THE ACADEMY, RESPOSIBLE FOR THE NURSING FUTURE IMPLEMENTING BPG IN THE CURRICULUM

UNIVERSIDAD AUTONOMA DE BUCARAMANGA - UNAB NURSING PROGRAM

Bucaramanga is the fifth largest economy by GDP in Colombia, with the lowest unemployment rate.

Selected as part of the Inter-American Development Bank “Emerging and Sustainable Cities Initiative”.

Bucaramanga

Universidad Autónoma de Bucaramanga

Universidad Autónoma de Bucaramanga is a private

tertiary education institution whose purpose is to contribute

to the exaltation of human beings based on democratic

and liberal principles.

The ultimate goal of the university is to contribute to

regional and national progress.

ABSTRACT

UNAB Socio-pedagogical and cognitive model

Meaningful learning Reflection, undertanding and construction of meaning

(De Zubiría, J. (1994). Los modelos pedagógicos (pp. 35-37). FAMDI)

Vigotsky (2011), the constructivism and students' learning Taking a scientific, technological and creative language:

critical and reflective thinking.

Development plan UNAB 2013-2018 UNAB - RNAO agreement 2014.

Nursing role, Visibility Teaching, research and spreading

QUESTION

How to achieve an academic process that allows the student and future nursing professional to make critical and reflective decisions, based on scientific evidence and that it responds to the needs of the workplace by being a transforming agent?

BACKGROUND

BENNER, Patricia. From novice to expert. Menlo Park, 1984) Miller’s Pyramid (http://www.scielo.cl/pdf/estped/v38n1/art22.pdf)

MATERIALS

Stage 0: Empowerment of administrative staff

Stage 1: Empowerment of academic staff

Stage 2: Inclusion in the curriculum

Stage 3: Producing research and spreading actions

TEACHERS

STUDENTS

PRACTICE LOCATIONS

PROCEDURE

RESULTS

Stage 0 Empowerment of administrative staff

Signature of the agreement between the Registered Nurses’ Association of Ontario and the Nursing Program at UNAB: October 22nd, 2014

• Stage 1 Empowerment of academic staff Defining the RNAO guidelines to be implemented in the curriculum, updates and professor training Training of 80% of full-time and part-time professors of the nursing program at UNAB Part-time professors’ training, belonging to a specific teaching component, in the implementation of the RNAO guidelines in each specific course by following the models of Patricia Benner, from “Novice to Expert” and Miller’s Pyramid from “Knows” to “Does” (mixed, face-to-face and virtual modality training by using TEMA strategy which is Moodle platform)

Source: Teachers’ training and updating at UNAB from 2016 to 2017

BPG already implemented BPG in process of implementation

Stage 2: Inclusion in the curriculum

Example: proposal of contents and learning strategies for teaching the assessment and pain management guidelines from RNAO

Example: Evaluation rubric of the students’ degree of compliance on training practices in the implementation of the assessment and pain management guidelines

Stage 3: Producing research and spreading actions

Research Improvement in the level of knowledge of teachers and students in 3 nursing programs in

relationship with the assessment and management of pain according to the RNAO Best

Practice Guidelines.

Improvement in the scientific and ethical elements that are taught to students of Nursing in

order to reach the competence to perform an adequate venipuncture in the Nursing

programs of Colombia.

Improvement in the use of scales to assess pain in newborn babies in private and public

institutions in the metropolitan area of Bucaramanga during the first semester of 2016.

Design and implementation of teaching and learning strategies in relationship with the

assessment and management of pain according to the RNAO Best Practice Guidelines by

using the school’s Moodle platform called TEMA.

Improvement in the level of knowledge among RN’s and LPN’s according to the RNAO

Assessment and Management of Pain guideline.

Use of different pedagogical approaches to present nursing content related to Prevention of

Falls and Falls Injuries.

MedUNAB journal Health Sciences Faculty Congress

COMUNICATIONS

Nursing program marketing brochure Institutional webpage

WEB, TEMA project “Vivir la UNAB” newspaper from UNAB

Collaborative work with other Higher Education Institutions and Health Promoting

Companies (EPSs) for the implementation of the BPG RNAO

Heart Institute in Bucaramanga Cuenca University (Ecuador), UDES and UniSangil (Colombia)

General orientation to nursing program students and general meeting of the health sciences faculty

CONCLUSION

During the implementation of the BPG in the curriculum, the following things have been achieved:

Updating of the Nursing Program curriculum in which the strengthening of the research role and strategies such as scientific evidence and the management of guidelines, promoting the development of projects and works in this line are taken into account.

Achieving deep learning with a level of expanded abstraction in which the student can establish relationships with external elements such as the places for training practices (connection between theory and professional practice) in order to make autonomous decisions in the patient and family care.

In the places for training practices: educational activities for the care staff, patients and relatives about the management of the guidelines.

Knowledge test to students and health staff in the places for training practice and a review of teaching-learning strategies.

Creating intrinsic motivation and curiosity in the workforce to generate new and better teaching-learning processes, in which, through the implementation and use of the guidelines by students and teachers, both in the theory and in the training practice so that, in the future, the gap between university and professional practice can be closed not only by the brilliance of a person, but also by the knowledge that emerges in the processes of teamwork and collaboration of a group of people to provide patients with an effective human care.

FUTURE DIRECTIONS

In this sense, the Nursing Program created a culture of care in which all the actors involved - teachers, students and the places for training practice – can participate, and it starts with a diagnosis on which, there is a determination to intervene in order to establish clear indicators of improvement, which will have their impact and reward when the patients can perceive and manifest by themselves (with their behavior) higher levels of satisfaction and improvement in the quality of care given by students. Likewise, the learners can develop balance, sensitivity, integrity, tolerance, social responsibility, interdependence, uncertainty, reasonableness and creativity so that so that they are able to face, reorient and adapt to the changes to become an agent of change, which will allow them to be recognized and respected by their leadership worldwide. To continue with the implementation of the BPG in the curriculum of the Nursing Program. To promote collaborative work with other Higher Education Institutions for the implementation of BPG in the curriculum to transform Nursing through knowledge