1. Mutual Goal Setting

2. PN Collaborative Curriculum Workshop Student Learning Outcomes
Sue Field DNP, RN, CNE
August 2013

3. 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.

4. Notes to Self
1. Questions during presentation
2. “Take Aways”

5. History of the PN Collaborative Curriculum Project is found in Essentials Book – Chapter 1

6. 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

7. Summer 2012 - 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

8. PN Collaborative work began at the August 2012 Workshop with Linda Caputi
Workshop with Linda Caputi on curriculum design
Committees 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) Reports
Problems 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 with
Definitions
8 Student Learning Outcomes
From the 8 concepts.

14. 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.

15. February 2013 Had 1st 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: 2nd Edition

16. 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

17. 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.

18. 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
3rd Edition of Essentials Book

20. Curriculum was Based on National Standards

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, 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

25. 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

26. Practical Nurse Scope of Practice
May 2013

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 83
Table 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. 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

31. 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

32. 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.

33. Apprenticeship: Knowledge Domain: Cognitive
Apprenticeship: Ethical Comportment
Domain: Affective
Apprenticeship: Practice-Know-How
Domain: Psychomotor

34. 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.

35. 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.

36. Ethical Comportment –
Is this nurse displaying Ethical Comportment?

37. Example of an Ethical Comportment Assignment.

38. Turn to Page 17 in your Essentials Book for Concepts, Definitions, Student Learning Outcomes, and Competencies

39. Infomatics/Technology

40. The Informatics/Technology Student Learning Outcome (SLO).
The practical nursing graduate will
utilize 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 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).

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) and
accept (Ethical comportment) accountability for the PN scope of practice.

47. 2 Assignments to Measure Managing Care.
Managing Care Assignment
Ethical Comportment Assignment

48. 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).

49. Assignments to Measure Nursing Judgment/Evidence Based Care
Nursing Judgment K + P
Prioritization K + P

50. Additional Assignments for SLO Nursing Judgment/Evidence Based Care
Daily Clinical Worksheet
Nursing Judgment Ethical Comportment

51. 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.

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 will
demonstrate 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/ETHICAL
PROFESSIONALISM

56. 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).

57. Assignments to Measure Quality Improvement SLO
Patient Satisfaction
Policies 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 team
collaborating 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 Book
See Appendix D and E page 114 in Essentials Book
Found 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 – 10
Table 1: Student Learning Outcomes and Scope of Practice

64. How to Connect to the Healthforce MN Website.
Page 8 in Essentials Book
Resources
National Accreditation
Username: Nursing
Password: Nursing
Link to PN Curriculum

65. Questions…