Running head: MSN PROJECT PROPOSAL
MSN Project Proposal
Georgia Elmassian
Ferris State University
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MSN PROJECT PROPOSAL
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Abstract
Minimally invasive cosmetic injectables are performed on individuals looking to slow facial
aging. These procedures are most often administered by registered nurses or nurse practitioners
(Katz & Biesman, 2013). In the past decade, new technologies, innovative procedures, and antiaging products have shifted the focus from surgical intervention to non-surgical procedures.
With this comes the ever evolving role of the plastic surgical nurse whose practice concentration
is that of cosmetic nursing. To ensure the delivery of safe and competent care, today’s nurses
should not only possess a license for fundamental nursing skills, they should also possess a
specialty certification that is obtained and acknowledged through national standardized testing.
Nurse educators play an important role in facilitating the learning (Halstead, 2007) of highly
skilled and competent cosmetic nurses. This paper will outline the development of a study guide
that will tandem the exam for the cosmetic nurse injector who wishes obtain a national
certification as an aesthetic nurse specialist.
Key words: Non-surgical, aesthetic nurse specialist, study guide
MSN PROJECT PROPOSAL
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MSN Project Proposal
The American culture has placed a noteworthy emphasis on health, wellness, and selfimprovement. Both men and women are seeking ways to look and feel their best, and are
actively pursuing preventative methods to seize the signs of aging. This quest includes cosmetic
surgery and minimally invasive cosmetic options (Woodard, 2011). With the cost of cosmetic
surgery surging upward, minimally non-invasive options are increasingly sought after by the
baby boomer and now millennial generations (Onorati, 2013). According to the 2012 American
Society of Plastic Surgeons (2013) statistics report, non-surgical facial procedures has
experienced an upsurge across the United States. The expanded interest includes the
administration of more than six million injections of Botulinum Toxin Type A (Botox®
Cosmetic and Dysport®) and two million injections of soft tissue fillers (Restylane®,
Juvederm® and Radiesse®). Katz and Biesman (2013) finds aesthetic injectables
(neuromodulators and dermal fillers) are performed most often by registered nurses or nurse
practitioners. Additionally, as more injectable product options become available, aesthetic
industry experts predict the appeal for these procedures and products will only increase
(International Association for Physicians in Aesthetic Medicine [IAPAM], 2014).
To reflect the growth of the non-surgical cosmetic demand and the ensuing responsibility
for patient safety (Brady, 2011), plastic surgery nurses have set their sights on establishing a set
of nurse competencies for cosmetic injectors (American Society for Plastic Surgical Nurses
[ASPSN], 2014). According to Hotta (2012), proficiency standards and the mission to nationally
certify and credential nurses has become focused criteria for the safe administration of
injectables in the cosmetic arena of plastic surgery, especially in the realm of non-surgical facial
rejuvenation.
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In understanding the need for standardized nurse competencies, the importance of patient
safety, and the significance of certification, the ASPSN along with the Plastic Surgical Nursing
Certification Board (PSNCB) joined forces to provide the members of the ASPSN an
opportunity to take a pilot examination for aesthetic nursing competencies in April 2013
(ASPSN, 2014). According to the national ASPSN office, there was a small successful pass rate
for the initial examination (A. Denard, personal communication, February 5, 2014). Upon
further discussion with the ASPSN national office, it was revealed there is no formal
standardized study guide or review course other than the textbook, The Core Curriculum for
Plastic Surgical Nursing (Hotta, 2013). Thus, a need for a study guide was identified.
To underscore the need for a standardized study guide, research has shown individuals
who partake in an organized study group and or review course prior to a certification test or
licensure exam will have a higher success score than persons who do not (Alcamo, Davids, Way,
Lynn, & Vandre, 2010). Therefore, the purpose of this paper is to outline my scholarly project
proposal, which involves developing a study guide to facilitate learning for cosmetic nurse
injectors who seek a national certification as a CANS-certified aesthetic nurse specialist.
Furthermore, this proposal will provide a view into the setting, goals, and objectives for this
project, and will determine the preceptor, agency, and proposed time line, as well.
