TY - JOUR
T1 - Veteran-centric content integration into a baccalaureate nursing curriculum
AU - Rose, Anastasia Y.
AU - Roach, Ashley D.
AU - Lloyd-Penza, Mary
AU - Miller, Calvin
AU - Cooper, Michele
AU - Messecar, Deborah
N1 - Funding Information:
This project was made possible through the U.S. Department of Veteran Affairs Office of Academic Affiliations and the Office of Nursing Services VA Nursing Academic Partnerships Program (VANAP).
Publisher Copyright:
Copyright © 2020 SLACK Incorporated.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/7
Y1 - 2020/7
N2 - Background: Nurse educators frequently search for innovative ways to address specific population needs such as those presented by veterans. Method: To integrate veteran-centric content into undergraduate nursing curriculum, Veterans Affairs Nursing Academic Partnership (VANAP) faculty conducted a literature review, collaborated with stakeholders, developed veteran-centric competencies, identified natural areas in existing curriculum for content integration, developed learning activities, and created a content integration map. Results: Eight VANAP competencies were developed to guide content integration. A map of veteran-centric content integration into the baccalaureate curriculum was created, and content was integrated into theory and clinical courses, and simulation experiences in the undergraduate program. Conclusion: The strategies for incorporating veteran-centric care into a curriculum can be used by all nurse educators to integrate and maintain various population-specific content.
AB - Background: Nurse educators frequently search for innovative ways to address specific population needs such as those presented by veterans. Method: To integrate veteran-centric content into undergraduate nursing curriculum, Veterans Affairs Nursing Academic Partnership (VANAP) faculty conducted a literature review, collaborated with stakeholders, developed veteran-centric competencies, identified natural areas in existing curriculum for content integration, developed learning activities, and created a content integration map. Results: Eight VANAP competencies were developed to guide content integration. A map of veteran-centric content integration into the baccalaureate curriculum was created, and content was integrated into theory and clinical courses, and simulation experiences in the undergraduate program. Conclusion: The strategies for incorporating veteran-centric care into a curriculum can be used by all nurse educators to integrate and maintain various population-specific content.
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U2 - 10.3928/01484834-20200617-09
DO - 10.3928/01484834-20200617-09
M3 - Article
C2 - 32598011
AN - SCOPUS:85087434730
SN - 0148-4834
VL - 59
SP - 400
EP - 404
JO - The Journal of nursing education
JF - The Journal of nursing education
IS - 7
ER -