PLANNING PROCESS
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PLANNING PROCESS |
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Minutes
November 12, 2000
Minutes/Diary reflections on the California meeting
Thanks to everyone for a wonderful 3 days of sharing ideas and getting to know one another! We missed Paivi and Julita and were sorry that Marie Luise needed to leave early. Rita and I developed these "minutes" on the plane, and we wanted to start the process of sharing among all partners by sending this message. We will try to reflect here our sense of the thoughts that emerged in the group, and would like you to add and clarify from your own perspective.
We found it very interesting how our ideas progressed as a group over the three days of the conference. One thing the group identified was the need for balance between our concrete ideas and our process. Some of the time was spent on tasks that needed to be done to reach our objective of course development and student exchange by next fall. At the same time, we became more and more aware that our process was just as important as our product during this planning year. We reflected on how to make sure everyone's ideas were heard. We thought together about how to build on each partner institution and course strengths, yet build something new that integrates our perspectives. We realized that the way we work together becomes a model for how our students work together and how our students work with families. We had an especially fruitful discussion of this on Saturday morning. Right after that discussion, three of us (Eija, Elke, and Audrey) went into a session that presented the very ideas we had just discussed as a group. It was enlightening to see that other partners had experienced a similar process. The group suggested that we share our notes, so they are written below in hopes that they will summarize our discussion. At the end of the presentation are some notes on the discussion of "international curricula". This is followed by note/"minutes" of our own group discussion.
The idea occurred to us that we should keep a group diary or log of our
experience in developing this project together. This might even be part of our
presentation at the FIPSE/EC meeting next year. These notes may serve as a
beginning log, to which each of you can add. Both those at the meeting and those
who were unable to attend may add their thoughts or reflections. These thoughts
are in no way conclusive, but are a beginning point for your additions or
clarifications. We thought this joint diary of reflections can help us continue
with our process of developing a truly joint effort. We hope our ideas can be
stimulating to each other, so that together we come up with creative ideas that
we might not have thought of alone. In this way we can hear each
person/partner's contribution.
PRESENTATION NOTES:
THE PROCESS AND DYNAMICS OF DEVELOPING INTERNATIONAL CURRICULA
Ken Nash, Rochester Institute of Technology, United States, Sweden, Netherlands,
Greece
Guidelines We Have Developed From Our First Year of Work Together:
1) Keep everyone on the "same page"
Make sure everyone knows about issues as they develop.
While we are responsible for the product/outcome, the process is equally
important or perhaps more important in this early phase.
We are six equal partners, with no authority over each other. Each partner has
equal input. While the initial proposal was developed quickly, with more input
from some partners than others because of the time-frame, we must now review,
expand, and develop our project to reach mutual understanding.
2) Balance our unequal resources and unequal workloads.
We need to negotiate so that everyone has equal ownership, while not imposing a
burden that partners can't meet. Recognize that our campus resources, number of
faculty on our campuses, and faculty workloads are different. Materials may be
more available in some languages than others, so that translation issues are
greater for some partners, and this will have an impact on workload.
3) Assure that all countries are represented equally in course content.
4) Use metaphors to create common understanding of curriculum.
The project described in this presentation used drawings, stories and metaphors
(like forest and trees) to communicate ideas like human rights, diversity,
family, etc.
5) Put all content "on the table" before editing.
Make sure all ideas get heard and explored before the product is edited and
polished in more final form. Students need to get a cohesive program, not pieces
from different sites appended to each other. Keep a diary of the process. Think
about how ideas from different partners can be integrated.
6) Confirm with each university that courses will be offered for credit.
7) Assess Instructional Technology skills of each partner and provide for early orientation and training.
8) Include a web designer or understand web resources from the beginning.
This allows material to be organized from the beginning so that it will layout
well on the web.
9) Negotiate cultural differences about instructional processes.
How does teaching and learning differ among our universities.
10) Agree on "standards" for communication and response.
For instance, should emails be answered immediately.
11) Develop a process that is a good model for students in international
curricula.
The faculty process of communication and working together will be reflected in
the process students use in working together (and further reflected in student's
work with families). Our focus on working out a process for valuing everyone's
input will be a model for the project as a whole.
