Designing an educational curriculum plan as part of a standardization plan for dementia special care units in a multi-facility long-term care organization & evaluating transfer of knowledge to licensed nurses in a unit of instruction entitled "Philosophy of supportive dementia care in a long-term care facility"

Publication Year:
2003
Usage 5
Downloads 5
Repository URL:
https://digitalcommons.stritch.edu/etd/479
Author(s):
Jensen, Elizabeth
Tags:
Medicine and Health Sciences; Nursing; Curriculum planning; Dementia--Patients--Long-term care; Nurses--Education;Alzheimer's disease--Nursing
artifact description
This project was initiated as a response to a request from an organization that manages multiple long-term care facilities in the state of Florida. The organization's goal was to develop a standardized approach to providing licensed nursing staff with education and training to care for residents with Alzheimer's disease and related disorders in the long-term care environment. Due to the size of this project and the time involved for development, a portion of it was selected to present for this master's project. Three parts of the project were selected for presentation as follows: one, to describe the parameters to consider when implementing clinical education in an organization with multiple long term care facilities; two, to _design a curriculum plan for licensed nursing staff that fits the established parameters; and three, select one portion of the curriculum to implement and evaluate transfer of knowledge with licensed nurses working in a long-term care environment. The curriculum plan was developed based on literature review, and guided by the theory of the Caring Curriculum by Bevis and Watson (1989) . The theory components of modeling, dialogue, practice and confirmation, were utilized throughout the development of the curriculum plan. Unit one of the curriculum, "Philosophy of Supportive Dementia Care", was taught to a volunteer group of 11 licensed nurses currently working in long-term care. Learning measures for each objective demonstrated a transfer of knowledge in all participants. The theory and components of the Caring Curriculum were observed and experienced through the use of a pre-test, lecture, case studies and reflective questions. A matrix was utilized to demonstrate this process. The results of this project, thus far, have met the needs of the organization. Future plans include further development of curriculum materials and implementation in multiple long-term care facilities.