Setting
The physical setting for the proposed project will not be limited to one area. In order to
function as a nurse educator and fully facilitate learning competencies (National League for
Nursing [NLN], 2012) for the cosmetic nurse injector, the development of the study guide will
take place in a variety of venues. Due to the nature of the project and the location of my
preceptor, office visits, phone conferences, email, and weekly Skype sessions will comprise the
MSN PROJECT PROPOSAL
setting. It should be noted that due to the fact my preceptor is an independent contractor, the
ASPSN executive leadership, who, fully endorses the proposed study guide is overseeing the
project (L. DeSantis, personal communication, February 4, 2014,) as demonstrated in Appendix
B of this paper.
In order to more aptly prepare, write, and assemble learning principles and strategies for
the proposed study guide, the variations of venue will enhance a more comprehensive approach.
Interactions with the preceptor either through email, phone call, Skype or office visits will
optimize relevant gathering of aesthetic nursing information from the ASPSN textbook, Core
Curriculum for Plastic Surgical Nursing, and other professional peer-reviewed aesthetic
journals. Time spent with the project preceptor during patient encounters will also provide a
hands-on opportunity for the preceptor and I to collaborate in assessing, performing, and
educating patients on facial cosmetic procedure options. Thus, the aggregate knowledge
collected from this direct experience will contribute to the learning needs of diverse learners to
be included in the study guide.
It should be understood that cosmetic patient consultations and hands on non-surgical
treatments will serve as the learning background for the case studies of the study guide. The
office of Dr. Charles Boyd, where my preceptor independently practices in the role of aesthetic
nurse practitioner, will serve as the physical setting for cosmetic consultations and non-invasive
procedures. The office is located in Birmingham, Michigan and hosts full service cosmetic
surgical and non-surgical services. This setting venue will serve as an ideal nurse educator
environment in which to develop and integrate multicultural and field based learning (Halstead,
2007) that will be included in the study guide materials.
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Goals and Objectives
State licensure for the registered nurse defines fundamental nursing competencies. On
the other hand, certification “recognizes nurses’ advanced knowledge in specialty areas.” (Little,
Vandenhouten, & De-Vance-Wilson, 2013, para. 1). Because of today’s rapidly changing
healthcare environment and the increasing number of non-surgical minimally invasive cosmetic
procedures, nurses’ knowledge, attitudes, and skills should be at the forefront of patient safety
(Quality and Safety Education for Nurses [QSEN], 2013). Spear (2010) too, believes
standardized assessment and evaluation of skills and competencies should be essential for the
cosmetic injector who seeks certification as an aesthetic nurse specialist. Therefore, this project
will be developed in alignment with the NLN core competencies for the nurse educator (NLN,
2012) where two goals for the study guide with listed objectives will be identified and defined.
The first goal is to facilitate learning (NLN, 2012) for the cosmetic nurse injector and
develop a relevant study guide that tandems the certified aesthetic nurse specialist exam. In
order for the candidate to successfully pass the exam, the primary objective for the study guide is
to gather and compile pertinent knowledge of applicable aesthetic concepts from the ASPSN
Core Curriculum for Plastic Surgical Nurses, scientific aesthetic journals, and well-chosen
aesthetic patient case studies. Moreover, the study guide will utilize Bloom’s taxonomy (Boland,
2012). Bloom’s taxonomy according to Boland, focuses on the cognitive, psychomotor, and
affective domains of knowledge that resonate with education. In the cognitive domain, the
learning significance is that knowledge integrates a higher order of thinking (Akyol & Garrison,
2011). The psychomotor domain deals with the formation of skills needed for competency and
the affective domain deals with the attached value of the knowledge (Boland, 2012). Thus, by
incorporating Bloom’s Taxonomy as a checklist for the relevant planning and design of the
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guide, optimal learning results. The building of knowledge [comprehension] in this realm
includes understanding the pertinent facts, information, and description of skills needed in the
field of aesthetic nursing and cosmetic facial enhancement. These competency depictions also
determine the knowledge, skills, and attitudes needed to achieve a successful exam pass rate.
