Office of the Provost and Vice President for Academic Affairs
Department of Health Professions
Academic Year 2014-15Assessment Report
Note: All areas shaded in gray to be completed by Department.
MISSION STATEMENT
The faculty of the Health Professions Department is committed to recruiting and developing the highest quality students. These students are
provided the resources and the opportunity to become skilled, knowledgeable, competent, entry-level graduates. Because the medical field
changes so rapidly, life-time learning is emphasized for both personal and professional development. To meet the University goal of
Partnering for Student Success, partnerships with K-12 education and community organizations are imbedded within each healthcare program
to meet community needs.
The faculty provides dynamic learning environments using modern technology. Students are engaged in didactic, simulated, and clinical
experiences to foster the development of the knowledge and skills that allow them to pass national certification examinations. Collaboration
with community, regional and national healthcare partners provide for internships and entry-level employment opportunities which allows us
to fulfill our goal of discovery and creativity to serve Montana and the world
To provide education for the global century, each program inspires an atmosphere of respect for the diversity of individuals, with a focus on
culturally sensitive and ethically sound patient care.
To ensure high quality health education outcomes, the Health Professions Programs are/have actively sought and secured national
accreditation from their specific professional organizations. Faculty recognizes the need to utilize technologies and practices that optimize
learning experiences while modeling sustainability. Professional competencies are maintained by all faculty.
DEPARTMENT OBJECTIVES
1.
Developing academically sound, appropriately rigorous courses that allow the uniting of academic and medical knowledge to
clinical practice.
2.
Providing an atmosphere supportive of student learning that promotes client safety in both classroom and clinical settings.
3.
Promoting the continuing development of critical thinking skills.
4.
Offering multiple means for student learning to develop into long-term clinical skills.
5.
Modeling professional excellence in communications, skills and ethics.
6.
Supporting faculty efforts to develop in both disciplinary and teaching strengths
MISSION STATEMENT – Radiologic Technology
RADIOLOGIC TECHNOLOGY MISSION STATEMENT
The educational mission of the Radiologic Technology Program is to prepare safe, competent and qualified professionals who will enhance
the health care of their patients. These entry level professionals will be employed in a variety of hospital and out-patient settings, and will
have opportunities to advance in skills that include MRI, CT, and radiation therapy, among others. Radiology students receive scientific and
clinical knowledge, skill in applying that knowledge, and an understanding of the human condition on various levels. Respect for, and
understanding of diversity and ethics in medical fields is expected in the graduates of the program. The medical field changes so rapidly,
lifetime learning is a condition of the profession. Curriculum content is directed by the American Registry of Radiologic Technology (ARRT),
which is the certifying body. Curriculum is guided by the American Society of Radiologic Technology (ASRT). The graduates sit for a
national certification upon completion of the program. Missoula College Radiologic Technology Program pursues fulfillment of their mission
through the five UM Core Themes.
DEPARTMENT OBJECTIVES
1. Dynamic Learning Environment: Demonstrate competency, knowledge, and skills to be successful in the profession.
2. Discovery and Creativity to Serve Montana and the World: Express critical thinking skills as they apply knowledge and understanding of
scientific principles guiding their practice.
3. Partnering for Student Success: Prove technical competency in all basic radiologic procedures.
4. Education for the Global Century: Relate culture, ethnicity, socioeconomics, and life experiences to the patients and to their practice.
5. Discovery and Creativity to Serve Montana and the World: Respond to ever-changing technology and knowledge in medical care by
continuing to seek greater knowledge and skills in the field
6. Education for the Global Century: Demonstrate entry-level knowledge in the field by successfully completing the national registry exam to gain
the credential of Registered Radiologic Technologist in Radiography (ARRT (R)). The program graduate will practice their profession in an ethical
manner and understand the necessity of lifelong learning to be a contributing and productive member of society.
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Unit Exams
Laboratory
Skills
Clinical Skills
Competency
Check off
National
Registry
Examination
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1. Demonstrate competency, knowledge, and skills to
be successful in the profession.
2. Express critical thinking skills as they apply
knowledge and understanding of scientific principles
guiding their practice.
3. Prove technical competency in all basic radiologic
procedures.
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4. Relate culture, ethnicity, socioeconomics, and life
experiences to the patients and to their practice.
5. Respond to ever-changing technology and
knowledge in medical care by continuing to seek
greater knowledge and skills in the field.
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6. Demonstrate entry-level knowledge in the field by
successfully completing the national registry exam to
gain the credential of Registered Radiologic
Technologist in Radiography (ARRT (R)). The
program graduate will practice their profession in an
ethical manner and understand the necessity of
lifelong learning to be a contributing and productive
member of society.
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RESULTS AND MODIFICATIONS
Student Learning Goal
Assessment
Program Modification
Outcome
1. Demonstrate competency,
Formative
and
production
Skills are assessed
knowledge, and skills to be
assessment tools have been
through written exams,
successful in the profession.
redesigned to correlate with the
lab simulations and the
changes made to ASRT
acquisition of ARRT
curriculum.
designated
Results of quizzes,
tests, and clinical
evaluations have
improved.
competencies. Site
Instructors complete
evaluations of students’
abilities and behaviors.
Mock Registry exams
are administrated. A
passing grade
of 75% or higher on the
National Radiologic
Technology Certification
exam.
2. Express critical thinking
skills as they apply knowledge
and understanding of scientific
principles guiding their
practice.
The need to be a critical
thinker in routine and
stressful situations is
assessed throughout the
program by the use of
clinical observations and
evaluations. Special
attention to developing
these skills takes place
during the first semester
with simulations in the lab
and with summative
assessments. Technologist
and Radiologist feedback
New and different types of
simulated scenarios developed
and used in lab simulations.
Lab practicum final developed
to assess student’s abilities to
explain and apply critical
thinking skills when working
with patients.
Earlier demonstration by
students of their ability
to acquire high quality
images during exams
which prove to be a
challenge due to patient
condition or other
circumstances.
Plan
Program will continue to
adapt assessment tools as
updates and changes are
made in technology,
equipment and the ARRT
Competencies.
Students will continually be
able to acquire high quality
images, during stressful or
atypical situations and with
minimal prompting, in the
early part of their clinical
education because of lab
simulations, testing and
feedback.
3. Prove technical competency
in all basic radiologic
procedures.
4. Relate culture, ethnicity,
socioeconomics, and life
experiences to the patients
and to their practice.
5. Respond to ever-changing
technology and knowledge in
medical care by continuing to
seek greater knowledge and
skills in the field
Competency in performing
the basic radiologic
technology procedures is
assessed early in
curriculum course work.
