AAS
1
UNIVERSITY OF ARKANSAS AT LITTLE ROCK
Degree Program:
Department and College:
Degree type (AA, AS, BA, BS, BBA, BSE, BSW):
Prepared by:
Plan No.
Nursing
Nursing, COS
AAS,BSN
Bryan Benton
Submitted to College Assessment Committee on 05/01/2014
Approved on
Submitted to Provost Assessment Advisory Group on
Approved on
Respond to all four questions, following the Degree Program Assessment Plan Form Instructions. Attach additional pages as needed.
1.
What are your student learning goals for this degree program? Include which core competencies are addressed by these goals where applicable (see list
at http://www.ualr.edu/provost/assessment/competencies.shtml).
AAS
•
Incorporate best practices, based on current evidence, patient/family
preferences, and values into delivery of optimal care.(EBP)
•
Collaborate within nursing and healthcare team with open communication,
mutual respect, and shared decision making in delivery of optimal care.(T&C)
•
Provide compassionate and coordinated care based on respect for patient/family
preferences, values, and needs (PCC)
•
Use data to monitor and improve the quality and safety of patient care (QI)
•
Use safety standards to minimize risk of harm to patients and providers (S)
•
Demonstrate understanding of information and technology to communicate and
support decision making in delivery of optimal health care (I)
BSN
•
Apply quality improvement principles to develop plans and initiate actions to
ensure continuous improvement (QI)
•
Communicate and collaborate within interdisciplinary teams to ensure delivery of
optimal care (T/C)
•
Coordinate and design care incorporating the patient/family’s values, needs, and
preferences in clinical decision making in providing and ensuring quality care (PCC)
5.2.2014
AAS
•
Utilize information technology to communicate, manage knowledge and foster
lifelong learning, and support evidence based decision making in a variety of health
care delivery systems (I)
•
Integrate patient/family values and preference in the design, coordination, and
provision of evidence based care (PCC)
•
Design a culture of safety to minimize risk of harm to patients and providers in a
variety of health care systems (S)
5.2.2014
2
AAS
2.
3
What are your learning objectives or outcomes associated with each student learning goal?
Associate of Applied Science in Nursing (AAS)
Competencies with Associated Student Learning Outcomes (SLOs)
N1300: Essential Nursing Skills N1205: Health Promotion Across the Lifespan N1505: Adult Nursing I
N1410: Adult Nursing II N1415:
Nursing Role Transition (LPN students only)
N1420: Mental Health Nursing
N2410: Obstetrics and Reproductive Health Nursing N2420:
Pediatric Nursing N2550: - Adult Nursing III (Capstone Course taken with 2350; Course SLOs are also AAS Program Outcomes)
N2350:
Competency for Entry into Practice (Capstone Course taken with 2550; Course SLOs are also AAS Program Outcomes)
Competency
Evidencebased
Practice
(EBP)
Teamwork/
Collaborati
on (TC)
5.2.2014
1300
1205
1505
1410
1415
1420
2410
2420
2550
2350
Display
basic
conceptual
knowledge
of the
essential
skills of the
registered
nurse
(EBP)
Discuss
evidence
based
health
promoti
on
practices
across
the
lifespan
(EBP)
Demonstrate
best practices
at a basic
level for the
care of older
adults in
acute, long
term care,
and the
community
(EBP)
Differentiate
between
evidencebased and
experiencebased
practices in
the delivery
of care to
middle aged
adults with
acute and
chronic
problems
(EBP)
Differentiate
current
practice role
from that of
registered
nurse in
implementati
on of
evidence
based
practice
(EBP)
Differentiate
between
evidencebased
practice and
opinionbased
practices in
the delivery
of mental
health care
for acute and
chronic
conditions
(EBP)
Integrate
evidencebased
practice
in
nursing
care of
the
childbear
ing
family
(EBP)
Integrate
evidencebased
practice
in
nursing
care of
the
pediatric
patient
and
family
(EBP)
Incorporat
e best
practices,
based on
current
evidence,
patient/fa
mily
preference
s, and
values
into
delivery
of optimal
care
(EBP)
Incorporate
best
practices,
based on
current
evidence,
patient/fam
ily
preferences
, and
values into
delivery of
optimal
care (EBP)
Recogni
ze how
commun
ication
patterns
and
Communicat
e with health
care team
members in a
professional
manner in a
Communicat
e effectively
in verbal and
written
manner,
adapting to
Utilize
effective
communicati
on principles
in the role of
registered
Collaborate
effectively in
verbal and
written
manner,
adapting
Relate
nursing
care and
assessme
nts
provided
Relate
nursing
care and
assessme
nts
provided
Collaborat
e within
nursing
and
healthcare
team with
Collaborate
within
nursing and
healthcare
team with
open
AAS
Competency
PatientCentered
Care (PCC)
5.2.2014
4
1300
1205
1505
1410
1415
1420
2410
2420
2550
2350
styles
variety of
affect
health care
teaching settings (TC)
/learning
across
the
lifespan
(TC)
the needs of
the team and
situation
(TC)
nurse as a
member of
an
interdisciplin
ary team
(TC)
one’s own
style to the
needs of the
team and
situation
(TC)
to
patients
and
families
in the
childbear
ing year
to other
team
members
by
collabora
ting
through
written,
oral and
electronic
formats
(TC)
to
patients
and
families
in the
pediatric
setting to
other
team
members
by
collabora
ting
through
written,
oral and
electronic
formats
(TC)
open
communic
ation,
mutual
respect,
and shared
decision
making in
delivery
of optimal
care
(T&C)
communica
tion,
mutual
respect,
and shared
decision
making in
delivery of
optimal
care (T&C)
Impleme
nt health
promoti
on
activitie
s based
on
develop
mental,
individu
al, or
group
needs
Provide
compassionat
e care that
recognizes
patient and
family
preferences,
values, and
needs (PCC)
Demonstrate
knowledge,
skills, and
attitudes of
patient
centered care
through
simulation
and case
study
activities
(PCC)
Provide
organized
nursing care
to patients
and families
experiencing
acute and
chronic
mental health
problems in a
manner that
reflects
principles of
Structure
organized
nursing
care of
patients
and
families
in the
childbear
ing years
that are
experienc
ing the
Structure
organized
nursing
care of
patients
and
families
in the
pediatric
setting
that are
experienc
ing the
Provide
compassio
nate and
coordinate
d care
based on
respect for
patient/fa
mily
preference
s, values,
and needs
(PCC)
Provide
compassion
ate and
coordinated
care based
on respect
for
patient/fam
ily
preferences
, values,
and needs
(PCC)
Implement
actions that
demonstrate
the
knowledge,
skills, and
attitudes of
basic
principles of
patient
centered care
for older
adults (PCC)
AAS
Competency
5
1300
1205
1505
1410
1415
(PCC)
Quality
Improveme
nt (QI)
5.2.2014
Identify
strategie
s for
improvi
ng care
for
patients
Recognize
indicators of
quality and
safety in
nursing care
of the older
adult (QI)
Recognize
processes in
place to
promote
quality
improvement
in the acute
Recognize
the role of
the registered
nurse in
processes in
place for
quality
1420
2410
2420
patient
centered care
(PCC)
normal
and
abnormal
growth
and
developm
ent
during
this part
of the
lifecycle
in a
manner
that
reflects
the
principles
of
patientcentered
care
(PCC)
normal
and
abnormal
progressi
on
through
the
developm
ental
milestone
s from
newborn
through
adolescen
ce in a
manner
that
reflects
the
principles
of
patientcentered
care
(PCC)
Recognize
and describe
the nurse’s
role in
approaching
and assessing
quality
Demonstr
ate the
nurse’s
role in
quality
improve
ment
Demonstr
ate the
nurse’s
role in
quality
improve
ment
2550
2350
Use data
to monitor
and
improve
the quality
and safety
of patient
Use data to
monitor
and
improve
the quality
and safety
of patient
AAS
Competency
6
1300
1205
1505
and
families
across
the
lifespan
(QI)
Safety (S)
5.2.2014
Demonstrat
e
competenc
e in
performing
essential
skills of the
registered
nurse (S)
Identify
and
discuss
promoti
on of
safe
nursing
practice
and its
relation
Exhibit
to
competenc minimiz
e in
ing risk
calculating of harm
basic
to
medication patients
mathematic and
s (S)
provider
s (S)
Recognize
and begin to
use national
patient safety
goals and
institution/pr
actice
standards to
reduce harm
to patients
and providers
in a variety
of settings
(S)
1410
1415
1420
2410
2420
2550
care setting
(QI)
improvement
in acute,
long-term
care, or
community
settings (QI)
improvement
in care of the
mental health
patient (QI)
while
caring for
the
childbear
ing
family
(QI)
while
care (QI)
caring for
the
pediatric
patient
and
family
(QI)
care (QI)
Practice safe
nursing care
through the
use of
national
patient safety
goals and
institution
and practice
standards to
reduce harm
to patients
and providers
in the acute
care setting
(S)
Review
safety
standards as
they relate to
the role of
the registered
nurse to
reduce harm
to patients
and providers
in clinical
settings (S)
Practice safe
nursing care
through use
of national
patient safety
goals for
behavioral
care and
institution/pr
actice
standards to
reduce harm
of patients
and providers
(S)
Practice
safe
nursing
care for
the
childbear
ing
family
utilizing
the
Associati
on of
Women’s
Health,
Obstetric
s, and
Neonatal
Nurses
(AWHO
NN)
standards
of care
(S)
Practice
safe
nursing
care for
of the
pediatric
patient
and
family
utilizing
growth
and
developm
ent
principles
and
theories
(S)
Use safety
standards
to
minimize
risk of
harm to
patients
and
providers
(S)
Use safety
standards
to
minimize
risk of
harm to
patients
and
providers
(S)
2350
AAS
Competency
Informatics
(I)
5.2.2014
7
1300
1205
1505
1410
1415
1420
2410
2420
2550
2350
Demons
trate
knowled
ge to
obtain
wellness
promoti
on
informat
ion
through
health
related
websites
and
desktop
software
related
to health
promoti
on (I)
Demonstrate
ability to
navigate
institution’s
information
systems and
medication
delivery
systems (I)
Navigate
institution’s
information
systems and
medication
delivery
systems (I)
Use
information
technology to
communicate
and support
lifelong
learning (I)
Describe
examples of
how
informatics
and
technology
are related to
quality of
care in the
mental health
setting (I)
Utilize
informati
cs to
support
learning
in a
professio
nal forum
(I)
Utilize
informati
cs to
support
learning
in a
professio
nal forum
(I)
Demonstr
ate
understan
ding of
informatio
n and
technolog
y to
communic
ate and
support
decision
making in
delivery
of optimal
health
care (I)
Demonstrat
e
understandi
ng of
information
and
technology
to
communica
te and
support
decision
making in
delivery of
optimal
health care
(I)
Bachelor of Science in Nursing (BSN)
(SLOs)
Competencies with Associated Student Learning Outcomes
N3220: Nursing Health Assessment I
N3230: Nursing Health Assessment II
N3310: Professional Nursing Role Development
N3420: Wellness Promotion
N3430: Health Care Economics N3440: Research and EBP in Nursing
N3350: Ethics,
Legalities and Advocacy
N4415: Community Health Needs N4220: Leadership and Management
N4430: Integration of Concepts
(Capstone Course; SLOs are also BSN Program Outcomes)
Competn- 3220
3230
3310
3420
3430
3440
3350
4415
4420
4430
cy
Incorporat Utilize a
Collaborati Use an
Analyze
Discuss the Integrate
Evidence- Incorporat Incorporat Articulate
established
e evidence- e evidence- the role of e evidence- cost/benefit vely
and
significanc best
based
analysis
to
ethical
based
based
profession based
investigate
integrate
e of
available
Practice
justify
decision
practices
practices
al nurse in practices
current
data and
evidence
evidence,
(EBP)
implementat
making
into health into health incorporati into
research
informatio based
profession
ion of
model to
assessment assessment ng QSEN
education
and
its
n
from
principles
al
evidence
guide
(EBP)
(EBP)
competenc related to
application
multiple
of
experience
base
decision
ies into
improved
sources to leadership and patient
practices to to practice making
practice (S patient
to
improve
make
and
preference
improve
(EBP)
outcomes
patient
clinical
manageme s in the
& EBP)
outcomes
(EBP)
judgments nt to
design,
(EBP & QI) centered
care (PCC,
in
promote
coordinatio
T/C, &
community the
n and
EBP)
health
efficient
provision