The second goal will be to facilitate learner development and socialization (NLN, 2012)
by posting the completed study guide as a link on the ASPSN website. In effect, members
preparing to take the certified aesthetic specialist exam will be able to directly download the
corresponding study guide. Providing a link on the ASPSN website would allow the test
candidate to be actively involved in their own learning through a “doing” design, i.e., self-recall
and processing information contained in the study guide. This format would encourage learnercentered education, where students to develop critical thinking, self-awareness, and analytical
skills (Billings, 2012). The link would optimally allow the flexibility for test takers to study at
one’s own pace in order to reason, reinforce, and supplement knowledge they already know for
more test retention value (Weimer, 2012).
Theory
In order to facilitate learning (NLN, 2012) and foster the comprehension of safe cosmetic
procedures for the nurse injector, it is imperative to remember that the target audience for the
study guide will be the adult learner. Therefore, the study guide will be based on the adult
learning theory. The adult learning theory is learner- centered in that it focuses on how adults’
best learn. Its foundation lies in the idea that adults bring their life experiences to the learning
table and apply new knowledge to new information. The theory concludes that adults learn more
if they find the information to be self-relevant (Candela, 2012). It also finds that individuals are
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capable of self-direction, which further enables learning and results in a supportive underpinning
for the design and implementation of the study guide (Keating, 2011).
According to Candela (2012), adult learners’ experiences provide a valuable source for
learning and an eagerness to learn even more from life’s problems and responsibilities. She also
believes that adults are “self-directed…they need and want to learn useful information that can
be readily adapted” (p. 221) to any learning situation. Interestingly, Candela describes a
relationship of the adult learning theory with that of the constructivism theory. The connection
lies with prior learning and experience influencing new knowledge. Furthermore, Candela
believes the adult learning theory is being seen and utilized more and more in nursing education.
Therefore, in review of the aforementioned, this author believes that the proposed study guide is
the correct tool the adult learner can use to best prepare for the certified aesthetic nurse specialist
exam.
As indicated above, there is a growing need for all practicing aesthetic nurses to be
certified (Pettis, 2010; Spear, 2010). Therefore, a relevant study guide for aesthetic nurse
specialists will provide the knowledge, skills, and attitudes needed to succeed on a national
exam, thereby resulting in certification.
Preceptor
Professional collaboration is paramount to the study guide project. Therefore, my
preceptor, who is an accomplished advanced practice nurse will serve as a professional role
model and valuable resource (NLN, 2012). Haley J. Wood, MSN, WHNP, CPSN, CANS will
help to enable the assurance and aptitude I need to accurately engage and deliver the proposed
study guide that will tandem the certified aesthetic nurse specialist national exam.
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Ms. Wood is a specialty MSN who holds further training as a Woman’s Health Nurse
Practitioner. In addition, she holds two other national board certifications: one as a Certified
Plastic Surgery Nurse and the other as a Certified Aesthetic Nurse Specialist. Currently, Ms.
Wood practices in two private plastic surgeons offices as an Aesthetic Nurse Practitioner
specializing in non-surgical cosmetic rejuvenation. She is also an adjunct professor of aesthetic
nursing at Vanderbilt University in Tennessee. She also is a recognized education expert for two
national aesthetic training companies (H. Wood, personal communication, February 10, 2014).
Although Ms. Wood enjoys being an aesthetic nurse specialist and educator for two
national aesthetic companies, her most rewarding role is that of adjunct faculty for the Vanderbilt
University School of Nursing (H. Wood, personal communication, February 10, 2014). As an
adjunct faculty member, as well as a national education trainer, Ms. Wood is familiar with
learner-centered learning and how to best optimize the adult learning theory with students.
Therefore, she will be an astute mentor and will be able to aid in the development of the
proposed study guide for certified aesthetic nurse specialist. A succinct identification of Ms.
Wood and her role as an advanced nursing specialist can be found in Appendix C of this paper.
Activities and Timeline
The study guide project will commence with Ferris State University’s 2014 Summer
Session. The activities for the scholarly project will apply the NLN’s core competencies for
nurse educators one and two (NLN, 2012), in the development of the national exam study guide
for aesthetic nurses. The study guide will “create opportunities for learners to develop their
critical thinking and critical reasoning skills” (NLN, 2012, p. 14). In effect, learning will be built
upon knowledge.
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The planning guide for the proposed study guide project can be found in Appendix A.
