Presentation on theme: "Mutual Goal Setting. PN Collaborative Curriculum Workshop Student Learning Outcomes Sue Field DNP, RN, CNE August 2013."— Presentation transcript:
Mutual Goal Setting
PN Collaborative Curriculum Workshop Student Learning Outcomes Sue Field DNP, RN, CNE August 2013
Objectives Attendee will 1. Identify the student learning outcomes and competencies used in the PN Collaborative Curricular Framework 2. Evaluate assignments to measure the student learning outcomes for use in your nursing program.
Notes to Self 1. Questions during presentation 2. “Take Aways”
History of the PN Collaborative Curriculum Project is found in Essentials Book – Chapter 1
PN Curricular Project Summer 2011: Changes in Approval of Nursing Programs November 2011: PN Directors Meeting National Accreditation 16/23 programs were over 40 credits Many between 50 and 60 credits Time…Money…Resources
Summer MnSCU Funded $100,000 through HealthForce MN for the PN Curricular Project 1. Developed a Statewide Curricular Committee 2 faculty per campus Plus industry partners 2. Regional Curriculum Committee One faculty representative from each region in Minnesota
PN Collaborative work began at the August 2012 Workshop with Linda Caputi August 2012 Workshop with Linda Caputi on curriculum design Committees met and progress project began! Chose ATI Curricular Mapping Program to Map the Curriculum
Mapped Curriculum Student Learning Outcomes NCLEX Test Plan NLN Model ACEN (NLNAC) Reports Problems with Changes…. Syllabi…
Examples of ACEN comments from Candidacy, Site Visit Reports, etc. Course objectives are measureable but do not clearly connect to the SLO’s.
The program needs to clearly demonstrate the progression of the student learning outcomes across the curriculum.
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.
We developed 8 Concepts and Student Learning Outcomes which were surveyed by 340 education and industry partners. 8 Concepts with Definitions 8 Student Learning Outcomes From the 8 concepts.
Surveyed 340 Partners Industry Partners 53% Long Term Care 22% Staff Nurses 19% Administrators 9% Hospital Setting 3% Clinic setting 14% Practical Nursing Instructors 14% Associate Degree Instructors 6% Students With Feedback changes were made.
February 2013 Had 1 st version of Essentials Book completed NLNAC Consultant Dr. Farmer Dr. Farmer worked for 1 year with NLNAC Gave comments and insights (See Chapter 2 on NLNAC Standard 4 comments) See Appendix C (Page 107) for entire report Essentials Book Updated: 2 nd Edition
Assignments developed Spring 2013 Spring: Worked on Assignments ITV meeting Each site sent assignments that measured the different student learning outcomes Faculty around the state have shared assignments statewide
Project funding completed…April 2013 BUT PN Scope of Practice not yet finalized Assignments not into standardized form with rubrics Simulations for PN level not created yet.
May 2013: Scope of Practice Change Dr. Hoeppner and Dr. Jones Regional Curriculum Committee had WEBEX meeting Changes made to the Concepts/Definitions/Student Learning Outcome Reflective of PN Scope of Practice 3 rd Edition of Essentials Book
Curriculum was Based on National Standards
NLN Educational Outcomes and Competencies Model
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.
NLN Educational Outcomes and Competencies Model
2010 NLN Integrating Concepts Context and Environment, Knowledge and Science, Personal/Professional Development, Quality and Safety, Relationship Centered Care, Teamwork Knowledge: 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 Standards These were NOT leveled to the PN level
Attempt to Level NLN Outcomes QSEN Massachusetts Nurse of the Future Ideas The Language was easier to understand then NLN Crosswalks between NLN and QSEN Crosswalks between NLN and Massachusetts
Practical Nurse Scope of Practice May 2013
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)
Evidence that Student Learning Outcomes established from National Standards Essentials Book Page 83 Table 9
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. This table shows evidence to ACEN (formerly NLNAC) that our Student Learning Outcomes and Role Specific Competencies are derived from National Standards.