nursing
performan of care
Integrate
care (EBP ce of the
(EBP)
evidence
health care
& I)
from a
team (EBP
variety of
& T/C)
sources to
foster a
culture of
safety (S &
EBP)
Collaborate Collaborati Support
Practice
Participate Discuss the Communic
Teamwor Document Document Identify
to create a
patients’
a
a
strategies
effective
vely
with
significanc ate and
k/
budget
or
informed
communic
investigate
collaborati e of
collaborate
Collabora systematic systematic to
policy
5.2.2014
decisions
tion (TC)
physical
and
psychosoci
al
assessment
on a
patient
(T/C)
physical
and
psychosoci
al
assessment
on a
patient
(T/C)
collaborate
and
effectively
bring about
change in a
practice
setting
(T/C)
ation skills
with
patients,
families,
community
members,
and
related to
financial
component
in the
provision of
health care
(T/C)
interdisciplin
ary teams
to achieve
quality
patient
outcomes
(T/C)
current
research
and its
application
to practice
to improve
patient
centered
care (PCC,
T/C, &
EBP)
within the
interdisciplinary
team (T/C)
ve
interdiscipl
inary
teams in
the
community
to improve
outcomes
for groups
whose
health
status is at
risk (T/C
evidence
based
principles
of
leadership
and
manageme
nt to
promote
the
efficient
performan
ce of the
health care
team (EBP
& T/C)
within
interdiscipl
inary
teams to
ensure
delivery of
optimal
care (T/C)
Explore
the role of
the nurse
leader/man
ager as an
integral
member of
the
interdiscipl
inary team
(T/C)
PatientCentered
Care
(PCC)
5.2.2014
Demonstra
te skills to
conduct
individual
Demonstra
te skills to
conduct
individual
comprehensive
comprehensi
Expound
upon a
personal
philosophy
incorporati
Design
health
promotion
and
teaching
Examine
costs
associated
with the
delivery of
patent
Collaborati
vely
investigate
current
research
Examine
selfbeliefs,
attitudes,
and values
Expand the
role of the
profession
al nurse to
develop,
Characteri
ze the
responsibil
ity inherent
in
Coordinate
and design
care
incorporati
ng the
patient
focused
assessment
(PCC)
Collect
Quality
Improvem data in
patient
ent (QI)
assessment
to improve
quality of
care (QI)
Safety (S)
5.2.2014
Outline
basic
safety
design
principles
ve
patient
focused
assessment
(PCC)
ng
nursing’s
metaparadigm
(PCC)
activities
incorporati
ng the
preference,
values, and
needs of
diverse
groups
(PCC)
centered
care (PCC)
and its
application
to practice
to improve
patient
centered
care (PCC,
T/C, &
EBP)
related to
providing
nursing for
diverse
groups in a
legal
ethical
manner
(PCC)
implement,
and
evaluate
culturally
competent,
evidencebased care
for groups,
communiti
es, and
population
s (PCC)
Collect
data in
patient
assessment
to improve
quality of
care (QI)
Compare
the
characteris
tics of
nursing as
a
profession
to other
health care
disciplines
(QI)
Participate
in Quality
Improvem
ent
Initiatives
to
communic
ate
outcome
improveme
nts with
colleagues
(QI)
Utilize a
cost/benefit
analysis to
justify
implementat
ion of
evidence
base
practices to
improve
outcomes
(EBP & QI)
Relate
research
processes
to
continuous
quality
improveme
nt (QI)
Explore
ethical
and/or
legal issues
to improve
care and
support
patient
advocacy
(QI)
Implement
a project to
address
needs of
identified
groups and
to evaluate
project
effectivene
ss in
meeting
identified
health
needs (QI)
patient/fam
ily’s
values,
needs and
preference
s in
evidence
based
clinical
decision
making in
providing
and
ensuring
quality
care (PCC)
Participate Apply
in a quality quality
improveme improveme
nt process nt
principles
(QI)
to develop
plans and
initiate
actions to
ensure
continuous
quality
improveme
nt. (QI)
Outline
basic
safety
design
principles
Articulate
the role of
profession
al nurse in
incorporati
Assimilate
best
practices to
support a
culture of
Evaluate the
cost and
benefits of
safety
initiatives in
healthcare
Integrate
evidence
from a
variety of
sources to
Promote a
culture of
safety
through
improved
Explore
the nurse’s
role in
maintainin
g the
Elaborate
on
methods to
promote a
culture of
leader/man
ager
nursing
roles
related to
assuring
quality in
delivery of
patient
centered
care (PCC)
Promote
and
cultivate a
culture of
safety to
Informati
cs (I)
when
assessing
the client
with age
appropriate
medication
s from
infancy
throughout
the
lifespan
(S)
when
assessing
the client
with age
appropriate
medication
s from
infancy
throughout
the
lifespan
(S)
ng QSEN
competenc
ies into
practice (S
& EBP)
safety
through
patient and
staff
education
(S)
delivery (S)
foster a
culture of
safety (S &
EBP)
ethical
decision
making
skills (S)
safety of
the public
related to
potential
epidemic
situations
(S)
safety
within the
health care
team or
organizatio
n (S)
minimize
risk of
harm to
patients
and
providers
in a variety
of health
care
systems
(S)
Demonstra
te the
ability to
Demonstra
te the
ability to
communic
ate,
collaborate
, learn, and
perform a
health
assessment
in an
electronic
format (I)
Demonstra
te ability to
effectively
utilize
informatio
n
technology
to add to
existing
knowledge
base and
communic
ate in a
scholarly
approach
(I)
Use
informatio
n
technology
as a tool to
assess
learning
needs,
plan,
implement,
and
evaluate
education
programs
for
individuals
and
communiti
es to
advance
health (I)
Explore
various
methods of
information
technology
and their
influences
on
cost/benefit
s (I)
Apply
ethical and
legal
standards
as they
relate to
informatio
n
technology
and data
security (I)
Verbalize
the legal
Analyze
and
integrate
data and
informatio
n from
multiple
sources to
make
clinical
judgments
in
community
health
nursing
care (EBP
& I)
Explore
the
facilitation
of
informatio
n
disseminati
on
throughout
an
organizatio
n (I)
Utilize
informatio
n
technology
to
communic
ate,
manage
knowledge
, foster
lifelong
learning,
and
support
evidencebased
decisionmaking in
a variety of
health care
delivery
systems (I)
communicate
,
collaborate
, learn, and
perform a
health
assessment
in an
electronic
format (I)
5.2.2014
implications
associated
with
informatio
n
technology
in health
care
settings (I)
3.
Where will the objectives be addressed in your program? In which courses and through which activities will they be assessed? (Attach
Curriculum Assessment Map.)
AAS
5.2.2014
5.2.2014
RN-BSN Completion Tracks
Full-Time Option/ 12-month Completion
Course/7weeks
NURS3220
NURS3230
NURS3310
NURS3420
NURS3430
NURS3440
NURS3350
NURS4415
NURS4420
NURS4430
Elective 1
Elective 2
Elective 3
Total Credit
Hours
1st
2nd
3rd
4th
5th
6th
X
X
X-Required
X
X
X
X
X
X
X
X
X
5
8
7
7
X
7
8
Part-Time/18-month Completion
Course/7weeks
NURS3220
NURS3230
NURS3310
NURS3420
NURS3430
NURS3440
NURS3350
NURS4415
NURS4420
NURS4430
Elective 1
Elective 2
Elective 3
Total
Credits
5.2.2014
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
X
X
XRequired
X
X
X
X
X
X
X
X
X
5
5
6
4
4
X
6
4
4
4
Part-Time/ 24-month Completion
Course/7weeks
NURS3220
NURS3230
NURS3310
NURS3420
NURS3430
NURS3440
NURS3350
NURS4415
NURS4420
NURS4430
Elective 1
Elective 2
Elective 3
Total
Credit
Hours
5.2.2014
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
X
X
XRequired
X
X
X
X
X
X
X
X
X
5
2
3
4
4
3
4
4
3
3
X
3
4
RN-to-BSN Curriculum Map
Full-time Option/ 12-month Completion
NURS 3310
NURS 3420
NURS 3230
Elective I
NURS 3440
NURS 3350
NURS 4415
Elective 2
NURS 3430
NURS 4420
NURS 4430
Elective 3
Course Key
NURS3230 Health Assessment I
NURS3230 Health Assessment II
NURS3310 Professional Role Development
NURS3320 Wellness Promotion and the Nurse
Educator
NURS3430 Health Care Economics
Practice
5.2.2014
NURS 3220
Course Key
NURS3440 Research and Evidence Based
NURS3350 Ethics, Legalities, and
Advocacy
NURS4415 Community Health
NURS4420 Leadership and Management
NURS 4430 Integration of Concepts
RN-to-BSN Curriculum Map
Full-time Option/ 18-month Completion
NURS3220
NURS 3310
NURS 3230
Elective 1
NURS 3420
Elective 2
NURS 3430
NURS 3440
NURS 3350
Elective 3
NURS 4415
NURS 4420
NURS 4430
Course Key
NURS3220 Health Assessment I
NURS3230 Health Assessment II
NURS3310 Professional Role Development
NURS3320 Wellness Promotion and the Nurse
Educator
NURS3430 Health Care Economics
Practice
5.2.2014
Course Key
NURS3440 Research and Evidence Based
NURS3350 Ethics, Legalities, and
Advocacy
NURS4415 Community Health
NURS4420 Leadership and Management
NURS 4430 Integration of Concepts
RN-to-BSN Curriculum Map
Part-time Option/ 24-month Completion
NURS 3310
NURS 3220
NURS 3230
NURS 3420
NURS 3430
NURS 3440
NURS 3350
Elective 1
NURS 4415
Elective 2
NURS 4420
Course Key
NURS3220 Health Assessment I
NURS3230 Health Assessment II
NURS3310 Professional Role
Development
NURS3320 Wellness Promotion
and the Nurse Educator
NURS3430 Health Care Economics
5.2.2014
Elective 3
NURS 4430
Course Key
NURS3440 Research and Evidence
Based
NURS3350 Ethics, Legalities, and
Advocacy
NURS4415 Community Health
NURS4420 Leadership and
Management
NURS 4430 Integration of
Concepts
LEARNING ACTIVITIES & EVALUATION METHODS LINKED TO SLOs
1300: Essential Nursing
Skills
● Display basic
conceptual knowledge
of the essential skills
of the registered
nurse;
● Demonstrate
competence in
performing essential
skills of the registered
nurse; and
Course Content
Unit I: Health Assessment,
Documentation, Nursing
Process & Medication Math
Unit II: Basic Hygiene,
Bed-Making, and
Transferring
Unit III: Mobility, Body
Mechanics, Transferring, I
& O, Weighing
Unit IV: Pharmacology,
Common Medical Tubes,
and Oxygen Delivery
Medications
● No medications
discussed in this
course, only
mechanics of
medication
administration
Vital signs
Sterile technique
CVL dressing
Foley cath
Medication administration
● Exhibit competence in Unit 1 lecture content
calculating basic
medication
mathematics.
●
●
5.2.2014
Learning Activities
Evaluation Methods
● Lecture content
● Testing and skills checkoffs
● Skills check-offs with
instructor
● Lecture content
● Demonstration by
instructor, practice with
instructor in simulation lab,
check-off demonstration
● Testing and skills checkoffs
● Skills check-offs with
instructor
● Skills check-offs with
instructor
● Lecture content
● Demonstration by
instructor, practice with
instructor
● CAI and practice tests in
LRC
●
Blackboard test, must pass
with 100%, may repeat test
until 100% achieved by
cutoff date
1205: Health Promotion
Across the Lifespan
Implement health
promotion activities
based on developmental,
individual, or group
needs (PCC)
5.2.2014
Course Content
Medications
Unit I: Introduction to
N/A – See Safety
Health Promotion and
Education
● Health Promotion,
Wellness Basics
● Teaching Process
● Providing Culturally
Responsive Nursing
Care
● Human Needs
● Nursing Diagnoses
Unit II: Health
Promotion for Older
Adults
● Promotion of health in
older adults
● Review of Erikson’s
developmental stages
related to older adult
● Human Needs
● Nursing Diagnoses
Unit III: Health
Promotion for Young and
Middle-Aged Adults
● Promotion of health in
young and middleaged adults
● Review of Erikson’s
developmental stages
related to young and
middle-aged adults
Learning Activities
Evaluation Methods
● Lecture
● Testing
● In-class Activity:
● Collaborative Health
Complete a Learning
Promotion Education Project
Needs and
(students are divided into
Characteristics
groups to complete 4
Assessment Interview
assignments; to complete,
they must use the teaching
● In-class Activity:
process to develop and
Prioritize the health
implement a teaching plan for
education needs of
a group of culturally diverse
various age, cultural, and
people across the lifespan)
ethnic groups
o Assignment 1: Assessment
● In-class Activity: Work
together to develop an
and Diagnosis
individualized teaching
o Planning and
plan (case study) – also
Implementation
under Teamwork &
o Scholarly Paper
Collaboration
o Poster Presentation
● In-class Activity:
Complete a group
project within a
specified period of time
● BlackBoard Private
Journal Entry: Imagine
yourself at 80 years of
age. Describe the
environment you wish to
have, what roles you will
have, and roles you will
have relinquished. Make
a statement of the legacy
you wish to leave. What
is most important to
you? Are you happy
with the life you have
led?
