Southeastern Connecticut Report
Southeastern Partners
• Co- Leads
o Ellen Freeman, MSN, RN, CNE, Director of Nursing and Allied Health at Three
Rivers Community College
o Paula McCauley DNP, RN, Associate Dean for Academic Affairs, Associate
Clinical Professor, University of Connecticut School of Nursing
• Faculty
o Edith Ouellet, MSN, RN, Three Rivers Community College
o Lillian Rafeldt, MA, RN, CNE. Three Rivers Community College
o Joan K Graham, MSN, RN, CMSRN, CNE, Three Rivers Community College
• Practice Partners
o Mary Bylone, RN, VP and CNO Wm. W. Backus Hospital
o Heidi Morse, MSN, RN, Medical/Surgical Clinical Educator, Wm. W. Backus
Hospital
o Lauren Williams, RN VP Patient Care Services and CNO, Lawrence and
Memorial Hospital
o Heather Bader, MSN, RN, CNE, Professional Development Specialist,
Lawrence & Memorial Hospital
Structure
• Massachusetts’ Nurses of the Future Nursing Core
Competencies- 10 competencies
• Practice Partners review the 10 competencies
• Three Rivers Community College- TRCC
o Associate degree program
• 4 core 9-credit nursing courses over 4 semesters with a clinical
component second
• Third and fourth semester with a pharmacology co-requisite
• A Nursing Trends and Leadership course in the 4th semester.
o 8 courses were evaluated for the curricular content based on learning
opportunities in the knowledge, attitude, and skill domains
• University of Connecticut- UCONN
o RN-MS
Process
• University of Connecticut- UCONN
o Evaluation of courses required in program for BS portion of the RN to MS
program
• 6 courses were evaluated
o Research, Leadership, Ethics, Community, Asthetics and
Capstone clinical praciticum
UCONN’s philosophy uses the acronym PRAXIS with these behaviors
emphasized and evaluated in all clinical and didactic courses:
Professionalism in behavior, presentation, and conduct
Respect for others, richness, and diversity, and self
Accountability for actions
eXcellence in research, practice, teaching and service
Integrity and inquisitiveness
Service to students, the profession and community
Process
• TRCC divided the courses amongst the three faculty
members.
• To initiate the process:
o Practice Partners review Safety, Quality Improvement after which their
interpretation of theses competencies were forwarded to the Education
Partners
o Practice Partners and TRCC met to review the above competencies
• Practice and Education partners continued their own
review of each competencies
• Practices Partners and TRCC met to perform a gap
analysis in order for all of us to have an understanding
of the process
Process continues
• The Education Partner’s analysis
o TRCC developed a “counting process that was unique”
o After meeting and analyzing our assessment data, we came up with total
learning event counts in KAS.
o Our numbers appeared quite large, and after consultation with Maureen,
we realized we counted a common activity (reflections for example)
throughout each sub competency in each category and in each course
if it was appropriate.
• Therefore, we use the number or <10 events as a
gap
Quality Improvement
1.
Assessment of current values:
o Score K-38/A-41/S-15
2. Validation of current status:
o
o
o
3.
4.
5.
6.
K: Nursing Process, Role of nurse in lecture, reflections, virtual clinical, SimChart, identify care using
evidence based research, formative and summative evaluation tools, online discussions,
simulations
A: Reflections, formative and summative, evaluations, process recordings, geriatric case
presentations, skills validation lab, post-conference
S: Geriatric presentations, bed-sides reports, IDT rounds, huddles, clinical foci, formative
evaluations, journal presentations
Desired outcome in nursing programo
Revise clinical foci and reflections for an increase of 8 opportunities
o
o
Different language-i.e. micro and macro systems
K1, 3, A1, 2, 4, S1a, 1b, 2, 3, 4
Desired Outcomes- Practice Partners
Gap between Nursing Program Desired Outcomes and Current
StatusGAP between Practice Partners Desired outcomes and nursing
program desired outcomes
Quality Improvement
1. Assessment of current values: UCONN
o Score K-19/A-6/S-11
2. Gap between Nursing Program Desired Outcomes
and Current Statuso
o
Different language-i.e. micro and macro systems
K2,4, A2, A3a,3b 4, S1a, 1b, 2, 3, 4
3. GAP between Practice Partners Desired outcomes
and nursing program desired outcomes
Safety
1.
Assessment of current values:
o
2.
Validation of current status
o
o
o
3.