Simulations are performed
in lab and summative
exams are administered in
classes. Continued
throughout the program
with observations and
evaluations of clinical
performance.
Emphasized early in
mandated curriculum
course work. Technical
papers are assigned, with
topics including diversity in
radiologic technology.
Formative and summative
exams are administered.
Clinical experiences allow
students to become
actively involved with a
diverse group of patients
and health professionals.
Observations and
evaluations reflect student
interactions.
Emphasized in the first
semester of the Program,
particularly in Radiographic
Imaging I and Introduction
to Diagnostic Imaging.
Formative and summative
assessments are used, in
addition to small and large
group discussions of
published materials.
Skeletal phantom purchased for
use in lab during AHXR 140.
Clinical evaluation tool was
redesigned to better identify
student strengths and
weaknesses. Instructional
session held for Site Instructors
on how to implement new
evaluation strategies. Image
analysis challenges presented
in the second, third, and fourth
clinical rotations.
Completed evaluations
are used more
constructively by
students leading to
improvement in clinical
performance. Site
Instructors able to
communicate student
competency more
succinctly.
Participation in the University of
Montana Campus Corps
AmeriCorps Community
Partners Program. This offers
students the opportunity to
organize and complete
volunteer services within the
community.
Students are able to
accommodate the
special needs of
individuals with a
diverse background.
They are well prepared
to act in a professional
and respectful manner
as they travel to each of
the unique facilities
affiliated with the
Program.
Require first year students to
shadow three different
modalities during the spring
semester. Representatives
from various areas of Medical
Imaging are invited to speak to
students through the Program.
Communications
between radiology staff
and students continue
to improve. This
provides students a
clear understanding of
departmental
relationships. Students
are better able to decide
on paths for continuing
education.
Lab Simulations will continue
to be done using the skeletal
phantom. Site Instructors will
continue to help update
clinical evaluation forms in
order to provide clear
feedback to students on what
they already know and what
they are still required to
know. Develop radiologic
physics experiments to be
performed in the new
Missoula College lab.
The ability of the student’s to
communicate and interact
with diverse populations will
continue to be monitored by
use of formative, summative
and productive assessment
tools. Requirements for
participation in Campus
Corps AmeriCorps
Community Partners program
will be monitored through the
Office for Civic Engagement.
Maintain current course
curriculum work and clinical
education activities.
6. Demonstrate entry-level
knowledge in the field by
successfully completing the
national registry exam to gain
the credential of Registered
Radiologic Technologist in
Radiography (ARRT (R). The
program graduate will practice
their profession in an ethical
manner and understand the
necessity of lifelong learning
to be a contributing and
productive member of society
88 -100% of the graduating
students passed the ARRT
credentialing exam.
Average scaled score for
the examinees was
between 85 - 90% for the
last 4 years. These results
surpass the national
averages in 3 out of the
last 4 years.
Clinic technologists continue to
remind students that they must
follow textbook procedures
instead of utilizing seasoned
technologist’s modified
procedures. Image analysis
challenges are more frequent
during clinical experiences.
National test scores
from graduates of this
program will be
compared to the
published national test
scores. Pass rates for
the Program students
Test scores in radiographic
procedures portion of the test
have improved. The
adoption of the summer
clinical textbook has helped
focus the students on
executing precise imaging
procedures during the
intense summer clinical
rotation.
UM Curriculum Mapping Template
Radiologic Technology
Express critical
thinking skills
Demonstrate
as they apply
competency,
knowledge
knowledge,
and
yequired Course
and skills to
understanding
(dame and dumber)
be successful
of scientific
in the
principles
profession
guiding their
practice.
AHXy 100
AHXy 121
AHXy 140
AHXy 221
AHXy 225
AHXy 240
AHXy 270
AHXy 295
yelate culture,
Prove
ethnicity,
socioeconomics,
technical
competency and life
in all basic experiences to
radiologic the patients and
procedures. to their
practice.
yespond to everchanging
technology and
knowledge in
medical care by
continuing to
seek greater
knowledge and
skills in the field
Demonstrate entry-level knowledge in the
field by successfully completing the national
registry exam to gain the credential of
yegistered yadiologic Technologist in
yadiography (AyyT (y). The program
graduate will practice their profession in an
ethical manner and understand the necessity
of lifelong learning to be a contributing and
productive member of society
I, D
I
I
I,D
I,D,c
I, D
I,D
I
I
I,D
I, D
I,D
I,D
I,D
I.D
I, D
I,D
I,D
I,D
I,D
D,c
D,c
D,c
D,c
I,D,c
D,c
I,D,c
I,D
I,D
I,D
c, A
c,A
c,A
c,A
c,A
A
c, A
c,A
c,A
c,A
c,A
A
MISSION STATEMENT-RESPIRATORY THERAPY
RESPIRATORY THERAPY DEPARTMENT MISSION STATEMENT
The faculty of the Respiratory Therapy program is committed to developing skilled, knowledgeable, safe entry level graduates who will
improve the quality of health care as they implement the critical thinking skills developed during their progression our program. Our primary
focus at all times is ensure that our graduates are capable of providing patient care of the highest caliber and that they do so in a caring,
sensitive, compassionate, and above all a technically competent fashion. We provide access to the knowledge and skills that will allow
students to successfully pass national licensure examinations. Commitment to life-long learning as an imperative to maintaining professional
competency is stressed. Recognition of the implications diversity holds for ethical, effective health care is common to all aspects of our
curriculum. The faculty role includes modeling respect for individual worth, diversity, and lifelong learning. Faculty recognizes the need to
remain technically competent in their fields as well as the need to develop as teachers.
STUDENT LEARNING GOALS
1. Demonstrate competency in fundamental knowledge of the application of respiratory care to adult, pediatric and neonatal population
based on science, research, and clinical practice guidelines.
2. Be certified to perform emergency measures in life-threatening situations. Basic Provider (BLS) as well as Advanced Cardiac Life
Support
(ACLS) are mandatory requirements of the program. Pediatric Emergency Assessment, Recognition and
Stabilization (PEARS) and the theory of Neonatal Resuscitation (NRP) will be provided as program resources permit.
3. Relate clients’, culture, ethnicity, socioeconomics, and life experiences to their acceptance and compliance with care.
4. Demonstrate technical proficiency in all skills in providing patient care.
5. Exhibit critical thinking skills in providing patient care.
6. Demonstrate ethical professional behavior.
7. Understand and act upon the need for life-long learning in Respiratory Care.
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Demonstrate competency in fundamental
knowledge of the application of respiratory care
to adult, pediatric and neonatal population based
on science, research, and clinical practice
guidelines.