Recognize how
communication patterns
and styles affect
teaching/learning across
the lifespan (TC)
● Human Needs
● Nursing Diagnoses
Unit IV: Health
Promotion for Infancy to
Adolescence
Unit I: Introduction to
Health Promotion and
Education
● Basics of teamwork
and collaboration;
group functioning and
group roles
● Classroom group
activities
Unit II: Health
Promotion for Older
Adults
● Classroom group
activities
● In-class Activity: Case
study related to
developmental stage and
prioritization of issues
N/A – See Safety
● In-class Activity: Work
together to develop an
individualized teaching
plan (case study) – also
under PCC
● BlackBoard Private
Journal Entry: Describe
your feelings toward
working in a group.
Could the project have
gone more smoothly?
Why or why not? What
would you have done to
improve group
functioning?
● BlackBoard Private
Journal Entry: Describe
your experience of
teaching health
promotion strategies to a
group of selected
learners. Were the
learners engaged? Do
you feel like your
teaching group made a
difference in the lives of
the learners?
● Testing
● Collaborative Health
Promotion Education Project
(students are divided into
groups to complete 4
assignments; to complete,
they must use the teaching
process to develop and
implement a teaching plan for
a group of culturally diverse
people across the lifespan) –
project requires students to
work as a group throughout
o Assignment 1: Assessment
and Diagnosis
o Planning and
Implementation
o Scholarly Paper
o Poster Presentation
N/A – See Safety
● Pre-class Activity:
Review the video “Blood
Sugar and Fears”. Be
prepared to discuss the
● Testing
● Collaborative Health
Promotion Education Project
(students are divided into
Unit III: Health
Promotion for Young and
Middle-Aged Adults
● Classroom group
activities
Discuss evidence based
health promotion
practices across the
lifespan (EBP)
5.2.2014
Unit IV: Health
Promotion for Infancy to
Adolescence
● Classroom group
activities
Unit I: Introduction to
Health Promotion and
Education
● Concepts of Growth
& Development –
throughout the
lifespan (brief
overview, using
Erikson’s
Developmental
Stages)
Unit II: Health
Promotion for Older
Adults
● Differentiating
between EBP and
opinion-based
websites; using EBP
websites to lead
classroom discussions
● Concepts of Growth
& Development
related to older adult
(Erikson)
Unit III: Health
Promotion for Young and
Middle-Aged Adults
● Concepts of Growth
& Development
related to young and
middle-aged adult
(Erikson)
Unit IV: Health
Promotion for Infancy to
Adolescence
5.2.2014
risk factors for Type 2
Diabetes and intervention
for stopping it.
groups to complete 4
assignments; to complete,
they must use the teaching
process to develop and
implement a teaching plan for
a group of culturally diverse
people across the lifespan) –
students must use EBP to
develop their teaching plan.
Must cite reference in
modified APA paper.
o Assignment 1: Assessment
and Diagnosis
o Planning and
Implementation
o Scholarly Paper
o Poster Presentation
Identify and discuss
promotion of safe nursing
practice and its relation to
minimizing risk of harm
to patients and providers
(Safety)
5.2.2014
● Concepts of Growth
& Development
related to infancy
through adolscence
(Erikson)
Unit I: Introduction to
Health Promotion and
Education
● Complementary &
Alternative Healing
Modalities – overview
N/A – See Safety
Herbal Supplements
● Black cohosh
● Ginseng (Panax
Ginseng)
● Gingko
● Kava Kava (Piper
Unit II: Health
Methysticum)
Promotion for Older
● St. John’s Wort
Adults
(Hypericum
See medications
Perforatum)
● Garlic
Unit III: Health
Vitamins
Promotion for Young and ● Folic Acid
Middle-Aged Adults
● Vitamin D
See medications
Compounds
Unit IV: Health
● Calcium Salts
Promotion for Infancy to
Adolescence
Nicotine Agonists
● Varenicline (Chantix)
See medications
Immunizations
● Pneumococcal vaccine
● Shingles (Herpes
Zoster) vaccine
● Hepatitis B Vaccine
● Rotavirus Vaccine
● Diphtheria, Tetanus,
and Acellular Pertussis
(DTaP) Vaccine
● Haemophilus
● For each herbal
supplement or
medication, students are
required to know the
following:
o Generic and trade
names
o Classification
o Indications
o Action
o Contraindications/Prec
autions
o Common side effects
o Life-threatening side
effects
o Usual route and
dosage
o Nursing implications
● For each immunization,
students are required to
know the following;
o Vaccine side effects
and safety
o Appropriate dose,
route, and site
o Patient/family
teaching
● Testing
● Collaborative Health
Promotion Education Project
(students are divided into
groups to complete 4
assignments; to complete,
they must use the teaching
process to develop and
implement a teaching plan for
a group of culturally diverse
people across the lifespan) –
students must address safety
issues with all age groups
o Assignment 1: Assessment
and Diagnosis
o Assignment 2: Planning
and Implementation
o Assignment 3: Scholarly
Paper
o Assignment 4: Poster
Presentation
Identify strategies for
improving care for
patients and families
across the lifespan (QI)
Demonstrate knowledge
to obtain wellness
promotion information
5.2.2014
Unit I: Introduction to
Health Promotion and
Education
● Review of QI
Unit I: Introduction to
Health Promotion and
Education
Influenza Type B
Vaccine
● Inactivated Polio Virus
(IPV) Vaccine
● Yearly Influenza Virus
Vaccine
● Measles, Mumps, and
Rubella (MMR)
Vaccine
● Hepatitis A Vaccine
● Varicella
(Chickenpox) Vaccine
● Human Papillomavirus
(HPV) Vaccine
● Meningococcal
Vaccine
N/A – See Safety
N/A – See Safety
● Pre-class Activity:
Review the website:
“Healthy People 2020”.
How can nurses assist
with meeting one of these
goals? Be prepared to
discuss in class. – Also
under Informatics
● Pre-class Activity:
Students review course
SLOs and determine how
they are related to
different age groups (then
discuss in class)
● Students discuss in class
how to think and talk in
terms of the 6 QSEN
competencies
● Pre-class Activity:
Review the website:
“Healthy People 2020”.
● Testing
● Collaborative Health
Promotion Education Project
– students must address ways
in which they would improve
their teaching plan if they
were to implement it again –
must show in scholarly paper
and in poster presentation
o Assignment 3: Scholarly
Paper
o Assignment 4: Poster
Presentation
● Testing
● Collaborative Health
Promotion Education Project
through health related
websites and desktop
software related to
health promotion (I)
● Review of what
constitutes EBP
website vs.
commercial website
Unit II: Health
Promotion for Older
Adults
● Review of EBP
websites to lead inclass discussion
Unit III: Health
Promotion for Young and
Middle-Aged Adults
● Review of EBP
websites to lead inclass discussion
Unit IV: Health
Promotion for Infancy to
Adolescence
●
●
●
● Review of EBP
websites to lead inclass discussion
1505: Adult Nursing I
Implement actions that
demonstrates the
knowledge, skills, and
attitudes of basic
principles of patient
centered care for older
adults. (PCC)
Course Content
Unit I. Fundamental
Clinical Decision Making:
● Needs
● Nursing Process
● Prioritization
● Legal/Ethical/Standard
s of Practice
Unit II. Fundamental
5.2.2014
●
Medications
Unit I. Fundamental
Clinical Decision
Making:
No meds
Unit II. Fundamental
Nursing Knowledge
No meds
How can nurses assist
with meeting one of these
goals? Be prepared to
discuss in class. – Also
under QI
Pre-class Activity: On the
CDC website, open
“State of Aging and
Health in America” Be
prepared to discuss
ratings in Arkansas.
Pre-class Activity: On
CDC website, open
“Health Information for
Older Adults”. Students
are divided into groups
and discuss topics
associated with their
groups.
Students review multiple
CDC weblinks related to
health promotion for all
age groups
Case studies related to
developmental stage and
prioritization of issues
Learning Activities
● Lecture content & case
studies
● Designated lecture on
QSEN Competencies
● Geriatric Portfolio
● Evaluate patient’s
medical history to plan
for client care with
(students are divided into
groups to complete 4
assignments; to complete,
they must use the teaching
process to develop and
implement a teaching plan for
a group of culturally diverse
people across the lifespan) –
students are to use evidencebased health related websites
to complete assignments.
o Assignment 1: Assessment
and Diagnosis
o Planning and
Implementation
o Scholarly Paper
o Poster Presentation
●
●
●
●
Evaluation Methods
Testing
Testing
Grading rubric and instructor
feedback
Grading and feedback from
instructor
Nursing Knowledge
● Health Assessment &
Pulse Oximetry
● Documentation
● Change of Shift Report
● Pharmacology (Focus
Unit III. Nursing Care of
on changes in aging
the Older Adult with
affecting
Comfort Needs
pharmacologic
● NSAIDS: Ibuprofen,
processes)
ASA
● Fluid/Electrolytes: Na,
● Analgesics: Tylenol
K, Ca, Glucose, CBC
(WBC, RBC, H/H, Plt), ● Opioids: Demerol,
Percocet
BUN, Creatinine,
PT/PTT, INR
Unit IV. Nursing Care of
the Older Adult with
Unit III. Nursing Care of
Psychosocial Needs
the Older Adult with
No meds
Comfort Needs
● Pain Assessment and
Management
● CRHP: Osteoarthritis
Unit V. Nursing Care of
the Older Adult with Rest
and Activity Needs
Unit IV. Nursing Care of
No meds
the Older Adult with
Psychosocial Needs
● End of life/postmortem
care
Unit VI. Nursing Care of
● CRHP: Basic
the Older Adult with
distinction between
Safety Needs
Delirium, Dementia,
No meds
Depression
Unit V. Nursing Care of
the Older Adult with Rest
and Activity Needs
5.2.2014
optimal outcomes
SKILLS LAB:
DAY 1:
50 minutes: Tube Feedings
(N/G, Peg)
10 minutes: Specimen
collection/C&S Protocol
2 hours: N1300 Skill
Review
3 hours: Health Assessment
DAY 2:
● IV Management
Medication Math
Calculations (pump &
gravity for primary &
secondary IVs)
● Immobility/Physical
Impairment
Management
● Sleep & Rest
● CRHP:
o Osteoporosis
o Parkinson’s Dz,
o Hip Fx &
Replacement
Unit VI. Nursing Care of
the Older Adult with
Safety Needs
● Skin Integrity &
Wound Care
● Infection Control &
Isolation Protocols
● Restraints
● CRHP:
o Nosocomial
Infections
o Decubitus ulcers
Unit VII. Nursing Care of
the Older Adult with
Oxygenation Needs
● CRHP:
o COPD
o Chronic HF
o Pneumonia
o TB
o Chronic
Hypertension
o CAD
o
Unit VIII. Elimination
5.2.2014
Unit VII. Nursing Care of
the Older Adult with
Oxygenation Needs
● Statins: Lipitor,
Lovastatin, Zocor
● Steroids: Solu-Medrol
● TB Meds: INH,
Rifampin
Unit VIII. Elimination
● Anti-BPH: Finasteride
(Proscar)
Unit IX. Sensory
Perception & Impairment
● Benadryl
● Percocet
● Ibuprofen
● Tylenol
● Demerol
● Nitrostat
● Timolol
● Lovastatin
● Lipitor
● Zocor
● ASA
● Reclast
● Fosamax
● Caltrate
● Systane
● Bowel & Bladder
Training
● CRHP:
o Pylonephritis
o Cystitis
o Bowel/Bladder
Dysfunction
o Constipation,
Diarrhea
o Urinary
Incontinence
o BPH
Unit IX. Sensory
Perception & Impairment
● CRHP:
● CVA
● TIA
● Cataracts
● Glaucoma
● Macular
degeneration
● Hearing loss
5.2.2014
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Proventil
Vasotec
Lisinopril
Captopril
Levodopa
Cardura
Atenolol
Metoprolol
Coreg
Digoxin
Metamucil
Colace
Dulcolax
Metformin
Proscar
INH
Rifampin
Rocephin
Cipro
Amoxicillin
Levaquin
Zosyn
Flagyl
Vancomycin
Gentamycin
Penicillin
Coumadin
Plavix
Lovenox
Heparin
Lasix
HCTZ
Potassium
Supplements
● Aricept
● Cognex
● Namenda
● Exelon
● Razadyne
Communicate with
health care team
members in a
professional manner in a
variety of health care
settings. (T/C)
Demonstrated through
learning
activities/clinical
No specific medications
here.
