Running head: TRANSFORMING EDUCATION 1

Transforming Education
Molly Gleason
Methodist College
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Transforming Education

I believe that current nursing education is only partly effective in preparing nurses for their

role upon graduation. According to the IOM, the present state of nursing education is in need of

an improved system (IOM, 2011). Changes that are needed include an emphasis on care

management, quality improvement methods, change management, and the new role of nurses

after health care has been reformed (IOM, 2011). Nursing education should shift its focus to

these concepts in order to promote nursing practice at the highest level. Changes need to be made

in order to incorporate these concepts into the curriculum in order for new nurses to have a

steady groundwork for their role. In my experience with students and new graduate nurses, they

tend to be very “skills” oriented and task focused. There are barriers for them to want to facilitate

change and join leadership positions because they are still learning how to be a “nurse.” A

change that needs to occur in nursing education is to focus on leadership and defining what being

a “nurse” truly means.

The IOM states that due to health care reform, nurses’ responsibilities are changing to meet

the increased demand for care (IOM, 2011). Our health system is complex, and the IOM

describes a responsibility of the entry-level nurse is to work “collaboratively and effectively”

(IOM, 2011). Nursing education should focus on leadership and collaboration during school,

which would help new nurses be better prepared for these roles and also to be educated and

engaged in the changes occurring in healthcare. Continuing education opportunities could also

focus on these concepts to promote lifelong learning for the nurse.

The concepts of Boyer’s model can guide the changes needed in nursing education at

both the BSN and MSN level. Discovery can be described as searching for new knowledge and

then sharing this newly discovered knowledge with others (Conard & Pape, 2014). BSN students
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and new nurses should be seeking new knowledge as they begin their new role. Just because

school is over does not mean that the learning is complete, really, it has only just begun. When

the new nurse obtains knowledge, he or she can then provide feedback and share it with others in

order to better the education system. This same concept applies to the MSN student, and as I

complete my graduate studies, I can share my discovered knowledge to help guide the needed

change to nursing education.

Integration can be described as looking at new knowledge in different ways and bringing

findings together (Conard & Pape, 2014). In order to guide change to BSN and MSN programs,

both classroom and clinical opportunities must be integrated into the education to provide a solid

baseline for learning. The IOM also states that, “Nurses should be fully engaged with other

health professionals and assume leadership roles” (IOM, 2011). Here, the concept of

collaboration should be stressed, which might not have been the focus in past years.

Application can be described as using the knowledge to solve problems and then to use it

in the real world (Conard & Pape, 2014). Both BSN and MSN programs have hands on learning

during its course of study. It is imperative to the success of the nurse or graduate student to have

successfully completed this step in their program. Clinical experiences are very important and

should be reviewed and reflected upon, and then changed if needed to meet the program

objectives. Here, leadership opportunities can be assumed in the academic organization to foster

the student’s growth, and then the professional organization upon graduation.

Teaching can be described as advising, mentoring, and teaching through the

dissemination of knowledge (Conard & Pape, 2014). This is the final step in which the

information is taught to others. The BSN student will teach peers, patients, and families, and the
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MSN student will eventually teach students. The aspect of teaching is critical to nursing

education through the dissemination of knowledge to help guide the change as a whole.
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References

Conard, P., & Pape, T. (2014). Roles and responsibilities of the nursing scholar. Pediatric
Nursing, 40(2), 87-90.

IOM, (2011). Future of nursing: Leading change, advancing health. Washington, DC: National
Academic Press.