的教师发展方法不同，采用了基于对话的驻校专家教师发展模式。第二阶段通过课程和教学修订改变了基于社区护理的教学与学习格局。值得注意的变化包括创建了一个既能满足学生个体需求又能满足社区需求的课程，以及招募了一批教师以提高临床教育的成本效益。第三阶段通过评估研究改变了基于社区的护理教育格局。使用了多种策略来评估该项目的实用性，包括对访谈数据的解释性现象学研究和对传统结果指标的审查。该项目的每个阶段都促成了基于社区护理教育的新愿景，即在其中教授和学习护理即服务的愿景。
