Curriculum

The Institute of Medicine’s Future of Nursing report challenges educational institutions to prepare nurses for practice through comprehensive programs relevant to contemporary practice. Maintaining a curriculum that reflects contemporary practice is challenging (Pamela, competency) Nursing education has struggled for decades to develop a framework that would adequately reflect nursing and provide a stable yet dynamic curriculum for nursing education. Unfortunately, most of the frameworks the profession has used in the past either were adapted from other disciplines or based on processes, concepts, and theories that were too narrow to serve in the capacity of a unifying framework. Perhaps it is time that nursing begins to focus more on the profession's epistemological forest than on isolated trees when developing and selecting curricular frameworks. This article offers a framework that may help us do just that.( http://europepmc.org/abstract/MED/11843103) It is essential in planning and implementing a strategy in training the nursing profession in using and applying healthcare information systems (http://www.sciencedirect.com/science/article/pii/S1386505698000598) Current literature suggests that the hidden curriculum exists in many professional curricula and that it functions to socialise students into professional behaviours and practice. However, in nursing, there is a gap in our understanding of how these socialisation processes have been influenced by supernumerary status and what forms the hidden curriculum might take currently in clinical practice. These expectations form part of the hidden curriculum that shapes the clinical context, and students have to learn to negotiate their status as supernumerary students in practice to meet these expectations.
Conclusion.  Consequently, students have to learn in a disintegrated learning context where opposing values of learning exist....