Conclusions
"International Curriculum"-What does it mean?
Workshop discussion notes:
International curriculum is different from sharing material, student exchange,
or exposure to another culture. Rather, a truly international curriculum would
integrate and synthesize material.
We want students to not only read or experience, but compare, contrast, reflect, discuss and synthesize how they are thinking about these issues.
In an international curriculum, courses are developed as an integrated whole,
not separate courses from each partners point of view. This requires commitment
to the time and energy for the generation of new ideas.
GROUP DISCUSSION OF THE CHARACTERISTICS OF EACH PARTNER UNIVERSITY
Universitat Witten/Herdecke, Witten/Hertzberg, Germany
Has been a university program for 4 years; Institute of Nursing Science is
included in the Faculty of Medicine. A private university, the only one in
Germany. Sponsored by industry, foundations, fund raising, individuals, etc.
6 semesters for bachelor's degree; 3 more semesters for master's. Students work in groups on special research projects. Focus on theory and research. Projects come from the community, such as cooperating hospitals. The program contracts with agencies, such as hospitals, where a "coordinator for research" is identified. This person is in close contact with the school to coordinate projects. Model projects work to develop new nursing perspectives for the future; prepare nursing students to improve quality of care.
Teach through a problem-oriented or problem-based learning model, not traditional lectures. Use case studies to identify all aspects of the problem. Nursing includes 3 main focuses: 1) Internationalization; 2) Chronic Disease; 3) Family/Community nursing. All undergraduate students go to an underdeveloped country for a 6-week experience. All graduate students go for 2-4 weeks.
Other courses include study of fundamental knowledge, such as art, political science, general science, and free-choice/electives. Science focuses on how science effects people and environment.
Master's program focuses on research competence. Selective acceptance into the program. Most graduates get jobs in nursing research. Bachelor's graduates work as hospital research coordinators, consultants, teachers, etc.
University of Tampere, Tampere, Finland
Program has been in place 20 years. Five universities in Finland each focus on a specific area. Tampere's focus is family nursing. Also has emphasis on Nursing Administration, Education, Mental Health. May narrow to administration and education. Family nursing is included in both-is core.
All students come for MSN or higher. 4 year program includes bachelor's and master's degrees. Doctoral students do approximately 40 credits more plus dissertation. The school has about 300 MS students (graduates about 40-50 per year) and 60 doctoral students (about 30 very active).
MS emphasizes theory, research, administration/track courses. Also take social sciences, other sciences, etc. Student learning is through seminars, essays, individual reading in related-field courses. Very self-directed.
Nursing courses are available to working nurses in an "open" university: Distance and web experience available for working nurses to get up to a common level for the program. Nurses getting degrees in other fields (eg., social sciences) also have access to nursing courses. Web courses use "team/group" to discuss literature and how they apply it to their work. Students develop a portfolio of their written work., incorporating themes, comments, learning diary. Tutors in distant sites monitor students. Learning objectives are broad, students self-directed.
Florida International University, Miami, Florida USA
FIU is a Carnegie I Research University serving over 30,000 undergraduate, graduate and doctoral students. University has 53% Hispanic, 22% White, 14% Black (African American, Caribbean, and Hispanic Black) students on two campuses: Main campus is on edge of the Everglades, the smaller Biscayne Bay campus on the water, adjacent to a nature preserve. FIU serves the urban area of Miami-Dade and surrounding counties.
The School of Nursing is a part of the College of Health and Urban Affairs that includes three other Schools: Social Work, Health (Dietetics, OT, PT, Public Health and Speech Therapy) and Policy and Management (Health Administration and Criminal Justice). School of Nursing has about 700 students registered at any one time. About 130 Generic and 260 Masters students on Biscayne Bay Campus and 270 RN-BSN students on Broward County Satellite Campus. Florida encourages 2 year community college programs plus 2 year bachelor-completion programs.
Master's program practitioner/clinically focused. Three curricular components: Theory/core (one is culture); research/core (including research project); clinical practice. Students get 600-1000 hours of clinical practice. Nurse Anesthesiology program to start in Fall 2001. Interdisciplinary certificate program available in Gerontology. Students involved in faculty research projects. FIU promotes interdisciplinary research. International focus through International Relations Department and Latin American and Caribbean Center Institute and Center for Transnational and Comparative Studies.