Familiarize student with HRO, we do not analysis data, can increase opportunities for handoffs/SBAR – increase in
foci and reflections 8 opportunities
Desired Outcomes- Practice Partners
Gap between Nursing Program Desired Outcomes and Current
Status
o
6.
K: Medication administration, alarms, SBAR, lectures, timeouts, SIDS prevention, newborn
abduction prevention, formation evaluations, pre and post clinical discussions, online discussions
A: Reflections and ePortfolio program outcome assignment, lab referrals, clinical performance
improvement plan (CPIP)
S: Lab validations, formative and summative evaluations, Simulation, SBAR, SimChart, EMR, post
conference, hospital's intranet systems, foci, facility orientation
Desired outcome in nursing programo
4.
5.
Score K-30/A-18/S-25++
o
o
The students learn safety however not defined as particular design principle, K4c- not
appropriate for a student- can be addressed in simulation
Systems processes we don’t address
K1-6b, A1-6, S3, 4a, 4c, 5
GAP between Practice Partners Desired outcomes and nursing
program desired outcomes
Safety
1. Assessment of current values: UCONN
o
Score K-16/A-20/S-47++
2. Gap between Nursing Program Desired Outcomes
and Current Status
o
K3, 4a-b, A3, S3
3. GAP between Practice Partners Desired outcomes
and nursing program desired outcomes
Patient Centered Care
1.
2.
Assessment of current values:
o
Validation of current status
o
o
o
3.
6.
K: Virtual clinicals, Nursing process, geriatric presentation, cultural self assessments, theory objectives, tests,
reflections, Health care culture fair, Sim chart, simulation, post conference discussions, foci, on-line
discussions, clinical objectives, perioperative case studies, pediatric experiences, NCPs, Professional seminar
(“the impaired nurse”)
A: Reflections and review over time through ePortfolio, formative evaluations, simulations, debriefings,
clinical foci, pre/post clinical discussions, Sim Chart, on-line discussions, CLEWs, Process recordings
S: Nursing process, CLEWS, journals, reflections, formative evaluations, Sim Chart, clinical foci, virtual clinical,
pre/post clinical conference, pediatric response, pain assessment, Simulation, concept maps, process
recording, Perioperative wordbook, Senior Center experience.
Desired outcome in nursing program
o
o
4.
5.
Score K-53/A-178/S-191
Increase experiences that focus on the IDT approach to PCC
One experience across each course
Desired Outcomes- Practice Partners
Gap between Nursing Program Desired Outcomes and Current Status
o
o
The incorporation of the IDT concept
K2, 3, 5, 6, A2b, 3b, 3c, 6, S5b, 6a, 6c, 6d
GAP between Practice Partners Desired outcomes and nursing program
desired outcomes
Patient Centered Care
1. Assessment of current values: UCONN
o
Score K-25/A-38/S-57
2. Gap between Nursing Program Desired Outcomes
and Current Status
o Many of these concepts may be delivered in courses taught earlier in the
curriculum, AD students would not be exposed to, gaps in the RN-MS courses
included:
o K2, 3, 5, 6, A2a, 3a, 3c, 4b, 51, 6a.
3. GAP between Practice Partners Desired outcomes
and nursing program desired outcomes
System-Based Practice
1.
2.
Assessment of current values:
o
Score K-58/A-100/S-112
o
K: Formative evaluations (objectives), hospital orientations, reflections, Sim Chart, CLEWs, Virtual clinical,
program outcome assignment, on-line discussions, clinical foci
A: Reflections, Formative evaluation objectives, CLEW, SBAR, teaching plans, medication teaching plans
(pharm courses), Simulation (debriefing), Sim Chart, pediatric and perioperative assignments,
perioperative case studies, and geriatric presentations, medical-surgical nursing case studies, Virtual
clinical, program outcome assignment, on-line discussions, clinical foci
S: Reflections, Formative evaluation objectives, CLEWs, Simulation, Sim Chart, Desired outcome in nursing
program
Validation of current status
o
o
3.
Desired Outcomes- Practice Partners
o
4.
Gap between Nursing Program Desired Outcomes and Current Status
o
o
o
5.
