s to more easily access these services. Further, the authors report that these programs should include curriculum heavily focused on teaching nurses involved in case management to assess patients independently, to implement health plans, and to be responsible for outcomes.
In an earlier study, Dickerson, Peters, Wallowiak and Brewer (1999) also called upon Nurse Educators to better design classes aimed at teaching case management. In this regard, the authors reported that active engagement in learning and skill development should be a large aspect of such programs. It was noted that this approach should prove effective not only in educational settings but in clinical settings as well.
Another way in which Nurse Educators can help to develop and implement case management concerns a way in which Nurse Educators work to develop and implement their own roles in the field of Nursing. In this regard, the National League of Nursing (2003) reports that Nurse Educators sometimes enhance their own role through political involvement and advocacy. Nurse educators could become involved in the politics of their various healthcare agencies and institutions, advocating actively for greater emphasis to be placed on the case management role.
Tholcken, Clark and Tschirch (2004) state that Nurse Educators could also do much to improve the development and implementation of case management programs by undertaking a redesign of the undergraduate curriculum. For example, there should be certain required courses involving case management such as a course for case management of patients with chronic illnesses. The authors provide an example of such a course and show how it can be structured and implemented with cooperation on the part of Nurse Educators.
In summary then, there are several options available to Nurse Educators in terms of developing and implementing
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