Education Resources

 

Resources for Family Nursing Education

IFNA Education Committee:

Co-chair: Dorothee J H O’Sullivan Burchard – d.burchard@gcu.ac.uk
Co-chair: Lorraine Thirsk - lorraine.thirsk@ualberta.ca
Board Liaison: Carole Robinson – carole.robinson@ubc.ca

These resources have been submitted by the IFNA Education Committee and  IFNA members; for guidelines on submitting additional resources related to family nursing education, please see the guidelines document below. To suggest the addition of additional resources related to family nursing practice, please contact the Co-chairs of the Education Committee: Dorothee J H O’Sullivan Burchard at d.osullivanburchard@gcu.ac.uk and Lorraine Thirsk at lorraine.thirsk@ualberta.ca

IFNA Guidelines for Posting of Resources [LINK]

2011 Key Accomplishments

  • Developed and submitted a survey to all membership regarding education related issues and priorities. Synopsis is posted on the Education Committee website.
  • Education Committee slide presentation developed by Brenda Sabo and presented at IFNA by C. Robinson. Include a preliminary summary of the survey results. Attendees were invited to join IFNA and Education Committee at the conference. This resulted in Dorothee O’Sullivan Burchard stepping forward to co-chair the committee.
  • Dr. Burchard organized and led multiple Skype meetings of the Education Committee; initiated development of the Education Committee resource section of the IFNA website in collaboration with the Communications Committee; and developed an action plan for the Education Committee in collaboration with committee members.

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IFNA Education Committee Survey

This item identifies IFNA members’ concerns and ideas about how best to support them in their role as educators of family nursing.  The Education Committee has been meeting by teleconference and aims to respond to the survey results by building a repository of education resources and networking opportunities. 

The Education Committee would like to thank you for your responses to the Education Committee Survey that was circulated in the spring of 2011.  Approximately a quarter of the IFNA members responded.  A summary of the responses is reported below.

Dominant Themes

  1. Supporting the delivery of family nursing education was regarded as a priority of respondents.
  2. Facilitating the sharing of education resources was seen to be as most helpful.
  3. Providing resources and other means of knowledge translation in support of a cultural change towards evidence-informed family nursing education, including influencing outside stakeholders in nurse education across faculty was seen as necessary.
Question 1: Three main areas of concerns and difficulties related to teaching family nursing
  1. Lack of faculty knowledge, support and misperceptions
  2. Overloaded curricula prohibit sufficient integration of family nursing content
  3. Lack of resources and specific pedagogical models
 N = 24
Question 2: Three main areas of focus for education related to family nursing for undergraduate nursing students
  1. Family-focused approaches/methodologies from commencement of programme
  2. Emphasis on family science, family member communication and relationship based care
  3. Clinical practice experiences in working with families
 N = 24
Question 3: Three main areas of focus for education related to family nursing for graduate nursing students
  1. Family nursing competencies for assessment and intervention at advanced level
  2. Integration of family nursing research into graduate/postgraduate study
  3. Integration of evidence based and outcome orientated curricula for family nursing work across care settings
 N = 25
Question 4: Education Committee offering support in family nursing education
  1. Providing access to learning and teaching material, including webinars
  2. Influence professional bodies to recognise importance of family nursing education
  3. Facilitate exchanges on educational strategies and best practice developments
 N =22
Question 5:  Strategies for educating nursing students to family-focused care to shift thinking from individual (MOST LIKELY response reported below)
  1. Innovative ideas (66.7%; n=27)
  2. Sharing of learning activities (63.0%; n=27)
  3. Sharing of syllabi (53.8%; n=26)
  4. Sharing of educational/teaching resources for clinical teaching (52.0%; n=25)
  5. Development of nursing faculty development modules (51.9%; n=27)
  6. Sharing of educational/teaching resources for the classroom (48.1%; n=27)
  7. Sharing of lesson plans (40.7%; n=27)
Question 6: Willingness to share a family nursing education-related topic with IFNA members through webinar (MOST LIKELY response reported below)
  1. No (60%; n=25)
  2. Yes (40%)
Question 7: Educational approaches wanting to be engaged in (MOST LIKELY response reported below)
  1. Website, including asynchronous chat room or discussion group facility (65.4%; n=23))
  2. Webinar (52.0%; n=25)
  3. Virtual conference (39.1%; n=23)
  4. Journal club (27.3%; n=22)
  5. Monographs (29.2%; n=24)

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Education Resource Packages

This item offers a variety of informal resources to be shared among IFNA members for teaching purposes.  Resources can be accessed via URLs or email contact.  Their access is privileged and intended only for the use by IFNA members.