Familiarize student with Micro and macro-system concepts related to health care-increase opportunities
for a better understanding– introduce in clinical foci at the senior level (3rd and 4th semesters)
Micro and macro systems are not terms or concepts we use currently in the ADN nursing curriculum
Students are exposed to the concepts in the pre-requisite course: sociology
K1, 2a, 3, 5b, 6, A1a, 1b, 2a, 2d, 2e, 3a, 3b, 3c, 4b, 5a, 5b, 6a, 6d, S1, 2, 2d, 2e, 3a, 3b, 3d, 4b, 5a, 5b, 6
GAP between Practice Partners Desired outcomes and nursing program
desired outcomes
System-Based Practice
1. Assessment of current values: UCONN
o
Score K-10/A-13/S-6
2. Desired Outcomes- Practice Partners
o
Familiarize student with Micro and macro-system concepts related to health
care-increase opportunities for a better understanding– introduce in clinical
foci at the senior level (3rd and 4th semesters)
3. Gap between Nursing Program Desired Outcomes and
Current Status
o
o
Micro and macro systems are not terms or concepts we use currently in the
nursing curriculum
K1, 2a, 3, 5b, 6, A1a, 1b, 2a, 2d, 2e, 3a, 3b, 3c, 4b, 5a, 5b, 6a, 6d, S1, 2, 2d, 2e,
3a, 3b, 3d, 4b, 5a, 5b, 6
4. GAP between Practice Partners Desired outcomes and
nursing program desired outcomes
Evidence-Based Practice
1.
2.
Assessment of current values:
o
Score K-85/A-68/S-37
o
K: Sim Chart, Journal presentations, Discussions on-line (Trends), Reflections, pediatric responses, Case studies,
Simulation, Use of peer-reviewed electronic professional web-links & use of data bases (TRCC nursing gateway),
NCPs, Teaching plans, Information literacy (PICOT question skill tool), Formative and summative evaluations,
development of annotated bibliography, reflections, use of a nursing diagnosis reference text
A: Reflections and iterative review of development through ePortfolio, formative/summative evaluations, teaching
plans, post clinical conferences, clinical preparation, nursing process, N103 (pharm IRB content), on-line discussions,
journal presentations, Pediatric experiences/responses, Geriatric presentations, case studies, Sim Chart, Simulation
S: Formative/evaluations objectives, CLEWS, teaching plans, information literacy assignments, Sim Chart, journal
presentations, reflections, use of data bases, nursing gateway, and web links
Validation of current status
o
o
3.
Desired outcome in nursing program
o
o
Continue to use evidence-based practices in nursing care
Continue to have students identify evidence-based practice
4.
Desired Outcomes- Practice Partners
• Gap between Nursing Program Desired Outcomes and Current Status
1.
o
o
Our curriculum does not cover formal research methodologies or learning activities
K3, 6b, A1a, 5b, 6, S1a, 1b, 1c, 4a, 4b, 5, 6
GAP between Practice Partners Desired outcomes and nursing program desired
outcomes
Evidence-Based Practice
1. Assessment of current values: UCONN
o Score K-13/A-15/S-33
2. Desired outcome in nursing program
o Continue to use evidence-based practices in nursing care
o Continue to have students identify evidence-based
practice
3. Desired Outcomes- Practice Partners
• Gap between Nursing Program Desired Outcomes and
Current Status
o
o
A formal research course with methodologies or learning
activities is included in the curriculum. Professional standards are
covered in a number of lower level courses.
K 4,5 A 6, S6
1. GAP between Practice Partners Desired outcomes and
nursing program desired outcomes
Leadership
1.
2.
Assessment of current values:
o
Score K-41/A-66/S-66
o
K: NCPs, Formative evaluations, teaching plans, on-line discussions (group work), Sim Charts, concept
maps, clinical experiences, lectures (unit modules in Trends), leadership delegation seminar, graduate
panel (role-modeling for leadership), legislative day, SNA day
A: NCP’s, reflections, formative/summative evaluations, on-line discussions
S: NCP’s, concept maps, CLEW, teaching plans, psych IDT meetings, Sim Chart, collaborative on-line
discussions, formative evaluations
Validation of current status
o
o
3.
Desired outcome in nursing program
o
4.
5.
o
Desired Outcomes- Practice Partners
Gap between Nursing Program Desired Outcomes and Current Status
o
o
o
6.
Highlight the RN’s leadership role as a member of the IDT with regard to patient care as well as the role of
“charge nurse” in the health care settings.
Focus attitude and skill opportunities that develop leadership in nursing throughout the curriculum
Although we don’t focus on professional nursing leadership in the ADN program, there are many
opportunities; SNA (5 leadership positions), SGA -with leadership member opportunities, and various other
club activities and organizations.