2. Be certified to perform emergency measures
in life-threatening situations. Basic Provider
(BLS) as well as Advanced Cardiac Life Support
(ACLS) are mandatory components of the
program. Pediatric Emergency Assessment,
Recognition and Stabilization (PEARS) and the
theory of Neonatal Resuscitation (NRP) will be
provided as program resources permit.
3. Relate clients’, culture, ethnicity,
socioeconomics, and life experiences to their
acceptance and compliance with care.
Clinical Skills
Competency
Check off
National
Registry
Examination
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Unit Exams
Laboratory
Skills
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1
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4. Demonstrate
technical proficiency in all skills
in providing patient care.
5. Exhibit
critical thinking skills in providing
patient care.
6. Demonstrate
ethical professional behavior.
7. Understand
and act upon the need for life-long
learning in Respiratory Care.
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Student Learning Goal
1. Demonstrate competency in
fundamental knowledge of the
application of respiratory care to
adult, pediatric and neonatal
population based on science,
research, and clinical practice
guidelines.
Assessment
Students attend an out-sourced
national exam review.
Subsequently, students take
three mock national
examinations, CRT, WRRT,
and CSE. Students must
demonstrate proficiency in all
applicable clinical
competencies both in
laboratory and the bedside
during clinical rotations.
2. Demonstrate competency to
Students may either present
perform emergency measures in
their current BLS card upon
life-threatening situations such as
program entry, or complete a
Basic Life Support, BLS, and as
program brought in from
required by clinical affiliates.
outside the Missoula College.
3. Relate clients’, culture, ethnicity, Emphasized in all 100 level first
socioeconomics, and life
semester courses.
experiences to their acceptance
Classroom case study reviews
and compliance with care.
in RES 232 Pathology &
Disease.
Clinical experience.
Clinical case study
preparations and
presentations.
4. Demonstrate technical
Assessed in all course work
proficiency in all skills in providing unit exams, laboratory skill
patient care.
stations, task proficiency
competencies both in
laboratory and clinical settings.
Mock national board exam.
Program Modification
New edition text books on
mechanical ventilation and
disease management reflect
latest science and research
based patient assessment
methods and practices.
Outcome & Plan
Students have met or
exceeded the cut score on all
national credentialing exams
for the past five years.
Continue to require written selfassessment and clinical
simulation examinations prior
to graduation as well as
continue to offer outsourced
national exam review.
Currently the program is
providing resources for PEARS
and ACLS certifications.
Maintain BLS and ACLS
requirement. Program has fully
implemented PEARS
certification.
Continue to identify diverse
Maintain current course and
populations and discuss
clinical work.
various aspects and challenges
in the delivery of Respiratory
Care to these populations.
Introduce new procedures and
equipment being utilized in the
delivery of Respiratory Care
both in the classroom and
laboratory experience.
Very high measure of success
on clinical evaluations and task
competencies.
Cut scores met or exceeded on
both mock (practice) as well as
national board exams.
Program graduate success on
national credentialing
examinations far exceeds
national program mean
success rates.
Student Learning Goal
5. Exhibit critical thinking skills in
providing patient care.
Assessment
Unit examinations.
Laboratory proficiency skill
stations and assessments,
including SimMan scenarios in
conjunction with the Nursing
lab.
Clinical proficiency skill
assessment and evaluations.
Mock and actual board exams.
Program Modification
Continue to develop clinical
scenario based exercises and
activities in both the classroom
and laboratory settings. Utilize
case study coursework to
strengthen critical thinking skills
required for effective clinicianpatient interaction and positive
clinical outcomes.
Outcome & Plan
Students continue to rise above
national credentialing cut
scores on both mock and
actual national credentialing
exams.
6. Demonstrate ethical
professional behavior.
Affective domain is monitored
in classroom and laboratory
activities as well as clinical
evaluations.
Emphasized first semester,
especially in AHRC 101,
Communication &
Management. Students are
exposed to the breadth and
rapid change experienced in
medicine today.
None indicated. Continue to
monitor. Adjust as national
ethical guidelines change.
No adverse outcomes. Will
continue to stringently monitor.
AHRC 101 is continually
revised to offer a current,
focused examination of ethics,
education, communication, and
legal implications of healthcare
practice.
Very favorable feedback and
evaluation of student
performance received by
program from clinical affiliates
and employers. Will continue to
develop and improve course
offerings.
7. Understand and act upon the
need for life-long learning in
Respiratory Care.
Curriculum Mapping
Respiratory Therapy Program
Intended Student Learning Outcomes
Courses
AHRC 101
Communication and
Management
AHRC 115 Blood Gas
Analysis
AHRC 129 Patient
Care and Assessment
AHRC 130
Respiratory Care Lab
1B
AHRC 131
Respiratory Care
Fundamentals
AHRC 133
Respiratory Care
Pharmacology
AHRC 231
Respiratory Critical
Care
AHRC 232
Respiratory Pathology
and Disease
AHRC 235
Cardiopulmonary
Anatomy and
Physiology
AHRC 250
Respiratory Care
Laboratory II
AHRC 255 Clinical
Experience I
Demonstrate competency
in fundamental knowledge
of the application of
respiratory care to adult,
pediatric and neonatal
population based on
science, research, and
clinical practice
guidelines.
Relate clients’, culture,
ethnicity, socioeconomics,
and life experiences to
their acceptance and
compliance with care.
Demonstrate technical
proficiency in all skills in
providing patient care.
Exhibit critical thinking
skills in providing patient
care.
I, D
I, D
I, D
I, D
I, D
I, D
I, D, A
I, D
I, D
I, D
I, D
I, D
I, D, A
D
I, D
I, D
I, D
I, D, M
I, D, M
I, D
Understand and act upon
the need for life-long
learning in Respiratory
Care.
D
D
D
I, D
D
D, M
D
D, M
D, M
D, M, A
D
D, M
D, M
D
AHRC 260
Respiratory Care
Laboratory III
AHRC 265 Clinical
Experience II
AHRC 243 Prenatal
and Pediatric
Respiratory Care
AHRC 252
Respiratory Care
Review
AHRC 270
Respiratory Care
Laboratory IV
AHRC 275 Clinical
Experience III
D, M
D, M, A
D, M
D, M
D, M
D
D
D, M, A
D
I, D
D
D, M
D, M, A
D
D, M, A
D, M
D
D, M
D, M
D, M, A
D
D, M
D, M
MISSION STATEMENT-PHARMACY TECHNOLOGY
PHARMACY TECHNOLOGY DEPARTMENT MISSION STATEMENT
The educational mission of the Pharmacy Technology Program is to develop professional pharmacy technicians who will provide
assistance to pharmacists. The practice of pharmacy encompasses a complex set of tasks in a wide array of environments, some of
which require the knowledge and judgment of a pharmacist but many others that do not. Increased utilization of well-trained and
appropriately supervised technicians is a key component of pharmacy’s strategy for moving beyond its traditional functions. By
delegating routine tasks to adequately trained technicians, pharmacists have more time to help patients solve medication-related
problems. The long-term development of a well-defined group of technical personnel in pharmacy depends on appropriate training for
technicians.