Demonstrate best
practice at a basic level
for the care of older
adults in acute, long
term care, and the
community. (EBP)
Demonstrated through
learning
activities/clinical
No specific medications
here.
Recognize and begin to
use national patient
safety goals and
institution/practice
standards to reduce
harm to patients and
providers in a variety of
settings. (S)
Demonstrated through
learning
activities/clinical
No specific medications
here.
5.2.2014
● Lecture content & case
studies
● Designated lecture on
QSEN Competencies
● Geriatric Portfolio
● Identify tasks that can be
delegated
● Identify dynamics of
health care team, noting
when conflict
management is necessary
● Identify barriers and
facilitators of team
functions on the Clinical
Decision Making Tool
● Lecture content & case
studies
● Designated lecture on
QSEN Competencies
● Geriatric Portfolio
● Clinical Exemplars
require an EBP Internet
resource
● Lecture content & case
studies
● Designated lecture on
QSEN Competencies
● Geriatric Portfolio
● Patient care in Clinical
setting
● Clinical Exemplar: must
list interventions
performed to maintain a
● Testing
● Testing
● Grading rubric and instructor
feedback
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Testing
● Testing
● Grading rubric and instructor
feedback
● Instructor grading and
feedback
● Testing
● Testing
● Grading rubric and instructor
feedback
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
Recognize indicators of
quality and safety in
nursing care of the older
adult. (QI)
Demonstrated through
learning
activities/clinical
No specific medications
here.
●
●
●
●
Demonstrate ability to
navigate institution’s
information systems and
medication delivery
systems. (I)
1410: Adult Nursing
II
Recognize processes in
place to promote
quality improvement in
the acute care setting
(QI)
Demonstrated through
learning
activities/clinical
Course Content
Unit I. Fundamental
Psychomotor Skills:
● Glucometer
● Starting IVs
● Dressing changes
● Reconstitution
Unit II. Nursing Care of the
Perioperative Patient
Complications:
● DVT
● PE
● Dehiscence
● Evisceration
● Hemorrhage
5.2.2014
No specific medications
here.
Medications
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Mylanta
Reglan
Ginger
Carafate
FiberCon
Tagamet
Pepcid
Zantac
Protonix
Prilosec
Lovenox
Restoril
Demerol
Stadol
Morphine
safe environment for the
patient
Simulation lab for skills
Lecture content & case
studies
Designated lecture on
QSEN Competencies
Geriatric Portfolio
● Lecture content & case
studies
● Designated lecture on
QSEN Competencies
● Geriatric Portfolio
● Clinical Exemplars
require an EBP Internet
resource
Learning Activities
● Lecture content and case
studies
● Perioperative Case Study
● Requirement to identify
two QI projects to
improve patient
outcomes
● Identify cost effective
care techniques on
Exemplar
instructor
● Testing
● Testing
● Grading rubric and instructor
feedback
● Testing
● Testing
● Grading rubric and instructor
feedback
● Instructor grading and
feedback
Evaluation Methods
● Testing
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
●
●
●
●
●
●
●
●
●
Blood administration
Staple removal
Drain care/removal
Basic ABG
interpretation
Advance directives
o Living wills
o Power of attorney
Informed consent
Type and cross
Fasting glucose
ALT/AST, LDH,
Bilirubin
Unit III. Nursing Care of the
Middle Aged Adult with
Nutrition/Elimination Needs:
● CRHP:
o Crohn’s
o Ulcerative colitis
o Diverticulitis
o Hernias
o Polyps
o Hemorrhoids
o Appendicitis
o Ulcers
o Fecal ostomy
o Cholelithiasis
o Cholecystitis
o Renal calculi
o EGD
o Colonscopy
Unit IV. Nursing Care of the
Middle Aged Adult with
Fluid/Electrolyte Needs:
● Diabetes Insipidus
5.2.2014
●
●
●
●
●
●
●
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●
●
Fentanyl
Phenergan
Vistaril
Atropine
Robinul
Narcan
Romazicon
Rolaids
Prevacid
Nexium
Garamycin
Biaxin
Flagyl
Cisplatin
Cytoxan
5-FU
Trexal
Adriamycin
Idamycin
Vincristine
Taxol
Zofran
Emend
Versed
Ativan
Valium
Zoladex
●
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●
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●
SIADH
Hyperthyroid
Hypothyroid
Hyperparathyroid
Hypoparathyroid
Addison’s
Cushing’s
DM
DKA
HHNS
Neuropathies
Hgb A1C
Amylase
Lipase
TSH, T3, T4
Phosphorous
Pheochromocytoma
Unit V. Nursing Care of the
Adult with Cancer (Comfort)
Needs:
● Tumor staging and
grading, detection,
prevention, causes,
treatments, side effects
of treatment
● Cancers:
o Breast
o Colorectal
o Bladder
o Lung
o Prostate
o Leukemia
o Hodgkin’s/nonHodgkin’s
o Multiple Myeloma
o CT biopsy
5.2.2014
Communicate
effectively in verbal
and written manner,
adapting to the needs of
the team and situation
(T/C)
Demonstrated through
learning activities/clinical
No specific medications
Provide compassionate
care that recognizes
patient and family
preferences, values, and
needs (PCC)
Demonstrated through
learning activities/clinical
No specific medications
5.2.2014
● Lecture content and case
studies
● Perioperative Case Study
● Requirement to identify
two QI projects to
improve patient
outcomes
● Identify delegated tasks
that can be delegated
● Identify dynamics of
health care team, noting
when conflict
management is necessary
● Identify barriers and
facilitators of team
functions on the Clinical
Decision Making Tool
● Assignment for essays to
compare/contrast OR,
PACU, and floor nurses’
roles and level of
autonomy
● Clinical: include teaching
interventions plus one
health care team teaching
intervention
● Collaborative project for
an oncology presentation
● Lecture content and case
studies
● Perioperative Case Study
● Requirement to identify
two QI projects to
improve patient
outcomes
● Identify special
accommodations in
● Testing
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor, team member
evaluation
● Testing
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
●
●
●
●
Navigate the
institution’s
information systems
and medication delivery
systems (I)
Demonstrated through
learning activities/clinical
Differentiate between
evidence-based and
experience based
practices in the delivery
of care to middle aged
adults with acute and/or
chronic health problems
(EBP)
Demonstrated through
learning activities/clinical
No specific medications
●
●
●
No specific medications
●
●
●
●
●
5.2.2014
PACU to decrease
patient anxiety levels
Designate priority shortand long-term goals
Prioritize six nursing
interventions, including
EBP rationales
Clinical: include teaching
interventions plus one
health care team teaching
intervention
Evaluate patient’s
medical history to plan
for client care with
optimal outcomes
Lecture content and case
studies
Perioperative Case Study
(Internet resources)
In Clinical, use of:
PYXIS medication and
supply station, facility
Intranet, patient
monitoring equipment,
electronic medical record
Lecture content and case
studies
Perioperative Case Study
Requirement to identify
two QI projects to
improve patient
outcomes
Designate priority shortand long-term goals
Prioritize six nursing
interventions, including
EBP rationales
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Testing
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Testing
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
Practice safe nursing
care through the use of
national patient safety
goals and institution
and practice standards
to reduce harm to
patients and providers
in acute care settings
(S)
1415: Nursing Role
Transition
Recognize the role of
the registered nurse in
processes in place for
quality improvement
in acute, long-term
care, or community
settings. (QI)
5.2.2014
Demonstrated through
learning activities/clinical
Course Content
● RN role in quality
improvement
measures and safety
initiatives
No specific medications
Medications
No medications
● Post-conference in
clinical: Deliver
presentations on assigned
content topics
● Collaborative project for
an oncology presentation
● Lecture content and case
studies
● Perioperative Case Study
● Requirement to identify
two QI projects to
improve patient
outcomes
● Patient care in Clinical
setting
● Clinical Exemplar: must
list interventions
performed to maintain a
safe environment for the
patient
● Simulation lab for skills
● Describe time-out
process used in clinical
procedures
Learning Activities
● Locate an article in a
nursing journal that
relates to the role of
communication to
reduce errors in health
care settings of any
instructor
● Testing
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
● Grading and feedback from
instructor
Evaluation Methods
● Testing
type. Summarize the
key points of the
article. Describe how
the information in the
article can be used in
your health care
facility to improve
nursing care
Utilize effective
communication
principles in the role
of registered nurse as
a member of an
interdisciplinary team
(T/C)
1415: Nursing Role
Transition
5.2.2014
● Read the AR Nurse
Practice Act and
● SBAR
● Hand off
● Effective
communication skills
with HCT
● Documentation
● Delegation
● Therapeutic & nontherapeutic
communication
techniques
Course Content
No medications
Medications
● Complete the ASBN
activity on Bb
● Communication skills
through role play in
class.
● Practice
documentation in
medical record.
● Demonstrate
professional behaviors
in physical classroom
and online classroom.
● Complete a Health
Literacy Assessment
on adults. Be prepared
to discuss in class.
Learning Activities
● Testing
● Practice care plan
Evaluation Methods
Demonstrate
Foundational Concepts
knowledge, skills, and
● Quality Improvement
attitudes of patient
● Teamwork/Collaborati
centered care through
on
simulation and case
● Patient Centered Care
study activities.
● Informatics
(PCC)
● Evidence Based
Practice
● Safety
HUMAN NEEDS:
Physiological and
Psychosocial
● Oxygenation
● Fluid & Electrolytes
● Safety
● Elimination
● Nutrition
● Rest & Activity
● Comfort
● Sexuality
● Spirituality
● Human Interaction
● Learning
● Describe the role of
the RN to promote
safety in patient care.
5.2.2014
No medications
● Access UALR Library
databases
● Complete a plan of
care:
1. Perform a physical
assessment on partner
in class. Document on
assessment form
2. Develop
individualized plan of
care (use forms in
course handbook)
● Case studies
Analysis of articles for
professional examples
Use information
technology to
communicate and
support lifelong
learning. (I)
Technology utilization
1415: Nursing Role
Course Content
Transition
Differentiate current
● Review Course Handbook
practice role from that ● Review UALR DON
of registered nurse in
Policy/Procedure Manual
implementation of
evidence based
practice. (EBP)
1415: Nursing Role
Transition
Review safety
standards as they
relate to the role of
the registered nurse to
reduce harm to
5.2.2014
Course Content
Medication Safety
No medications
Medication
No medications
Medication
No specific medications
Blackboard activity
Complete “RN Essentials:
Test-Taking”
Testing
Learning Activities
Evaluation Methods
● Complete Experiential
Resumé
● Self ReflectionIdentify personal
lifestyle risk factors
and interventions to
improve overall health
● Case Studies
● Complete Scavenger Hunt
Activity
● NCLEX 4000
Fundamentals: Basic
Physical Assessment and
The Nursing Process
● Visit the Healthy People
website: healthypeople.gov
Learning Activities
Evaluation Methods
Calculate using addition,
subtraction, multiplication,
division to administer:
● Oral medications
(tablets, capsules,
● Dosage calculation test
● Skill performance:
Foley
IV management and
initiation
patients and providers
in clinical settings.
(S)
1420: Mental Health
Nursing
Recognize and
describe the nurse’s
role in approaching
and assessing quality
improvement in care
of the mental health
patient.
Collaborate
effectively in verbal
and written manner,
adapting one’s own
5.2.2014
liquids)
● Liquid Injectibles
(including
reconstitution)
● IV infusion rates
(primary and
secondary infusions)
● Describe the role
of the RN to
promote safety in
patient care.
● Role play
● Video analysis
Course Content
Medications
Learning Activities
Evaluation Methods
Demonstrated through
learning activities/clinical
● Ethics and legal issues
in mental health
nursing
No specific medications
● Testing
● Discussion with instructor &
peers
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
Therapeutic communication
No specific medications
● Lecture content
● Case studies
● Psychosocial
Assessment
● Community Service
Clinical
● Clinical Decision
Making Clinical
Evaluation (by
student): QI
● Group Activity Clinical
Experience
● NPSG analysis and
paper
● Lecture content
● Case studies
● Clinical Decision
Making Clinical
● Testing
● Discussion with instructor &
peers
● Grading rubric & instructor
style to the needs of
the team and situation.