Included in the planning guide are activities, goals, objectives, and projected timeline dates. The
intention of this proposed project is to have the study guide substantiated and available for
download on the ASPSN website by August 13, 2014, the end of Ferris State University’s
academic summer session.
Evaluation Tool
Evaluation involves the gathering of relevant information regarding learners’
achievements and abilities, including knowledge, skills, and attitudes. It is a process by which
findings are utilized to make improvements on student outcomes, teaching strategies, and courses
(Bourke & Ihrke, 2012). In order to assess the efficacy of the proposed study guide, an attitude
scale method - the Likert scale, will be employed for the proposed project.
The Likert scale will measure how the exam candidate felt about the study guide.
According to the University of Northern Iowa (2014), the “Likert scale measures the extent to
which a person agrees or disagrees with the question.” (para. 2). Therefore, upon completion of
the study guide review, all candidates will be asked to complete a brief attitude evaluation. The
findings will serve to supplement the continuous quality development of the study guide that
correlates with the ASPSN certified aesthetic nurse specialist exam. A Likert scale example can
be found in Appendix D.
Additionally, a second evaluation tool will be used for the preceptor-student experience.
A summative evaluation will address my learning and growth process throughout the assigned
120 hours. Instead of focusing on a single summary issue, a summative evaluation addresses an
entire performance (Kirkpatrick & DeWitt, 2012). According to the University of Michigan’s
Center for Research on Learning and Teaching (2013), “summative evaluation involves making
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judgments about the efficacy of a program or course at its conclusion” (para. 1). Likewise,
constructive criticism through the summative evaluation process will serve to aid my evolution
as a nurse educator. A summative evaluation tool for both preceptor and student can be found in
Appendices E and F.
Conclusion
As previously stated, the development of the study guide will commence during Ferris
State University’s 2014 academic summer session. Clearly, the goal for the MSN scholarly
project is to facilitate optimal learning for the cosmetic nurse injector seeking national board
certification and validation of her/his expertise as an aesthetic nurse specialist. The proposed
study guide which corresponds with the national exam, will be realized in an active online
learning format. The study guide will optimize critical thinking and problem solving skills, as
well as evaluate and assess what cosmetic nurse injectors need to know and what they have
learned (Billings, 2010; Weimer, 2012). The study guide will be accessible through the
American Society of Plastic Surgical Nurses website for those nurses wishing to further their
education as credentialed sub-specialists. After meticulous thought of my educational interest, I
eagerly await this forthcoming challenge.
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References
Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended
community of inquiry: Assessing outcomes and processes for deep approaches to
learning. British Journal of Educational Technology, 42(2), 233-250.
http://dx.doi.org/10.1111/j.1467-8535.2009.01029.x
Alcamo, A. M., Davids, A. R., Way, D. P., Lynn, J. D., & Vandre, D. D. (2010). The impact of a
peer-designed and -led USMLE step 1 review course: Improvement in preparation and
scores. Academic Medicine, 85(10), S45-S48.
http://dx.doi.org/10.1097/ACM.0b013e3181ed1cb9
American Association of Critical Care Nurses. (2014). What is nurse certification? Retrieved
from http://www.aacn.org/wd/certifications/content/consumerwhatiscert.pcms?menu=certification
American Society of Plastic Surgeons. (2013). American society of plastic surgeons: 2012
plastic surgery statistics report. Retrieved from
http://www.plasticsurgery.org/Documents/news-resources/statistics/2012-PlasticSurgery-Statistics/full-plastic-surgery-statistics-report.pdf
American Society of Plastic Surgical Nurses. (2014). Retrieved from http://aspsn.org/
Billings, D. M. (2012). Developing learner-centered courses. In D. M. Billings, & J. A. Halstead
(Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 160-169). St. Louis, MO:
Elsevier.
Boland, D. L. (2012). Developing curriculum: Frameworks, outcomes, and competencies. In D.
M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.,
pp. 138-159). St. Louis, MO: Elsevier.
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Bourke, M. P., & Ihrke, B. A. (2012). The evaluation process: An overview. In D. M. Billings, &
J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 422-440). St.
Louis, MO: Elsevier.
