NSM and Education (1998)
Lowry, L. (Ed.) (1998). The Neuman systems model and nursing education: Teaching strategies and outcomes. Indianapolis, IN: Sigma Theta Tau International Center Nursing Press.
This significant work reflects the growing concern of educators about how to appropriately educate the beginning nurse. There is a dearth of literature on curricular planning, teaching strategies, and longitudinal evaluation illutrating the use of nursing models for basic nursing education programs.
The monograph fulfills the longstanding need for sharing specific processes used by experienced nurse educators in educational programming with the Neuman Systems Model. How exciting it is to learn of the many creative teaching strategies used by these nurse educators! They are to be commended for sharing their success to benefit both novice and experienced educators in this challenging era of curricular revolution. Many of these processes could enhance the application of other models, as well. It has long been my view that beginning level nurse educaiton programs should be based on nursing models so that students can benefit from knowing the "big picture" and learning important nursing concepts that cna maximize future learning activities.
Table of Contents
Contributors 7
Foreword 9
Acknowledgements 11
Preface 13
Unit 1: CHARTING THE DIRECTION
Chapter 1: Creating Teaching and Effective Evaluation 17
Lois W. Lowry
Chapter 2: Overview of Strategies that Integrate the Neuman Systems Model, Critical Thinking, and Cooperative Learning 31
Opal A. Freiburger
Chapter 3: Evaluation in Nursing: History. Models, and Neuman's Framework 37
Grace G. Newsom and Lois W. Lowry
Unit II: STRATEGIES FOR THE JOURNEY
Chapter 4: Critical Thinking, the Neuman Systems Model, and Associate Degree Education 53
Sarah J. Beckman, Sanna Boxley-Harges, Cheryl Vruick-Sorge, and Juditch Eichenauer
Chapter 5: Creative Teaching Strategies in a Neuman Based Baccalaureate Curriculum 59
Priscilla Busch and Martha H. Lunch
Chapter 6: Critical Thinking Strategies for Family and Community Client Systems 71
Janet S. Hassell
Chapter 7: The Neuman Systems Model, Critical Thinking, and Cooperative Learning in a Nursing Issues Course 79
Opal A. Freiburger
Chapter 8: Teaching Culturally Competent Care: A Korean-American Experience 85
Nahn Joo Chang and Barbara T. Freese
Chapter 9: Community Health Nursing: Keystone of Baccalaureate Education 91
Ann R. Weitzel and Kathryn C. Wood
Chapter 10: Primary Prevention in an Associate of Science Curriculum 99
Rita Sutherland and Donna L. Forrest
Chapter 11: The Neuman Systems Model in Advanced Practice Nursing 109
Patricia R. Nuttall, Eleanor M. Stittich, and Filomena C. Flores
Unit III: OUTCOMES, OPPORTUNITIES, AND CHALLENGES
Chapter 12: Fourth Generation Evaluation and the Neuman Systems Model 117
Bronwynne C. Evans
Chapter 13: Clinical Evaluation: The Heart of Clinical Performance 129
Victoria Strickland Seng
Chapter 14: NSM-Based Care as an NLN Program Evaluation Outcome 135
Barbara T. Freese and Carol J. Scales
Chapter 15: Efficacy of the Neuman Systems Model as a Curriculum Framework: A Longitudinal Study 139
Lois W. Lowry
Chapter 16: Evaluation Modalities for Assessing Student and Program Outcomes 149
Sarah J. Beckman, Sanna Boxley-Harges, Cheryl Bruick-Sorge, and Judith Eichnaur
Chapter 17: Development and Renewal of Faculty for Neuman-Based Teaching 161
Lois W. Lowry, Sarah Beckman, Barbara T. Freese, and Rita Sutherland
Chapter 18: Vision, Values, and Verities 167
Lois W. Lowry
Appendix 175