Advancing Nurse Scope of Practice in the Republic of Moldova Using Simulation

Background: Nurse identity in the Republic of Moldova is undergoing change to achieve recognition as a profession. This article describes a faculty development program designed to help articulate the professional nurse role and scope of practice through enhanced teaching pedagogies used in basic nur...

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Bibliographic Details
Published in:The Journal of nursing education 2021-07, Vol.60 (7), p.377-385
Main Authors: Hoover, Evelyn L, Lekan, Deborah A, Harwood, Elaine, Ghidora, Eugene
Format: Article
Language:English
Subjects:
Age
Aging
Behavioral Objectives
Clinical medicine
Collaboration
Curricula
Diabetes
Educational objectives
Experiential learning
Faculty Development
Geriatric nursing
Geriatrics
Globalization
Health aspects
International aspects
Learning Strategies
Life expectancy
Nurses
Nursing
Nursing care
Nursing education
Older people
Pedagogy
Population
Public health
Rural areas
Scope of practice
Simulated environment (Teaching method)
Simulation
Technology application
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Summary:Background: Nurse identity in the Republic of Moldova is undergoing change to achieve recognition as a profession. This article describes a faculty development program designed to help articulate the professional nurse role and scope of practice through enhanced teaching pedagogies used in basic nursing education. Method: Experiential learning strategies such as high-fidelity simulation, unfolding geriatric case study, role-play, task trainers, moulage, and teach-back were used to demonstrate the nursing process and scope of practice. Results: Fifteen faculty from five technical colleges of nursing participated in the Geriatric Nursing Institute (GNI). Debriefings yielded positive responses on using experiential learning strategies to augment didactic methods to facilitate student competencies, nurse identity, and scope of practice. Conclusion: The GNI contributed to the professional development of faculty with potential impact on nursing students to achieve enhanced preparedness in global nurse competencies. Although the pedagogical innovations were welcomed, future initiatives building on the GNI are needed. [J Nurs Educ. 2021;60(7):377–385.]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20210616-03