RESUMO
Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care.
Assuntos
Bacharelado em Enfermagem/normas , Empatia , Docentes de Enfermagem/normas , Modelos Educacionais , Filosofia em Enfermagem , Ensino/normas , Currículo/normas , Bacharelado em Enfermagem/ética , Enfermagem Baseada em Evidências , Guias como Assunto , Humanos , Relações Interprofissionais , Liderança , Modelos de Enfermagem , Papel do Profissional de Enfermagem/psicologia , Pesquisa em Enfermagem/educação , Pesquisa em Enfermagem/ética , Guias de Prática Clínica como Assunto , Competência Profissional/normas , Socialização , Estudantes de Enfermagem/psicologia , Ensino/éticaRESUMO
Legislation requires universities to provide reasonable accommodations for students with disabilities to facilitate their access to post-secondary education. In the case of professional programs, educators must think beyond the classroom and consider the implications for clinical practice. The nature of some students' accommodations prompted concerns about the students' ability to meet program expectations. This paper describes the explorations and actions of the University of Manitoba Faculty of Nursing regarding working with undergraduate nursing students with disabilities. The paper includes a summary of literature, strategies adopted to facilitate access to nursing education for students with disabilities, and issues that require further attention.
