Kattie Payne, RN, MSN, PhD
Objectives
 Compare the competencies of graduates from
Licensed Practical Nurse, Associate Degree,
Bachelors, and Masters nursing programs.
 Identify teaching strategies that are appropriate
for each type of student.
 Identify clinical behaviors that illustrate the
competencies of each type of graduate.
Viewpoints
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National League for Nursing
American Association of Colleges of
Nursing
IOM, Future of Nursing
Other References
Personal experience
National League of Nursing
First nursing organization in the United States
“…promotes excellence in nursing education to
build a strong and diverse nursing workforce.”
“…championing the pursuit of quality nursing
education for all types of nursing education
programs.”
The NLN advances the science of nursing
education, promoting evidence-based nursing
education and the scholarship of teaching.
About the NLN retrieved March 6, 2013 from
http://www.nln.org/aboutnln/ourmission.htm
American Association of Colleges
of Nursing
“…the national voice for baccalaureate and graduate nursing
education.
“… work to establish quality standards for nursing education;
assist deans and directors to implement those standards;
“…influence the nursing profession to improve health care;
and promote public support for professional nursing
education, research, and practice.”
By 2020, highly educated and diverse nursing professionals
will lead the delivery of quality health care and the
generation of new knowledge to improve health and the
delivery of care services.
About AACN retrieved March 6, 2013 from
http://www.aacn.nche.edu/about-aacn/mission-values
IOM: Future of Nursing Report

2008-2010, RWJF and IOM initiative to
“respond to the need to assess and
transform the nursing profession.”

“…nurses should achieve higher levels of
education and training through an
improved education system that promotes
seamless academic progression.”
The Future of Nursing: Focus on Education. (2010). Institute of Medicine of the National Academies:
Advising the nation/improving health. Retrieved March 6, 2013 from www.iom.edu.
Personal Experience

Teaching
 ADN—basic and self-paced learning
 BSN—generic
 BSN---RN-BSN
 Bachelors to BSN
 Masters
Objective 1: Compare the competencies of graduates
from Licensed Practical Nurse, Associate Degree,
Bachelors, and Masters nursing programs.
○ NLN competencies of graduates of nursing programs.
○ AACN competencies of graduates of BSN and Masters
programs.
○ Examine the differences in competencies between the
two accrediting bodies.
NLN Model for Nursing Education
NLN Competencies
Competency
Associate Degree
Baccalaureate Degree
Master’s
Human flourishing
Advocate for patients and families in ways
that promote their self-determination,
integrity, and ongoing growth as human
beings.
Incorporate the knowledge and skills
learned in didactic and clinical courses to
help patients, families, and communities
continually progress toward fulfillment of
human capabilities.
Function as a leader and change agent in
one’s specialty area of practice to create
systems that promote human flourishing.
Nursing judgment
Make judgments in practice, substantiated
with evidence, that integrate nursing science
in the provision of safe, quality care and
promote health of patients within a family
and community context.
Make judgments in practice substantiated
with evidence, that synthesize nursing
science and knowledge from other
disciplines in the provision of safe, quality
care and promote the health of patients,
families, and communities.
Make judgments in one’s specialty area of
practice that reflect a scholarly critique of
current evidence from nursing and other
disciplines and the capacity to identify gaps
in knowledge and formulate research
questions.
Professional identity
Implement one’s role as a nurse in ways that
reflect integrity, responsibility, ethical
practices, and an evolving identity as a nurse
committed to evidence based practice,
caring, advocacy, and safe, quality care for
diverse patients within a family and
community context.
Express one’s identity as a nurse through
actions that reflect integrity; a commitment
to evidence based practice, caring, advocacy,
and safe, quality care for diverse patients,
families, and communities; and a willingness
to provide leadership in improving care.
Implement one’s advanced practice role in
ways that foster best practices, promote the
personal and professional growth of oneself
and others, demonstrate leadership,
promote positive change in people and
systems, and advance the profession.
Spirit of inquiry
Examine the evidence that underlies clinical
nursing practice to challenge the status quo,
question underlying assumptions, and offer
new insights to improve the quality of care
for patients, families, and communities,
Act as an evolving scholar who contributes
to the development of the science of nursing
practice by identifying question in need of
study, critiquing published research, and
using available evidence as a foundation to
propose creative, innovative, or evidence
based solutions to clinical practice
problems.
Contribute to the science of nursing in one’s
specialty area of practice by analyzing
underlying disparities in knowledge or
evidence; formulating research questions;
and systematically evaluating the impact on
quality when evidence-based solutions to
nursing problems are implemented.
American Association of Colleges
of Nursing (AACN)
The American Association of Colleges of Nursing (AACN) is the
national voice for baccalaureate and graduate nursing education.
AACN's educational, research, federal advocacy, data collection,
publications, and special programs work to establish quality
standards for nursing education; assist deans and directors to
implement those standards; influence the nursing profession to
improve health care; and promote public support for professional
nursing education, research, and practice.
Commission on Collegiate Nursing Education (CCNE) is an agency,
contributing to the improvement of the publics health. CCNE
ensures the quality and integrity of baccalaureate, graduate, and
residency programs in nursing.
About AACN retrieved March 6, 2013 from http://www.aacn.nche.edu/about-aacn/missionvalues
AACN Position on Nursing
Education
“The preferred vision for nursing education includes
generalist, advanced generalist, and advanced
specialty nursing education.
 Generalist nurse education occurs at a minimum in
baccalaureate degree nursing programs.
 Advanced generalist education occurs in master’s degree
nursing programs, including the Clinical Nurse Leader
(CNL®), which is an advanced generalist nursing role.
 Advanced specialty education occurs at the doctoral level
in Doctor of Nursing Practice (DNP) or research focused
degree programs (PhD, DNS, or DNSc).
End of program outcomes for the baccalaureate, master’s,
and doctoral nursing programs build on each other.
American Association of Colleges of Nurses. (2008). The essentials of baccalaureate education for
professional nursing practice. Washington, DC: Author. Retrieved from
http://www.aacn.nche.edu/education/pdf/BaccEssentials08.pdf
AACN: BSN Graduates
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The baccalaureate graduate nurse is prepared to
practice with patients, including individuals,
families, groups, communities, and populations
across the lifespan and across the continuum of
healthcare environments.
The baccalaureate graduate understands and
respects the variations of care, the increased
complexity, and the increased use of healthcare
resources inherent in caring for patients.
American Association of Colleges of Nurses. (2008). The essentials of baccalaureate
education for professional nursing practice. Washington, DC: Author. Retrieved from
http://www.aacn.nche.edu/education/pdf/BaccEssentials08.pdf
AACN: Master’s in Nursing Education