To achieve this mission, the Pharmacy Technology graduate will have the knowledge, skills, attitudes, and values to:
•
Provide distributive tasks in a variety of practice settings
•
Communicate effectively and appropriately with patients, families, caregivers, and health care professionals
•
Work effectively within a multidisciplinary team
•
Manage and use resources of the health care system for the benefit of individual patients and the public
•
Promote patient and public safety
•
Efficiently utilize information resources and technology in one’s practice
The Pharmacy Technology Program follows all standards set by the accrediting agencies, the American Society of Health-System
Pharmacists and the Accreditation Council for Pharmacy Education.
STUDENT LEARNING GOALS
1. Demonstrate understanding of the pharmacy technician’s role in the medication distribution and use processes.
2. Demonstrate the ability to process and handle all aspects of medications and medication orders.
3. Compare and contrast the roles of pharmacists and pharmacy technicians in ensuring pharmacy department
compliance with professional standards and relevant legal, regulatory, formulary, contractual, and safety requirements.
4. Demonstrate ethical conduct in all job-related activities.
5. Demonstrate a respectful attitude when interacting with diverse patient populations.
6. Demonstrate knowledge in all aspects of training by successfully passing the national Pharmacy Technician
Certification Exam.
Demonstrate understanding of the pharmacy technician’s
role in the medication distribution and use processes.
Didactic
Exams
Lab Skills
Internship
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1.
2. Demonstrate
the ability to process and handle all aspects of
medications and medication orders.
3. Compare
and contrast the roles of pharmacists and
pharmacy technicians in ensuring pharmacy department
compliance with professional standards and relevant legal,
regulatory, formulary, contractual, and safety requirements.
4. Demonstrate ethical conduct in all job-related activities.
5. Demonstrate a respectful attitude when interacting with
diverse patient populations.
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6. Demonstrate knowledge in all aspects of training by
successfully passing the national Pharmacy Technician
Certification Exam.
Student Learning
Goal
1. Demonstrate
understanding of the
pharmacy
technician’s role in
the medication
distribution and use
Assessment
In didactic, lab, and experiential
settings, students demonstrate
understanding the difference
between their role and the
pharmacist’s role in pharmacy.
Program Modification
Augment lab exercises
to include more
customer/situational
opportunities for
learning.
Outcome & Plan
Continue to teach and assess
students’ abilities to fulfill their roles
and to ask for assistance from
pharmacist as appropriate.
processes.
2. Demonstrate the
ability to process and
handle all aspects of
medications and
medication orders.
3. Compare and
contrast the roles of
pharmacists and
pharmacy
technicians in
ensuring pharmacy
department
compliance with
professional
standards and
relevant legal,
regulatory, formulary,
contractual, and
safety requirements.
4. Demonstrate
ethical conduct in all
job-related activities.
Student Learning
Goal
5. Demonstrate a
respectful attitude
when interacting with
diverse patient
populations.
6. Demonstrate
knowledge in all
aspects of training by
successfully passing
the national
Pharmacy
Students demonstrate
medication order literacy,
calculations necessary to
complete orders, and technical
ability to prepare medications.
Students demonstrate ability to
comply and support
professional standards and
relevant legal, regulatory,
formulary, contractual, and
safety requirements.
Obtain enough
computers so that
students may all practice
order entry at one time
during class.
Continue lab exercises
that are situational which
provide students
opportunities
demonstrate their
knowledge gained in the
didactic portion of
program.
Continue with current computers and
continue to request more computers
for student practice.
Students demonstrate ability to
evaluate situations and provide
ethical solutions.
Continue all aspects of
training in all three
realms (didactic, lab,
experiential)
Continue all aspects of training in all
three realms (didactic, lab,
experiential)
Assessment
Program Modification
Students demonstrate a
respectful attitude when
interacting with diverse patient
populations.
Continue to model a
respectful environment
and continue to educate
about diversity
Continue all aspects of training in all
three realms (didactic, lab, experiential
Data has been captured in a
scattered fashion but should
captured as a course
requirement.
Add successful
completion of PTCE as
criteria for student
success.
Work with advisory committee to make
this change and then collect data to
see how retention in program is
affected.
Maintain current course and lab work.
Outcome & Plan
Technician
Certification Exam.
Curriculum Mapping
Pharmacy Technology Program
Student Learning Outcomes
Key: "I"=Introduced; "D"= developed/reinforced, with opportunities to practice; "M"=mastery that is demonstrated (often at the senior or exit level); "A"=assessment evidence collected
Courses
PHAR 100
Intro to
Pharm
Practice
PHAR 101
Pharm
Calculations
PHAR 102
Pharmacology
PHAR 104
Pharmacy
Lab
AHMS 144
Medical
Terminology
PHAR 120
Medication
Safety
PHAR 198
Pharmacy
Internships
Demonstrate
understanding of
the pharmacy
technician’s role
in the medication
distribution and
use processes.
Demonstrate the
ability to process
and handle all
aspects of
medications and
medication
orders.
I, D
Compare and contrast the roles of
pharmacists and pharmacy
technicians in ensuring pharmacy
department compliance with
professional standards and relevant
legal, regulatory, formulary,
contractual, and safety
requirements.
Demonstrate
ethical
conduct in all
job-related
activities.
Demonstrate a
respectful attitude
when interacting with
diverse patient
populations.
I, D
I,D
I,D
I,D, M
I
I, D
I, D
I, D
I, D, M
I, D, M, A
I, D, M
I
I, D
I, D
D
D
M
D
D, M
D, M
D, M
I, D
I, D
D, M
D
D, M
Demonstrate knowledge in all aspects
of training by successfully passing the
national Pharmacy Technician
Certification Exam.
MISSION STATEMENT – Surgical Technology
The mission of the Surgical Technology program is to prepare safe, competent professionals who will enhance the health care of Missoula and
Montana. Partnering for student success is a milestone of the program as it continues with its collaboration with other campuses across the state in
offering the program. These entry-level professionals will be employed in a variety of settings in Montana and across the nation. This involves
preparing individuals who have scientific and clinical knowledge, skill in applying the knowledge, and an understanding of the human condition. The
program emphasizes excellence over perfection as this provides the compass students need in their quest for success. Respect for and
understanding of diversity and ethics in medical fields is expected in graduates of the program. Because the medical field changes so rapidly,
lifetime learning is emphasized for both personal and professional development. Curriculum content is guided by the Association of Surgical
Technologists’ Core Curriculum for Surgical Technology 6th ed.