Content under development

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Education Focused Webinars

This item provides access to a series of webinars and is aimed at educators responsible for developing and delivering family nursing education.

Content under development

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Educational Exchange for Family Nursing Educators and/or Students

This item facilitates networking for international exchange opportunities among family nursing educators and/or students at Higher Education Institutions.

Content under development

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 Bibliography/Seminal Works

Selected Bibliography on Family Nursing Education developed by Janice M. Bell, RN, PhD (http://www.janicembell.com)

Angelo, M. (2008).  The emergence of family nursing in Brazil.  Journal of Family Nursing, 14(4), 436-441. doi:10.1177/1074840708327932

Åstedt-Kurki, P., Paavilainen, E., Paunonen, M., & Nieminen, H. (1998). Education of family nursing specialists at the University of Tampere, Finland. Journal of Family Nursing, 4(4), 350-357. doi: 10.1177/107484079800400402

Baumbusch, J., & Trautman, N. (1997). Does studying family health policy have to put students to sleep? No!  Journal of Family Nursing, 3(3), 295-302. doi:10.1177/107484079700300306

Bell, J.M. (1997a).  Editor’s choice: Selected bibliography on family nursing education. Journal of Family Nursing, 3(3), 303-305. doi:10.1177/107484079700300307

Bell, J.M. (1997b). Levels in undergraduate family nursing education [Editorial].  Journal of Family Nursing, 3(3), 227-229. doi:10.1177/107484079700300301

Bell, J.M. (2000).  Encouraging nurses and families to think interactionally: Revisiting the usefulness of the circular pattern diagram [Editorial].  Journal of Family Nursing, 6(3), 203-209. doi:10.1177/107484070000600301

Bell. J.M. (2008). The Family Nursing Unit, University of Calgary: Reflections on 25 years of clinical scholarship (1982-2007) and closure announcement [Editorial].  Journal of Family Nursing, 14(3), 275-288. doi: 10.1177/1074840708323598

Bell, J.M. (2010).  Family nursing education: Faster, higher, stronger [Editorial].  Journal of Family Nursing, 16(2), 135-145. doi: 10.1177/1074840710368936

Bell, J.M., Swan, N.K.W., Taillon, C., McGovern, G., & Dorn, J. (2001).  Learning to nurse the family [Editorial].  Journal of Family Nursing, 7(2), 117-126. doi: 10.1177/107484070100700201

Bell, J.M., & Wright, L.M. (1990). Flaws in family nursing education. The Canadian Nurse, 86(6), 28-30. PMID: 2376032

Chesla, C.A., Gilliss, C.L., & Leavitt, M.B. (1993). Preparing specialists in family nursing; The benefits of live supervision. In S.L. Feetham, S.B. Meister, J.M. Bell, & C.L. Gilliss (Eds.), The nursing of families: Theory/research/education/practice (pp. 163-173). Newbury Park, CA: Sage.

Deatrick, J.A., & Feetham, S.L. (1993).  Development of a model to guide advanced practice in family nursing. In S.L. Feetham, S.B. Meister, J.M. Bell, & C.L. Gilliss (Eds.), The nursing of families: Theory/research/education/practice (pp. 147-154). Newbury Park, CA: Sage.

de Montigny, F. (1998). Using art to stimulate interactional thinking in a family nursing clinical practicum.  Journal of Family Nursing, 4(4), 358-366. doi: 10.1177/107484079800400403

de Montigny, F., Dumas, L., Bolduc, L., & Blais, S. (1997).  Teaching family nursing using conceptual models of nursing.  Journal of Family Nursing, 3(3), 267-279. doi:10.1177/107484079700300304