Gaps existed on most sub categories in demonstration of leadership attitudes and skills.
K1, 3a, 3b, 4, 5, 6, A1, 2, 3b, 4a, 4b, 4c, 4d, 4e, 5a, 5b, 6a, 6b, S1, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 4e, 5a, 5b, 6a,
6b
GAP between Practice Partners Desired outcomes and nursing program
desired outcomes
Leadership
1. Assessment of current values: UCONN
o
Score K-20/A-32/S-41
o
Highlight the RN’s leadership role as a member of the IDT with regard to
patient care as well as the role of “charge nurse” in the health care settings.
Focus attitude and skill opportunities that develop leadership in nursing
throughout the curriculum
2. Desired outcome in nursing program
o
3. Desired Outcomes- Practice Partners
4. Gap between Nursing Program Desired Outcomes and
Current Status
o Many of these concepts are introduced in lower level courses the AD student
would not be required to take. Some would be reinforced in the advance level
theory course required of the RN-MS.
o K 3a, 3b A 4b, 4c, 4d, 4e, 5a, 5b, 6b, S 4b, 4e, 5a, 5b, 6a, 6b
5. GAP between Practice Partners Desired outcomes and
nursing program desired outcomes
Teamwork and
Collaboration
1.
2.
Assessment of current values:
o
Score K-83/A-71/S-124
o
K: Formative evaluations (objectives), SBAR, reflections, Sim Chart, CLEWs, Virtual clinical, program
outcome assignment, on-line discussions, clinical foci
A: Reflections and iterative review of assignments over the four semesters through ePortfolio, Formative
evaluation objectives, CLEW, SBAR, teaching plans, medication teaching plans (pharm courses),
Simulation (debriefing), Sim Chart, pediatric and perioperative assignments, perioperative case studies,
and geriatric presentations, medical-surgical nursing case studies, Virtual clinical, program outcome
assignment, on-line discussions, clinical foci, collaborative testing (pharm), shift hand-off report (surgical
lab exercise), Senior center experience, ethics module (trends)
S: Reflections, Formative evaluation objectives, CLEWs, Simulation, Sim Chart, Desired outcome in nursing
program, Senior center experience, teaching plans (pharm), SBAR, Virtual clinical excursions
It is noted that there are teamwork and collaborative opportunities outside of the curriculum content and
learning objectives: Pinning ceremony planning (student driven), SNA, and the college clubs.
Validation of current status
o
o
o
3.
4.
5.
6.
Desired outcome in nursing program
o
o
Inclusion of specific strategies to prevent lateral violence.
Include strategies throughout the curriculum (all 4 courses)-clinical learning objective
o
The curriculum stresses professional and collegial behavior but lacks specific strategies to prevent lateral
violence
K4, 6b, 7a, 7b, 7c, A2, 4, 7a, 7b, 7c, S1b, 3, 4b, 5b, 6a, 6b, 7b
Desired Outcomes- Practice Partners
Gap between Nursing Program Desired Outcomes and Current Status
o
GAP between Practice Partners Desired outcomes and nursing program
desired outcomes
Teamwork and
Collaboration
1. Assessment of current values: UCONN
o
Score K-14/A-18/S-39
2. Desired outcome in nursing program
o
o
Inclusion of specific strategies to prevent lateral violence.
Include strategies throughout the curriculum (all 4 courses)-clinical learning
objective
3. Desired Outcomes- Practice Partners
4. Gap between Nursing Program Desired Outcomes and
Current Status
o
Many of these concepts are addressed in lower level courses, the
application is evident in the capstone clinical course as well as the leadership
course
K 2, 4, 6b, 7a, 7c, A 4, 7c,
5. GAP between Practice Partners Desired outcomes and
nursing program desired outcomes
Communication
1.
2.
Assessment of current values:
o
Score K-273/A-218/S-436
Validation of current status
o
o
o
3.
Desired outcome in nursing program
o
o
o
o
4.
Reinforce teaching and learning principles throughout the curriculum; covered in 101 (first semester)
Enhance the understanding of group process principles (@ least 10 opportunities throughout the curriculum-based on our
counting methods)
Introduce strategies to for conflict management (@ least 10 opportunities throughout the curriculum-based on our counting
methods)Desired Outcomes- Practice Partners
Interdisciplinary communication as a norm
Gap between Nursing Program Desired Outcomes and Current Status
o
o
o
o
5.
