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Compare the NLN, AACN/CCNE Guidelines for Nursing Schools

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Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum

The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum.

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The Faculty Qualifications Committee members recommended strengthening the requirement of the PN nursing faculty because of the complexity in nursing practice and nursing education today. PN faculty take on many of the same roles as RN faculty and therefore should have the same qualifications as RN faculty. Further, the roles of PNs and RNs in clinical practice are changing, and, in this complex health care environment, this will only continue

Therefore, it is essential for PNs to understand the differentiation, and multiplicity, of the various roles in nursing and health care; graduate prepared faculty members will be able to facilitate this understanding. Graduate prepared faculty will also be able to teach, and role model, the intricacies of delegation, supervision, and assignment that are so important for PNs.

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The effect of interprofessional education is not easily verified since control group designs are expensive, reliable measures are few, and time lapses can be long between interprofessional education and the behavior of graduates. Barr and colleagues (2005) reviewed 107 evaluations of interprofessional education in published reports and found support for three outcomes: interprofessional education creates positive interaction among students and faculty; encourages collaboration between professions; and results in improvements in aspects of patient care, such as more targeted health promotion advice, higher immunization rates, and reduced blood pressure for patients with chronic heart disease. Reeves and colleagues (2008) reviewed six later studies of varying designs. Four of the studies found that interprofessional education improved aspects of how clinicians worked together, while the remaining two found that it had no effect (Reeves et al., 2008).

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All things considered, nursing programs must strive continually to improve the quality of nurses and the nursing profession. Faculty educators identify the core competencies and student outcomes for their program. These should be educated decisions.

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Barr, H., I. Koppel, S. Reeves, M. Hammick, and D. Freeth. 2005. Effective interprofessional education: Argument, assumption & evidence . Oxford, England: Blackwell Publishing, Ltd.

Baxter, P. 2007. The CCARE model of clinical supervision: Bridging the theory-practice gap. Nurse Education in Practice 7:103-111.

Benner, P., M. Sutphen, V. Leonard, and L. Day. 2009. Educating nurses: A call for radical transformation . San Francisco, CA: Jossey-Bass.

Cronenwett, L., G. Sherwood, J. Barnsteiner, J. Disch, J. Johnson, and P. Mitchell. 2007. Quality and safety education for nurses. Nursing Outlook 55(3):122-131.

DeLunas, L. R., and L. A. Rooda. 2009. A new model for the clinical instruction of undergraduate nursing students. Nursing Education Perspectives 30(6):377-380.

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