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Informing future nursing: An exploration of respiratory teaching in the pre-registration nurse curriculum

Informing future nursing: An exploration of respiratory teaching in the pre-registration nurse curriculum
Informing future nursing: An exploration of respiratory teaching in the pre-registration nurse curriculum
Aim/objective: The aim is to examine and map the respiratory skills taught in the pre-registration nursing curriculum (2010).

Background: Respiratory assessment and care are fundamental clinical skills enabling nurses to treat and care for people with acute and chronic respiratory diseases. The incidence of respiratory disease is rising, globally and most nurses will care for respiratory patients during their career. The extent of pre-registration respiratory specific education delivered in UK NMC (Nursing and Midwifery Council) approved education institutions (AEIs) is currently unknown. The move to the 2018 revised NMC standards for pre-registration nursing offers AEIs the opportunity to review provision of respiratory education. This study describes respiratory education delivered to pre-registration nurses in UK AEIs prior to implementation of the new NMC standards. Curriculum re-design can be adapted for the global nursing community.

Design: This is a freedom of information survey; to gather, examine and map curriculum content.

Methods: A survey of UK AEIs was conducted to initially scope provision of respiratory education for pre-registration nursing programmes. AEIs were emailed a freedom of information (FOI) request and provided information about the curriculum between April-June 2019.

Results: Seventy-five UK AEIs providing pre-registration nursing programmes responded. Over half of AEIs dedicated over 4 h of teaching respiratory anatomy and physiology (60.8%), respiratory pathophysiology (75.3%) and long- term respiratory conditions (60.3%). Less than half (44.4%) spent over 4 h teaching respiratory health and prevention of respiratory disease. Just over a third spent over 4 h on respiratory pharmacology (33.8%), local and national respiratory guidelines (33.3%) and information on pulmonary rehabilitation and other interventions for the management of respiratory conditions (35.2%). In most AEIs, skills laboratories were used to teach respiratory skills. Student competence was not always assessed. Respiratory learning was reported to take place during practice placements, but this was variable.

Conclusions: Variation exists in provision of respiratory education in pre-registration nursing programmes across the UK. Whilst some respiratory topics appear to be covered adequately, others have limited time on knowledge and skills teaching. New standards and curricula offer AEIs the opportunity to enhance this provision. Adaptations can be made and the curriculum transferred to the global nursing workforce. Tweetable abstract: Gaps have been identified in respiratory teaching pre-registration nurse education. Curriculum redesign to focus on respiratory care.
Curriculum development, Education review, Nursing education, Respiratory care, Respiratory education
1471-5953
Roberts, Nicola
80b47dbb-c4d2-4448-9ce3-9d6c172945df
Welch, Lindsay
bb0e5cbe-749d-476b-8251-3534e083cd0b
Kelly, Carol
17b8452e-7532-4135-b5ed-a9e2a3b5ea1a
Lippiett, Kate
4ad54846-d0ec-4d81-bfea-70fd672b1a78
Roberts, Nicola
80b47dbb-c4d2-4448-9ce3-9d6c172945df
Welch, Lindsay
bb0e5cbe-749d-476b-8251-3534e083cd0b
Kelly, Carol
17b8452e-7532-4135-b5ed-a9e2a3b5ea1a
Lippiett, Kate
4ad54846-d0ec-4d81-bfea-70fd672b1a78

Roberts, Nicola, Welch, Lindsay, Kelly, Carol and Lippiett, Kate (2021) Informing future nursing: An exploration of respiratory teaching in the pre-registration nurse curriculum. Nurse Education in Practice, 57, [103254]. (doi:10.1016/j.nepr.2021.103254).

Record type: Article

Abstract

Aim/objective: The aim is to examine and map the respiratory skills taught in the pre-registration nursing curriculum (2010).

Background: Respiratory assessment and care are fundamental clinical skills enabling nurses to treat and care for people with acute and chronic respiratory diseases. The incidence of respiratory disease is rising, globally and most nurses will care for respiratory patients during their career. The extent of pre-registration respiratory specific education delivered in UK NMC (Nursing and Midwifery Council) approved education institutions (AEIs) is currently unknown. The move to the 2018 revised NMC standards for pre-registration nursing offers AEIs the opportunity to review provision of respiratory education. This study describes respiratory education delivered to pre-registration nurses in UK AEIs prior to implementation of the new NMC standards. Curriculum re-design can be adapted for the global nursing community.

Design: This is a freedom of information survey; to gather, examine and map curriculum content.

Methods: A survey of UK AEIs was conducted to initially scope provision of respiratory education for pre-registration nursing programmes. AEIs were emailed a freedom of information (FOI) request and provided information about the curriculum between April-June 2019.

Results: Seventy-five UK AEIs providing pre-registration nursing programmes responded. Over half of AEIs dedicated over 4 h of teaching respiratory anatomy and physiology (60.8%), respiratory pathophysiology (75.3%) and long- term respiratory conditions (60.3%). Less than half (44.4%) spent over 4 h teaching respiratory health and prevention of respiratory disease. Just over a third spent over 4 h on respiratory pharmacology (33.8%), local and national respiratory guidelines (33.3%) and information on pulmonary rehabilitation and other interventions for the management of respiratory conditions (35.2%). In most AEIs, skills laboratories were used to teach respiratory skills. Student competence was not always assessed. Respiratory learning was reported to take place during practice placements, but this was variable.

Conclusions: Variation exists in provision of respiratory education in pre-registration nursing programmes across the UK. Whilst some respiratory topics appear to be covered adequately, others have limited time on knowledge and skills teaching. New standards and curricula offer AEIs the opportunity to enhance this provision. Adaptations can be made and the curriculum transferred to the global nursing workforce. Tweetable abstract: Gaps have been identified in respiratory teaching pre-registration nurse education. Curriculum redesign to focus on respiratory care.

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Accepted/In Press date: 8 November 2021
e-pub ahead of print date: 15 November 2021
Additional Information: Publisher Copyright: © 2021 Copyright: Copyright 2021 Elsevier B.V., All rights reserved.
Keywords: Curriculum development, Education review, Nursing education, Respiratory care, Respiratory education

Identifiers

Local EPrints ID: 453717
URI: http://eprints.soton.ac.uk/id/eprint/453717
ISSN: 1471-5953
PURE UUID: 47bd5474-90e1-49fb-8940-5feb9acc7d9c
ORCID for Lindsay Welch: ORCID iD orcid.org/0000-0001-5564-2252

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Date deposited: 21 Jan 2022 17:38
Last modified: 06 Jun 2024 04:16

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Contributors

Author: Nicola Roberts
Author: Lindsay Welch ORCID iD
Author: Carol Kelly
Author: Kate Lippiett

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