What are some sacred cows in nursing education?

I've been thinking about this question for weeks now, trying to write a scholarly paper about the subject. However, as rich as the subject is it is much more fun to post a blog about what I think some of the sacred cows are-- because I can write in a more conversational style- and I can add pictures!!

Let me start this conversation with a little story that illustrates the first sacred cow I want to discuss-- educational models...


Two nurse educators were traveling on a train, returning from a conference about innovation in nursing education. They were discussing a lecture they had attended about curricula. Highly structured, and rich in content good curricula emphasized measurable, behavioral outcomes. They were remarking on the merits of what to teach first year nursing students when they noticed some cows grazing in a pasture along the tracks:

"What a cute bunch of cows!” one remarked.
"Not a bunch, herd”, her friend replied.
"Heard of what?”
"Herd of cows.”
"Of course I’ve heard of cows- there is a bunch of brown cows grazing by the tracks.”
"No, a cow herd.”
"I don’t think the cow heard. She didn’t attend the lecture!”

The emphesis on content has become a sacred cow. The framework most nursing programs are still using is the Tyler Model which follows a liner, content-laden, structured and sequential model set forth in Tyler’s Basic principles of Curriculm & Instruction(1949). Objectives are followed by content, which is organized into educational experiences that are then evaluated as to whether or not the objectives were met. I think it is time to consider learning models and apply current research to nursing education.

Next, I'll post a comment about the educational technique of lecture.