The Curriculum has 8 Professional Concepts Informatics/Technology p. 83 Managing Care: P. 84 Patient/Relationship Centered Care: P. 86 Nursing Judgment/Evidence Based Care: P. 85 Professional Identity and Behaviors: P 87 Quality Improvement: P. 88 Safety: P. 89 Teamwork and Collaboration: P. 90
Professional Concepts were Defined Each concept National definitions Essential to this concept: leveled the definition to the PN Scope of Practice. Student Learning Outcomes developed from each Professional Concept 2 to 3 Role Specific Competency statements Leveled to the PN Level
Each Role Specific Competency was developed around the NLN Apprenticeships. Knowledge Practice Know How Ethical Comportment NLN 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.
Ethical Comportment is Evaluated with Assignments. Reflective questions, papers and journaling Assist the student to identify values that influence their role as a nurse. Verbs such as: Value – Appreciate – Respect Students reflect on the value of the competencies in their practice as well as demonstrate the value in their practice.
Where do we Measure the Apprenticeships? Semester or Level 1: Knowledge and Practice measured Semester or Level 2: Practice and Ethical Comportment are measured ONLY a framework In actuality they are all combined and E can proceed K and P.
Ethical Comportment – Is this nurse displaying Ethical Comportment?
Example of an Ethical Comportment Assignment.
Turn to Page 17 in your Essentials Book for Concepts, Definitions, Student Learning Outcomes, and Competencies
The Informatics/Technology Student Learning Outcome (SLO). The practical nursing graduate will utilize information technology in the health care setting (NAPNES).
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.
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.
Assignment to Measure the Documentation - Confidentiality Competency of Information - Technology SLO.
The SLO for Managing Care. The practical nursing graduate 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).
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.
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) and accept (Ethical comportment) accountability for the PN scope of practice.
2 Assignments to Measure Managing Care. Managing Care Assignment Ethical Comportment Assignment
The SLO for Nursing Judgment/Evidence Based Care. The practical nursing graduate will utilize evidence based nursing judgment when prioritizing care, implementing interventions, reporting changes, (Scope Of Practice); and promoting the health (NLN) of individual patients across the lifespan (Scope of Practice).
Assignments to Measure Nursing Judgment/Evidence Based Care Nursing Judgment K + P Prioritization K + P
Additional Assignments for SLO Nursing Judgment/Evidence Based Care Nursing Judgment Ethical Comportment Daily Clinical Worksheet
SLO for Patient/Relationship Centered Care The practical nursing graduate demonstrates 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.
Assignments to Measure Patient/Relationship Centered Care Communication (Caring) Nursing Process
Assignment to Measure Patient/Relationship Centered Care – Learning Needs Competency
SLO for Professional Identity and Behavior. The practical nursing graduate will demonstrate professional behaviors and accountability to legal and ethical nursing practice standards for a competent PN (NAPNES).
Assignments for Professional Identity and Behavior Competencies LEGAL/ETHICAL PROFESSIONALISM
SLO for Quality Improvement The practical nursing graduate will participate in quality improvement by providing input into the development of policies and procedures (SOP) and effectively using resources to achieve patient outcomes (NAPNES).
Assignments to Measure Quality Improvement SLO Patient Satisfaction Policies and Procedures
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).
Assignments to Measure Safety Competencies Safety Preventing Complications
SLO for Teamwork and Collaboration The practical nursing graduate will participate as a member of the interprofessional team collaborating and communicating with other health care providers (SOP) to promote safe, quality, patient centered care.
Assignments to Measure Teamwork and Collaboration Teamwork Conflict Resolution
PN Curricular Framework was Cross Walked to NCLEX-PN Test Plan (2011) See page 35 in Essentials Book See Appendix D and E page 114 in Essentials Book Found in HealthForce MN website under PN Curriculum.
The PN Curricular Framework supports the new PN Scope of Practice. Turn in your Essentials book to pages 8 – 10 Table 1: Student Learning Outcomes and Scope of Practice
How to Connect to the Healthforce MN Website. Page 8 in Essentials Book Resources National Accreditation Username: Nursing Password: Nursing Link to PN Curriculum