Provide organized
nursing care to
patient and families
experiencing acute
and chronic mental
health problems in a
manner that reflects
principles of patient
centered care. (PCC)
●
●
●
●
●
●
●
●
●
●
Fundamentals
Grief and crisis
Violence and abuse
Psychotic disorders
Anxiety disorders
Mood disorders
Personality disorders
Child/adolescent disorders
Substance abuse disorders
Cognitive disorders
See Safety SLO
Evaluation (by
student): T/C
Simulation
Role play
Lecture content
Case studies
Psychosocial
Assessment
Clinical Decision
Making Clinical
Evaluation (by
student): PCC
Group Activity Clinical
Experience
Simulations
feedback
● Grading rubric & instructor
feedback
● Lecture content and
case studies
● Clinical Decision
Making Clinical
Evaluation (by
student):
● Group Activity Clinical
Experience
(disbursement of
educational materials)
● Stress assessment paper
utilizing research
articles
● Lecture content
● Case studies
● Psychosocial
Assessment
● Clinical Decision
Making Clinical
Evaluation (by
student): EBP
● Testing
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
●
●
●
●
●
●
●
●
Describe examples of Demonstrated through
how informatics and learning activities
technology are related
to quality of care in
the mental health
setting.
No specific medications
Differentiate
between evidencebased versus opinionbased practices in the
delivery of mental
health care for acute
and chronic
conditions. (EBP)
No specific medications
5.2.2014
Demonstrated through
learning activities
● Testing
● Discussion with instructor &
peers
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Testing
● Discussion with instructor &
peers
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
● Grading rubric & instructor
Practice safe nursing
care through the use
of national patient
safety goals for
behavioral care and
institution/practice
standards to reduce
harm to patients and
providers (S)
5.2.2014
Demonstrated through
learning activities
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Ritalin
Strattera
Adderall
Focalin
Vyvance
Haldol
Thorazine
Prolixin
Zyprexa
Risperdal
Abilify
Geodon
Cogentin
Benadryl
Clozaril
Antabuse
Naltrexone
Narcan
Methadone
Subutex
Prozac
Lexapro
Zoloft
Paxil
Effexor
Wellbutrin
Elavil
Trazadone
Nardil
Lithium
Depakote
Tegretol
Lamictal
Buspar
Librium
● Group Activity Clinical
Experience
● Lecture content
● Case studies
● Psychosocial
Assessment (risk factor
identification)
● Clinical Decision
Making Clinical
Evaluation (by
student):
feedback
● Testing
● Discussion with instructor &
peers
● Grading rubric & instructor
feedback
● Grading rubric & instructor
feedback
●
●
●
●
●
●
●
●
●
2410: Obstetric &
Reproductive Health
Nursing
Structure organized
nursing care of patients
and families in the
childbearing years that
are experiencing the
normal and abnormal
progression during this
part of the lifecycle in
a manner that reflects
the principles of
patient-centered care.
5.2.2014
Course Content
● Trends in
women’s health
● Health promotion
and sexually
transmitted
infections
● Contraception and
abortion
● Antenatal care
● High-risk
antenatal care:
gestational
diabetes, pregestational
diabetes,
gestational
hypertensive
disorders
(gestational
hypertension,
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Valium
Ativan
Xanax
Atenolol
Inderal
Klonipin
Clonidine
Ambien
Lunesta
Medications
Learning Activities
Evaluation Methods
Pitocin
Mag Sulfate
Colace
Ibuprofen
Toradol
Percocet
Rubella Vaccine
RhoGAM
Vitamin K
Erythromycin
(Opthmalmic)
Hep B Vaccine
Surfactant
Ampicillin
Gentamycin
Folic Acid
Rocephin
Zithromax
Valtrex
Vibramycin
● Lecture content
● Simulation lab: IV therapy &
management; care/skills of the
laboring, postpartum, and
newborn clients
● Simulation lab: NOELLE
simulation experiences
● Student Evolve Resources
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
● Testing
● Grading rubric and feedback
from instructor
● Grading rubric and feedback
from instructor
● Discussion with peers &
instructors; testing
Relate nursing care and
assessments provided
to patients and families
5.2.2014
preeclampsia,
eclampsia,
HELLP
syndrome),
hemorrhagic
disorders
(miscarriage,
ectopic, placenta
previa, abruption
placentae, DIC)
● Intrapartum care
● High-risk
intrapartum care:
premature labor,
fetal distress,
cesarean section,
induction of labor,
operative vaginal
birth, should
dystocia,
malpresentation
● Newborn
● High-risk
newborn:
prematurity,
sepsis, SGA,
LGA, IUGR,
post-term
● Post-partum
● High-risk
postpartum:
hemorrhage,
infections, postpartum depression
Demonstrated
through learning
activities
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Benzathine PCN
Z-Pack
Suprax
Flagyl
Phenergan
Demerol
Stadol
Marcaine
Lidocaine
Ephredrine
Fentanyl
Gardasil
Heparin
FFP, Cryo
Diflucan
Cytotec
Cervidil
Celestone
Brethine
Procardia
Methergine
Hemabate
No specific medications
● Lecture content
● Simulation lab: IV therapy &
management; care/skills of the
● Testing
● Grading rubric and feedback
from instructor; evaluations
in the childbearing
year to other team
members by
collaborating through
written, oral and
electronic formats.
Integrate evidencebased practice in
nursing care of the
childbearing family.
●
●
● Demonstrated
through learning
activities
No specific medications
●
●
●
●
Practice safe nursing
care for the
childbearing family
utilizing the
Association of
Women’s Health,
Obstetrics, and
Neonatal Nurses
(AWHONN) standards
of care.
● Demonstrated
through learning
activities
Demonstrate the
nurse’s role in quality
improvement while
caring for the
childbearing family.
● Demonstrated
through learning
activities
● See PCC SLO
●
●
●
●
● No specific
medications
●
●
●
5.2.2014
laboring, postpartum, and
newborn clients
Simulation lab: NOELLE
simulation experiences
Student Evolve Resources
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
Lecture content
Simulation lab: IV therapy &
management; care/skills of the
laboring, postpartum, and
newborn clients
Simulation lab: NOELLE
simulation experiences
Student Evolve Resources
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
Lecture content
Simulation lab: IV therapy &
management; care/skills of the
laboring, postpartum, and
newborn clients
Simulation lab: NOELLE
simulation experiences
Student Evolve Resources
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
Lecture content
Simulation lab: IV therapy &
management; care/skills of the
laboring, postpartum, and
newborn clients
Simulation lab: NOELLE
simulation experiences
from in-service attendees
● Grading rubric and feedback
from instructor
● Grading rubric and feedback
from instructor
● Discussion with peers &
instructors; testing
● Testing
● Grading rubric and feedback
from instructor
● Grading rubric and feedback
from instructor
● Discussion with peers &
instructors; testing
● Testing
● Grading rubric and feedback
from instructor
● Grading rubric and feedback
from instructor
● Discussion with peers &
instructors; testing
● Testing
● Grading rubric and feedback
from instructor
● Grading rubric and feedback
from instructor
● Discussion with peers &
Utilize informatics to
support learning in a
professional forum.
2420: Pediatric
Nursing
Structure organized
nursing care of patients
and families in the
pediatric setting that are
experiencing the normal
and abnormal
progression through the
developmental
milestones from
newborn through
adolescence in a manner
that reflects the
principles of patientcentered care. (PCC)
5.2.2014
● Demonstrated
through learning
activities
● No specific
medications
Course Content
● Nutrition and
elimination
a. Paroxysmal
abdominal pain
(Colic)
b. Gastroesophageal
reflux
c. Cleft lip/palate
d. Esophageal atresia
with
Tracheoesophagial
fistula
e. Hypertrophic pyloric
stenosis
f. Anorectal
malformations
g. Diarrhea and
dehydration
h. Hirchsprung disease
i. Insussusception
j. Nephrotic Syndrome
Medications
●
●
●
●
●
●
●
●
Tegretol
Dilantin
Phenobarbitol
Ativan
Phenergan
Zofran
Reglan
Oral Rehydration
Therapy
● FFP, Cryo
● Factor VIII
● Student Evolve Resources
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
● Lecture content
● Develop a Public Service
Announcement video with
partner and post to course
YouTube page
● Student Evolve Resources
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
Learning Activities
● Growth &
Development Activity
● Simulation labs
● Class presentations
● LRC Activity
● Clinical
instructors; testing
● Testing
● Grading rubric and feedback
from instructor
● Grading rubric and feedback
from instructor
● Discussion with peers &
instructors; testing
Evaluation Methods
● Grading rubric &
instructor feedback
● Grading rubric &
instructor feedback
● Instructor feedback
● Grading rubric &
instructor feedback,
peer review
● Clinical evaluation
tool
● Testing
k. Acute
glomerulonephritis
l. Wilm’s tumor
m. Reyes Syndrome
n. Meningitis
o. Seizure disorder
p. Strabismus
q. Otitis media
r. Hearing impairment
s. Ear/eye trauma
t. Conjunctivitis
u. Visual impairment
v. Failure to thrive
w. Hemophilia
x. Sickle cell anemia
y. Mental retardation
z. Down syndrome
aa. Autism
bb. Terminal illness
Relate nursing care and ● Pathophysiology/ Culture
assessments provided to ● Culture
patients and families in ● Growth and
the pediatric setting to
Development
other team members by
collaborating through
written, oral, and
electronic format. (T/C)
Integrate evidence● Rest and Activity
based practice in
a. Impetigo
nursing care of the
b. Tinea
pediatric patient and
c. Scabies
family. (EBP)
d. Pinworms
e. Contact dermatitis
f. Insect/animal bites
g. Erythema
Infectiosum
h. Immunizations
5.2.2014
No medications
● Class presentations
● Growth &
Development Activity
● Clinical
● Simulation labs
● Decadron
● Topical Steroids:
cortisone cream
Lotrimin
● Vermox
● Growth &
Development Activity
● Simulation labs
● Class presentations
● LRC Activity
● Clinical
● Grading rubric &
instructor feedback
● Grading rubric &
instructor feedback
● Clinical evaluation
tool
● Instructor feedback
● Grading rubric &
instructor feedback
● Grading rubric &
instructor feedback
● Instructor feedback
● Grading rubric &
instructor feedback,
peer review
● Clinical evaluation
tool
● Testing
i.
Practice safe nursing
care of the pediatric
patient and family
utilizing growth and
development principles
and theories. (S)
5.2.2014
Communicable
disease
j. Cerebral Palsy
k. Muscular dystrophy
l. Myelomeningocele
m. Club foot
n. Developmental hip
dysplasia
o. Fractures
p. Immobilization
q. Osteomyelitis
r. Hydrocephalus
s. Cerebral Dysfunction
t. Scoliosis
● Foreign body aspiration
a. Sudden infant death
syndrome
b. Poisoning
c. Accidents
d. CPR
e. Injury prevention
f. Child maltreatment
g. Leukemia
● Oxygenation
a. Acute upper
respiratory
infections
b. Tonsillectomy and
adenoidectomy
c. Croup syndrome
d. Epiglottitis
e. Acute
laryngotracheobron
-chitis
f. Acute spasmodic
laryngitis
● Simulation labs
● Clinical
●
●
●
●
Mucomyst
Ampicillin
Rocephin
Augmentin
● Instructor feedback
● Clinical evaluation
tool
● Testing
g. Infections of the
● Proventil
lower airway
● Aminophylline
h. Respiratory
● Advair
syncytial virus
i. Asthma
j. Cystic fibrosis
k. Cardiac congenital
disorders
● Digoxin
l. Patent ductus
● Lasix
arteriosus
● Mannitol
m. Ventricular septal
● Beta Blockers
defect
● ACE Inhibitors
n. Pulmonic stenosis
o. Tetrology of Fallot
p. Transposition of the
great vessels
q. Rheumatic fever
r. Congestive heart
failure
● Cardiac surgery
● Demonstrated through
● No medications
learning activities
● Growth &
Development Activity
● Grading rubric &
instructor feedback
● Testing
Utilize informatics to
support learning in a
professional forum. (I)
● Demonstrated through
learning activities
● Growth &
Development Activity
● Grading rubric &
instructor feedback
2550: Adult Nursing III
Provide compassionate
and coordinated care
based on respect for
Course Content
Skill Overview Sheets
to be handed out the
first day of clinical and
Learning Activities
● Sim lab demonstration
& videos: fundamental
skills, IV bolus/push &
Evaluation Methods
● Grading rubric and
instructor
feedback;
Demonstrate the nurse’s
role in quality
improvement while
caring for the pediatric
patient and family.
