Students' self-identified learning needs: a case study of baccalaureate students designing their own death and dying course curriculum.
The knowledge needed to provide competent care to dying clients and their families and to meet the established criteria for effective death and dying curricula was explored by junior-level and senior-level baccalaureate honors students, who identified their own learning needs and resources. After completing the self-designed curriculum, student-identified learning needs were compared to the American Association of Colleges of Nursing competencies for providing high-quality end-of-life care. Analysis of the student-identified objectives revealed a high level of congruity with the nationally established competencies.
Birkholz
Gloria
G
University of New Mexico, Nursing/Pharmacy Building, 2502 Marble NE, Albuquerque, NM 87131-5688, USA. gbirkholz@salud.unm.edu
Clements
Paul T
PT
Cox
Rhonda
R
Gaume
Alethea
A
D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards; D003479:Curriculum / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006801:Humans; D019359:Knowledge; D017145:Models, Educational; D020380:Needs Assessment / Q000458:organization & administration*; D015402:Nursing Education Research; D018794:Problem-Based Learning; D016730:Program Development / Q000379:methods*; D015397:Program Evaluation; D011787:Quality of Health Care; D012956:Societies, Nursing; D013338:Students, Nursing / Q000523:psychology*; D013727:Terminal Care / Q000523:psychology / Q000592:standards; D014481:United States