Implementing a Paradigm Shift: Incorporating Pain Management Competencies into Pre‐Licensure Curricula

Ellyn Arwood; Joanna M Rowe; Naileshni S Singh; Daniel B Carr; Keela A Herr; Roger Chou

doi:10.1111/pme.12563

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Implementing a Paradigm Shift: Incorporating Pain Management Competencies into Pre‐Licensure Curricula

Journal article

Open access

Peer reviewed

Implementing a Paradigm Shift: Incorporating Pain Management Competencies into Pre‐Licensure Curricula

Ellyn Arwood, Joanna M Rowe, Naileshni S Singh, Daniel B Carr, Keela A Herr and Roger Chou

Pain medicine (Malden, Mass.), Vol.16(2), pp.291-300

02/2015

DOI: 10.1111/pme.12563

PMID: 25244226

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Abstract

Objective The purpose of this article is 1) to present the historical context and rationale for competency‐based pain management education; and 2) to suggest learning tools that faculty might apply into their teachings and their institutions' pre‐licensure curricula for promoting conceptual learning based on competency‐based pain management education. Design Based on the well‐documented need to improve the competency of health care professionals in pain assessment and management, an interprofessional group of health care providers collaborated and then convened in August 2012 to develop core competencies for pain management for the pre‐licensure programs of study across health care disciplines. This interprofessional group of pain educators achieved consensus on a common set of pain‐related competencies intended to be implemented across a variety of pre‐licensure professional programs. Setting A group of the interprofessional faculty, who participated in the development of the core competencies for pain management, provides a follow‐up of how to implement learning tools within teaching and curricula, based on competency education in pre‐licensure health care. Results Broad questions about how to incorporate competencies into pre‐licensure curricula, for all health provider pre‐licensure programs, including how to assess competency across individuals and how to teach in ways that emphasize the demonstration of conceptual learning, remain unanswered. This article reviews how the use of competencies creates historical context for a shift from teaching to learning and concludes with suggestions and exemplars in applying core competencies for pain management in pre‐licensure programs.

Conceptual Learning

Curricula Exemplars

Pain Competencies

Pain Education

Details

Title: Subtitle: Implementing a Paradigm Shift: Incorporating Pain Management Competencies into Pre‐Licensure Curricula
Creators: Ellyn Arwood - University of Portland
Joanna M Rowe - Linfield College
Naileshni S Singh - University of California, Davis School of Medicine
Daniel B Carr - Tufts University School of Medicine
Keela A Herr - University of Iowa, Nursing
Roger Chou - Oregon Health & Science University
Resource Type: Journal article
Publication Details: Pain medicine (Malden, Mass.), Vol.16(2), pp.291-300
DOI: 10.1111/pme.12563
PMID: 25244226
NLM abbreviation: Pain Med
ISSN: 1526-2375
eISSN: 1526-4637
Number of pages: 10
Language: English
Date published: 02/2015
Academic Unit: Nursing Administration and Gen; Nursing
Record Identifier: 9983557105302771

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