N 584 Humanistic Therapy

N 584 Humanistic Therapy

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Assignment:

Critical Thinking Exercises :

Case Study #1: McLanahan University

McLanahan University is an accredited university of
approximately 28,000 full-time and 12,000 part-time students, offering
baccalaureate, masters, and doctoral programs. It is located in a multicultural
city of 1,200,000 inhabitants. There are five acute care hospitals, one of
which is a 375-bed magnet hospital. Other health care facilities in the city
include three chronic and long-term care agencies, numerous nursing homes,
eight home health care agencies, a public health unit, physicians’ and nurse
practitioners’ offices, and walk-in clinics.

Dr. Seranous Koupouyro is the director of The McLanahan
School of Nursing, which comprises 10 masters-prepared and 11
doctorally-prepared full-time nursing faculty. Faculty have been meeting for
four months to redesign the BSN curriculum. Part-time faculty have been
regularly invited to join the curriculum work, but their involvement has been
slight. The goal is to implement the revised curriculum in 18 months for a
class of 125 students.

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The Total Faculty group endorsed the existing
humanistic-caring, feminist philosophical approaches. Core curriculum concepts,
key professional abilities, and principal teaching-learning approaches were
identified and the curriculum nucleus endorsed.

The curriculum committee has developed the outcome
statements, and after these were approved, they formulated the level
competencies. The outcome statements address the provision of evidence-based
nursing care in accordance with regulatory standards, effective communication
and management, ethical and cultural competence, and advocacy to enhance social
justice. The faculty are now ready to consider the curriculum design.

How should the curriculum committee proceed with the work
yet to be done?

What should the curriculum committee consider next?

What resources would assist the committee in its curriculum
design process?

What should be included in the curriculum design?

How will the curriculum nucleus influence the curriculum
design?

How could nursing and non-nursing courses be determined?

What policies should be taken into account for the
curriculum design?

Case Study #2: Philmore College

Situated in a small, non-industrial town, Philmore College
was originally a “hilltop” college established in 1818 as a school
for boys and later, for boys and girls. The school has evolved into a 4-year,
privately endowed, non-sectarian, post-secondary institution. Since the 1960’s,
programs leading to baccalaureate degrees in psychosocial and physical sciences
have been offered. A decision has been made to offer a 12-month accelerated BSN
program in response to the nursing shortage and the demand by applicants with
prior degrees. This program will be additional to the upper division BSN degree
that is currently offered.

The 9 master’s-prepared and 4 PhD full-time nursing faculty
have combined nursing practice and teaching experience ranging from 4–18 years.
The director, Dr. Agnes Philmore, a direct descendant of the founder, joined
Philmore College in 1996. All nursing faculty, including the director, engage
in classroom and clinical teaching. The practice experiences for the upper
division BSN students are offered in one local 200-bed community hospital, a
224-bed tertiary care hospital in a neighboring city, and a 76-bed long-term
and residential care facility. Students also have community nursing experience,
which is coordinated and supervised by a primary care nurse practitioner with
an adjunct faculty appointment. Approximately 85 students graduate annually and
have been consistently successful in the licensure examinations and in
obtaining employment.

The director, faculty, several students, and a local nurse
practitioner, who comprise the curriculum committee, have been meeting to
design the 12-month program. The curriculum nucleus has been determined and the
curriculum outcomes written. The principal teaching-learning approaches are
focused on active and constructed learning. Courses for the
discipline-specific, accelerated 182-month program have been identified. The committee
is ready to begin course design.

What parameters must the curriculum committee consider when
designing the courses?

In what way will a commitment to active learning influence
course design?

Which components should be included in the courses?

What classroom and clinical experiences could be
incorporated into the courses?

What would sample clinical and classroom courses look like
for this accelerated baccalaureate-nursing program?