Duhamel, F. (2010). Implementing family nursing: How do we translate knowledge into clinical practice?  Part II: The evolution of 20 years of teaching, research, and practice to a Center of Excellence in Family Nursing.  Journal of Family Nursing, 16(1), 8-25. doi: 10.1177/1074840709360208

Erlingsson, C. (2009). Undergraduate nursing students writing therapeutic letters to families: An educational strategy.  Journal of Family Nursing, 15(1), 83-101. doi:10.1177/1074840708330447

Eggenberger, S.K., & Regan, M. (2010). Expanding simulation to teach family nursing. Journal of Nursing Education, 49(10), 550-558. doi: 10.3928/01484834-20100630-01.

Fast Braun, V., Hyndman, K., & Foster, C. (2010).  Family nursing for undergraduate nursing students:  The Brandon University Family Case Model approach.  Journal of Family Nursing, 16(2), 161-176. doi:10.1177/1074840710366565

Flowers, K., St. John, W., & Bell, J.M. (2008). The role of the clinical laboratory in teaching and learning family nursing skills.  Journal of Family Nursing, 14(2), 242-267. doi:10.1177/1074840708316562

Ford-Gilboe, M., Laschinger, H.S., Laforet-Fliesser, Y., Ward-Griffin, C., & Foran, S. (1997).  The effect of a clinical practicum on undergraduate nursing students’ self-efficacy for community-based family nursing practice. Journal of Nursing Education, 36(5), 212-219. PMID: 9145339

Friedman, M. (1997). Teaching about and for family diversity in nursing. Journal of Family Nursing, 3(3), 280-294. doi:10.1177/107484079700300305

Friedemann, M.-L., & Hoehn Anderson, K. (2005). Family health care across cultures: An international online program. Journal of Family Nursing, 11(1), 79-82. doi:10.1177/1074840704273464

Green, C. P. (1997). Teaching students how to “think family”. Journal of Family Nursing, 3(3), 230-246. doi:10.1177/107484079700300302

Goudreau, J., Duhamel, F., & Ricard, N. (2006). The impact of a Family Systems Nursing educational program on the practice of psychiatric nurses.  A pilot study.  Journal of Family Nursing, 12(3), 292-306. doi:10.1177/1074840706291694

Hanson, S.M.H., & Heims, M.L. (1992). Family nursing curricula in U.S. schools of nursing.  Journal of Nursing Education, 31(7), 303-308. PMID: 1326029

Hanson, S., Heims, M., & Julian, D. (1992). Education for health care professionals: Nursing as a paradigm. Family Relations, 41, 49-53. Retrieved from http://www.jstor.org/stable/585392

Harper-Jaques, S., & Limacher, L.H. (2009).  Providing marriage and family therapy supervision in a multidisciplinary psychiatric setting: Contextual sensitivity as a cornerstone to supervision. Journal of Systemic Therapies, 28(3), 49-58. doi: 10.1521/jsyt.2009.28.3.49

Hartrick, G. (1998). A critical pedagogy for family nursing.  Journal of Nursing Education, 37(2), 80-84. PMID: 9489682

Herrick, C.A., Arbuckle, M.B., & Claes, J.A. (2002).  Teaching interprofessional practice: A course on a system of care for children with severe emotional disturbance and their families.  Journal of Family Nursing, 8(3), 264-281. doi: 10.1177/107484070200800307

Hoehn Anderson, K., & Friedemann, M-L. (2010).  Strategies to teach family assessment and intervention through an online international curriculum. Journal of Family Nursing, 16(2), 213-233. doi:10.1177/1074840710367639

Holland Wade, G. (1999).  Using the case method to develop critical thinking skills for the care of high-risk families.  Journal of Family Nursing, 5(1), 92-109. doi: 10.1177/107484079900500106

Irinoye, O., Ogunfowokan, A., & Olaogun, A. (2006). Family nursing education and family nursing practice in Nigeria. Journal of Family Nursing, 12(4), 442-447. doi:10.1177/1074840706296000