PROGRAM VISION
The Surgical Technology program vision is to become the leader of quality student-centered surgical technology education while meeting the needs
of the community and state of Montana. This would be accomplished by unifying and expanding program content to be available on various
campuses throughout the state. By doing so, we are:
• Demonstrating transferability of credits among colleges in the university system
• Demonstrating the importance of partnering for student success
• Contributing to work-force development by creating program access across Montana
• Assisting to eliminate the shortage of health-care workers across Montana’s rural areas
PROGRAM ACCREDITATION
The collaborating organizations of the American College of Surgeons (ACS) and the Association of Surgical Technologists (AST) establish,
maintain and promote appropriate Standards of quality for educational programs in surgical technology. The Accreditation Review Committee on
education in Surgical Technology (ARC-ST) assesses program compliance of Standards. The extent to which a program complies with the
Standards determines its accreditation status; therefore, the Standards constitute the minimum requirements to which an accredited program is
held accountable. On the basis of compliance with the Standards and recommendation of the ARC-ST, accreditation is granted by CAAHEP,
Commission on Accreditation of Allied Health Educational Programs. In cooperation with the ARC-ST, CAAHEP is recognized by the Council for
Higher Education Accreditation (CHEA), a non-governmental body which reviews and recognizes accrediting agencies. The Surgical Technology
program, including the Outreach campuses, is accredited through CAAHEP, 1361 Park Street, Clearwater, Florida 33756. You may contact
CAAHEP by calling (727) 210-2350 or visiting caahep.org
DEPARTMENT OBJECTIVES
Students who successfully complete this program will be able to:
1. Function as a competent entry-level Surgical Technologist in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning
domains.
2. Apply knowledge and skills from the biological sciences during the preoperative, intraoperative and postoperative phases of patient care.
3. Communicate clearly and effectively utilizing spoken, written, and technical skills.
4. Employ appropriate ethical, professional and respectful values while interacting with diverse populations within the educational and healthcare
settings.
5. Demonstrate surgical conscience and accountability; possess the ability to recognize the legal implications of an individual’s actions
within the educational and healthcare settings.
6. Demonstrate his/her role as a cooperative team member in a variety of situations in the educational and healthcare settings.
7. Apply necessary activities to prepare patients for surgery utilizing the principles of aseptic technique, critical thinking and problem solving in order
to adapt to the ever-changing surgical environment.
8. Demonstrate the ability to prioritize and organize the surgical field, while considering the physiology and urgency of the patient care needs.
9. Integrate learned competencies to assemble and operate instruments, equipment and supplies for the delivery of patient care as an entry-level
practitioner during basic surgical procedures.
10. Demonstrate an entry-level knowledge base by successfully completing the national certification exam to gain the credential of Certified Surgical
Technologist. The graduate will recognize the importance of maintaining certification and the necessity of life-long learning as a contribution to
society.
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Unit Exams
Laboratory
Skills
Clinical Skills
Portfolio of
Cases
National
Certification
Examination
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1. Function as a competent entry-level Surgical
Technologist in the cognitive (knowledge),
psychomotor (skills), and affective (behavior)
learning domains.
2. Apply knowledge and skills from the biological
sciences during the preoperative, intraoperative
and postoperative phases of patient care.
3. Communicate clearly and effectively utilizing
spoken, written, and technical skills.
4. Employ appropriate ethical, professional and
respectful values while interacting with diverse
populations within the educational and healthcare
settings.
5. Demonstrate surgical conscience and
accountability; possess the ability to recognize the
legal implications of an individual’s actions
within the educational and healthcare settings.
6. Demonstrate his/her role as a cooperative team
member in a variety of situations in the educational
and healthcare settings.


7. Apply necessary activities to prepare patients for
surgery utilizing the principles of aseptic
technique, critical thinking and problem solving in
order to adapt to the ever-changing surgical
environment.
8. Demonstrate the ability to prioritize and organize
the surgical field, while considering the physiology
and urgency of the patient care needs.
9. Incorporate learned competencies to assemble
and operate instruments, equipment and supplies
for the delivery of patient care as an entry-level
practitioner during basic surgical procedures.
10. Demonstrate an entry-level knowledge base by
successfully completing the national certification
exam to gain the credential of Certified Surgical
Technologist. The graduate will recognize the
importance of maintaining certification and the
necessity of life-long learning as a contribution to
society.
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RESULTS AND MODIFICATIONS
Student Learning Goal
1. Function as a competent
entry-level surgical
technologist in the cognitive
(knowledge), psychomotor
(skills) and affective
(behavior) learning domains
2. Apply knowledge and skills
from the biological sciences
during the preoperative,
intraoperative and
postoperative phases of
patient care.
Assessment
Knowledge base is
assessed throughout
curriculum; skills are
assessed in both lab and
clinical components of the
curriculum; behavior is
assessed throughout
curriculum, especially in
clinical settings where
professionalism is
measured. Finally,
knowledge base is
measured on the
Certification Exam
administered prior to
graduation.
Final assessment,
however, is performed by
the employer hiring the
graduate.
Assessed in Procedures
courses and on patient
case studies. For
example, the case study
assignment requires the
student describe regional
anatomy for each surgical
case assigned during
clinical rotations.
Program Modification
Based on data collected and
submitted in annual report to
Accreditation Review
Committee on Education in
Surgical Technology (ARC-ST),
no modification is required at
this time.
Program follows suggested
Core Curriculum recommended
by ARC-ST. No modification is
required at this time.
Outcome
Through collection and
examination of data
from the Employer
Satisfaction surveys,
the satisfaction rating
has been between 91100% for the last 5
years. This exceeds the
benchmark established
by ARC-ST.
Plan
Continue with current
curriculum and assessment
methods.
Program will continue to
assess student knowledge
base in the biological
sciences and program
compliance with Core
Curriculum 6th ed.
3. Communicate clearly and
effectively utilizing spoken,
written, and technical skills.
Assessed throughout
curriculum with
assignments that include
speaking in front of the
class, writing research
papers and communicating
via email.
General Education courses are
in place to establish the
knowledge bases for speaking,
writing and computer work.
4. Employ appropriate ethical,
professional and respectful
values while interacting with
diverse populations within
the educational and
healthcare settings.
Emphasized in early
coursework in curriculum
and continued during
clinical portion where
students become more
involved with stressful
situations with a variety of
patient populations in a
wide range of settings.
