SPICES and PRISM models

 

 

 

 

 

 

 

 

SPICES and PRISM models

 

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SPICES and PRISM models

Introduction

Both the SPICES and PRISM models are significant for the educational sector’s effectiveness, hence fostering the production of competent workforces across the globe. For instance, the SPICES model is channeled towards improving the curriculum and promoting better performances among educators and students. The SPICES model highlights six curriculum issues based on innovativeness that ensure the transitioning of educational systems from traditional models, enhancing efficiency and effectiveness in the education sector (Bazrafcan et al., 2019). On the other hand, the PRISM model ensures students’ autonomy and recognition of group learning while its foundation reflects familiar educational principles (Peklaj, 2015). Undoubtedly, incorporating the SPICES and PRISM models in the Doctor of Nursing Practice (DNP) is critical in realizing learning outcomes since it promotes competency, flexibility, broad knowledge depth, and problem-solving among DNP students.

SPICES Model

The SPICES model’s introduction in the education sector was channeled towards improving the curriculum and fostering better performances between educators and students. Undoubtedly, incorporating the SPICES model in study programs ensures the realization of learning outcomes across different courses since it provides a platform for better planning and integration of the course objectives. The SPICES model highlights six curriculum issues that educators should consider to guide them make effective decisions in educational practice (Yusoff, 2019). All six issues are presented as spectrums between two approaches with one being innovative while the other focuses more on traditional methods. However, both approaches are interrelated, with one having a significant impact on the other educational field approach. Further, each approach offers their advantages hence analyzing each curriculum issue promote academic development.

Student-Centered Learning                                                   Teacher-Centered Learning

To begin with, integration of the student-centered learning approach in the educational curriculum ensures that the student undertakes more responsibility compared to the educator in the learning process. More focus is given on the student learning process and what they learn. Further, the emphasis is made on the student, especially on the strategies and ideologies they integrate to promote effective learning. Undoubtedly, students are the driving force of realizing learning objectives; hence, focusing on them provides better learning outcomes and the education institution’s growth.

On the other hand, being teacher-centered is more of a traditional approach in the educational field. In this context, more emphasis is channeled towards the educators, what they teach and how they provide knowledge for students. This ideology offers little control to the students on what they are taught and strategies incorporated in their education (Yusoff, 2019). Resultantly, the adoption of teacher-centered learning tends to be more passive rather than active in the education field. Comparatively, the students centered learning approach uses students as the key figures in the educational field, with them being given the mandate to make critical decisions, unlike the teacher-centered approach that provides educators with the power to incorporate their ideologies in learning.

Problem- Based                                  Information- gathering

In problem-based learning, students are provided with a platform for developing solutions and ideas to address real-life issues with educational knowledge guidance. This is driven towards ensuring that students can utilize the knowledge acquired in the workforce and job market. The information-gathering approach is channeled towards ensuring that students acquire more information on the subject matter.

Integrated teaching                                     Discipline-based teaching

Integrated teaching focuses on the practical organization of the information used for teaching to ensure the uniformity and relationship between various subjects provided to students. Consequently, this is driven towards ensuring a better understanding of students’ information (Bazrafcan et al., 2019). Contrastingly, being a traditional model, a discipline-based teaching curriculum provides that each subject taught to students has different contents and time blocks. The curriculums taught earlier are channeled towards laying a foundation for the topics that would be taught later. This ensures that students acquire differential content in their field of study.

Community-Based Hospital Based

The traditional hospital-based approaches focused their teaching on one main teaching hospital. Notably, the staffs attached to the hospital are the same staff members that would teach students. Also, students would spend most of their time listening to lectures and tutorials and attending admitted patients in the hospital wards. Students in this approach are not permitted to attend to patients from their homes and communities but rather in a particular hospital setting. This is different from the community-based educational approach, whereby students receive their training from a specific community setting (Hasan & Lafta, 2017). This educational strategy aims to fully depend on the student’s curriculum field, which fosters their growth in this field. Further, this approach enables students to acquire a wide range of skills since they can interact with many patients and real-life professionals in their area of interest.

