Curriculum Analysis: Emergency Nursing in Diverse Population - Essay Example

? Curriculum Analysis: Emergency Nursing in Diverse Population Emergency Nursing in Diverse Population The St. John Ambulance Emergency response curriculum is one of the interesting courses to pursue in nursing. The course comprises providing service to patients on an emergency call. The course is a prerequisite to medical courses and encompasses providing basic help to victims of accidents, illnesses and diseases among other complications. The basics of nursing are an important constant in the nursing course, but how they are delivered along with the elemental nursing content follows a tradition that has been passed down from one generation to another (Candela, Dalley & Benzel-Lindley, 2006). The curriculum is captivating due to the practical teaching strategies used that differ from traditional techniques of teaching. The changes that are expected in the nursing course should shift from the traditional pediatrics, maternity, mental and community health. The change should be towards health concepts that surround the longevity of life across the clinical divide (Giddens & Brady, 2007). The differentiations and upgrade of nursing should be conducted under didactic and clinical courses. This is so as to encompass a holistic and nonlinear approach to engaging the nursing students in a critical and all rounded approach to challenges that are present in the field. Nursing as a career encompasses classes for both old and new strategies developed in the medical field. Although, in most cases, the refresher courses are done on a fixed schedule, every once in a while there arises a need to have the nurses educated regarding a new nursing concept. Different institutions have a different approach to this teaching and different strategies are involved. St. John’s ambulance in an effort to provide the community with quality service incorporates a number of strategies in teaching the nurses and medical practitioners. As opposed to the continuing traditional teaching methods used in scholarly medical institutions, the organization incorporates the theory of constructivism to quickly and effectively teach new approaches to various challenges. The tutoring department is fairly simple in terms of organization. There is the head of the department, the assistant and secretary and the assigned tutors. Different tutors handle different areas of specification, thereby allowing the tutors the option of concentrating on specific areas. This is a fairly traditional approach to teaching, which has proven to work over the years. The constructivism theory is applied in teaching by engaging students in practical assignments and classes. One of the most popular forms of the curricula is the use of dummies in the Emergency response classes. This approach deviates from the use of theory and diagrams, or even computers in classes with regards to nursing. The use of human replicas in Emergency response classes give the student a firsthand experience in dealing with most Emergency response situations in which various educational instructions may be applied. The life like application of different strategies regarding various treatment methods allows the users the opportunity to perfect various theories that have been taught in the classroom environment. The Emergency response class covers different complications and intensities. The Emergency response class needs strategies in the areas of burns, sprains and fractures, falls, shock, chronic illnesses and all sorts of accident. The class must cover all the possible fields that may need Emergency response action. The module first covers the basics regarding the state of the patient. The first thing that the nursing crew should aid in is gathering information and analysis of the data. This shall be involved in making decisions regarding the best approach to a given condition of the patient. An introduction to the material that is available for Emergency response is another elemental topic in the introductory segments of the class. Getting used to the Emergency response kit contents is a necessary requirement for any nurse in the Emergency response unit. The curriculum also encompasses a number of illnesses and situations that may be entwined in a given emergency call to the organization. The emergency response team has nurses as well as doctors; thus, another sequence in the training is the professional conduct in a given emergency situation. Roles and responsibilities of nurses in the Emergency response team are introduced, which mostly involve assisting the doctor and handling the patient. The expected outcome from the classes is professional and appropriate conduct in response to an emergency call. Quick, appropriate and effective aid to a patient is the favorable outcome for the organization. Rarely is the staff of this organization caught flatfooted by any expected or unexpected accident. The response unit of St. John’s ambulance is famed world over for being a great supplier of Emergency response services in all situations, which range from the minor to the major. Some of the scenarios, where the organization has shown its supremacy include bombing sites, fire disaster sites, construction collapse accidents and chronic disease calls. These areas of coverage encompass the corporate, general as well as private service requirements in regards to health. There are a number of evaluation methods that are common with the organization. Certification on both a personal