Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum
Date
2021
Authors
Epp, Sheila
Reekie, Manuela
Denison, Jacqueline
de Bosch Kemper, Nicole
Willson, Melanie
Marck, Patricia
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Profession Nursing
Abstract
To effectively navigate today's complex and rapidly changing health care environments, nurses require a high
level of knowledge, sound psychomotor skills, diverse thinking and reasoning abilities, and a strong professional
identity. The evidence showed that programs that offer students focused clinical practice experiences and offer
students opportunities to ‘think like a nurse’ enable them to become sound practitioners. Faculty and staff at one
mid-sized research-intensive university in Western Canada, engaged in an iterative process of rethinking the
theoretical and pedagogical underpinnings of a BSN curriculum for educating nurses for the complexity of today's
practice.
Constructivist learning theory was chosen as the main underpinning of the revised curriculum. Furthermore,
transformational learning theory guided the selection of several pedagogical approaches utilized throughout the
program with the goal of inviting critical reflection and encouraging the development of competent, compassionate,
ethical, and professional nurses. Additionally, we employed an innovative approach to clinical practicums
where the process of learning is both integrated and intentional, and students are mentored to use prior
knowledge in their decisions and clinical reasoning.
Description
Keywords
Curriculum revision, Constructivism, Transformational pedagogies, Integrative intentional learning, Professional identity
Citation
Epp, S., Reekie, M., Denison, J., de Bosch Kemper, N., Willson, M., & Marck, P. (2021). Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum. Journal of Professional Nursing, 37(5), 804-809. https://doi.org/10.1016/j.profnurs.2021.06.007.