(QI)
5.2.2014
● No medications
Medications
● Metoprolol
● Atenolol
● Lisinopril
patient/family
preferences, values, and
needs (PCC)
5.2.2014
include: Ventilators,
Chest tubes, IVP,
Compensated and
Uncompensated ABG’s,
Airway Management
Information, Basic
Rhythm Interpretation
(SR, Afib, VT, VF,
Asystole),
Hemodynamic
Monitoring, Trach
Care, Critical Drip
Calculations
Unit I: Complex
Knowledge
● Acute Care Culture
● Emergency
Nursing
● Triage and Mass
Casualty Nursing
● Leadership and
Management
● Delegation
● Legal/Ethical
Unit II: Major Cardiac
and Respiratory
Events/Disorders
Unmet Needs:
Oxygenation, Comfort
Skills: Hemodynamic
Monitoring, Advanced
Rhythm Interpretation,
Critical Drip
Calculations,
Ventilators, Airway
Management
● Myocardial
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Cardizem
Digoxin
Adenosine
Amiodorone
Lidocaine
Dopamine
Levofed
Neo-Synephrine
Nipride
Nitroglycerine
Pitressin
Heparin
Lovenox
Coumadin
Benocar
Imdur
Isordil
Dobutamine
Aggrastat
Integrilin
Reopro
Plavix
TPA
TNKase
Sodium Bicarb
Lasix
Aldactone
Bumex
Electrolyte
replacement
Decadron
Solu-Medrol
AZT
Crixivan
Immunoglobulins
Neomycin
Kayexalate
care of ET/trach tubes
evaluation
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
● Grading rubric and
instructor feedback
(skills
demonstration)
● Leadership and
management paper
(prep for 2350 ‘shadow
a manager’ experience)
● Grading rubric and
instructor feedback
Infarction
● Coronary Artery
Bypass
● Valvular
Disorders
● ARDS
● Arrhythmias
● Acute HF
Unit III: Organ Failure
and Complications
Unmet Needs:
Elimination, Fluid and
Electrolytes, Nutrition
● Renal Failure
● Hepatitis
● Cirrhosis
● Liver Failure
● Pancreatitis
Unit IV: Autoimmune
and Immunity
Disorders
Unmet Needs: Safety,
Oxygenation, Comfort
● HIV/AIDS
● Lupus
● Rheumatoid
Arthritis
● Amyotrophic
Lateral Sclerosis
● Guillain Barré
Syndrome
● Myasthenia
Gravis
5.2.2014
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Imuran
Pepcid
Mannitol
Succinylcholine
Vecuron
Diprovan
Dilantin
Versed
Skelaxin
Robaxin
Clonidine
Tetanus
ALS MED
MG MED
BURN MEDS
Bioterrorism
antidotes
● Multiple Sclerosis
Collaborate within
nursing and healthcare
team with open
communication, mutual
respect, and shared
decision making in
delivery of optimal
care.(T&C)
Use safety standards to
minimize risk of harm to
patients and providers
(S)
5.2.2014
Unit V: Multiple
Traumas
Unmet Needs: Sensory,
Comfort, Safety,
Oxygenation, Rest and
Activity
Skills: Chest tubes,
Compensated and
Uncompensated ABG’s
● Chest trauma
● Traumatic
Head/Brain
Injuries
● Increased
Intracranial
Pressure
● Spinal Cord
Injuries
● Shock
● Burns
●
●
● Community Service
Learning Project
● Grading rubric and
instructor feedback
●
●
● Community Service
Learning Project
● Grading rubric and
instructor feedback
● Sim lab demonstration
& videos: fundamental
skills, IV bolus/push &
● Grading rubric and
instructor feedback
(skills
care of ET/trach tubes
demonstration)
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
● Grading rubric and
instructor feedback
Incorporate best
practices, based on
current evidence,
patient/family
preferences, and values
into delivery of optimal
care.(EBP)
●
●
● Discuss benefits of the
electronic medical
records (EMR’s) and
computer based records
(CPR’s)
● Class discussion
with instructor
Use data to monitor and
improve the quality and
safety of patient care
(QI)
●
●
● Evaluation of EBP
nursing articles (each
unit)
● Discuss benefits of the
electronic medical
records (EMR’s) and
computer based records
(CPR’s)
● Identify online
resources for nursing
research
● Sim lab demonstration
& videos: fundamental
skills, IV bolus/push &
care of ET/trach tubes
● Class discussion
with instructor
● Class discussion
with instructor
Demonstrate
understanding of
5.2.2014
●
●
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
● Evaluation of EBP
nursing articles (each
● Testing &
feedback from
instructor
● Grading rubric and
instructor feedback
(skills
demonstration)
● Grading rubric and
instructor feedback
● Class discussion
with instructor
information and
technology to
communicate and
support decision making
in delivery of optimal
health care (I)
unit)
● Discuss benefits of the
electronic medical
records (EMR’s) and
computer based records
(CPR’s)
● Community Service
Learning Project
(distribution of learning
materials, PowerPoint
presentation)
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
● Class discussion
with instructor
● Grading rubric and
instructor feedback
●
●
● Community Service
Learning Project
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
● Grading rubric and
instructor feedback
● Grading rubric and
instructor feedback
●
●
● Sim lab demonstration
& videos: fundamental
skills, IV bolus/push &
care of ET/trach tubes
● Grading rubric and
instructor feedback
(skills
demonstration)
● Grading rubric and
instructor feedback
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
5.2.2014
● Grading rubric and
instructor feedback
●
●
●
2350: Competency for
Entry Into Practice
Incorporate best
practices, based on
current evidence,
patient/family
preferences, and values
into delivery of optimal
care (EBP)
5.2.2014
●
Course Content
Review content from
all previous courses
Medications
Review all medications
from all previous
courses
● Community Service
Learning Project
● Grading rubric and
instructor feedback
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
● Grading rubric and
instructor feedback
● Sim lab demonstration
& videos: fundamental
skills, IV bolus/push &
care of ET/trach tubes
● Grading rubric and
instructor feedback
(skills
demonstration)
● Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
● Grading rubric and
instructor feedback
Learning Activities
Evaluation Methods
Lecture
Diagnostic Evolve HESI
Exit (no points)
Final Evolve HESI Exit
Unit exams (4)
36 hour preceptor
experience
Grading rubric, daily log
evaluation, preceptor &
instructor feedback
9 hours ‘shadow a
manager’
Collaborate within
nursing and health care
team with open
communication, mutual
respect, and shared
decision making in
delivery of optimal care
(T/C)
Review content from
all previous courses
Review all medications
from all previous
courses
Lecture
Diagnostic Evolve HESI
Exit (no points)
Final Evolve HESI Exit
Unit exams (4)
36 hour preceptor
experience
Grading rubric, daily log
evaluation, preceptor &
instructor feedback
Grading rubric and
manager & instructor
feedback
9 hours ‘shadow a
manager’
Provide compassionate
and coordinated care
base on respect for
patient/family
preferences, values, and
needs (PCC)
Review content from
all previous courses
Review all medications
from all previous
courses
Lecture
Diagnostic Evolve HESI
Exit (no points)
Final Evolve HESI Exit
Unit exams (4)
36 hour preceptor
experience
Grading rubric, daily log
evaluation, preceptor &
instructor feedback
Grading rubric and
manager & instructor
feedback
9 hours ‘shadow a
manager’
Use data to monitor and
improve the quality and
safety of patient care
5.2.2014
Review content from
all previous courses
Review all medications
from all previous
courses
Grading rubric and
manager & instructor
feedback
Lecture
Diagnostic Evolve HESI
Exit (no points)
Final Evolve HESI Exit
Unit exams (4)
36 hour preceptor
Grading rubric, daily log
experience
9 hours ‘shadow a
manager’
Use safety standards to
minimize risk of harm
to patients and
providers (S)
Review content from
all previous courses
Review all medications
from all previous
courses
Lecture
Diagnostic Evolve HESI
Exit (no points)
Final Evolve HESI Exit
Unit exams (4)
36 hour preceptor
experience
Grading rubric, daily log
evaluation, preceptor &
instructor feedback
Grading rubric and
manager & instructor
feedback
9 hours ‘shadow a
manager’
Demonstrate
Review content from
understanding of
all previous courses
information and
technology to
communicate and
support decision making
in delivery of optimal
health care (I)
Review all medications
from all previous
courses
Lecture
Diagnostic Evolve HESI
Exit (no points)
Final Evolve HESI Exit
Unit exams (4)
36 hour preceptor
experience
Grading rubric, daily log
evaluation, preceptor &
instructor feedback
Grading rubric and
manager & instructor
feedback
9 hours ‘shadow a
manager’
5.2.2014
evaluation, preceptor &
instructor feedback
Grading rubric and
manager & instructor
feedback
RN-BSN Completion Program
NURS 3220/3230: Informatics in Nursing
Course Descriptions:
Prerequisite/Concurrent: RN or enrolled in the final semester of an Accreditation Commission for Education in Nursing (ACEN) approved
associate degree or diploma program with approval of department chairperson.
This course [3220] is the first in a two course sequence that focuses on client assessment. It provides the knowledge, skills, and attitudes for
competency that focuses on the role of the professional nurse in performing a comprehensive health history, physical, and psychosocial assessment.
A variety of assessment tools and techniques are utilized. Further focus is on data collection and accurate documentation to communicate findings to
the health care team. One-half semester course. Two credit hours.
Prerequisite: Grade of C or better in NURS 3220.
This course [3230] is the second in a two course sequence that focuses on client assessment. It provides the knowledge, skills, and attitudes for
competency that focuses on the role of the professional nurse in performing a comprehensive health history, physical, and psychosocial assessment.
A variety of assessment tools and techniques are utilized. Further focus is on data collection and accurate documentation to communicate findings to
the health care team. Students are STRONGLY encouraged to take the course immediately following NURS 3220. One-half semester course; Two
credit hours.
Student Learning Outcomes:
1. Incorporate evidence-based practices into health assessment (EBP)
2. Document a systematic physical and psychosocial assessment on a patient (T/C)
3. Collect data in patient assessment to improve quality of care (QI)
4. Outline basic safety design principles when assessing the client with age appropriate medications from infancy throughout the lifespan (S)
5. Demonstrate skills to conduct individual comprehensive patient focused assessment (PCC)
6. Demonstrate the ability to communicate, collaborate, learn, and perform a health assessment in an electronic format (I)
KNOWLDEDGE
SKILLS
ATTITUDES
LEARNING ACTIVITIES
Review posted items for each
For each system, differentiate Correctly perform health
Collecting and
chapter of Bates (powerpoint slides,
normal and abnormal findings assessments—
documenting accurate
anatomy review exercise, brief
information is an
videos of assessment techniques,
important part of patient
case studies, quizzes)
care
Written assessment of each of the
following systems:
● Mini mental status exam
● Skin, Hair, Nails
● Head/Neck
● Lungs/Thorax
● Cardiovascular/Peripheral
Vascular
5.2.2014
● Abdomen
● Nervous System
● Musculoskeletal
Perform a comprehensive health
history and document it.
Film an Introductory video and post
(privately) to YouTube
Film the following system
assessments: and post
(privately) to YouTube
● Thorax, Lungs,
Cardiovascular and
Peripheral Vascular
● Head and Neck, Cranial
Nerves
● Muscluloskeletal & Nervous
System
Film a complete head to toe
assessment and post
(privately) to YouTube
Document the complete head to toe
assessment (save for capstone
portfolio)
Write a reflective paper addressing
student learning outcomes
(save for capstone portfolio)
5.2.2014
NURS3305 Informatics in Nursing (Elective)
Prerequisites/Concurrent: NURS 2550 or consent of instructor
This course explores knowledge, skills and attitudes associated with accessing, managing, and communicating information, particularly on the
creation, structure, and delivery of health related information with the use of technology. Further emphasis is on the use of information technology to
improve practice and support life-long learning. One-half semester course; Three credit hours.
At the completion of this course, the student will:
1. Demonstrate the use of basic computer and communication skills including:
a. Using word processing applications.
b. Using e-mail systems to communicate with other health care providers in a professional manner.
c. Demonstrating creation of multimedia presentations in the development of client education at the appropriate health literacy level.
d. Navigating in the MS Windows and Bb environment effectively and efficiently. (I)
2. Conduct online and library database literature searches; distinguish between scholarly and non-scholarly sources and access and retrieve
evidence based data related to decision-support and quality client care. (EBP, QI)
3. Explore the interrelationship of concepts related to nursing informatics and evidence based nursing practice, and recognize the relevance of
information and technology in nursing for improving practice and continued learning. (EBP, I)
4. Acknowledge the advantage of nurse involvement on the team in the planning, implementation and evaluation of information systems in the
healthcare environment. (T/C)
5. Integrate the ANA Code of Ethics and HIPAA with regard to patient privacy and confidentiality related to electronic and computerized
information. (S, PCC)
6. Examine the use of computers and information technology for documentation, collaboration and networking. (T/C, I)
KNOWLEDGE
SKILLS
ATTITUDES
Utilize information technology in
professional communication,
knowledge management and
resource management.
