Developing A Curriculum For Midwifery Nursing Students Using Bloom’s Taxonomy

Category

Duration

Module Contents

Experts

Activity

Knowledge

(Here the memory development of learned materials are focused, knowledge gaining on specific terms, interventions and theories are demonstrated)

(Horsfall, Cleary & Hunt, 2012)

2 weeks

Basic nursing theories, interventions in primary care settings, current topic in primary and secondary nursing, infections, immune system, impaired immunity, major categories of pregnancy disorders, cesarean and normal delivery, genetics, cell biology, risk factors in pregnancy and delivery

General nurse educators

Introductory class for masters in nursing, Defining nursing terms, specializing the subject for midwifery students, nursing intervention related knowledge for pregnancy and delivery

Comprehension

(Here understanding of facts or ideas through translating, interpreting and extrapolating is concerned)

 (Sreedhar, 2013)

2 weeks

Assessment of primary care and specialized knowledge on midwifery nursing skills, nursing guidelines and legislations, workplace health and safety, security assessment

Nurse educators

Assessment of specific situation handling as a midwifery nurse, audiovisual sessions, presentation on nursing guidelines and primary to emergency care settings

Application

(It is the step of problem solving, applying own theoretical knowledge in practical field)

3 months

Case studies reading, practical class on pregnancy case handling, practical class on conflict management (Kong et al. 2014)

Surgeon doctor, nurse educator

Practical class on delivery, anesthesia, infection control, hygiene measures and primary settings of delivery

Analysis

(Examining and identifying motives or causes of any action)

Hospital visit and case understanding, Relating nursing theories with practical knowledge

Doctors, registered nurse, nurse educator

Presentation, group discussion, group project on case study analysis, individual case presentation

Evaluation

(It is the step of judging internal evidence and external criteria)

2-3 months

Evidence-based nursing, research projects development, personal skill development assessment, team project

Doctors, nurse educators, senior staffs, gynecologist, delivery surgeon

Workshop on delivery diet and healthy pregnancy, team presentation on practical delivery case scenario, assessment on identifying patient’s risk on delivery and handling conflict situation in workplace (Overbaugh & Schultz, 2012)

Synthesis

(In this step the student becomes able to create a structure or pattern from their own knowledge)

6 months

Dissertation, module course, paper presentation, internship, mini-thesis development

Medicine doctor, nurse educator, gynecologist

Selecting and presenting a peer-reviewed paper, dissertation submission, internship on a specific study topic and group presentation on the outcomes, mini-thesis development and discussion in a group  discussion (Milman, 2012)

Category

Duration

Module Contents

Experts

Activity

Receiving

(Here, all the knowledge all gathered by student)

2-3 months

Patient-centered care and its complication, empathy and holistic care principles, nursing skills, competencies, collaborative practices, behavioral skills, communication skills

Training on effective communication, collaborative behavior, patient-centric approach, conflict management, behavioral changes for a potential nurse, nursing priorities, risk assessment and management, safety management of patient and self-management (Armstrong et al. 2012)

Nurse educators, professors, doctors

Power-point presentation upon nursing competencies, practical example with nursing skills for a midwifery nurse, group discussion and participation in class presentation, specific training sessions for behavioral and conflict management skill development, real life situation handling skill development, visual and listening skill development training

Responding

(In this stage, student respond against situation with received knowledge)

2 weeks

Dealing with emotional management, supporting patient and patient’s family, advances in person-centered care, patient consultation, knowledge assessment, needs assessment, complex choreography, skills related to supporting provision of patient’s family, outline of emergency care (Blandford, 2012)

Doctors, matron

Case study analysis, theoretical and practical case handling, practical class on delivery with dummy pregnant woman, assisting doctor during patient check up, consulting with patient’s family about seriousness of pregnancy, addressing risks, supporting patient’s family, training on behavioral adaptation for supporting a risky patient and providing right information to patient and patient family, responding to each nursing priorities of the patient, participating in class discussion and ethical and empathic communication within teams

Valuing

(Here, student link the value to an object or phenomenon)

Self-paced learning materials, ethical behavior, nursing ethics and consents, legislative framework of the nation, respect and empathy in practice

