2 PN Collaborative Curriculum Workshop Student Learning Outcomes Sue Field DNP, RN, CNEAugust 2013
3 Objectives Attendee will 1. Identify the student learning outcomes and competencies used in the PN Collaborative Curricular Framework2. Evaluate assignments to measure the student learning outcomes for use in your nursing program.
4 Notes to Self1. Questions during presentation2. “Take Aways”
5 History of the PN Collaborative Curriculum Project is found in Essentials Book – Chapter 1
6 PN Curricular ProjectSummer 2011: Changes in Approval of Nursing ProgramsNovember 2011: PN Directors MeetingNational Accreditation16/23 programs were over 40 creditsMany between 50 and 60 creditsTime…Money…Resources
7 Summer 2012 - MnSCU Funded $100,000 through HealthForce MN for the PN Curricular Project 1. Developed a Statewide Curricular Committee2 faculty per campusPlus industry partners2. Regional Curriculum CommitteeOne faculty representative from each region in Minnesota
8 PN Collaborative work began at the August 2012 Workshop with Linda Caputi Workshop with Linda Caputi on curriculum designCommittees met and progress project began!Chose ATI Curricular Mapping Program to Map the Curriculum
9 Mapped Curriculum Student Learning Outcomes NCLEX Test Plan NLN Model ACEN (NLNAC) ReportsProblems with Changes….Syllabi…
10 Examples of ACEN comments from Candidacy, Site Visit Reports, etc. Course objectives are measureable but do not clearly connect to the SLO’s.
11 The program needs to clearly demonstrate the progression of the student learning outcomes across the curriculum.
12 The programs have identified the course objectives as cognitive, affective or psychomotor. However, neither the tables nor the abbreviated syllabi actually label the objectives in the respective learning domains.
13 We developed 8 Concepts and Student Learning Outcomes which were surveyed by 340 education and industry partners.8 Concepts withDefinitions8 Student Learning OutcomesFrom the 8 concepts.
14 Surveyed 340 Partners Industry Partners 53% Long Term Care 22% Staff Nurses19% Administrators9% Hospital Setting3% Clinic setting14% Practical Nursing Instructors14% Associate Degree Instructors6% StudentsWith Feedback changes were made.
15 February 2013 Had 1st version of Essentials Book completed NLNAC Consultant Dr. FarmerDr. Farmer worked for 1 year with NLNACGave comments and insights(See Chapter 2 on NLNAC Standard 4 comments)See Appendix C (Page 107) for entire reportEssentials Book Updated: 2nd Edition
16 Assignments developed Spring 2013 Spring: Worked on AssignmentsITV meetingEach site sent assignments that measured the different student learning outcomesFaculty around the state have shared assignments statewide
17 Project funding completed…April 2013 BUT PN Scope of Practice not yet finalizedAssignments not into standardized form with rubricsSimulations for PN level not created yet.
18 May 2013: Scope of Practice Change Dr. Hoeppner and Dr. JonesRegional Curriculum Committee had WEBEX meetingChanges made to the Concepts/Definitions/Student Learning OutcomeReflective of PN Scope of Practice3rd Edition of Essentials Book
21 NLN Educational Outcomes and Competencies Model
22 2010 NLN Outcomes and Competency Model: PN Level Competencies Human Flourishing: Promote the human dignity, integrity, self determination, and personal growth of patients, oneself, and members of the health care team.Nursing Judgment: Provide a rationale for judgments used in the provision of safe, quality care and for decisions that promote the health of patients within a family context.Professional Identify: Assess how one’s personal strengths and values affect one’s identity as a nurse and one’s contributions as a member of the health care team.Spirit of Inquiry: Question the basis for nursing actions, considering research, evidence, tradition, and patient preferences.
23 NLN Educational Outcomes and Competencies Model
24 2010 NLN Integrating Concepts Context and Environment, Knowledge and Science, Personal/Professional Development, Quality and Safety, Relationship Centered Care, TeamworkKnowledge: Nursing education should ensure graduates are familiar with concepts and literature in the following areas…Practice Know How: Nursing education should ensure graduates are able to….Ethical Comportment: Nursing education should ensure graduates are able to… Value/Appreciate/Act according to Ethical StandardsThese were NOT leveled to the PN level
25 Attempt to Level NLN Outcomes QSENMassachusetts Nurse of the FutureIdeasThe Language was easier to understand then NLNCrosswalks between NLN and QSENCrosswalks between NLN and Massachusetts
27 Student Learning Outcomes Primarily focused on… National Association of PN Education and Service (NAPNES, 2007)National Federation of LPN’s (NFLPN, 2003) (On Table 10)NLN 2010 (PN Competency Statements)Minnesota Scope of Practice (2013)
28 Evidence that Student Learning Outcomes established from National Standards Essentials Book Page 83Table 9
29 This table shows evidence to ACEN (formerly NLNAC) that our Student Learning Outcomes and Role Specific Competencies are derived from National Standards.NLNAC or ACEN Standard 4.1:The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice.