Laforet-Fliesser, Y., & Ford-Gilboe, M. (1996). Learning to nurse families using the Developmental Health Model:  Educational strategies for undergraduate students. Journal of Family Nursing, 2(4), 383-398. doi:10.1177/107484079600200404

Leahey, M., & Harper-Jaques, S. (2010). Integrating family nursing into a mental health urgent care practice framework: Ladders for learning. Journal of Family Nursing, 16(2), 196-212. doi:10.1177/1074840710365500

Leahey, M., & Svavarsdottir, E.K. (2009). Implementing family nursing: How do we translate knowledge into clinical practice? Journal of Family Nursing, 15(4), 445-460. doi:10.1177/1074840709349070

Lee, A.C.K., Leung, S.O., LingChan, P.S., & Chung, J.O.K. (2010).  Perceived level of  knowledge and difficulty in applying family assessment among senior undergraduate nursing students.  Journal of Family Nursing, 16(2), 177-195. doi:10.1177/1074840710366566

Moriyama, M. (2008).  Family nursing practice and education:  What is happening in Japan? Journal of Family Nursing, 14(4), 442-455. doi:10.1177/1074840708327514

Moules, N.J., Bell, J.M., Paton, B.I., & Morck, A. C. (in press).  Examining pedagogical practices in Family Systems Nursing: Intentionality, complexity, and doing well by families. Journal of Family Nursing. 

Moules, N.J., & Johnstone, H. (2010).  Commendations, conversations, and life-changing realizations:  Teaching and practicing family nursing.  Journal of Family Nursing, 16(2), 146-160.  doi: 10.1177/1074840710365148

Moules, N.J., & Tapp, D.M. (2003). Family nursing labs: Shifts, changes, and innovations. Journal of Family Nursing, 9(1), 101-117. doi: 10.1177/1074840702239493

Murray, I. (2008). Family Health Nurse Project—An education program of the World Health Organization: The University of Stirling experience.  Journal of Family Nursing, 14(4), 469-485. doi:10.1177/1074840708327965

Nyirata, C., Denham, S., Raffle, H., Ware, L. (2011). Where is the family in the Family Nurse Practitioner Program?:  Results of a U.S. Family Nurse Practitioner program survey.  Manuscript submitted for publication.

O’Sullivan Burchard, D.J.J., Calveirole, A., Mitchell, R., Walford, C., & Whyte, D.A. (2004).  Family nursing in Scotland.  Journal of Family Nursing, 10(3), 323-337. doi: 10.1177/1074840704267303

Perkins, M., & Rigney, K.  Education for family health care in clinical settings:  Nursing focus. In S.L. Feetham, S.B. Meister, J.M. Bell, & C.L. Gilliss (Eds.), The nursing of families: Theory/research/education/practice (pp. 155-162). Newbury Park, CA: Sage.

Richards, E., & Lansberry, C.R. (1995). A national survey of graduate family nursing educators. Journal of Family Nursing, 1(4), 382-396. doi:10.1177/107484079500100403

Saveman, B.-I., & Benzein, E. (2001).  Here come the Swedes!  A report on the dramatic and rapid evolution of family-focused nursing in Sweden.  Journal of Family Nursing, 7(3), 303-310. doi: 10.1177/107484070100700308

Saveman, B.-I., Måhlen, C., & Benzein, E. (2005). Nursing students’ beliefs about families in nursing care. Nurse Education Today, 25(6), 480-486. doi: 10.1016/j.nedt.2005.05.002

St. John, W., & Flowers, K. (2009). Working with families:  From theory to nursing practice. Collegian, 16(3), 131-138. doi:10.1016/j.colegn.2009.04.001

St. John, W., & Rolls, C, (1996). Teaching family nursing: Strategies and experiences. Journal of Advanced Nursing, 23(1), 91-96. doi: 10.1111/j.1365-2648.1996.tb03140.x

Tapp, D.M., Moules, N. J., Bell, J.M., & Wright, L.M. (1997). Family skills labs: Facilitating the development of family nursing skills in the undergraduate curriculum. Journal of Family Nursing, 3(3), 247-266. doi:10.1177/107484079700300303