Assessed weekly and through
input from advisory committee
members.
5. Demonstrate surgical
conscience and
accountability; possess the
ability to recognize the legal
implications of an
individual’s actions within
the educational and
healthcare settings and as
they relate to the Joint
Commission’s National
Patient Safety Goals.
Assessed early in
curriculum through unit
exams. Observed and
evaluated in clinical setting
with knowledge also
assessed on Certification
Exam.
No modification in the
curriculum is necessary at this
time.
Written work, particularly
research papers, demonstrates
a weakness in writing skills.
No modification in curriculum is
necessary at this time.
Written work,
particularly research
papers, will improve
through implementation
of writing assignments
across curriculum.
Program will continue
consultation with Writing
faculty for ideas to encourage
student writing, and methods
to improve student writing
skills.
Graduates represent the
program well with a high
level of professionalism
and respect as evidence
by:
• Weekly assessment
of professionalism
during clinical
rotations
• Employer
satisfaction ratings.
Students/graduates will
continue to perform with
a strong surgical
conscience and be able
to recognize legal
limitations in role.
Again, measured with
Employer Satisfaction
survey (among other
measurement tools)
with results exceeding
ARC-ST threshold.
Continue to monitor student
performance in clinical
settings through weekly
evaluations and input from
advisory committee.
Continue to stress
importance of surgical
conscience and
accountability as they relate
to the Joint Commission
National Patient Safety
Goals.
6. Demonstrate his/her role as
a cooperative team member
in a variety of situations in
the educational and
healthcare settings.
Assessed throughout
curriculum; emphasized in
lab and clinical settings.
No modification in curriculum is
necessary at this time.
Students/graduates will
continue to perform well
as team members as
measured with the
Employer Satisfaction
survey and weekly
clinical evaluations.
Continue with assessment
schedule.
7. Perform necessary activities
to prepare patients for
surgery utilizing the
principles of aseptic
technique, critical thinking
and problem solving in
order to adapt to the everchanging surgical
environment.
Assessed throughout
curriculum but particularly
emphasized in lab and
clinical settings.
Program follows prescribed
Core Curriculum as
recommended by ARC-ST.
Students/graduates will
continue to perform well
utilizing proper
principles, critical
thinking and problem
solving included during
“real world” scenarios
such as Emergency
Preparedness.
Assess student knowledge
as it relates to “real-world”
situations involving critical
thinking and problem solving.
8. Demonstrate the ability to
prioritize and organize the
surgical field, while
considering the physiology
and urgency of the patient
care needs.
Assessed early in
curriculum particularly in
labs. Further and more
critical assessment
performed during clinical
rotations and internship
with addition of “being on
call”.
No modification in curriculum is
necessary at this time.
Continue with curriculum plan
and assessment schedule.
9. Incorporate learned
competencies to assemble
and operate instruments,
equipment and supplies for
the delivery of patient care
as an entry-level
practitioner during basic
surgical procedures.
Assessed early in
curriculum involving labs.
Later more critical
assessment occurs during
clinical rotations.
Program follows prescribed
Core Curriculum as
recommended by ARC-ST. No
modification is necessary at this
time.
Program will continue to
follow prescribed Core
Curriculum 6th ed. as
recommended by ARCST and adheres to the
Association of Surgical
Technologists’ motto of
Aeger Primo – “Patient
First”.
Graduates perform at
entry-level competently
as measured in the
program and by the
Employer and Graduate
Satisfaction surveys.
Program added new material to
curriculum, “Emergency
Preparedness”, to meet Core
Curriculum 6th ed.
requirements.
The program will continue to
exceed ARC-ST benchmarks
in Employer and Graduation
satisfaction ratings.
10. Demonstrate an entrylevel knowledge base by
successfully completing
the national certification
exam to gain the
credential of Certified
Surgical Technologist.
The graduate will
recognize the importance
of maintaining certification
and the necessity of lifelong learning as a
contribution to society.
The importance of
Certification and continuing
education to maintain
certification is emphasized
early in the curriculum.
Students join the
Association of Surgical
Technologists during their
first semester in the
program. They take the
Certification exam the day
before graduation.
No modification is necessary at
this time.
Program has been
awarded several Merit
Awards from the
National Board of
Surgical
Technology/Surgical
Assisting (NBSTSA).
This awards programs
with Certification pass
rates of 94-100%.
Continue to administer the
National Certification Exam
on campus. Continue to
assess pass rates.
NO ATTACHED APPENDICES
FUTURE PLANS FOR CONTINUED ASSESSMENT
The program will continue to utilize both formative and summative assessments of student “real world” knowledge and skills. In addition, in order for the
program to maintain accreditation, annual reports are submitted and will continue to be submitted. The report assesses student performance, the
curriculum, employer and graduate satisfaction, retention, graduation rates and outcome measurements.
CIRRICULUM MAPPING - INTENDED STUDENT LEARNING OUTCOMES
COURSES Function
Apply
Communicate Employ ethics, Demonstrate Demonstrate Perform Demonstrate Demonstrate knowledge by
as a
knowledge/skills clearly
professionalism surgical
role as team activities ability to
passing national exam
competent
conscience
member
to
prioritize &
& respectful
entryprepare
organize
values
level ST
patients
AHST 101
I
I
I
I
I
I
I
ASHT 115
I
I
I
I
I
I
I
AHST 200
D
D
D
D
D
D
I
D
AHST 215
D,M
D,M
D
D
D/M
D,M
D
D,M
AHST 250
D
D
D
D
D/M
D/M
D
D,M
AHST 251
D
D
D/M
D/M
D/M
D/M
D
D/M
AHST 298
M,A
M
M
M
M
M
D
M
A
MISSION STATEMENT- NURSING DEPARTMENT
NURSING MISSION STATEMENT
As the guiding principle for the MC PN and ASN Nursing Program, the mission statement is to provide an excellent and dynamic learning environment through
creative educational and clinical opportunities. This will prepare graduates for todays practice as competent and caring nurses who assist in meeting the
diverse health care needs for local and global communities.
Missoula College Nursing Program pursues fulfillment of their mission through the five UM Core Themes by:
• Creating an environment of collaboration and mentorship among faculty, students and staff;
• Promoting the development of knowledge and skills necessary for the intellectual, professional, and personal growth of students;
• Acknowledging the necessity for lifelong learning and providing nursing education pathways to BSN or higher;
•
•
•
Building upon the rich tradition of teaching excellence and high academic and collegial standards;
Fostering discovery and creativity, critical thinking skills, and competencies at the practical and associate degree nursing entry level;
Creating Profession and community partnerships, interpersonal relationships, and providing exposure to diverse populations.