College of Health and Urban Affairs is putting undergraduate programs on the web, using a consulting firm. FIU will be connected to Internet II (free of business) in the trial phase.
Capital University, Columbus, Ohio USA
Private University, 4500 students total; about 120 undergraduate nursing students; about 40 master's students. RN completion program. MSN program developed about 10 years ago.
Master's program has clinical focus. No nurse practitioner programs. Core course plus concentrate in one of 7 areas: Administration, Family/community, Legal/Law, Occupational Health, Parish Nursing, School Nursing, Theological Studies/Seminary/Spirituality. 8th concentrate just added was International Family Focused nursing. Dual degree options in Lay Ministry, Law, MBA/Business.
Two distant campuses for BS completion programs: Cleveland (especially minority students), Dayton Ohio. MSN courses offered in evening.
Has active undergraduate exchanges with Sweden, England, and Jamaica. US study trip also available in Washington DC.
University of Wisconsin Eau Claire, Eau Claire, Wisconsin USA
A regional university of the University of Wisconsin System. Northwestern
Wisconsin is near lake country and vacation/resort areas. Wooded to the north,
farmland to the south. 1 ½ hours from Minneapolis-St. Paul, Minnesota.
10,000 students on campus. About 400 undergraduate nursing students, 100 per class; about 150 master's degree students, about 40 admitted each year. Also have an RN completion program on the web. Working toward putting more graduate courses on the web.
Master's courses include core theory and research courses, specialization (family or adult), and role preparation courses (advanced practice, administration, education). Most students seek advanced clinical practice, which combines nurse practitioner and clinical nurse specialist preparation. 600 clinical practice hours incorporated into courses.
Research focus is on utilization of research in practice, and student projects using components of the research process. Interdisciplinary clinical practicums. Two hospitals. Clinics and hospitals are part of large regional health care systems and networks. One local clinic part of the Mayo Clinic System, Rochester, Minnesota.
University of Rome, Rome Italy
[to be added]
Program Calendars Vary Between the Six Universities:
Finland
1st week Sept through mid-Dec
Early Jan through Mid-May (Family course offered this semester)
No summer
Germany
10/15-2-15 (Interdisciplinary course offered this semester)
4/15-7/15
Italy
Nov-?
?-July
Florida
End August-Mid Dec (family course and cultural course offered this semester)
Beginning Jan-late April or Early May
End April-August
Capital
Earl Sept-Early Dec (Family course offered this semester)
Early Jan-end Mar
Summer Session end Apr-End July
Eau Claire
Early Sept - Mid Dec
Late Jan - Mid May (Family course and cultural course offered this semester)
Plan (as we understand it from our conversation).
1) US partners will do preliminary planning for all three courses, while EC
partners do the same. Each group will look at syllabi that have been shared
among the group, brainstorm ideas, and prepare outlines for the three courses by
late January.
2) The two groups will share outlines for the three courses. They can be sent as email attachments or faxed.
3) All six partners will participate in a telephone conference in early February. We are committed as a group to merging ideas to build unique courses that reflect a truly international perspective. This telephone meeting will be long enough for us to work together in jointly planning the courses. Since we only have time and money to travel across the Atlantic one more time this year (in June), group conference calls will be an important way to work together.
4) We would expect there will be further planning and conference calls during the remaining winter and spring.
5) The partners plan to meet in Europe in June. The International Congress of Nursing (ICN) meeting in Copenhagen June 10-15, 2001 is one proposed site. We also discussed going on to see the Finland and/or German sites after meeting in Copenhagen. We want to be in close communication over the next 2-4 months to be sure we plan a meeting time and place that all 6 partners can attend.
Please add your further thoughts or clarification to this proposed plan.
The partners may want to refer to handouts and websites of other helpful
presentations:
*SAFETI
University of Southern California
website on tips for programs and for students
www.usc.edu/safeti
*LangNet
National Foreign Language Center is a
FIPSE-funded project.
Provides website language instruction
on less common languages.
First courses being developed include
Finnish, to be ready fall, 2001.
Second group of courses to be
developed may include Italian.
www.nflc.org