Tapp, D.M., & Wright, L.M. (1996). Live supervision and family systems nursing: Post-modern influences and dilemmas. Journal of Psychiatric and Mental Health Nursing, 3(4), 225-233. doi: 10.1111/j.1365-2850.1996.tb00116.x

Tomm, K.M., & Wright, L.M. (1979).  Training in family therapy: Perceptual, conceptual and executive skills. Family Process, 18(3), 227-250. doi: 10.1111/j.1545-5300.1979.00227.x

Vehviläinen-Julkunen, K., & Sohlberg, T. (1995). Teaching family nursing. Nurse Education Today, 15(3), 204-210. doi:10.1016/S0260-6917(95)80107-3

Vosburg, D., & Simpson, P. (1993).  Linking family theory and practice: A family nursing program.  Image: Journal of Nursing Scholarship, 25(3), 231-235. doi: 10.1111/j.1547-5069.1993.tb00787.x

Wacharsin, C., & Theinpichet, S. (2008).  Family nursing practice, education, and research: What is happening in Thailand? Journal of Family Nursing, 14(4), 429-435. doi: 10.1177/1074840710376774

Wright, L.M. (1994). Live supervision: Developing therapeutic competence in family systems nursing. Journal of Nursing Education, 33(7), 325-327. PMID:7990004

Wright, L.M., & Bell, J.M. (1989). A survey of family nursing education in Canadian universities. Canadian Journal of Nursing Research, 21, 59-74. Retrieved from http://digital.library.mcgill.ca/page-turner-3/pageturner.php

Wright, L.M., Watson, W.L., & Duhamel, F. (1985). The Family Nursing Unit: Clinical preparation at the Masters’ level. The Canadian Nurse, 81, 26-29. PMID: 3845841

Wright, L.M., Watson, W.L., & Bell, J.M. (1990).  The Family Nursing Unit: A unique integration of research, education and clinical practice.  In J.M. Bell, W.L.Watson, & L.M. Wright (Eds.), The cutting edge of family nursing (pp. 95-112).  Calgary, Alberta, Canada: Family Nursing Unit Publications. Free download of this book chapter (pp. 95-112) is available at DSpace, University of Calgary: https://dspace.ucalgary.ca/bitstream/1880/45100/3/FNU_CuttingEdge.pdf

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FUTURE PLANS AND PROJECTS

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Position Statement to Support the Integration of Family Nursing in Faculty: TARGET POSTING DATE – FEBRUARY 2012

Content under development

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 Simulation Family Nursing Education: TARGET POSTING DATE – FEBRUARY 2012

Content under development

Education Committee members will be liaising to create 2 items. MORE VOLUNTEERS ARE NEEDED FOR THIS PROJECT. IF YOU HAVE AN INTEREST IN THIS AREA, PLEASE CONTACT THE CO-CHAIRS.

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Interprofessional Education and Family Nursing: TARGET POSTING DATE – OCTOBER 2012

Content under development

Education Committee will be liaising to create 2 items in 2012. MORE VOLUNTEERS ARE NEEDED FOR THIS PROJECT. IF YOU HAVE AN INTEREST IN THIS AREA, PLEASE CONTACT THE CO-CHAIRS.

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Competency Framework for Family Nursing Education: TARGET POSTING DATE – JUNE 2013

Content under development. Consider meeting professional competency requirements with due regard to international variations

Education Committee will be liaising to create this content.  MORE VOLUNTEERS ARE NEEDED FOR THIS PROJECT. IF YOU HAVE AN INTEREST IN THIS AREA, PLEASE CONTACT THE CO-CHAIRS.

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IFNA Education Committee

Purpose: identify and disseminate the best educational practices for family nursing worldwide

Co-chair: Dorothee J H O’Sullivan Burchard – d.burchard@gcu.ac.uk
Co-chair: Lorraine Thirsk - lorraine.thirsk@ualberta.ca
Board Liaison: Carole Robinson – carole.robinson@ubc.ca


 Posted by rileym1 at 3:02 pm
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