1 Winona State University-Rochester, MN, USA.
2 Minnesota State University, Mankato, USA.
J Fam Nurs. 2018 Aug;24(3):307-344. doi: 10.1177/1074840718787274.
Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching-learning practices at Minnesota State University, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching-learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching-learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students' knowledge of family and instill a passion for family care in undergraduate programs.
护士教育者有责任创造以护理学科的科学和实践为中心的学习体验，以推进家庭护理实践。尽管护理行业对家庭护理的重要性和以家庭为中心的行动的价值有充分的了解，但在许多课程和学习体验中，都缺乏针对家庭护理实践的课程和教学模式。本文描述了美国明尼苏达州立大学曼卡托分校以家庭为中心的本科课程的发展和教学实践。以围绕护理家庭的愿景和使命、家庭护理教学模式、家庭结构框架以及重要学习策略分类学为指导，教师为学生创造以学习者为中心的体验。本文介绍了该课程的课程目标、能力和教学实践。本文可能为整合来自各种家庭护理模式和理论的家庭护理结构和家庭护理行动的创新教学实践提供指导。初步评估表明，该课程可以提高学生对家庭的了解，并在本科课程中灌输对家庭护理的热情。
