TY - JOUR
T1 - The effect of a more community-oriented curriculum on nursing students’ intervention choice in community care
T2 - A quasi-experimental cohort study
AU - van Iersel, Margriet
AU - de Vos, Rien
AU - van Rijn, Marjon
AU - Latour, Corine H. M.
AU - Kirschner, Paul A.
AU - Scholte op Reimer, Wilma J. M.
N1 - Funding Information: This study was funded by ZonMw , the Netherlands Organisation for Research and Development , dossier number: 80-80705-98-032 and by NWO , the Netherlands Organisation for Scientific Research , project number 023.010.044 . The organisations were not involved in the study. Funding Information: We thank Suzanne Kieft (SK) for her activities in the analysis of the qualitative data. We thank the Netherlands Organisation for Research and Development (ZonMw) and the Netherlands Organisation for Scientific Research (NWO) for their funding. We also like to thank Dr. Jolanda Maaskant for her contribution to the development of the code book. Finally, we thank all the lecturers, nurses and students involved in the pilot tests of the instrument AICN. Publisher Copyright: © 2022 The Authors
PY - 2022/8/1
Y1 - 2022/8/1
N2 - Aim: The aim of this study is to investigate the effect of a more ‘community-oriented’ baccalaureate nursing curriculum on students’ intervention choice in community care. Background: Following a healthcare shift with increased chronic diseases in an ageing patient population receiving care at home, nursing education is revising its curricula with new themes (e.g., self-management) on community care. Although it seems obvious that students incorporate these themes in their nursing care interventions, this is unclear. This study investigates the effect of a redesigned curriculum on students’ care intervention choice in community nursing. Design: A quasi-experimental quantitative study. Methods: This study with an historic control group (n = 328; study cohorts graduating in 2016 and 2017; response rate 83 %) and an intervention group n = 152; graduating in 2018; response rate 80 %) was performed at a University of Applied Sciences in the Netherlands. The intervention group experienced a curriculum-redesign containing five new themes related to community care (e.g., enhancing self-management, collaboration with the patients’ social network, shared decision making, using health technology and care allocation). The primary outcome 'intervention choice in community nursing’ was assessed with a specially developed vignette instrument ‘Assessment of Intervention choice in Community Nursing’ (AICN). Through multiple regression analyses we investigated the effect of the curriculum-redesign on students’ intervention choice (more ‘traditional’ interventions versus interventions related to the five new themes). The control and intervention groups were compared on the number of interventions per theme and on the number of students choosing a theme, with a chi-square or T-test. Results: Students who studied under the more community-oriented curriculum chose interventions related to the new themes significantly more often, F(1461) = 14.827, p = <0.001, R2 = .031. However, more traditional interventions are still favourite (although less in the intervention group): 74.5 % of the chosen interventions in the historic control group had no relation with the new curriculum-themes, vs. 71.3 % in the intervention group; p = .055). Conclusions: Students who experienced a more ‘community-oriented’ curriculum were more likely, albeit to a limited extent, to choose the new community care themes in their caregiving. Seeing this shift in choices as a step in the right direction, it can be expected that the community care field in the longer term will benefit from these better skilled graduates.
AB - Aim: The aim of this study is to investigate the effect of a more ‘community-oriented’ baccalaureate nursing curriculum on students’ intervention choice in community care. Background: Following a healthcare shift with increased chronic diseases in an ageing patient population receiving care at home, nursing education is revising its curricula with new themes (e.g., self-management) on community care. Although it seems obvious that students incorporate these themes in their nursing care interventions, this is unclear. This study investigates the effect of a redesigned curriculum on students’ care intervention choice in community nursing. Design: A quasi-experimental quantitative study. Methods: This study with an historic control group (n = 328; study cohorts graduating in 2016 and 2017; response rate 83 %) and an intervention group n = 152; graduating in 2018; response rate 80 %) was performed at a University of Applied Sciences in the Netherlands. The intervention group experienced a curriculum-redesign containing five new themes related to community care (e.g., enhancing self-management, collaboration with the patients’ social network, shared decision making, using health technology and care allocation). The primary outcome 'intervention choice in community nursing’ was assessed with a specially developed vignette instrument ‘Assessment of Intervention choice in Community Nursing’ (AICN). Through multiple regression analyses we investigated the effect of the curriculum-redesign on students’ intervention choice (more ‘traditional’ interventions versus interventions related to the five new themes). The control and intervention groups were compared on the number of interventions per theme and on the number of students choosing a theme, with a chi-square or T-test. Results: Students who studied under the more community-oriented curriculum chose interventions related to the new themes significantly more often, F(1461) = 14.827, p = <0.001, R2 = .031. However, more traditional interventions are still favourite (although less in the intervention group): 74.5 % of the chosen interventions in the historic control group had no relation with the new curriculum-themes, vs. 71.3 % in the intervention group; p = .055). Conclusions: Students who experienced a more ‘community-oriented’ curriculum were more likely, albeit to a limited extent, to choose the new community care themes in their caregiving. Seeing this shift in choices as a step in the right direction, it can be expected that the community care field in the longer term will benefit from these better skilled graduates.
KW - Community care
KW - Curriculum design
KW - Intervention choice
KW - Nursing education
KW - Nursing students
UR - http://www.scopus.com/inward/record.url?scp=85134566345&partnerID=8YFLogxK
UR - https://pure.hva.nl/ws/files/24738614/Appendix_A._Supplementary_material.pdf
U2 - https://doi.org/10.1016/j.nepr.2022.103410
DO - https://doi.org/10.1016/j.nepr.2022.103410
M3 - Article
C2 - 35849997
SN - 1471-5953
VL - 63
SP - 1
EP - 7
JO - Nurse Education in Practice
JF - Nurse Education in Practice
M1 - 103410
ER -