K: Formative evaluations (objectives), SBAR, reflections, Sim Chart, CLEWs, Virtual clinical, program outcome assignment, on-line
discussions, clinical foci, process recordings, Simulations, teaching plans, lecture discussion, lab, post clinical conferences, journal
presentations, Exam review, BB use (messages & discussions with netiquette), Use of hospital EMR, Geriatric presentations,
pediatric responses, jeopardy, collaborative testing, IDT rounds, Senior center experience
A: Reflections, Formative evaluation objectives, CLEW, SBAR, teaching plans, medication teaching plans (pharm courses),
Simulation (debriefing), Sim Chart, pediatric and perioperative assignments, perioperative case studies, and geriatric
presentations, medical-surgical nursing case studies, Virtual clinical, program outcome assignment, on-line discussions, clinical
foci, collaborative testing (pharm), shift hand-off report (surgical lab exercise), Senior center experience, process recording, IDT
rounds, Program outcome assignment and iterative review of process recordings
S: Reflections, Formative evaluation objectives, Clews, Simulation, Sim Chart, Desired outcome in nursing program, Senior center
experience, teaching plans (pharm), SBAR, Virtual clinical excursions, process recordings, general patient teaching plans, lecture
discussion, lab, post clinical conferences, journal presentations, Exam review, BB use (messages & discussions with netiquette), Use
of hospital EMR, Geriatric presentations, pediatric responses, jeopardy, collaborative testing, IDT rounds
Teaching and learning principles are not reinforced throughout the curriculum; covered in 101 (first semester)
We do not cover the understanding of group process principles as it relates to the health care team.
We do not introduce strategies for conflict management
K4a, 4b, 4c, 5d, 5e, A2, 4b, 5c, S2a, 4b
GAP between Practice Partners Desired outcomes and nursing program desired outcomes
Communication
1. Assessment of current values: UCONN
o Score K-49/A-44/S-110
2. Desired outcome in nursing program
o
Reinforce teaching and learning principles throughout the curriculum;
covered in 101 (first semester)
Enhance the understanding of group process principles (@ least 10
opportunities throughout the curriculum-based on our counting methods)
Introduce strategies to for conflict management (@ least 10 opportunities
throughout the curriculum-based on our counting methods)Desired
Outcomes- Practice Partners
Interdisciplinary communication as a norm
o
K 5c, 5d, A 5b, S2a, 4b
o
o
o
3. Gap between Nursing Program Desired Outcomes and
Current Status
4. GAP between Practice Partners Desired outcomes and
nursing program desired outcomes
Technology and
Informatics
1.
2.
Assessment of current values:
o
Score K-79/A-61/S-267
o
K: Formative evaluation objectives, clinical orientations, Black board use, reflections, Sim Chart, Clinical
EMR, Journal and Geriatric Presentations, ePortfolio, Blackboard use,
A: Clinical orientations, Formative evaluation objectives, Sim Chart, Clinical EMR, Reflections, Journal and
geriatric presentations, Pediatric Responses, CLEWs,
S: Formative evaluation objectives, clinical orientations, reflections, Sim Chart, Clinical EMR, Journal and
Geriatric Presentations, ePortfolio, Blackboard use, CSA 105 (pre-requisite), Simulation, Pediatric response,
Clinical EMR, Pharm teaching plan, prep for clinical, use of Nursing Gateway, clinical safety equipment,
web links, clinical intranet, CLEWs,
Validation of current status
o
o
3.
Desired outcome in nursing program
o
4.
5.
o
Desired Outcomes- Practice Partners
Gap between Nursing Program Desired Outcomes and Current Status
o
o
6.
Continue to offer valid and reliable opportunities for the graduate nurse to be competent and proficient
in the use of clinical EMR and maintaining patient confidentiality.
Possible use of additional simulation equipment to reinforce this competency.
K1, 2, 3, 4, 5, 7, 8a, 9, A1, 2a, 2b, 3, 4, 5, 7, 8a, 8b, 8c, S2a, 2b, 2c, 2d, 3c, 5c, 5f, 5g, 6a, 6b, 6d, 6e, 7a, 7b,
8a-c, 8h, 8i, 9b-e.
We provide the student with opportunities to reach a basic competence level with EMR and IT systems.
However we introduce TIGER as a concept in NUR 205 but could organize into a theoretical framework
illustrated in the TIGER competencies.
