CURRICULUM REVISIONNurse Training Program at the University of
California San Francisco Medical Center
ERIN GRIFFES,
JESSICA MCCLUSKY,
MONICA RUDY, &
TENNILLE PARSONS
FERRIS STATE UNIVERSITY
NURSING 601
http://www.workingnurse.com/articles/Should-Nursing-School-Curriculum-Be-Standardized
PART ONE
Parnassus Campus
Mount Zion Campus
New Mission Bay Campus
Introduction to the Curriculum
 University of California San Francisco (UCSF) Medical
Center nurse training program


700-bed, Public, Non-profit, Nonsectarian
Urban Teaching & Research University Hospital- 3 campuses
 New nurses with <6 months experience or new to
specialty
 2 weeks:

core classes, computer training, skills simulations, hands on
demonstration
 Weeks 3 onward:
 work with preceptors on the unit
Grid
of Threaded
Concepts
Identify
Concept-Based Model
of Curriculum
Development: Where
do we begin?
Classify
Define
Grid of Threaded Concepts
• Evidence-based,
comprehensive,
high quality care
• Safety
• Integration of
ethics, skill, &
experience
• Communication
• Holistic,
individualized,
culturallysensitive care
Caring
Healing
Discovering
Teaching
• Support &
resources for
professional
development
Identification of Areas for Growth
Revised Curriculum
New Curriculum
• Synergy Nursing
 Indigent/Unserved and
Practice
• Family Centered Care
• HCAPS and Customer
Service
• Spiritual Care and
Diversity
Underserved Population
Care and Resources
References
Accreditation Commission for Education in Nursing. (2013). 2013 ACEN standards and
criteria. Retrieved from http://www.acenursing.net/manuals/SC2013.pdf
Institute for Nursing Excellence. (2014). INEx training program [Handout].
University of San Francisco California Medical Center, San Francisco, CA.
Keating, S. (2010). Curriculum development and evaluation in nursing (2nd ed.). New
York: Springer Publishing.
Marshall, E. S. (2011). Transformational leadership in nursing. Chapter 6. New York, NY:
Springer Publishing Company, LLC.
Parsons, T. (2014). Nursing Educational Program Assessment. Unpublished manuscript,
School of Nursing, Ferris State
University.
University of California San Francisco Medical Center. (2014). Our
mission.
Retrieved
from http://www.ucsfhealth.org
University of California San Francisco Nursing. (2014). UCSF nursing. Retrieved from
http://www.ucsfnursing.org
Wolf, D., Lehman, L., Quinlin, R., Rosenzweig, M., Freide, S., Zullo, T., & Hoffmann, L.
(2008). Can nurses impact patient outcomes using a patient-centered care
model? The Journal of Nursing Administration, 38(12), 532-540. doi:
10.1097/NNA.0b013e31818ebf4f
PART TWO
DAY 2-EXPLORING SYNERGY
NURSING PRACTICE &
FAMILY-CENTERED CARE
(REVISION)
JESSICA MCCLUSKY
Course Identification
 Course Information
 Exploring the Synergy Nursing Practice Model and FamilyCentered Care
 Limited information
 No course description
 No course objectives
 Day 2
 Audience
 Nurses with less than
6 months of experience
Course Description
 This course is designed as an interactive learning
opportunity to explore the Synergy nursing practice
model and patient and family-centered care.
Through the use of discussion, case-study, and roleplay, the learner will be introduced to various
methods for providing successful patient and familycentered care, focusing on specific cultural needs and
diversity.
Course Objectives
 The learner will:
1.
Discuss the Synergy nursing practice model as it relates to
the importance of understanding cultural diversity in
patients.
2.
Demonstrate understanding of family cultural sensitivity
through successful completion of a role play scenario.
3.
Analyze how different cultures will affect the nurse’s delivery
of patient and family-centered care.
Legal & Accreditation Standards
 The Joint Commission
 Standard: cultural competence and relationship to patient and
family-centered care
 Added 2012
 Course Revisions
 Add cultural diversity education as a cornerstone to providing
successful patient and family-centered care (Objective #1)
Quality & Safety Standards
 Quality and Safety Education for Nurses (QSEN)
 Patient-centered care
Provide patient-centered care with sensitivity, empathy, and
respect for diversity
 Analyze how diverse cultural, ethnic, spiritual, and social
backgrounds function as sources of patient and family values
 Eliminate barriers to the presence of families

 Course revisions
 Role play and case study activity addition
 Focus on altering normal practice to accommodate
Professional Practice Standards
 National League for Nursing Core Competencies for
Nurse Educators


Competency 1- Facilitate Learning
Competency 4- Participate in Curriculum Design and
Evaluation of Program Outcomes
 Course Revisions
 Incorporate diverse modes of teaching
 Tailor education to current San
Francisco cultural trends
Bloom’s Taxonomy
 Course Objectives
1.
2.
3.
Discuss the Synergy nursing
practice model as it relates to the
importance of understanding
cultural diversity in patients.
Demonstrate understanding of
family cultural sensitivity through
successful completion of a role
play scenario.
Analyze how different cultures
will affect the nurse’s delivery of
patient and family-centered care.
Learner-centered Methods
 New activities proposed:
 Group Discussion
 Role Play
 Case Studies
References
American Association of Critical-Care Nurses. (2014). The
AACN synergy model for patient care. Retrieved from
http://www.aacn.org/wd/certifications/docs
synergymodelforpatientcare.pdf
Billings, D. M. & Halstead, J. A. (2011). Teaching in nursing: A
guide for faculty. (4th ed.). St. Louis, MO: Elsevier
Saunders.
Greer, A., Pokorny, M., Clay, M., Brown, S., & Steele, L. (2010).
Learner-centered characteristics of nurse educators.
International Journal Of Nursing Education
Scholarship, 7(1), doi:10.2202/1548-923X.1710
National League for Nursing. (2005). Core competencies of the
nurse educator with task statements. Retrieved from
http://www.nln.org/profdev/corecompetencies.pdf
Keating, S. B. (2010). Curriculum development and evaluation
in nursing (2nd ed.). New York: Springer Publishing.
References
Krau, S. D. (2011). Creating educational objectives for patient
education using the new Bloom's Taxonomy. Nursing
Clinics of North America, 46(3), 299-312. doi:10.1016
j.cnur.2011.05.002
Pappas, C. (2013). The Adult Learning Theory - andragogy – of
Malcolm Knowles. Retrieved from http:/
elearningindustry.com/the-adult-learning-theory
andragogy-of-malcolm-knowles
The Joint Commission. (2014). About us. Retrieved from http:/
www.jointcommission.org/about_us/
about_the_joint_commission_main.aspx
Quality and Safety Education for Nurses. (2014). Graduate
KSAs. Retrieved from http://qsen.org/competencies
graduate-ksas/