Lead teams in planning, implementing
and evaluating information systems in
the healthcare environment.
Act as a change agent in the
planning, evaluation and
implementation of
information systems within
healthcare organizations.
Foster lifelong learning, assess
community health needs and
support evidence-based decision
making in a variety of health care
delivery settings using the
research process within the
information technology
5.2.2014
Employ basic computer and electronic
communication skills in professional
writing and presentations.
Apply research findings in the
implementation of information
technology for documentation and
collaboration within the healthcare
Respect patient privacy and
confidentiality related to
electronic and computerized
information.
Model positive attitudes
LEARNING
ACTIVITIES
Participate in online
discussions of
professional
communication, IT and
evidence-based practice,
plagiarism and netiquette,
practice competencies
and technology and
holistic care.
Develop a concept map
integrating such concepts
environment.
teams.
Enforce the ANA code of Ethics
and HIPAA policy as they apply
to electronic and computerized
information within organizational
structures.
Conduct online and library database
literature searches to effect research
utilization in nursing practice and
practice improvement.
related to nursing
informatics and evidencebased practice. Recognize
the relevance of information
and technology in
professionalism, practice
improvement and lifelong
learning.
as nursing science and
information science, and
computer science for the
nurse, person, health and
environment in a variety
of healthcare settings.
Write a formal paper on
informatics applications
in nursing practice.
Perform self-assessment
of basic competencies in
informatics related to
technical, utility and
leadership.
5.2.2014
Nurs 3310: Professional Nursing Role Development
Prerequisite: Admission into the BSN Program
Prerequisite to all other required upper level nursing courses except NURS 3220 and 3230. The course focus is on the process of socialization into
nursing as a profession. The process explores the impact of historical and current events in the development of the professional role of the nurse.
Knowledge, skills, and attitudes related to QSEN competencies (EBP, T/C, QI, S, PCC, and I) in professional nursing and the BSN curriculum is
included. A personal philosophy of nursing will be explored within the framework of various nursing theories. One-half semester course; 3 credit
hours.
Student Learning Outcomes:
1. Articulate the role of professional nurse in incorporating QSEN competencies into practice (S & EBP)
2. Identify strategies to collaborate and effectively bring about change in a practice setting (T/C)
3. Compare the characteristics of nursing as a profession to other health care disciplines (QI)
4. Expound upon a personal philosophy incorporating nursing’s meta-paradigm (PCC)
5. Demonstrate ability to effectively utilize information technology to add to existing knowledge base and communicate in a scholarly approach
(I)
KNOWLEDGE
● Course Reflection
Discussion
● Grading Rubrics for:
o Discussion
forums
o Papers
o Philosophy
o Power Point
Presentations
● Discussion forums on:
o Characteristics
of a profession
o How
philosophical
beliefs
influence care
o Strategies to
5.2.2014
SKILLS
● Discovery of a problem in
one’s area of practice
based on IOM reports.
● Orientation quiz to
blackboard and UALR
RN-BSN program
● QSEN web-search and
write paper on an issue in
their current practice
setting; written formally
with a draft and final
document
● Write a philosophy paper
incorporating a nursing
theory; written informally
● Using APA Publication
ATTITUDES
● Learning to navigate
Blackboard Learning
System
● Orientation quiz to
APA Manual (check
there may be one
made)
LEARNING ACTIVITIES
● Compiled and documented
student Nursing
Philosophy paper in APA
format
● Formal Paper written in APA
format, related to problem
identification and knowledge
of QSEN
● Reflection Journal examination of beliefs and
attitudes
● Using the online library
(completed skill in online
classroom)Discussion forums and
improve the
health care
system
o Change Theory
in action
● Reflection on
course and how
learning outcomes
were met
5.2.2014
Manual (latest edition) for
writing
● Reference draft for
feedback (optional)
● Library reference support
within course
● Orientation to online
learning
interactivity as a professional in
team collaboration
Nurs 3420: Wellness Promotion and the Nurse Educator
Course Description:
Prerequisite/Concurrent: NURS 3310.
Provides an overview of knowledge, skills, and attitudes inherent in the nurse’s role as educator. Emphasis is on principles of teaching and learning
in diverse populations to implement evidence based practices to improve outcomes. Assessment of learning needs of patients and communities will
be explored. The course will culminate with students designing an integrated practice project as an avenue for nurses to advance health. One-half
semester course; Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Incorporate evidence-based practices into education related to improved patient outcomes (EBP).
2. Practice effective communication skills with patients, families, community members, and interdisciplinary teams to achieve quality patient
outcomes (T/C)
3. Design health promotion and teaching activities incorporating the preference, values, and needs of diverse groups (PCC).
4. Participate in Quality Improvement Initiatives to communicate outcome improvements with colleagues (QI).
5. Assimilate best practices to support a culture of safety through patient and staff education (S).
6. Use information technology as a tool to assess learning needs, plan, implement, and evaluate education programs for individuals and
communities to advance health (I)
KNOWLEDGE
SKILLS
ATTITUDES
Recognize the need for
patient education
throughout the continuum
of care to promote
wellness, prevent illness,
and maintain health in all
health care settings.
Design and deliver educational programs
to meet community health needs
utilizing adult learning theories when
planning educational program.
Recognize learner’s needs
considering development,
culture, and limitations to
learning.
Employ efficient and effective research
strategies needed to answer questions
related to assigned project during a
library search. Utilize professional
writing and presentation skills.
Value research and data
information management
related to health care delivery.
Advocate for health literacy to
promote wellness.
Utilize effective communication skills
when collaborating with
family/staff/community/interdisciplinary
team.
Acknowledge learning styles
and adult learning theories
when communicating with
adults.
Demonstrate leadership and followership
skills within interdisciplinary teams.
Value ethical decision-making
while modeling professional
Participate in research
utilizing efficient and
effective search strategies
to locate reliable sources of
evidence to design
education programs that
improve patient outcomes.
Communicate and
collaborate within
5.2.2014
LEARNING
ACTIVITIES
Reading assignments, web
searches, and guided
discussions: standards of
care, readability of patient
education materials, and
health literacy.
Research complexities of
health literacy when
developing a teaching plan
and writing a formal
paper.
Develop a patient/staff
teaching plan based on a
needs assessment to
promote health of families,
groups, and/or
interdisciplinary teams to
ensure delivery of optimal
health care.
Design, present, and provide patientcenter education programs that are
patient-centered and supported by
evidence-based practice to address
community health needs with respect to
diversity of human experiences.
Coordinate and design
health promotion and
teaching activities
incorporating patient/family
values, needs, and
Expand research and data-information
preferences.
management using current technology
and computer skills.
Implement health
promotion strategies that
Assess community health needs,
facilitate behavioral
client/staff, or group using an assessment
changes in families,
tool.
populations, groups and
communities.
Prepare a professional reflection
summary to evaluate student learning
Utilize information
outcomes.
technology to
communicate, manage
knowledge, foster lifelong
learning, and support
evidence-based practice in
a variety of health care
delivery settings.
Applies best practice
models that addresses
safety
NURS 3430: Health Care Economics
5.2.2014
behaviors.
communities.
Function competently within
scope of practice as member
of an interdisciplinary health
care team when delivering
care to meet communities,
group, or patient needs.
Self-selection of an
education brochure to
evaluate readability of
materials using the SAM
(suitability assessment of
material).
Maintain confidentiality and
security of patient information
and records.
CE web assignment to
identify needs of diverse
groups and promote
cultural competence for
profession development
and life-long learning.
Appreciate the impact of
information technology in a
variety of health care setting.
Locate a website or
internet search related to
health literacy and discuss
barriers due to low health
literacy and discuss
strategies to overcome
these barriers.
Web Assignment used to
compare and contrast
healthcare in the United
States and other countries.
Reflective summary to
evaluate student learning
outcomes.
Course Description:
This course focuses on knowledge, skills, and attitudes that relate to factors affecting costs of health care. Students will research cost/benefit analyses
related to quality outcomes in the business of health care. Current local, state and national health policy issues as they relate to patient centered care
will be discussed from a nursing perspective. The integrated practice project will be completed. One-half semester course; Four credit hours (3 credit
theory; 1 credit lab).
Student Learning Outcomes:
1. Utilize a cost/benefit analysis to justify implementation of evidence base practices to improve
outcomes. (EBP & QI)
2. Collaborate to create a budget or policy related to financial component in the provision of
health care. (T/C)
3. Examine costs associated with the delivery of patent centered care. (PCC)
4. Evaluate the cost and benefits of safety initiatives in healthcare delivery. (S)
5. Explore various methods of information technology and their influences on cost/benefits (I)
KNOWLEDGE
Know costs and factors in the
business of healthcare and their
relationship to patient centered
care, evidence based practices
and quality improvement.
Grasp the importance of legal,
fiduciary and ethical standards
in financial matters.
SKILLS
Utilize information technology
to establish and assess financial
practices and effectiveness.
Create budgets for the
administration and provision of
safe and cost effective patient
centered care.
Develop policies and
Within an interdisciplinary
procedures managing supplies,
team apply sound fiscal best
staffing and administration.
practices in the provision of
patient care and health services.
Explore economics aspects
of healthcare accessibility,
parity and policy.
ATTITUDES
Act with integrity,
professionalism and
accountability in all financial
matters.
Practice and advocate for
lifelong learning in the pursuit
fiduciary responsibility.
Be proactive in looking for cost
effective processes while
maintaining focus on providing
patent centered, high quality
care to all without limitations
with regard to ability to pay,
age, gender, race or cultural
background and beliefs.
Embrace the challenges in
healthcare economics with
openness to ideas and problem
solving approaches from all
5.2.2014
LEARNING ACTIVITIES
Observe a health care process
and describe efficiency.
Engage in structured
discussions of economic
matters as they apply to
healthcare.
Formulate health policy
decisions using cost-benefit
analysis (spending limited
funds, public decision making
to protect interest of children,
homeless population, clients
with mental illness, etc.).
Identify Health care problems
prominent in various cultural
groups.
Examine the cost of
navigation through the health
care system related to a health
concern using an illustrative
map.
Video presentation that
members of the multidisciplinary team.
Model receptiveness and a
positive attitude toward
change.
5.2.2014
relates to the illustrative map
with emphasis on cost
NURS 3440 Research and EBP in Nursing
Prerequisite: PSYC 2310 or PSYC 2340 or SOCI 3381/3181 or STAT 2350 Prerequisite/Concurrent: NURS 3310.
This course provides an overview of scientific evidence integrated into nursing practice. The focus is on knowledge, skills and attitudes required for
the research process, including evaluation and dissemination of best practices to improve health care outcomes. Further emphasis is on the
significance of research as it contributes to the profession of nursing. An integrated practice project will be completed. One-half semester course;
Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Collaboratively investigate current research and its application to practice (PCC, T/C, & EBP)
2. Relate research processes to continuous quality improvement (QI)
3. Integrate evidence from a variety of sources to foster a culture of safety (S & EBP)
4. Apply ethical and legal standards as they relate to information technology and data security (I)
KNOWLEDGE
Assessment of research areas
related to EBP and define the
term EBP
SKILLS
Access the online library to review
literature
ATTITUDES
Fear and uncertainty about
the role of research and
EBP
Continuous quality improvement
compared with the nursing
research process
Recognize the safety needs to
produce ethical and valid EBP
Use of the research process to produce
an organized approach
Art appreciation in the
design of poster toward
using a research
Act as participant advocate
with a simple informed
consent to promote safety to
participants
Understanding the IRB and other
areas that develop the best practice as
safety to participants in research
studies
Learning Activities
Choose a QI topic with 35 peers in a group and
search for evidence about
the topic and define EBP.
Complete a poster as a
team collaborative
project
Review of the ethics to
promote safety in EBP
reviewed and practiced
NURS 3350 Ethics, Legalities, and Advocacy
Prerequisite/Concurrent: NURS 3310
This course explores various ethical guidelines that inform and guide the decision making of nurses, including the framework of the American Nurses
Association Code of Ethics. Emphasis is on the knowledge, skills, and attitudes included in the legal and ethical responsibilities of nurses in all
5.2.2014
aspects of care. Patient-centered care is explored from the perspective of advocating for the patient within the interdisciplinary team. One-half
semester course; 3 credits theory.
