Relevancia de los estilos de autogobierno mental en la orientación de los superdotados

interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances.

The School of Nursing offers the Bachelor of Science Degree in Nursing, which is a four-year curriculum. The curriculum is composed of five levels leading to the BSN degree in

nursing. The curriculum prepares graduates for entry into the profession as a beginning practitioner of professional nursing.

The curriculum reflects educational theory by employing the Modeling Role-Modeling Theory (MRM) by Erickson, Tomlin, & Swain (1983) (Exhibit IV-N). The MRM theory has two major components which are Modeling and Role-Modeling. The Modeling component embeds the act of modeling. Modeling is the process the nurse uses to develop an understanding and perspective of the client’s world from the client’s framework and perspective. Additionally, the art of modeling is the development of a picture of the situation from the client’s perspective.

The science of modeling is the data collection, aggregation, and analysis of the client’s model.

The second component, Role-Modeling, is the facilitation of the individual in attaining, maintaining, or promoting health through purposeful interventions. The art of Role-Modeling occurs when the nurse plans and intervenes with respect to the theoretical knowledge base for nursing practice. According to the Role-Modeling Theory, the essence of nurturance requires unconditional acceptance of the person as the person is, while encouraging and facilitating growth and development individually. The School of Nursing faculty members believe the student learns by imitating or role modeling the behaviors of a competent nurse instructor where the nurse instructor or role model is regarded as knowing the appropriate and rewarded roles of the nursing profession.

The domain of nursing, as a profession, is an art and a science. The instructional processes in each course and level allow students to express themselves uniquely and to grow and develop individually. Each course utilizes a syllabus that links student learning experiences to the classroom, laboratory, and clinical settings. The course syllabi are composed of course content, student assignments, testing, required textbook, and learning experiences. Within the theory of Modeling Role-Modeling, the School of Nursing instructional processes allow for students to explore, express, and build on unique experiences within the clinical, classroom, and laboratory settings (Exhibit V-A).

The School of Nursing recognizes the unique and diverse abilities of its students in the professional nursing program and offers students opportunities to participate in the Student Nursing Association, Student Government Association, Band, Choir, Distance Learning, and other campus organizations at GSU. Students are also able to consult with faculty at any time via email, online, and during faculty office hours. Faculty take the time to talk with students

individually regarding their concerns about course, classroom, or laboratory experiences and expectations. The faculty schedule multiple meetings with students to encourage their participation through course activities. The faculty utilize multiple educational theories to facilitate learning across the curriculum for each learning styles.

The laboratories are open from 07:30 a.m. until 5:00 p.m. Monday through Thursday and 07:30 a.m. until 11:30 a.m. on Fridays. This allows students to work at their unique individual pace and gives them adequate access to the computer and clinical laboratories to strengthen their skills. The nursing faculty members are available to assist in the computer and clinical

laboratories in the event students need one-on-one supervision. The simulation laboratory is available to students from 07:30 am until 5:00 pm Monday through Thursday and 07:30 am

through 11:30 am on Fridays. This time frame allows students too individually or as a group supplement or remediate skills that were introduced either in earlier semesters or for the current semester.

Students also have access to their teachers via email, blackboard, offices, and office telephone numbers. The University and the School of Nursing require faculty to conduct office hours and to post them so that they are visible to students. All faculty office hours are posted and visible on their office doors and on Blackboard/Moodle under the staff/faculty tab. Each syllabus reflects the specific faculty teaching in the course as well as the faculty’s contact information such as office number, office telephone number, GSU email addresses, and names of faculty.

Prior to the beginning of each semester and throughout the semester, the students are verbally made aware of faculty office hours, contact numbers, and location of offices. In compliance with the University policy, all nursing faculty members have a minimum of ten office hours per week.

The School of Nursing is accommodating to student’s individual learning styles and needs. Learning processes include four phases of the learning cycle. Ideally, using a well - rounded learning process, students tend to cycle through all four phases. The four learning phases of the cycle are learning by experiencing, doing, reflecting, and thinking. Students are encouraged to identify and share their preferred learning style. The School of Nursing assists with this process at pre-entry to the program, entry into the program and throughout each level in the nursing curriculum. This is evident in how faculty members teach, test, and remediate

students throughout the program through completion.

The School of Nursing defines research as a means to consistently explore or to

cautiously investigate ideas to systematically validate and refine present knowledge and generate new knowledge that directly or indirectly impacts nursing practice. The research process is a

subset of problem-solving process. The steps of the nursing process are: 1) assessment, 2) diagnoses, 3) plan, 4) implementation, and 5) evaluation. . The School of Nursing involves students in the research process across the curriculum.

Courses are designed to facilitate student’s learning of principles and models of evidence-based practice and research utilization. Students use research data systematically to appraise health and illness related issues across the life span. In all clinical courses, students have the opportunity to not only dialogue with peers, teachers, and staff, but also with patients and families.

The curriculum in the MSN program builds on the framework for the BSN program, utilizing the Modeling Role-Modeling theoretical approach. Additionally, faculty members teaching in the MSN program incorporate Benner’s Novice to Expert theory as a framework for evaluating graduate student growth along a continuum in the program. Students conduct self- evaluations of their own development using the Novice to Expert scale ratings for each of the NONPF competencies for advanced practice. Faculty members teaching in the MSN program also incorporate theoretical concepts from other theorists in the presentation of clinical

management lectures, especially Pender’s Health Promotion Model and Orem’s Self Care Deficit theories. Faculty members teaching in the MSN program consistently update lectures to

incorporate current evidence-based practice content.

Innovative teaching strategies are employed in a variety of means throughout the

curriculum. For example, in NUR 501 Advanced Nursing Theory, students form debate teams to work collaboratively to ―defend‖ their assigned theorist in the application of that theory to a clinical scenario. In NUR 543 Rural Health/Community Issues and NUR 545 Family Dynamics, students engage in community, family, and cultural assessments; and plan and implement

community health projects based on community assessment findings. In the role classes, graduate students have assignments designed to provide experiential learning opportunities including interviews with practicing clinicians, legislative persons, and completion of a personal business plan. In the clinical management courses for nurse practitioner and nurse educator students, students are assigned oral presentations on specific topics to aid them in the

development of their own ability to articulate and speak professionally. These oral presentations require students to conduct research of most current evidence on the assigned topics. Many of the graduate courses are augmented with the additional resources provided through

Blackboard/Moodle online sites. In this manner, students are introduced to web links on various topics, provided with lecture materials and resource information, and directed to engage in discussion threads on a variety of topics related to the course.