Running head: CURRICULUM PLAN

Curriculum Redesign: Barry University Undergraduate Nursing Program Hannah Dowling University of South Florida

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Curriculum Redesign: Barry University Undergraduate Nursing Program The curriculum of a Nursing program is an intricate matter, one that requires a balance of the sciences, nursing procedures, theory, and clinical time. In many schools, the curriculum is changed and improved upon over time with input from faculty, students, and local healthcare organizations and professionals. While many nursing students feel that they are not adequately prepared to be a nurse directly after graduation, there may be ways in which Nursing schools can re-organize their curriculum to give nursing students the most out of their education. External Factors Nursing programs of all levels around the country have honed in on the necessary instruction to graduate knowledgeable and NCLEX-ready nurses. However, one of the biggest limitations in nursing education, and one which determines whether new graduates will be successful in the clinical arena is the quality of the clinical experience in nursing school. Barry University has the benefit of being situated in a large metropolitan area, with more than 30 acute-care facilities within a 20-mile radius. This factor provides students with a wide variety of clinical experiences. Barry University resides in the small town of Miami Shores, which has a population of 10,000 as of 2009 (US Census Bureau, 2009). The population of Miami Shores consists of 65% white, 25% African American, 3% Asian, and 22% Hispanic or Latino of any race (US Census Bureau, 2009). A great proportion of the students Barry serves are Florida residents, the majority white or Hispanic/Latino (of any race), and it also has a larger international student population than many surrounding schools. The racial composition of the greater Miami area, in contrast, is 12% white, 20% African American, 1% Asian, and 70% Hispanic of Latino of any race (US Census Bureau, 2009). Within Miami-Dade county, there are two other accredited BSN programs (Florida International University, a public university; and the University of Miami, a private institution) (Department of Health, 2011). In Broward county (the closest county to the north, which encompasses Ft. Lauderdale), there is just one accredited BSN program at Nova Southeastern University, a private university (Department of Health, 2011). The population of the Greater Miami/Ft. Lauderdale area was

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estimated to be 5.5 million in 2009 (US Census Bureau, 2009) and therefore needs Barry University to continue to fill the needs of residents wishing to pursue a BSN. Internal Factors Internal factors that affect the success of Barrys Nursing programs include budget, available resources, and time constraints. Barry has a reputation for having a high caliber of instructors on staff, which makes for a desirable education for nursing students, and this standard must be kept up to ensure the superiority of the program. Employing a majority of Professors and Clinical instructors who have Doctoral degrees in Nursing (either PhD or DNP) is also very important. Available financial resources are always a concern, especially for a private, non-profit university. The University has a sizeable endowment and offers scholarships to many students, as do numerous hospitals in the area. An area for expansion and improvement for the University is the use of technologically advanced mannequins (such as SimMan 3G by Laerdal) who have simulated body functions and can be used in the nursing lab for emergency scenarios and such. The mannequins can cost up to $50,000 each, and currently Barry University has not had the resources to purchase the newer models, although it does have an adult and pediatric version of the older models (Laerdal, 2009). Barrys Accelerated nursing program is challenging but still popular and is one of few in the area. Key to its success is the opportunity to earn a BSN in 18 months, and many students become less interested if the program were to take more time. Therefore, adding more courses and more clinical hours, which some would argue would guarantee more prepared nurses, may actually lead to a decrease in enrollment for the accelerated option. Existing Prerequisite and Nursing Courses Prerequisite Courses Number ENG 111 ENG 112 SPE 101 BIO 220 BIO 240 BIO 253 CHE 152 Name English Composition English Research Fundamentals of Speech Introductory Human Anatomy Introduction to Human Physiology Introductory Microbiology Introduction to Organic and Biological Theory Credits 3 3 3 3 3 3 4 Lab Credits Clinical Hours

1 1 1 1

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MAT 152 PSY 281 PSY 382 SOS ANT/SOS PHI THE HUM & ARTS DIN 271 CS 180 PHI 353 OPEN

Chemistry Elementary Probability and Statistics Introduction to Psychology Developmental Psychology Any History, Economics, Geography, or Political Science Any Anthropology, Sociology, or Psychology Philosophy Distribution Theology Distribution Humanities and Arts Distribution Nutrition in Clinical Care Introduction to Computers Biomedical Ethics Open Elective Total

3 3 3 3 3 3 3 9 3 3 3 3 68 Cr.

Existing Nursing Courses (Traditional and Accelerated Options) Number NUR 110 NUR 200 NUR 211 NUR 212 NUR 220 NUR 215 NUR 216 NUR 283 NUR 301 NUR 320 NUR 325 NUR 380 NUR 489 NUR 490 NUR 491 NUR 493 NUR 499E Name Orientation for Nursing Students Introduction to Professional Nursing Medication Calculation for Nurses Therapeutic Nursing Interventions Nursing Care of Individuals, Families, & Communities Pharmacology & SI Pathophysiology & SI Health Assessment Across the Life Span Research in Nursing Nursing Care of Families: Adult/Elderly Nursing Care of Families: Parent/Child Nursing Care of Families: Mental Health High Acuity Nursing of the Adult Community/Public Health Nursing Nursing Care of the Older Adult Nursing Leadership Professional Role Transitions Theory Credits 1 2 1 1 3 4 4 3 3 3 4 3 3 2 1 2 1 41 Lab Credits Clinical Hours

