Designing health care environments: Part II. Preparing nurses to be design team members

Significant renovation, expansion, and new construction of health care facilities is expected during the next several years. Nurse leaders must expand their knowledge of the design process and evidence of design features that enhance safety, efficiency, and healing. In this article, the authors disc...

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Bibliographic Details
Published in:The Journal of continuing education in nursing 2009-07, Vol.40 (7), p.324-328
Main Authors: Cesario, Sandra K, Stichler, Jaynelle
Format: Article
Language:English
Subjects:
Adult Learning
Aging (Individuals)
Andragogy
Architects
Architecture
Architecture - education
Basic Skills
Brainstorming
Building Design
Collaboration
Communication
Conferences
Cooperative Behavior
Course Objectives
Curriculum
Education, Nursing, Continuing
Education, Nursing, Graduate - organization & administration
Educational Technology
Environmental Influences
Evidence
Experiential Learning
Facility Guidelines
Focus Groups
Graduate Study
Health care access
Health care industry
Health Facilities
Health Facility Environment - organization & administration
Health Services
Hospitals
Humans
Interdisciplinary Approach
Interdisciplinary aspects
Interior Design and Furnishings - methods
Interprofessional Relations
Language Skills
Leaders
Medical personnel
Nurse Administrators - education
Nurse Administrators - organization & administration
Nurse's Role
Nurses
Nursing
Nursing Education
Organizational Objectives
Partnering
Patients
Peer Teaching
Physical Environment
Professional Competence
Professionals
R&D
Research & development
Research and Development
Research Opportunities
Seminars
Software
Students
Texas
Thinking Skills
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Description
Summary:Significant renovation, expansion, and new construction of health care facilities is expected during the next several years. Nurse leaders must expand their knowledge of the design process and evidence of design features that enhance safety, efficiency, and healing. In this article, the authors discuss the development of a graduate-level nursing course that provides nurse leaders with knowledge and competencies in health care design and enables them to engage in effective interdisciplinary communication during the design process. Part I of this two-part series, which was published last month, discussed the basic concepts, principles, and issues related to evidence-based design (Cesario, 2009).
ISSN:0022-0124
1938-2472
DOI:10.3928/00220124-20090623-02