Brady, D. S. (2011). Using quality and safety education for nurses (QSEN) as a pedagogical
structure for course redesign and content. International Journal of Nursing Education
Scholarship, 8(1). http://dx.doi.org/10.2202/1548-923X.2147
Candela, L. (2012). From teaching to learning: Theoretical foundations. In D. M. Billings, & J.
A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 202-243). New
York, NY: Springer.
Drenkard, K. (2013). Credentialing as a commitment to excellence. Journal of Nursing
Administration, 43(3), 119-121. http://dx.doi.org/10.1097/NNA.0b013e318283db48
Hotta, T. (Ed.). (2007). Core curriculum for plastic surgical nursing (3rd ed.). Pensacola, FL:
American Society of Plastic Surgical Nurses.
Hotta, T. A. (2012). The plastic surgical nurse—A must for every plastic surgeons office. Plastic
Surgical Nursing, 32(3), 91-92. http://dx.doi.org/10.1097/PSN.0b013e318268dbb5
Hotta, T. A. (2013). Certification. Plastic Surgical Nursing, 33(3), 105-106.
International Association for Physicians in Aesthetic Medicine. (2014). Statistics confirm
increased demand for Botox: Correlates to increase in Botox training. Retrieved from
http://iapam.com/statistics-confirm-increased-demand-for-botox-correlates-to-increasein-botox-training.html
Katz, M. E., & Biesman, B. S. (2013). Becoming an injector: How one practice did it
successfully: Physician approach, nurse perspective. Journal of the Dermatology Nurses
Association, 5(5), 257-260. http://dx.doi.org/10.1097/JDN.0b013e3182a63e6a
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Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York,
NY: Springer.
Kirkpatrick, J. M., & DeWitt, D. A. (2012). Strategies for assessing and evaluating learning
outcomes. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for
faculty (4th ed.) (pp. 441-463). St. Louis, MO: Elsevier.
Little, B. B., Vandenhouten, C. L., & De-Vance-Wilson, C. (2013). Public health nursing
certification exam on the verge of extinction? Act fast! Public Health Nursing, 30(2), 9193. http://dx.doi.org/10.1111/phn.12024
National League for Nursing. (2005). The scope and practice for academic nurse educators.
New York, NY: National League for Nursing.
National League for Nursing. (2012). The scope of practice for academic nurse educators (Rev
ed.). New York, NY: National League for Nursing.
Onorati, H. (2013). VCS2013: Advancing the art, business of aesthetics. Retrieved from
http://dermatologytimes.modernmedicine.com/dermatology-times/news/vcs2013advancing-art-business-aesthetics
Pettis, J. (2010). Legislature increasingly recognizes need for credentialing of aesthetic nurses.
Retrieved from
http://miinews.com/pdf/tag_featured/nov_dec_10/NC_FTR_TAG1110v2-110510.pdf
Plastic Surgical Nursing Certification Board. (n.d.). Retrieved from http://psncb.org/
Quality and Safety Education for Nurses. (2013). Competencies. Retrieved from
http://qsen.org/competencies/
Quality and Safety Education for Nurses Institute. (2014). About QSEN. Retrieved from
http://qsen.org/about-qsen/
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Spear, M. (2010). What are the necessary practice competencies for two providers: Dermal fillers
and botulinum toxin type A injections? Plastic Surgical Nursing, 30(4), 226-246.
http://dx.doi.org/10.1097/PSN.0b013e3181fe99c2
University of Michigan Center for Research on Learning and Teaching. (2013). Case-based
teaching and problem-based learning. Retrieved from
http://www.crlt.umich.edu/tstrategies/tscbt
University of Northern Iowa. (2014). SPSS techniques series: Statistics on Likert scale surveys.
Retrieved from http://www.uni.edu/its/support/article/604#lik
Weimer, M. (2012). Five characteristics of learner-centered teaching [Blog post]. Retrieved from
http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-oflearner-centered-teaching/
Woodard, L. L. (2011). Baby boomers -- Be on the lookout for fountain of youth scams.