0.5

67 90

1 90 180 90 135 90 45 135 1.5 922

Total (Source: Barry University College of Health Sciences, 2011) Proposed Changes

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The proposed changes to the curriculum are not major changes, but smaller changes with the intent of removing some superfluous coursework, making classes more seamless, and adding content that is pertinent to todays healthcare environment. 1. Combine NUR 110, 200 & 211 to form NUR 101 - Introduction to Professional Nursing and Medication Mathematics. The new course will be 3 theory credits and will cut down on some nursing theory and focus on telling nursing students what they need to know to graduate from the program, including the nursing processes and medication mathematics. 2. Add a course in Oncology/Hospice Nursing (NUR 390). This course will be worth 3 theory credits and 90 clinical hours and will give BSN students a comprehensive introduction to the basics of oncology and care of the hospice patient throughout the lifespan. With the average age of patients increasing, as well as the demographics of seniors in Florida, there is a huge population who have had or are currently battling cancer and the BSN nurse should grasp the fundamentals of their management. Furthermore, nurses must advocate for patients who may be hospice candidates, and in many settings are required to administer oral chemotherapy drugs that the patient takes at home. 3. Combine NUR 493 and NUR 499E to form NUR 499 - Professional Leadership in Nursing. The course will be 2 theory credits and 90 clinical hours. The current program involves two separate courses that cover much of the same principles those of time management, critical thinking, nurse leadership and management duties in nursing. Students will have the opportunity to practice delegating during clinical hours and discuss the experience in seminar sessions afterwards. Number NUR 101 NUR 212 NUR 220 NUR 215 NUR 216 NUR 283 NUR 301 Name Intro to Professional Nursing Therapeutic Nursing Interventions Nursing Care of Individuals, Families, & Communities Pharmacology & SI Pathophysiology & SI Health Assessment Across the Life Span Research in Nursing Theory Credits 3 1 3 4 4 3 3 Lab Credits 0.5 Clinical Hours 67 90

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NUR 320 NUR 325 NUR 380 NUR 390 NUR 489 NUR 490 NUR 491 NUR 499

Nursing Care of Families: Adult/Elderly Nursing Care of Families: Parent/Child Nursing Care of Families: Mental Health Oncology and Hospice Nursing High Acuity Nursing of the Adult Community/Public Health Nursing Nursing Care of the Older Adult Professional Leadership Total

3 4 3 3 3 2 1 2 39

90 180 90 90 135 90 45 90 967

1.5

Course Descriptions 1. NUR 390 - Oncology and Hospice Nursing (3 Theory Credits, 90 Clinical Hours) Description: Acquisition and synthesis of healthcare knowledge with an emphasis on the adult oncology patient in an acute care or hospice environment. The student will apply the nursing process, problem solving techniques, and critical thinking techniques in caring for clients with all types of cancer and those in at all stages of the dying process. Outcomes/Objectives a. At the completion of the course, the student will be able to define the roles and responsibilities of the Oncology and Hospice Nurse. b. The student will be able to synthesize information regarding the pathobiology of neoplasia, chemotherapeutic regimens, and other treatments available for cancer. c. The student will also apply concepts found in previous nursing courses to care of the Oncology patient and the terminally ill or dying patient and their families. 2. NUR 101 - Introduction to Professional Nursing and Medication Mathematics (3 Theory Credits) Description: Introduces students to the expectations of them as a professional nursing student and the skills needed to be successful in the Accelerated BSN. Facilitates an understanding of the history of nursing and the 9 essential processes in nursing which guide the curriculum. Provides

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an intense study of medication dosage calculations and the necessary specific formulae for safe medication administration. Outcomes/Objectives: a. At the completion of this course, the student will identify strategies to be a successful student and use available resources. b. The student will incorporate the history of the nursing profession into their practice as a nurse in modern healthcare environments. c. The student will apply mathematical concepts to calculation of medication dosages for safe administration. 3. NUR 499 - Professional Leadership in Nursing (2 Theory Credits, 90 Clinical Hours) Description: Introduction to the social and professional issues of leadership roles and clinical management functions. Assists the student in acquiring necessary leadership skills through intensive senior practicum and seminar sessions to address role transitions challenges and the synthesis of knowledge, skills, and technology from nursing and multidisciplinary fields to engage in critical thinking. Outcomes/Objectives: a. At the completion of the course, the student will incorporate principles of change in personal, managerial, and organizational roles. b. The student will adapt teaching and communication to promote effective health care outcomes in multicultural environments. c. The student will demonstrate critical thinking while applying the nursing process to managing health care for individuals, families, and communities.

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References Barry University College of Health Sciences (2011 ). Undergraduate Catalog College of Health Sciences. Retrieved from http://www.barry.edu/ugcatalog/pdf/healthsciences2011_12.pdf Florida Department of Health. (2011). Compare Florida Nursing Education Programs. Retrieved from http://ww2.doh.state.fl.us/MQANEPC/SearchCriteria.aspx Laerdal Medical Corporation Inc. (2009). Laerdal Product Service List. Retrieved from http://www.laerdal.com/binaries/ABLRAZVO/4557_ValuePlus_SS.pdf Stokowski, L.A. (2011). Overhauling Nursing Education. Retrieved from http://www . medscape.com/viewarticle/736236 US Census Bureau. (2009). Fact Sheet: Miami Shores Village, Florida. Retrieved from http://factfinder.census.gov/home/saff/main.html?_lang=en