Teaching For Understanding In Curriculum Development: Raising Awareness Of Disability Issues In Primary Care

Many nurse educators have limited knowledge of teaching strategies that address learning styles because nursing education is primarily clinically focused. This mix can lead to student and teacher frustration, poor academic performance, and high attrition among nursing students’ (Arthurs 2007, p.2).In order to counteract these anomalies, a Teaching for Understanding Conceptual Framework was utilised in the development of a new disability specific module for the third year undergraduate Children’s and General (Integrated) BSc Nursing Programme. This conceptual framework was used to identify through lines, generative topics and goals of understanding in meeting the educational requirements of children’s and general (integrated) nurses. A case study approach was used to ascertain Levels of Understanding, using reflective and experiential learning. This approach was viewed favourably and has raised awareness of disability issues in primary care and contributed to a greater understanding of the needs of this demographic population.