and organizational level is one of the best methods of evaluation. Irrespective of the region where the organization is based, it has to comply with the standards and regulations of the medical community. The medical team has to be certified by state, and the profession boards to practice under the organization. In addition, internal evaluation of the workers is conducted to ensure that they meet the requirements of the international standards. ISO certification of the services provided by the organization incorporates a method by which evaluation within the organization is achieved. Internal policies regarding the methods of operation and the conduct of the team also dictate the mode of conduct that is expected from the team. Personal certification of the team is based on an institutional and board certification for practice as well as internship. By engaging these methods of assessment, certification issues are eliminated, but regular upgrades and updates towards the teams is another method of evaluation. The organization has an internal structure that provides an assessment of physical, mental, as well as psychological health of the practitioners serving the community at large. The curriculum that is designed for the organization is based on a graduate student. The curriculum is designed to offer a student firsthand experience in the field in accordance with the required medical responsibilities and roles of each medical practitioner. This curricular is designed to give the student a chance to put their skills and learned practices into play before having to handle the real life scenario. The essential construct of the curricula is apparent in practice. This curriculum is based on skill, practice and application. Although the student may have acquired skills in class, the element of forgetfulness is approached in this method of teaching. Information on the curriculum chosen by the St. John ambulance is readily available in a number of sources. The internet provides information from the official website of the organization as well as other reports regarding the performance of the organization. The journals offer reports on the organization in relation to time, competitors and expected goals. The journals are reports based on ideologies of organizations or authors on a specific topic, which in this case is the curriculum. Reports by St, John ambulance are another source of information that is reliable when assessing the performance of this organization. The major element of this organization is ambulance service. This service is based on 24 hours ambulance, day shift ambulance, volunteer ambulance, patient transport crew, and helicopter ambulance. The organization serves the metropolitan and country sub centers. These elements are essential in nursing for the paramedic crew also includes nurses. The nursing mission in the organization is well developed and executed with regards to the organization with the teaching being implemented as practiced in the teaching practices. The philosophical approach to the teaching demands that the teaching involves the use of the dummies to simulate patients thereby easing how interactions are possible with the paramedic crew. The framework of the organization incorporates the mission by ensuring that the teaching is applicable in emergency situations. It is hard to establish conduct via the framework of the organization, but the ideologies are easily noted. The goal of the curricula is evident in the strategic choices made regarding the conduct of teaching. The mode of teaching incorporates the goals that are set based on the scope and market that the ambulance targets. The statement by the organization is broad enough to encompass all the elements of nursing such as the required inputs for a specific output. The overall goal of the organization is wholesome and geared towards performance by the students and professionals. The end of program objective s of this curriculum is encompassed in the performance ideologies that come about with teaching such that goals are achieved in this high-risk field. The curricula framework affects the teaching to an extent that the personnel that are included in the program are certified and necessary in meeting the organization objectives. The components of the curriculum are addressed in the framework and contents of the organization looking into the specific goals for any one specific moment. The components of the curricula are included in the organizational framework, but due to a number of uprising changes and challenges, it rarely is sequential. The team engaged in this conduct has to ensure that it meets the goals set based on the conditions the organization is against. This is basic element that is essential in the implementation of the framework recommendations in teaching. The contents of the organizational teaching strategy incorporate various challenges that are unforeseen. Therefore, they provide means by which they may be incorporated in training for any future alterations. References Candela, L. C., Dalley, K. D., & Benzel-Lindley, J. (2006). A case for learning-centered curricula. Journal of Nursing Education, 45(2), 59-66. Retrieved from http://www.readperiodicals.com/201003/2021688801.html#ixzz21fF2uE6L Giddens, J. F., & Brady, D. P. (2007). Rescuing nursing education from content saturation: The case for a concept-based curriculum. Journal of Nursing Education, 46(2), 65-70. Retrieved from http://www.readperiodicals.com/201003/2021688801.html#ixzz21fF9hPSS Read More