Retrieved from http://news.yahoo.com/baby-boomers-lookout-fountain-youth-scams193200573.html
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Appendix A
MSN Project Proposal Planning Guide
Title of Project: ASPSN Study Guide for the Certified Aesthetic Nurse Specialist
Goals
Objectives
Activities
Timeline
Goal 1:
1.1
1.1a
Examine Core
Summarize content
NLN Core
To be completed by
Curriculum for
from aesthetic nursing June 9, 2014
Competency I:
Plastic Surgical
chapters in Core
Facilitate Learning
Develop relevant
Nursing aesthetic
Curriculum for
study guide for the
nursing chapters
Plastic Surgical
ASPSN Certified
Nursing
Aesthetic Nurse
Specialist Exam
1.2
1.2a
Review with
Categorize relevant
To be completed by
preceptor aesthetic
information gathered
June 9, 2014
journals retrieved
from aesthetic journal
from Cinahl,
articles for written
PubMed, and Science study guide text
Direct
1.3
Design study guide
1.3a
Outline written study
text using relevant
nursing materials
found in aesthetic
nursing chapter book
and journal
summaries. Review
with preceptor.
1.3b
Write study text
include sample case
studies and test
question examples
e.g., multiple choice,
true and false. Review
with preceptor
To be completed by
July 11, 2014
To be completed by
August 1, 2014
1.3c
Generate reference list To be completed by
in study guide for
August 4, 2014
additional reading
MSN PROJECT PROPOSAL
Goal 2:
NLN Core
Competency II:
Facilitate Learner
Development and
Socialization
Completed study
guide with live link
on ASPSN website
2.1
Implement preceptor
approved study guide
as a download on
website
17
2.1a
Execute hot link on
ASPSN website
2.1b
Test link function on
ASPSN website
To be completed by
August 8, 2014
To be completed by
August 11, 2014
MSN PROJECT PROPOSAL
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Appendix B
FSU Graduate Nurse Student-Agency Agreement
Agency Name: American Society of Plastic Surgical Nurses_ (ASPSN) __________
Student Name: Georgia Elmassian_______________________________________
Student Telephone # 517-339-2579______________________________________
Agency Representative: Lindsay DeSantis_________________________________
Agency Representative Title: ASPSN Executive Director_____________________
Agency Representative Telephone # 978-927-8330__________________________
Agency Representative Email:_ldesantis@prri.com_________________________
SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS AGREEMENT:
Student: _Georgia Elmassian
Date: February 6, 2014___
Agency Representative: _
__________Date: February 8, 2014
The following goals, objectives and activities will be completed by the student during this
project: ASPSN Study Guide for the Certified Aesthetic Nurse Specialist
Goal 1:
NLN Core Competency I: Facilitate Learning
Develop relevant study guide for the ASPSN Certified Aesthetic Nurse Specialist
Objectives:
 Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters
and gather aesthetic journals for relevant aesthetic nursing concepts
 Design study guide
Activities:



Summarize, aesthetic nursing chapters in Core Curriculum for Plastic Surgical
Nursing and relevant information from aesthetic journals to use in writing the
ASPSN study guide
Outline written study text using relevant nursing materials found in aesthetic
nursing chapter book and journal summaries. Review with preceptor.
Write study text include sample case studies and test questions e.g., multiple
choice, true and false. Review with preceptor
MSN PROJECT PROPOSAL


19
Write sample case studies and test questions e.g., multiple choice, true and false.
Review with preceptor
Generate reference list in study guide for additional reading with preceptor
approval
Goal 2:
NLN Core Competency II: Facilitate Learner Development and Socialization
Completed study guide with live link on ASPSN website
Objectives:
 Implement preceptor approved study guide as a download on ASPSN website
 Test link function on ASPSN website
Activities
 Execute hot link on ASPSN website
 Test link function on ASPSN website
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Appendix C
FSU Graduate Nurse Student-Preceptor
Student Name: Georgia Elmassian_______________________________________
Student Telephone # 517-339-2579______________________________________
Preceptor Name: Haley J. Wood, MSN, WHNP, CPSN, CANS________________
Preceptor’s Title: Aesthetic Nurse Practitioner_____________________________
Preceptor Telephone # 615-939-9082_________________________
Preceptor Email:_haleyjohnstonwood@gmail.com______________
SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS AGREEMENT:
The following goals, objectives and activities will be completed by the student during this
project: ASPSN Study Guide for the Certified Aesthetic Nurse Specialist
Goal 1: Goal 1:
NLN Core Competency I: Facilitate Learning
Develop relevant study guide for the ASPSN Certified Aesthetic Nurse Specialist
Objectives:
 Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters
and gather aesthetic journals for relevant aesthetic nursing concepts
 Design study guide
Activities:



Summarize, aesthetic nursing chapters in Core Curriculum for Plastic Surgical
Nursing and relevant information from aesthetic journals to use in writing the
ASPSN study guide
Outline written study text using relevant nursing materials found in aesthetic
nursing chapter book and journal summaries. Review with preceptor.