Student Learning Outcomes:
1. Use an established ethical decision making model to guide decision making. (EBP)
2. Support patients’ informed decisions within the inter-disciplinary team. (T/C)
3. Examine self-beliefs, attitudes, and values related to providing nursing for diverse groups
in a legal ethical manner. (PCC)
4. Explore ethical and/or legal issues to improve care and support patient advocacy. (QI)
5. Promote a culture of safety through improved ethical decision making skills. (S)
6. Verbalize the legal implications associated with information technology in health care settings. (I)
KNOWLDEDGE
SKILLS
ATTITUDES
Professional functions related
to the American Nurses
Association Code of Ethics.
A variety of philosophical
approaches to ethical analysis are
examined.
Within an interdisciplinary
team apply the foundational
knowledge related to legalities
and patient advocacy for ethical
decisions in practice.
Utilize an evidence based ethical
decision making process to
systematically work through an ethical
dilemma within an interdisciplinary
team.
Conduct a literature review
addressing the topics related to ethical
decision making, legal issues and
patient advocacy.
Promote effective communication,
whether verbal or written or
electronic, throughout the
interdisciplinary team as a leader and
patient advocate.
Appreciate the value of a
systematic ethical decision
making process.
Embrace self reflection,
life- long learning, and
professional growth for
preservation of integrity,
safety and maintenance of
professional competence.
Assimilate and exhibit
cultural competence with
respect to patients, families
and communities.
Respect the “need to
know” standard related to
HIPAA, as well as informed
consent.
5.2.2014
LEARNING
ACTIVITIES
Reading assignments
and Web searches.
Guided discussions
involving a
comprehensive approach
to ethical decision
making in professional
practice.
Formal paper with
accurate APA Style.
Presentation, as to an
ethics committee, using
an Ethical Decision
Making Model
determining the best
possible outcome of an
ethical dilemma.
NURS 4415 Community Health Needs
Pre-requisite: NURS 3310
This course provides an introduction to knowledge, skills, and attitudes for community health nursing including issues related to public health and
concepts of epidemiology. Emphasis is on health promotion and illness prevention or disease management of specified groups. Integrated practice
project focus is on the professional nurse’s role in community assessment and development of an interventional project to meet identified community
needs. One-half semester course. Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Participate with collaborative interdisciplinary teams in the community to improve outcomes for groups whose health status is at risk (T/C)
2. Expand the role of the professional nurse to develop, implement, and evaluate culturally competent, evidence-based care for groups,
communities, and populations (PCC)
3. Analyze and integrate data and information from multiple sources to make clinical judgments in community health nursing care ( EBP & I)
4. Explore the nurse’s role in maintaining the safety of the public related to potential epidemic situations (S)
5. Implement a project to address needs of identified groups and to evaluate project effectiveness in meeting identified health needs. ( QI )
KNOWLDEDGE
SKILLS
ATTITUDES
Examine the role and functions of
the community health nurse.
Utilize an assessment tool to
determine the needs of a specified
group, community or population.
Appreciate the value of a
systematic approach to
assessment, planning,
intervention and evaluation
of a community project.
Explore the contributions of
community health advocates from
a historical and current
perspective.
Conduct a literature review addressing
the topics related to identified
community needs.
Within an interdisciplinary team
apply the foundational knowledge
related to legalities and patient
advocacy for issues related to
public/community health.
Promote effective communication,
whether verbal or written or
electronic, throughout the
interdisciplinary team as a leader and
community advocate.
Be aware of projects and
initiatives in local, as well as
global settings, related to Healthy
People 2010/2020.
Collaborate with a Clinical partner to
develop and implement a project for a
specified population.
Become more proficient with
computer programs related to
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Embrace self-reflection,
life- long learning, and
professional growth for
preservation of integrity,
safety and maintenance of
professional competence.
Recognize the role of the
nurse in advocating for
vulnerable populations.
Assimilate and exhibit
cultural competence with
respect to patients, families
LEARNING
ACTIVITIES
Reading and Web search
assignments.
Independent Web
searches to supplement
and enhance learning.
Individualized
community Clinical to
apply course concepts to
practice settings.
Guided discussions
involving a
comprehensive approach
to community health
nursing, patient versus
community advocacy.
Post assignments using
accurate APA Style.
Create a presentation, as
presenting health information to a
patient, staff or community.
and communities.
to a community or
practice staff, describing
the intervention of a
community project.
Clinical journals using
the nursing process as the
framework.
Reflective summary to
address how student
learning outcomes were
met.
5.2.2014
NURS 4420: Leadership and Management
Pre-requisite: NURS 3310
This course provides the opportunity to develop knowledge, skills and attitudes required for leadership and management in nursing. Leadership,
organizational management and change theories are examined, with emphasis on conflict management, workplace diversity, resource allocation,
quality and performance. The integrated practice project is designed to provide experiences to expand the application of leadership and management
skills. One-half semester course; Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Discuss the significance of evidence based principles of leadership and management to promote the efficient performance of the health care
team (EBP & T/C)
2. Characterize the responsibility inherent in leader/manager nursing roles related to assuring quality in delivery of patient centered care (PCC)
3. Participate in a quality improvement process (QI)
4. Explore the role of the nurse leader/manager as an integral member of the interdisciplinary team (T/C)
5. Elaborate on methods to promote a culture of safety within the health care team or organization (S)
6. Explore the facilitation of information dissemination throughout an organization (I)
KNOWLDEDGE
Examine the roles and
functions of the nurse as
leader/manager.
Apply knowledge learned from
library searches related to
principles inherent in the
leader/manager role.
Within an interdisciplinary
team apply the foundational
knowledge related to legalities
and patient advocacy for issues
related to the leader/manager’s
role.
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SKILLS
Conduct a literature review
addressing topics related to
identified leadership and
management principles as they
apply to the practice setting.
Promote effective verbal,
written, and electronic
communication, within the
interdisciplinary team as a
leader and advocate.
Collaborate with a Clinical
partner to develop and
implement a project to gain
knowledge and experience in
the role of nurse
leader/manager.
ATTITUDES
Appreciate leadership and
management theories in the
healthcare setting.
Value participation in
professional organizations to
enhance practice and advance
nursing as a profession.
Recognize the role of the nurse
in advocating for vulnerable
populations.
Assimilate and exhibit cultural
competence with respect to
patients, families and embrace
self-reflections, lifelong
learning, and professional
growth for preservation of
LEARNING ACTIVITIES
The student will:
Conduct independent web
searches to supplement and
enhance learning.
Individualize the leadership
and management Clinical to
apply course concepts to the
practice settings.
Participate in guided
discussions involving a
comprehensive approach to
leadership and management.
Post assignments using
accurate APA style.
integrity, safety and
maintenance of professional
competence communities.
Prepare a presentation to share
information related to Clinical
experience.
Write a formal paper related to
managing cost and budget.
Critique resumes of ASN
graduates.
Complete Clinical journals
using the defined criteria.
Provide a reflective summary
to address how student learning
outcomes were met.
5.2.2014
NURS 4430 Integration of Concepts
Prerequisite/Concurrent: NURS 4415; NURS 4420
Must be taken in the final term. Instructor approval required. The course focuses on the synthesis of the essential competencies of the RN-BSN
program in a systematic and comprehensive manner in order to provide a framework for the transition to the BSN role. The essential competencies
are: Quality improvement, teamwork/collaboration, patient-centered care, evidence based practice, informatics, and safety. The integrated practice
project is designed to provide experiences to expand the analysis and synthesis of these competencies. One-half semester course; Four credit hours (3
credit theory; 1 credit lab).
Student Learning Outcomes
1. Integrate best available evidence, professional experience and patient preferences in the design, coordination and provision of care. (EBP)
2. Communicate and collaborate within interdisciplinary teams to ensure delivery of optimal care. (T/C)
3. Coordinate and design care incorporating the patient/family’s values, needs and preferences in evidence based clinical decision making in
providing and ensuring quality care. (PCC)
4. Apply quality improvement principles to develop plans and initiate actions to ensure continuous quality improvement. (QI)
5. Promote and cultivate a culture of safety to minimize risk of harm to patients and providers in a variety of health care systems. (S)
6. Utilize information technology to communicate, manage knowledge, foster lifelong learning, and support evidence-based decision-making in
a variety of health care delivery systems. (I)
KNOWLDEDGE
SKILLS
Use best practices from nursing
and health care research.
Search the research online libraries
and databases with excellent resources
to use as a lifelong learner.
Review policies and procedures to
compare with updated research and
instill evidence based practice.
Recognize policy and procedure
needs in the Clinical setting to
perfect patient centered care.
5.2.2014
ATTITUDES
●
Demonstrate acts toward ●
using best practice in the
Clinical setting and
document the experiences in
the Clinical log.
●
Be accepting to change to ●
provide EBP in professional
nursing.
LEARNING
ACTIVITIES
Choose projects to
present related to quality
improvements based on
the concepts throughout
the program.
Partner with a health care
facility and/or
organization to analyze
data and report
suggestions to support
PCC.
Excellent assessment of the
patient/family/community to
promote patient centered care and
include their preferences to
design and implement care.
Plan and implement concepts as a
team with assigned members and
leaders during theory and Clinical
discussion board sessions.
Report CE activities as part of the
comprehensive student e-portfolio.
Choose from a variety of CE
activities to foster professional
development.
Use communication skills to listen
and defuse anger and plan another
time to investigate problems toward
incivility.
Involving the patient and
family in their daily care to
promote efficacy and selfesteem.
Design and facilitation
EBP during the
discussion board forums
where student facilitate
case studies, concepts as
topics describing patient
centered care.
● A comprehensive eportfolio is compiled,
organized and submitted
to demonstrate
Develop an appreciation for completion of student and
concepts gained toward
program learning
self-development
outcomes.
throughout the program and
upon completion of the
● Practice use of excellent
BSN; self-growth.
communication skills in
classroom and Clinical
settings. Describe the
ethical dilemma
Positive leadership
involving improving PCC
management skills demand
and safety in a clinical
a professional approach
setting.
● Letter to a government
official is compiled about
a issue/problem in health
care to improve quality of
healthcare and the letter
is sent to the official.
A culture of safety to recognize
that every nurse and stakeholder
in health care deserves a safe
environment to provide effective
care.
Review house and/or senate bills via
online technology or media for the
latest updates about healthcare needs.
5.2.2014
●
●
Act as an advocate for
political avenues to improve
healthcare, locally,
statewide, and/or nationally.
Analysis of healthcare issues or
problems that need to be
addressed by legislation to
improve healthcare.
(Key terms: S—Safety; EBP—Evidence-based practice; T/C—Teamwork and Collaboration; QI—Quality Improvement; PCC—Patient-centered
Care ; and, I—Informatics)
4.
How will you assess each objective? (a) Methods; b) Design; c) Assessment cycle; d) Stakeholder involvement.)
C. Assessment Plan Timeline:
July
•
Collect Course Coordinator Reports (AAS) (BSN)
•
Compile NCLEX results from May graduating class (AAS)
August
•
Collect Course Coordinator Reports (AAS) (BSN)
•
Compile and Review data from course surveys (AAS) (BSN)
•
August Graduate numbers (BSN)
September
•
Continue course survey analysis (AAS) (BSN)
October
•
Review and enter Exit HESI QSEN data (AAS)
•
Review and enter Exit HESI sub-specialty data (AAS)
•
Review EOC testing (AAS)
•
Collect Course Coordinator Reports (1/2 semester courses) (AAS)
November
•
Distribute Standard report drives (AAS) (BSN)
•
Prepare SPE Report (AAS) (BSN)
•
Distribute via email SPE report and make hard copies (AAS) (BSN)
•
NLNAC Report (AAS) (BSN)
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December
•
Conduct SPE meeting (AAS) (BSN)
•
Make Changes to SPE to reflect faculty actions (AAS) (BSN)
•
Collect Course Coordinator Reports (AAS) (BSN)
January
•
Compile Exit HESI Data from Accelerated Class (AAS)
February
•
Collect NCLEX Data (AAS)
•
ASBN Report due (AAS)
March
•
Review and enter Exit HESI QSEN data (AAS)
•
Review and enter Exit HESI sub-specialty data (AAS)
•
Review EOC testing (AAS)
•
Collect Course Coordinator Reports (1/2 semester courses) (AAS)
April
•
Distribute Standard report drives (AAS) (BSN)
•
Prepare SPE Report (AAS) (BSN)
•
Distribute via email SPE report and make hard copies (AAS) (BSN)
May
•
Conduct SPE meeting (AAS) (BSN)
•
Make Changes to SPE to reflect faculty actions (AAS) (BSN)
•
Collect Course Coordinator Reports (AAS) (BSN)
•
BSN & AAS Graduate and Employer Surveys to be sent out (AAS) (BSN)
June
No meeting
.
5.2.2014