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Graduates of master’s degree programs in nursing
are prepared with broad knowledge and practice
expertise that builds and expands on baccalaureate
or entry-level nursing practice. This preparation
provides graduates with a fuller understanding of the
discipline of nursing in order to engage in higher
level practice and leadership in a variety of settings
and commit to lifelong learning.
For those nurses seeking a terminal degree, the
highest level of preparation within the discipline, the
new conceptualization for master’s education will
allow for seamless movement into a research or
practice-focused doctoral program
AACN, 2006, 2010
AACN: Masters Programs

Advanced practice clinician
 Nurse practitioner
 Nurse anesthetist
 Nurse-midwife
 Clinical nurse specialist
American Association of Colleges of Nursing.
(2011). The essentials of master’s education
in nursing.
AACN: Doctoral Programs
Terminal degrees
 Research vs Practice Focused programs
 Share “…share rigorous and demanding
expectations: a scholarly approach to the
discipline, and a commitment to the advancement
of the profession.”
 Practice: emphasis on practice and less on theory,
meta-theory, research methodology, and statistics.
Have a practice application-oriented project.
 Research: extensive research with dissertation
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CCNE Competencies
See handout
Objective 1: Compare the competencies of
graduates from Licensed Practical Nurse,
Associate Degree, Bachelors, and Masters
nursing programs.
Bedside nurse
Leadership role
Global perspective
Research
General education, prerequisites
Group discussion
Objective 2: Identify teaching strategies that
are appropriate for each type of student.

Difference between teaching AD, BSN, RN-BSN,
Masters.
 Where are the differences?
Why are there differences?

Examples of teaching strategies.
Curriculums
LPN (Community college)
 Little science courses
 ADN (Community college)
 Basic science background
 BSN (some in community colleges)
 Liberal arts
 Science background
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Copyright 2010 © Mary Jo C. Stanley
Simple Concept Map
Complex Mind Map
Subactivities of Teaching-Learning Strategies for Use of Film
in Education
Oh, J. (2013). A review of teaching-learning strategies to be used
with film for prelicensure students. Journal of Nursing Education.
52(3): 150-156.
Small Group Discussion

Examples of teaching strategies
Objective 3: Identify clinical behaviors that
illustrate the competencies of each type of
graduate.
○ Translating competencies into the clinical
situation.
○ Behavioral expectations of each type of
graduate.
Small Group Discussion
Behavioral expectations of each type of graduate
Texas Board of Nursing Clinical Competencies
Handout
Questions?