Peer, nurse educator

Peer supervision, perceptual exercise on pregnancy and delivery, value clarification, demonstration of believe or accepting the ethical practice in workplace or institute and community, proposal of a social plan for supporting a community and follows through, demonstration of feeling of a pregnant woman after a miscarriage, supporting the family in that situation, demonstration of acceptance of the curriculum (Clark & Price, 2016)

Organization

(here, students accommodates values and information with their own schema)

2 months

NLN competencies, NCSBN Core competencies, professional behaviors, communication, clinical decision making, American Holistic Nursing Association standards, concepts, nurses model of wellness, knowledge of informatics and risk assessment 

Nurse educator, professors

Program for promoting client self-responsibility and self-care, holistic nursing process, application of evidence-based practice in curriculum, organizing nursing priorities aligning with the ethical standards of nursing by participating in a stimulation play (Clark & Price, 2016)

Characterization by a value or value complex

(here, student attempts to build abstract knowledge by internalizing those values)

3 months

Self-reliance, objective development for specific patient, team work and collaborative practices, demonstration of behavioral and attitude related skills, discrimination between complications of patients, demonstration of knowledge in nursing intervention for delivery cases

Nurse educators (for assessing values internalized by students)

Journal writing, team presentation on ethical environment in a health care workplace, assessment of changed behavior in a positive manner after gaining training in behavior and attitude to be a potential nurse, demonstrating noticeable participation in the teamwork, resolving critical cases in a theoretical approach

Category

Duration

Module Contents

Experts

Activity

Perception

(Students gain ability for using sensory cues for guiding their motor activity and thereby stimulating activities)

2 weeks

Sensory development skills and knowledge development, nonverbal communication skills, identification of client’s nonverbal communication and perceiving the intervention for resolving these issues

Nurse educators, professors

Observing data in respective of the guiding movement and the selection of senses by participating in lectures and video presentation, estimating external cues of nonverbal communication and building a positive relation with client, assessment on perception ability of the student in a practical case handling (Allen & Friedman, 2011)

Set

(Preparing nursing students to be mental, physically and emotionally stronger before performing the nursing task)

6 months

Structured role play, hospital visit as a trainee, preparation for real care handling, direct client handling, consulting with patient’s family, community care perception

Nurse educator, peer support, community nurse, nurse practitioner, professor, mentor, general physician

Demonstrating procedures before performing a nursing procedure, identifying all the organs and organ system in reproductive system during dissection, demonstrating side effects of medication before dispensing it, identifying correct equipment during surgery and delivery, being prepared to assist a doctor at the time of delivery (Allen & Friedman, 2011)

Guided Response

(ability to follow or imitate the nursing instructions by implementing the trial and error method)

1 months

Peer supervision, knowledge about treatment setup, stimulation direction, non-verbal signals for communication

Peer, nurse educators, professors, mentors

Activities following stimulation direction, assessment on patient counseling, direct patient visit with mentor

Mechanism

(Infusing in the ability to identify and manipulate the responses of the patients in response to an action)

3 months

Coordinated, programmed instructional materials, stimulation games, web site information, statistical information, patient’s risk assessment (Menix, 1996)

Nurse educator, doctor, gynecologist

Coordination in an operation, delivery and handling a complicated patient, assessing patient’s risk, monitoring health status and informing doctors

Complex Overt Response

(Infusing the ability to the nurses such that to execute the respective operations in an efficient manner)

3 months

Emergency training, performance standard development, practical assessment of medication  process, training for communication with risky patients

Emergency doctor and nurse registered nurse

Competency development via real world case handling, participating in community health care programs, measuring patient’s outcomes and planning intervention

Adaptation

(Developing the skills in the nurses for executing new integrated activities and to handle difficult situations)

Throughout the course

Understanding patient’s needs, development of competence, enhancing patient’s needs

Nurse educator, registered nurse, doctors

Hospital visit, patient’s check up, competency assessment, medication assessment, surgery skill development assessment, group presentation and group discussion for communication skill assessment (Allen & Friedman, 2011)

Origination

(represents the ability of learner to draw their knowledge and psychomotor skills for creating new movements) (Menix, 1996)

6 months

Group research, intervention of treatment plan for patient

Nurse educator, delivery surgeon, peers, matron, nurse practitioners

Final dissertation submission, group presentation of research project, direct patient visit with doctor, active assistance during delivery, workshop and attending community health care program and emergency patients (Menix, 1996)