Electives                          Standard Program

The standard program ensures that students undertake prescribed courses with opportunities to focus on particular subjects in more depth with the provision of undertaking a subject of their own choice. However, the electives study program fosters flexibility since electives are incorporated in study programs, enabling students to select topics and study projects of their preference.

Systematic                    Apprenticeship based program

The traditional apprenticeship program depicts a situation where students follow the master’s guidelines and acquisition of skills by working with their master. Students are attached to only one individual who guides their learning. Systematic Approaches focus on ensuring that students gain ample experiences in their field of study by providing that several specialties in their field direct them.

How to use the SPICES Model in Doctor of Nursing Practice (DNP) Course

Undoubtedly, incorporating the SPICES educational model in the course, Doctor of Nursing (DNP), would foster competent nursing professionals’ production. Even though it might be a challenging endeavor, medical training institutions should adopt competent measures to ensure their effectiveness in integrating the SPICES model in the education of DNP.  To promote student-centered learning, medical training institutions should use study guides and structured documents to assist students in their studies. This is because these resources are critical in directing students to meet the targeted learning outcomes. Students would significantly benefit from this approach since it would foster their competency in clinical related practices (Hasan & Lafta, 2017). Further, in problem-based learning, educators can provide students with study guides and logbooks, which are essential in providing diagnostic and management knowledge to effectively guide students to solve the problems they encounter during their clinical practices. Besides, this is pivotal in instilling problem-solving skills in DNP students.

Medical institutions can foster integrated learning by using system-based courses sensitive to patients’ needs and learning outcomes. This will ensure the stimulation of learning integration through the reflection of information that had been previously studied elsewhere in the same course. Additionally, medical training institutions should ensure that DNP students are integrated into wider communities to enlarge their experience on real-life issues.  This allows DNP students to have a broader platform for their experiences with more accessible patients in the communities. Providing a wide range of specialties by which DNP students can undertake is essential in fostering student success. This is because it removes the uniform-based program to a platform by which students can choose programs from their areas of interest. Finally, using structured logbooks in DNP education provides a systematic approach that enables students to interact with a wide range of specialties, improving their learning outcomes.

PRISMS Educational Model

Conversely, the PRISM educational model provides an effective platform for the development of the education sector. This is because it ensures students’ autonomy and recognition of group learning while its foundation reflects familiar educational principles familiar to all educators, as discussed in the subsequent sections.

Product-Focused

In this segment, the PRISM model highlights that the undertaken curriculum should emphasize incorporating effective applications in the program. Further, this program focuses on instilling professionalism among students and educators (Singh & Weligamage, 2010). It recommends the acquisition of skills and knowledge necessary in the real world while utilizing feedback from patients.

Relevance

The PRISM model highlights that the course undertaken should be channeled towards meeting certain community needs. As such, the curricular should be updated and revised frequently to meet the dynamic community needs and goals. This requires an efficient planning process to ensure its effectiveness in realizing its goals.

Interprofessional

This model fosters teamwork in the study program, which is characterized by high levels of professionalism. Additionally, it ensures effective collaboration between all professionals to undertake specific tasks such as patient care and research (Peklaj, 2015). It requires a culture of interdisciplinary learning to ensure its success.

Smaller Class Sizes and Shorter Courses

In its ideology, the PRISM model highlights the essentiality of providing smaller class sizes together with shorter courses to ensure efficiency in achieving the set learning objectives (Feldstein & Glasgow, 2008). It fosters the utilization of modern technologies in the study program to enhance the competency levels of students.

Multisite

This segment is channeled towards building the student’s capacity in caring for patients in diverse settings (Singh & Weligamage, 2010). This provides valuable experiences for students since they are able to utilize their skills and knowledge in community settings.

Symbiotic

This segment fosters the combination of all the sections of the PRISM model. This section requires cohesiveness and coherence in ensuring the integration of all PRISM model requirements in the education sector.