Write study text include sample case studies and test questions e.g., multiple
choice, true and false. Review with preceptor
MSN PROJECT PROPOSAL


Write sample case studies and test questions e.g., multiple choice, true and false.
Review with preceptor
Generate reference list in study guide for additional reading with preceptor
approval
Goal 2:
Completed study guide with live link on ASPSN website
Objectives:
 Implement preceptor approved study guide as a download on ASPSN website
 Test link function on ASPSN website
Activities


21
Execute hot link on ASPSN website
Test link function on ASPSN website
MSN PROJECT PROPOSAL
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Appendix D
This survey will take approximately 3-5 minutes to complete. Your feedback is critical for the
ongoing quality improvement of the ASPSN and its study guide for the Certified Aesthetic Nurse
Specialist, as the Society continues to adjust to meet the needs of its membership.
Study Guide Evaluation: Following the key:
Strongly agree, Agree, Neutral, Disagree, and Strongly disagree,
Please respond to each of the following statements upon completion of the self-paced CANS
study guide.
CONTENT
Strongly
Strongly
Agree Neutral Disagree
Agree
Disagree
1. The content was interesting to me.
2. The content extended my knowledge of the
topic.
3. The content was consistent with the
objectives.
4. The content was related to my job.
5. Objectives were consistent with
purpose/goals of activity
INSTRUCTIONAL METHODS
Strongly
Strongly
Agree Neutral Disagree
Agree
Disagree
1. The instructional material was well
organized.
2. The instructional methods illustrated the
concepts well.
3. The materials provided are likely to be
used as a future reference.
(ASPSN, 2014)
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Appendix E
Summer Project 2014 Summative Evaluation-Preceptor
Based on the core competencies of nurse educators, as stated in the National League for Nursing
Scope and Practice for Academic Nurse Educators (2012), please evaluate the role performance
of Georgia Elmassian as nurse educator in compiling the ASPSN Certified Aesthetic Nurse
Specialist Study Guide using the below form as your guide.
Please use the numeric scale score rating:
3 = meets expectations
2 = needs improvement
1 = unsatisfactory
Competency
MSN student integrates
evidence-based aesthetic
practices into study guide for
the safe delivery of nonsurgical cosmetic procedures
Study guide content reflects
opportunities for learners to
utilize critical thinking and
reasoning skills
Completed study guide
incorporates varying teaching
strategies e.g., case studies,
problem solving, and integrates
cultural awareness
Study guide content is current
and applicable to aesthetic
nursing practice
Signature of Preceptor
Score
Additional Comments
MSN PROJECT PROPOSAL
24
Signature of Student
______________________________________________________________________________
Date
MSN PROJECT PROPOSAL
25
Appendix F
Summer Project 2014 Summative Evaluation-Student
Based on the core competencies of nurse educators, as stated in the National League for Nursing
Scope and Practice for Academic Nurse Educators (2012), please evaluate the role as nurse
educator in compiling the ASPSN Certified Aesthetic Nurse Specialist Study Guide using the
below form as your guide.
Please use the numeric scale score rating:
3 = meets expectations
2 = needs improvement
1 = unsatisfactory
Competency
Development and design of
ASPSN Study Guide reflects
applicable aesthetic nursing
concepts
Study guide content reflects
opportunities for learners to
utilize critical thinking and
reasoning skills
Completed study guide
incorporates varying teaching
strategies e.g., case studies,
problem solving, and integrates
cultural awareness
Study guide content is current
and applicable to aesthetic
nursing practice
Signature of Preceptor
Score
Additional Comments
MSN PROJECT PROPOSAL
26
Signature of Student
______________________________________________________________________________
Date
MSN PROJECT PROPOSAL
27
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