Catholic University of America, School of Nursing, Washington, DC 20064, USA.
J Prof Nurs. 2011 Jan-Feb;27(1):10-8. doi: 10.1016/j.profnurs.2010.09.004.
In 2004, the Association of Faculty of Pediatric Nurse Practitioners was awarded a grant by the Commonwealth Fund to plan, implement, and evaluate a strengthened national curriculum for students in 20 pediatric nurse practitioner programs throughout the United States. Curricular changes focused on increasing the knowledge and skills of students in the area of evidence-based mental and behavioral health care for children and adolescents. The processes through which this national initiative was undertaken were described in "Strengthening PNP Curricula in Mental/Behavioral Health and Evidence-Based Practice" (B. M. Melnyk et al., 2010). This article focuses on the important perspectives of academic faculty and clinical preceptors and provides critical insight for nursing faculty when planning implementation of significant curricular change. The purpose of this descriptive study was to determine the challenges and facilitators of implementing a strengthened curriculum in didactic and clinical courses to inform nationwide dissemination of this curriculum to all PNP programs throughout the country. Confidential, structured, individual telephone interviews were conducted with academic and clinical preceptors from the schools that had participated in the implementation study. Curricular change presents challenges in most schools of nursing and will be affected by characteristics unique to each institution. Faculty need to be educated regarding the factors that are likely to enhance the process of making important and timely changes in curriculum. Finally, valuable lessons regarding the necessary early engagement of clinical preceptors should inform future curricular change initiatives.
2004 年，儿科护士从业者协会获得了联邦基金的一项资助，用于规划、实施和评估美国 20 个儿科护士从业者项目的强化国家课程。课程改革的重点是提高学生在儿童和青少年循证心理和行为保健方面的知识和技能。该国家倡议的实施过程在“加强精神/行为健康和循证实践中的 PNP 课程”（B.M.Melnyk 等人，2010）中进行了描述。本文重点介绍了学术教师和临床导师的重要观点，并为护理教师在规划实施重大课程改革时提供了关键见解。本描述性研究的目的是确定在理论和临床课程中实施强化课程的挑战和促进因素，以便将该课程向全国所有 PNP 项目推广。对参与实施研究的学校的学术和临床导师进行了保密、结构化、单独的电话访谈。课程改革在大多数护理学校都会带来挑战，并且会受到每个机构独特特征的影响。需要对教师进行教育，了解哪些因素可能会促进课程的重要和及时变革。最后，关于临床导师尽早参与的宝贵经验教训，应该为未来的课程改革计划提供信息。