GAP between Practice Partners Desired outcomes and nursing program
desired outcomes
Technology and
Informatics
1. Assessment of current values: UCONN
o
Score K-3/A-15/S-75
2. Desired outcome in nursing program
o
o
Continue to offer valid and reliable opportunities for the graduate nurse to be
competent and proficient in the use of clinical EMR and maintaining patient
confidentiality.
Possible use of additional simulation equipment to reinforce this competency.
3. Desired Outcomes- Practice Partners
4. Gap between Nursing Program Desired Outcomes and
Current Status
many of these concepts are addressed in lower level courses, emphasis in the
RN-MS courses is on synthesis and application of these concepts. The
knowledge and attitudes competencies are not emphasized. All the skills are
addressed comprehensively.
5. GAP between Practice Partners Desired outcomes and
nursing program desired outcomes
Professionalism
1.
2.
Assessment of current values:
o
Validation of current status
o
o
o
o
3.
10 or more opportunities (based on our counting process) to fill the gaps listed in 5
This can be achieved through clinical foci, reflections, and Simulation
Realizing these experiences will focus at the novice level of nursing professionalism
Desired Outcomes- Practice Partners
Gap between Nursing Program Desired Outcomes and Current Status
o
6.
K: Formative evaluation objectives, remediation process, clinical orientation, Sim Chart, Clinical site EMR, Lecture content, Post
conference, Clinical experiences, Teaching care plans, Simulation, Perioperative case studies, CLEWs, Lab exercises,
A: Formative evaluation objectives, Wearing of uniforms in all clinical labs, Reflections, ePortfolio iterative review of the semesters
and program outcome assignment, Remediation process, Sim Chart, Teaching plans, Advisement process at TRCC
S: Formative evaluation objectives, Reflections, Remediation process, Sim Chart, Teaching plans, lab exercises, Simulation, Pediatric
response/discussion, Summative evaluation process,
Opportunities for professional development include the membership eligibility of SNA, SGA, and Student government positions.
However, this is not required.
Desired outcome in nursing program
o
o
o
4.
5.
Score K-227/A-174/S-213
o
o
o
o
Noted gap is opportunities for peer review and the demonstration of life-long learning. Although we do have multiple articulation
and dual-admission programs within the CT-CCNP. This is encouraged during advising.
We do not have a particular ethical decision-making framework.
We lack an evaluation method for students to identify conflict and to practice conflict resolution.
We lack content to promote professional development in the RN that advocates for the role of the nurse
K4b, K5b, K8b, A3b, A4b, A4c, A7c, A8a, A8b, S4a, S5a, S5b, S5c, S7b, S7c, S7d, S7e, S7f, S8a, S8b, S8c, S8e-i
GAP between Practice Partners Desired outcomes and nursing program
desired outcomes
Professionalism
1. Assessment of current values: UCONN
o
Score K-15/A-19/S-6
2. Validation of current status
UCONN’s philosophy uses the acronym PRAXIS with these behaviors emphasized
and evaluated in all clinical and didactic courses:
Professionalism in behavior, presentation, and conduct
Respect for others, richness, and diversity, and self
Accountability for actions
eXcellence in research, practice, teaching and service
Integrity and inquisitiveness
Service to students, the profession and community
3. Desired outcome in nursing program
o
10 or more opportunities (based on our counting process) to fill the gaps listed in 5
4. Desired Outcomes- Practice Partners
5. Gap between Nursing Program Desired Outcomes and
Current Status
o
K4b, K5b, K8b, A3b, A4b, A4c, A7c, A8a, A8b, S4a, S5a, S5b, S5c, S7b, S7c, S7d, S7e, S7f, S8a, S8b, S8c, S8e-i
6. GAP between Practice Partners Desired outcomes and
nursing program desired outcomes
Learned
• Practice Partners and Education use different
language
• Practice Partners uses a micro and macro systems
approach
• Education Partners use a patient/nurse approach
• Education Partners realized that certain concepts
such as SBAR and handoffs may be taught by
individual faculty where there needs to be a more
formal documentation in the curriculum
Suggestions
• Add to course or class objectives important
concepts in order that they won’t be missed, i.e.
SBAR/handoffs
• Review clinical foci for each level with attention on
having students reflect on aspects of 10
competencies over their nursing education
• Review the weekly clinical reflections with attention
on having students reflect on aspects of 10
competencies over their nursing education
• Consider use of the Digication Platform to promote
synthesis of learning across the curriculum