University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
St Lawrence College, Tri-Campus, 2288 Parkedale Avenue, Brockville, ON K6V 5X3, Canada.
Nurse Educ Today. 2020 Apr;87:104344. doi: 10.1016/j.nedt.2020.104344. Epub 2020 Jan 16.
High-quality and relevant nursing education is needed to ensure graduates meet entry to practice competencies. Despite the important role of curricula in the development of nurses and the nursing profession, there does not appear to be a consistent or widely accepted approach to nursing curriculum renewal.
To identify and synthesize existing curriculum renewal/redesign practices, create an aggregated logic model depicting an evidence-informed process for nursing curriculum renewal, and stimulate dialogue about how to keep nursing curricula relevant in an ever-changing healthcare context.
An integrative review, modeled on the Joanna Briggs Methodology of Systematic Reviews, of the available published articles, including empirical research and discussion articles.
We searched for quantitative, qualitative, and non-research literature (English and French) on full nursing programs or curriculum revisions for pre-licensure nursing students enrolled in an undergraduate or associate degree program. Databases included CINAHL, Nursing and Allied Health, and Medline from January 2010 to January 2017. We then did a hand search for articles from January 2017 to April 2019.
Extracted data were synthesized into an aggregated logic model based on Yin's method of cross-case analysis. Data included information about the internal context, the external context, drivers, the preparatory phase, the active phase, outcomes, and evaluation methods of the described curriculum renewal process.
Twenty articles were included, which were published between 2010 and 2018. The resulting logic model, The Ottawa Model for Nursing Curriculum Renewal, includes information on the context, process and outcomes of the renewal process, and how and when to evaluate curricula.
This synthesis aids in defining the process of curriculum renewal for undergraduate nursing education. It stimulates systems level thinking and reveals gaps, such as the need for further research into curriculum evaluation. The Ottawa Model for Nursing Curriculum Renewal is a usable template to aid educators undertaking their own process of curriculum renewal.
为确保毕业生具备符合入职要求的能力，高质量且相关的护理教育必不可少。尽管课程在护士和护理行业的发展中起着重要作用，但似乎并没有一种一致或广泛接受的护理课程更新方法。
识别和综合现有的课程更新/重新设计实践，创建一个综合逻辑模型，描述一个循证的护理课程更新过程，并激发有关如何使护理课程在不断变化的医疗保健环境中保持相关性的对话。
对已发表的文章进行综合回顾，这些文章包括实证研究和讨论文章，采用的是基于 Joanna Briggs 系统综述方法的模式。
我们检索了关于全日制护理课程或针对已注册的本科或副学士学位护理学生的课程修订的定量、定性和非研究文献（英文和法文）。数据库包括 CINAHL、护理和相关健康以及 Medline，检索时间为 2010 年 1 月至 2017 年 1 月。然后，我们从 2017 年 1 月至 2019 年 4 月进行了手工搜索。
根据 Yin 的跨案例分析方法，将提取的数据综合到一个综合逻辑模型中。数据包括所描述的课程更新过程的内部环境、外部环境、驱动因素、预备阶段、活跃阶段、结果以及评估方法的信息。
共纳入 20 篇文章，发表于 2010 年至 2018 年期间。由此产生的逻辑模型，即渥太华护理课程更新模型，包括课程更新过程的背景、过程和结果，以及何时何地进行课程评估的信息。
本综合研究有助于定义本科护理教育的课程更新过程。它激发了系统层面的思考，并揭示了一些差距，例如需要进一步研究课程评估。渥太华护理课程更新模型是一个可用于辅助教育工作者进行课程更新的模板。