STUDENT LEARNING GOALS PRACTICAL NURSING PROGRAM
PN Student Learning Outcomes
A. Participate in data collection for functional assessment
of patients across the lifespan
Program
Outcome
Articulated
Measurement
1, 2, 4
B.
Work in interdisciplinary teams communicating with
patients, families, and members of the interdisciplinary
team to provide and improve patient care
1, 2, 3, 4
C.
Demonstrate nursing skills that are safe and effective in
the care of patients with predictable outcomes across
the life span
1, 2, 4
D. Use information technology to communicate, manage
knowledge, mitigate error, and support decision making
2, 3, 4
F.
2, 3, 4
Continue lifelong learning and successfully pass the
NCLEX PN on the first attempt
ASN Student Learning Outcomes
A. Perform, analyze and apply data collection for complete assessment of patient
across the lifespan and health care settings
B. Work in interdisciplinary teams collaborating professionally and effectively with
patients, families, and members of the interdisciplinary healthcare team to
improve patient outcomes
C. Utilize advanced nursing skills and critical thinking to assure evidence-based,
positive health
outcomes for patients across the life span and health care settings
E. Incorporate informatics to formulate and employ evidence-based practice,
clinical judgments and management decisions.
G. Continue academic progression to the BSN or greater, and successfully pass the
NCLEX RN on the first attempt
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS - PRACTICAL NURSING
National
NCLEX
Licensure
Examination
for Practical
Nurse
Skills/Simulation
Proficiency
Exam
Didactic
Proficiency
Exam
Clinical &
Clinical
Paperwork
Participate in data collection for functional
assessment of patients across the lifespan
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Work in interdisciplinary teams communicating with
patients, families, and members of the
interdisciplinary team to provide and improve patient
care
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Demonstrate nursing skills that are safe and effective
in the care of patients with predictable outcomes
across the life span
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Demonstrate use of information technology to
communicate, manage knowledge, mitigate error, and
support decision making
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Continue lifelong learning and successfully pass the
NCLEX PN on the first attempt
Major
Paper/Portfolio
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS - ASSOCIATE DEGREE REGISTERED NURSING
Perform, analyze and apply data collection for
complete assessment of patient across the lifespan
and health care settings
Skills/Simulation
Proficiency
Exam
Didactic
Proficiency
Exam
Clinical &
Clinical
Paperwork
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Major
Paper/Portfolio
National
NCLEX
Licensure
Examination
for Practical
Nurse
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Work in interdisciplinary teams collaborating
professionally and effectively with patients, families,
and members of the interdisciplinary healthcare team
to improve patient outcomes
Utilize advanced nursing skills and critical thinking
to assure evidence-based, positive health outcomes
for patients across the life span and health care
settings
Incorporate informatics to formulate and employ
evidence-based practice, clinical judgments and
management decisions.
Continue academic progression to the BSN or greater,
and successfully pass the NCLEX RN on the first
attempt
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The Missoula College PN and ASN Student Learning Outcomes are clearly articulated and measured by:
1.
2.
3.
4.
The PN and ASN Program will graduate at least 90% of cohort in each program.
The graduates of PN Program will have an NCLEX PN passing rate for first-time test takers equal to, or greater than, the national average.
The graduates of ASN Program will have an NCLEX RN passing rate for first-time test takers equal to, or greater than, the national average.
One year after graduation and initial employment, 75% of employers who respond to the Employer Satisfaction Survey will express positive
satisfaction with the performance of MC PN or ASN graduates.
5. One year after graduation, at least 75% of PN and ASN graduates responding to a Graduate Satisfaction Survey will express positive
satisfaction with the PN or ASN Program of study (instruction, delivery, content, experience)
6. PN and ASN ATI Comprehensive Predictor scores will meet or exceed the National average
Student Learning Goal
Participate in data collection for
functional assessment of patients across
the lifespan (Program outcome
articulated measurement 1, 2, 4)
•
100% of student participation
functional assessment of patients
across the lifespan and cultures will
clearly defined with evident of being
threaded and articulated throughout
the Nursing program.
Assessment
Curriculum is evident of data collection
for functional assessment staring with
fundamentals and articulated as the
student progresses through the PN and
ASN programs.
With the development of new student
learning and program outcomes summer
2014, an increase in cultural, ethical, and
socially diverse concepts evaluated and
revised as needed (Faculty Retreat June
2014, new student learning and program
outcomes 2014).
Student National NCLEX licensure
examination pass rates are significantly
above the national average:
• PN 100% with National 83.27%
• RN 89.57% with National
82.86%
Added to the leadership course is Native
American (NA) partnership with NA
Studies at UM to include guess speaker
(Faculty Retreat June 2014).
Program Modification
Reviewed and revised student
learning and program
outcomes summer 2014 to be
congruent with governing
organization and more current
with evidence-based best
practice
Outcome & Plan
Faculty and Program
Director will continue
to evaluate
curriculum,
instruction and
evaluation of student
progress congruency
with student
participation and
meeting of learning
outcomes. Data
collected will be used
to make appropriate
changes
Student Learning Goal
Work in interdisciplinary teams
communicating with patients, families,
and members of the interdisciplinary
team to provide and improve patient care
(Program outcome articulated
measurement 1, 2, 3, 4)
•
100% of student lab and clinical
learning experiences will reflect
evidence-based, contemporary
practice which include
interdisciplinary teams
communicating
Assessment
Communities of interest who have
input into program processes and
decision-making report per
Advisory Committee meetings
and employer satisfaction surveys
above average satisfaction rating
with graduates
Student graduation survey 1 year
post graduation reflect above
average satisfaction with skills as
interdisciplinary team member
Student National NCLEX
licensure examination pass rates
are significantly above the
national average:
• PN 100% with National 83.27%
• RN 89.57% with National
82.86%
Clinical faculty report students do
not meet the standards for patient
hand-off reporting evident by low
scores on clinical evaluations for
this competency, summative
evaluation feedback from clinical
faculty and facility staff.
Program Modification
Outcome & Plan
Fall 2014 program change in
NRSG 130 Nursing
Fundamentals increased
content and simulation
modules for patient status
reporting. This will be
articulated as students’
progress throughout PN and
ASN program
Faculty will evaluate
the effectiveness of
curriculum change
summer 2015 at
Program Evaluation
and Curriculum
Review retreat
Student Learning Goal
Demonstrate nursing skills that are safe
and effective in the care of patients with
predictable outcomes across the life span
(Program outcome articulated
measurement 1, 2, 4)
•
100% of student learning
experiences will reflect evidencebased, contemporary practice and
nationally established patient health
and safety goals.