30 The Curriculum has 8 Professional Concepts Informatics/Technology p. 83Managing Care: P. 84Patient/Relationship Centered Care: P. 86Nursing Judgment/Evidence Based Care: P. 85Professional Identity and Behaviors: P 87Quality Improvement: P. 88Safety: P. 89Teamwork and Collaboration: P. 90
31 Professional Concepts were Defined Each conceptNational definitionsEssential to this concept:leveled the definition to the PN Scope of Practice.Student Learning Outcomes developed from each Professional Concept2 to 3 Role Specific Competency statementsLeveled to the PN Level
32 Each Role Specific Competency was developed around the NLN Apprenticeships. KnowledgePractice Know HowEthical ComportmentNLN Professional Identify: Assess how one’s personal strengths and values affect one’s identity as a nurse and one’s contributions as a member of the health care team.
34 Ethical Comportment is Evaluated with Assignments. Reflective questions, papers and journalingAssist the student to identify values that influence their role as a nurse.Verbs such as: Value – Appreciate – RespectStudents reflect on the value of the competencies in their practiceas well as demonstrate the value in their practice.
35 Where do we Measure the Apprenticeships? Semester or Level 1:Knowledge and Practice measuredSemester or Level 2:Practice and Ethical Comportment are measuredONLY a frameworkIn actuality they are all combined and E can proceed K and P.
36 Ethical Comportment –Is this nurse displaying Ethical Comportment?
40 The Informatics/Technology Student Learning Outcome (SLO). The practical nursing graduate willutilize information technology in the health care setting (NAPNES).
41 Documentation Confidentiality Competency for Informatics/Technology Identify (Knowledge),demonstrate (Practice),and appreciate (Ethical comportment)the use of information technology to accurately document patient care while consistently safeguarding confidential health information.
42 Listed is the Informatics Competency #2 for Informatics/Technology Identify (Knowledge),demonstrate (Practice),and value (Ethical comportment)the use of information technology to access reliable information and resources that support evidence based patient care, reduce reliance on memory (NLN), and enhance competency within the practice setting.
43 Assignment to Measure the Documentation - Confidentiality Competency of Information -Technology SLO.
44 The SLO for Managing Care. The practical nursinggraduate will manage care through planning, organizing (NAPNES)and assigning aspects of care to UAP’s and LPN’s under the direction of a RN or other licensed Health Care Provider (MN Scope Of Practice).
45 The Following is Competency (Managing Care) #1 for Managing Care Identify (Knowledge),demonstrate (Practice),and appreciate (Ethical comportment)one's role in managing care (planning and organizing) in providing quality nursing care under the direction of a RN or licensed HCP.
46 Competency #2 for Managing Care (Assign/Monitor) Identify (Knowledge),assign (Practice) nursing tasks/activities to other LPN’s, assign and monitor nursing tasks/activities to Unlicensed Assistive Personnel (UAP) andaccept (Ethical comportment) accountability for the PN scope of practice.
47 2 Assignments to Measure Managing Care. Managing Care AssignmentEthical Comportment Assignment
48 The SLO for Nursing Judgment/Evidence Based Care. The practical nursing graduatewill utilize evidence based nursing judgmentwhen prioritizing care, implementing interventions, reporting changes, (Scope Of Practice);and promoting the health (NLN) ofindividual patients across the lifespan (Scope of Practice).
49 Assignments to Measure Nursing Judgment/Evidence Based Care Nursing Judgment K + PPrioritization K + P
50 Additional Assignments for SLO Nursing Judgment/Evidence Based Care Daily Clinical WorksheetNursing Judgment Ethical Comportment
51 SLO for Patient/Relationship Centered Care The practical nursing graduatedemonstrates effective communication skills (NAPNES)while providing patient care founded on basic physical, developmental, spiritual, cultural, functional, and psychosocial needs (NAPNES)of individual (SOP) patients across the lifespan.
52 Assignments to Measure Patient/Relationship Centered Care Communication (Caring)Nursing Process
53 Assignment to Measure Patient/Relationship Centered Care – Learning Needs Competency
54 SLO for Professional Identity and Behavior. The practical nursing graduate willdemonstrate professional behaviors and accountability to legal and ethical nursing practice standards for a competent PN (NAPNES).
55 Assignments for Professional Identity and Behavior Competencies LEGAL/ETHICALPROFESSIONALISM
56 SLO for Quality Improvement The practical nursing graduate will participate in quality improvement by providinginput into the development of policies and procedures (SOP) andeffectively using resources to achieve patient outcomes (NAPNES).
57 Assignments to Measure Quality Improvement SLO Patient SatisfactionPolicies and Procedures
58 SLO for Safety The practical nursing graduate will recognize and report changes and responses to interventions to a RN or the appropriate licensed health care provider while providing a safe environment for patients, self, and others (SOP).
59 Assignments to Measure Safety Competencies Preventing Complications
60 SLO for Teamwork and Collaboration The practical nursing graduate will participate as a member of the interprofessional teamcollaborating and communicating with other health care providers (SOP)to promote safe, quality, patient centered care.
61 Assignments to Measure Teamwork and Collaboration Conflict Resolution
62 PN Curricular Framework was Cross Walked to NCLEX-PN Test Plan (2011) See page 35 in Essentials BookSee Appendix D and E page 114 in Essentials BookFound in HealthForce MN website under PN Curriculum.
63 The PN Curricular Framework supports the new PN Scope of Practice. Turn in your Essentials book to pages 8 – 10Table 1: Student Learning Outcomes and Scope of Practice
64 How to Connect to the Healthforce MN Website. Page 8 in Essentials BookResourcesNational AccreditationUsername: NursingPassword: NursingLink to PN Curriculum