How to use the PRISM Model in Doctor of Nursing Practice (DNP) Course

The product-focused segment can be incorporated in preparing Doctor of Nursing Practice (DNP) students with the curriculum to emphasize clinical practice and ensure practice-based curricula where possible. This will foster the acquisition of professionalism in learning while students will acquire high-quality skills in clinical practices. As such, educators and medical training institutions that have undertaken DNP should ensure that they incorporate modernized technologies and applications that are essential in the realization of the set learning outcomes. Further, medical training institutions and educators can promote the relevance of DNP to the students and communities through linking the knowledge depth, behaviors, and clinical skills with the community needs. Additionally, the PRISM model’s significance can be realized through frequently reviewing the DNP syllabus and incorporating up-to-date teaching mechanisms and learning tools to ensure the competence of DNP students.

Conversely, the Doctor of Nursing practice course will ensure that it develops inter-professional students. This will be achieved by providing culturally effective programs and those that foster interdisciplinary learning experiences for students (Feldstein & Glasgow, 2008). Additionally, medical training institutions and educators should create a platform for collaboration and teamwork in education, research, and clinical practices founded by mutual respect and understanding.

Reduction of the study years for the DNP program is essential for the growth of the nursing field. This is critical in ensuring increased recruiting of DNP students making it easily attainable for students. Further, medical training institutions should focus on reducing the barriers in place in the transition of students into University and their career fields. This would ensure the effectiveness of DNP students in fostering the health and well-being of citizens. Suffice to say, the increase in universities and medical training institutions that offer DNP programs ensures that they provide multisite locations for students. This will ensure that DNP students are efficiently accommodated in medical institutions among diverse locations to ensure that they effectively meet all communities’ needs. Multisite locations will ensure that students gain ample knowledge and skills while nurturing their attitudes which are essential in fostering their competency. Finally, educators and medical training institutions must bring together all PRISM components in the Doctor of Nursing Practice program to promote competency and realization of all learning outcomes.

Conclusion

To sum it up, incorporating PRISM and SPICES models in the Doctor in Nursing Practice program would foster competent students’ production. For instance, medical training institutions should use study guides and structured documents to assist students in their study since it promotes student-centered learning and problem-based learning in the SPICES model. Further, they should incorporate modernized technologies and applications that are essential in realizing the set learning outcomes by observing the product-focused of the PRISM model. However, medical training institutions and universities offering the Doctor in Nursing Practice program should ensure effectiveness and efficiency in integrating these models due to increased challenges.

 

 

References

Bazrafcan, L., Kojuri, J., & Amini, M. (2019). Using SPICES educational strategy for undergraduate curricular reform at Shiraz Medical School. Medical teacher, 41(9), 1091-1091. https://europepmc.org/article/med/30922163

Feldstein, A. C., & Glasgow, R. E. (2008). A practical, robust implementation and sustainability model (PRISM) for integrating research findings into practice. The Joint Commission Journal on Quality and Patient Safety, 34(4), 228-243. https://www.sciencedirect.com/science/article/pii/S1553725008340306

Hasan, A. T. A., & Lafta, R. F. (2017). Pediatric Course Evaluation Based on SPICES Model: A step toward student centered curriculum. Scientific Journal of Medical Research, 1(02), 06-12. http://sjomr.org.in/index.php/SJOMR/article/view/29

Peklaj, C. (2015). Teacher competencies through the prism of educational research. Center for Educational Policy Studies Journal, 5(3), 183-204. https://www.cepsj.si/index.php/cepsj/article/view/134

Singh, K., & Weligamage, S. (2010). Thinking towards stakeholder satisfaction in higher education: An application of performance prism. In Proceedings of the 1st International Conference on Business and Information (pp. 1-9). Sri Lanka: University of Kelaniya. http://fcms.kln.ac.lk/ICBI2012/images/ICBM/dccs/EDD006.pdf

Yusoff, M. S. B. (2019). The Future Ready Medical Curriculum–Personalised Medical Education and SPICES 2.0. Education in Medicine Journal, 11(3), 1-3. https://eduimed.usm.my/EIMJ20191103/EIMJ20191103_01.pdf