Assessment
Quality clinical experiences are
provided. Good partnerships exist
between clinical facilities and
faculty members.
Program Modification
2013: New PN clinical sites
added (Dialysis, Rehab and
Hospice). OB, Peds clinical
changed from acute care to
ambulatory care, physician
100% of clinical agencies practice office and more school
national established patient health nursing. Libby Hospital has
and safety goals. This is presented new Director of Nursing who
to students at facility orientations. declined having PN students at
the hospital. This has been a
successful site for two years
(Faculty Retreat July 29-31,
2014: 100% of clinical agency
Affiliate Agreements are complete 2013; Faculty meeting minutes
and current with faculty control of Sept. 12, 2013, October 3,
2013)
learning experiences. Patient
safety and effective patient care is
2014: One new NRSG
addressed in Affiliate
preceptorship site at Barrett
Agreements.
Hospital in Dillon, MT All
New site at Barrett Hospital has
new AA (Faculty retreat minutes
clinical sites are evidence
2014)
based and reflect
contemporary practice and
nationally established patient
health and safety goals
(faculty retreat minutes June
2014)
Outcome & Plan
Faculty and Director
will continue to set
up and monitor
clinical placement
and experiences
annually
Faculty and Director
to annually assess
clinical experiences
are reflective of
evidence-based best
practice best practices
Faculty will continue
to network with
community and
surrounding areas for
best student learning
clinical experiences.
Student Learning Goal
Use information technology to
communicate, manage knowledge,
mitigate error, and support decision
making (Program outcome
articulated measurement (2, 3, 4)
•
100% of courses include
activities, instructional
materials, and evaluation
methodologies use IT in
practice and measurement of
competencies the student
learning and program
outcomes.
Assessment
2013-2014: QSEN Implementation and
Clinical Evaluations continues adding IT.
Based on change in MC philosophy and
mission revision of student learning and
program outcomes and now congruent with
MC and NLN & QSEN competencies
(Faculty meeting minutes June, 2014)
2013 evident of increased student near miss
or mediation errors in clinical site
Program Modification
Summer 2014: QSEN IT
started in 2013 with last
competency being added to
curriculum academic year
2014-2015 (Faculty retreat
minutes June 2014).
2014 implementation of
revised medication
administration module and
expectations. 100%
passing score became a
mandatory for passing the
fundamentals course
competency
Outcome & Plan
Faculty and
Director will
continue to monitor
and evaluate IT
methodologies
revising as needed.
Summer 2014
evaluate if program
has met goal of full
QSEN
implementation
Spring semester
2014 no near miss
or mediation errors
occurred in clinical
site. Will further
evaluate at Program
Evaluation and
Curriculum Review
retreat summer
2015
Student Learning Goal
Continue lifelong learning and
successfully pass the NCLEX PN
and ASN on the first attempt
•
Minimum of 80 % of the time
the PN and ASN three-year
mean for the licensure exam
pass rate will be at or above the
national mean for the same
three-year period.
Assessment
Program Modification
Outcome & Plan
2014: PN and ASN pass rate desired
achievement met for 2013. For 2014 to date
PN program continues to meet desired
outcome at 100%. ASN program remains
above the National average, but
experienced 3 nonpassing students for past
academic year.
Faculty put into action new
plan increasing GPA and
STEP test score weights in
the application process.
(Faculty meeting minutes
Feb. 19, 2014, faculty
retreat minutes June 2014)
Nursing Director
and faculty will
continue to monitor
and analyze ASN
NCLEX pass rates.
Summer 2015 –
Program will
evaluate if changes
help ASN pass rates
increase
PN
MC
MT
National
2011
100%
97.48%
84.83%
2012
100%
99.19%
84.23%
2013
96.77%
93.75%
85.54%
2012
100%
92.43%
90.34%
2013
94.74%
87.70%
83.04%
Three year pass rate PN:
ASN
MC
MT
National
2011
100%
84.69%
87.89%
Three year pass rate RN:
Curriculum Mapping
Practical Nursing Program
Intended Student Learning Outcomes
Courses
NRSG 130
Fundamentals of
Nursing
NRSG135 Nursing
Pharmacology
NRSG 138
Gerontology for
Nursing
NRSG 144 Core
Concepts of Mental
Health Nursing
NRSG 140 Core
Concepts of Adult
Nursing
NRSG 142 Core
Concepts of
Maternal/ Child
Nursing
NRSG 147
Practical Nursing
NCLEX Review
(optional)
NRSG 148
Leadership Issues
NCLEX EXAM
Participate in data
collection for functional
assessment of patients
across the lifespan
I,D
Work in interdisciplinary
teams communicating
with patients, families,
and members of the
interdisciplinary team to
provide and improve
patient care
I
I
Demonstrate nursing skills
that are safe and effective
in the care of patients with
predictable outcomes
across the life span
Use information
technology to
communicate, manage
knowledge, mitigate error,
and support decision
making
I,D
I
Continue lifelong learning
and successfully pass the
NCLEX PN on the first
attempt
I,D
I
I,D
M,A
I,D
I,D
D
D
D
M,A
D,M
D,M
D,M
D,M
D,M
D,M
D,M
A
A
A
A
M,A
D,M
A
D,M
A
D,M
A
D,M
A
A
Associate Degree Registered Nursing Program
Intended Student Learning Outcomes
Courses
Perform, analyze and
apply data collection for
complete assessment of
patient across the lifespan
and health care settings
Work in interdisciplinary
teams collaborating
professionally and
effectively with patients,
families, and members of
the interdisciplinary
healthcare team to
improve patient outcomes
Utilize advanced nursing
skills and critical thinking
to assure evidence-based,
positive health
outcomes for patients
across the life span and
health care settings
Incorporate informatics to
formulate and employ
evidence-based practice,
clinical judgments and
management decisions.
D,M
D,M
D,M
D,M
D,M
D,M
D,M
D,M
D,M
D
D,M
D
D,M
D,M
D,M
D,M
D,M
D,M
A
M = Mastery
A
A = Assessment
NRSG 252Complex
Care Needs:
Maternal Child
client
NRSG 254
Complex Care
Needs: Mental
Health
NRSG 256
Pathophysiology
NRSG 250
Transition to
Registered Nursing
NRSG 262
Complex Care
Needs: Adult Client
NRSG 265
Advanced Clinical
Skills
NRSG 266
Managed Client
Care (Includes
NCLEX review
course)
NCLEX EXAM
KEY: I = Introduction
M,A
M,A
D,M
D,M
A
D,M
A
D = Developed/Reinforced
Continue academic
progression to the BSN or
greater, and successfully
pass the NCLEX RN on
the first attempt
A