Prelude:
The Laryngoscopes
Waking Up is Hard to Do!!!!
PN Curriculum
Collaboration Project
Fall 2012/Spring 2013
April 16, 2013
Health Educators Conference
Sue Field DNP, RN, CNE
Project Manager
Special Thanks to:
•
Regional Curriculum Committee
•
Statewide Curriculum Committee
Regional Committee Members
O Itasca: Suzanne Aldrich MS, RN
O LSC: Kristen Fenlason MS, RN
O Hennepin Tech: Jill Waletich MA, RN
O Anoka Tech (fall): Kristine Simoni MSN, RN
O Anoka Tech (spring): Victoria Dahlvang MSN, RN
O Pine Tech: Dione Thoma BS, RN
O Riverland: Roschelle Manigold MSN, RN
O Central Lakes: Sarah Jennissen BSN, RN, PHN
NW MN
SW MN
West and East
Metro
Northland
Ridgewater
Hennepin Tech
Donna Craigmile MSN, RN
Dorinda Sorvig MS, RN
Deann Ober MSN, RN
Cheryl Danielson MSN, RN,
CNE
Jill Waletich, MA, RN
Kimberly Becker MA, RN
Northwest Tech
MnWest
Minneapolis
Teri Finn BSN, RN, PHN
Christy Cook BSN, RN, PHN
Brenda Pomerenke BAN, RN
Donna Hage BSN, RN, PHN
Jane Persoon MS, RN
MN State
Central Lakes
Anoka Tech
Shannon Dahms MSN, RNC
Jessica Herron BA, RN
Victoria Dahlvang MSN,
Tammy Hale MSN, RN
Sarah Jennissen BSN, RN, PHN
RN
Diane Wolden MPH, RN
Kristine Simoni MSN, RN
Itasca
South Central
Dakota
Suzanne Aldrich MS, RN
Lynette How
Anne Cassens MS, RNC, IBCLC
Candy Mortenson-Klimpel
MSN, CNE, CCRN
Carol Buttz, MSN, RN
Statewide Curriculum Committee Members
Central
SE MN
NE MN
Alexandria
Southeast Tech
FonDuLac
Larae Ziegelman BAN, RN
Kim Ziegler BSN, RN
Susan Priem MS, RN, COHNS/CM
Mary Monson MS, RN, CNS
Joe Vork MSN, RN, APRN
Pine Tech
Rochester
Mesabi
Kristin Madigan MS, RN
Dione Thoma BS, RN
Amy Sands MSN/Ed, RN
Nancy Hust MS, RN, CNE
Karianne Hultman BSN, RN
Jeffrey Torrel BSN, RN
St. Cloud
Riverland
Lake Superior
Roschelle Manigold MSN, RN
Judy Hanscom MSN, RN, APRN
Industry Partners:
Chris Davis (FDLCC)
Karen Treangen(SCTCC)
Carla Olson (SCTCC)
Katie Schultz (SCTCC),
Kris Kruse (MnWest),
Kristen Fenlason MS, RN
Tracy Moshier MSN, RN, CCE
Lenetta Reynolds BS, RN
Kristie Koval BS, RN, PHN
Industry Partners:
Sharyl Rinkel (NWT)
Kathy Kleen (NWT)
Diane Grove (NCTC),
Becky Gammon (SCTCC)
Margaret Kippley MSN, RN
(SCTCC)
St. Paul
Pepper McDonald MSN, RN
Wossen Tsegaw MSN, RN
The Process
O Regional Curriculum Committee
O Met via WEBEX every 2 weeks
O Met 2 full days in fall and 2 full days in
Spring
O Curriculum Committee
O Met 4 times via ITV in Fall and in Spring
O Completed multiple surveys for feedback on
work completed
O Dr. Farmer National Consultant (NLNAC)
O Wonderful Feedback
Objectives
At the end of this session the participate will be able
to:
O Access online resources from the PN Curricular
O
O
O
O
Collaboration Project.
Explain how the Student Learning Outcomes direct the PN
Framework.
Track the Student Learning Outcomes and Competencies
throughout the framework.
Analyze and compare the curriculum and tools within the PN
Curricular Tool Chest to your own PN program.
Select tools from the Curriculum Tool Chest to discuss with
peers in your PN program.
Health Force MN Website
O http://www.healthforceminnesota.org/Resou
rces/Nursing-Accreditation.php
O Username: Nursing
O Password: Nursing
O Choose the PN Curriculum Tab
Drawing!!!!
“Take a few capsules
each morning before
you weigh yourself.
They’re filled with
helium!”
Program of Study
Dione Thoma BS, RN
Pine Technical College
Program of Study
O Suggestion of Credits ONLY
O Revise to needs of your program.
O Program includes:
O 2 Med/Surg courses (1 pertains to geriatrics)
O 1 Foundations Course
O 1 Pharmacology Course
O 1 OB/Peds course combined
O 1 Psych Course
O 1 Transitions Course
O 2 Clinicals
Credits
Sem
Credit Type
Lec/Lab/Clin
PN 100 Foundations of Practical Nursing
1
2 / 2-3 / 0
4- 5
PN 120 Nursing Care of Older Adults
1
2-3 / 1 / 0
3-4
PN 130 Pharmacology
1
1/0/0
1
PN 140 Clinical I (2 hrs to 1 cr or 3 hrs to 1 cr)
1
0 / 0 / 3-4
3-4
Courses (2 Semesters)
+ Possible Gen Eds (Biology ? Composition?)
1
7-8
Total: 18 – 22
PN 11-14
PN 210 Nurse Care of Adults
2
2-3 / 1 / 0
3-4
PN 220 Nursing Care of Women/Newborns/Children
2
2/1/0
3
PN 230 Leadership and Transition to Practice
2
1/0/0
1
PN 240 Psychosocial Nursing Care
2
1/0/0
1
PN 250 Clinical II
2
0 / 0 / 5-6
5-6
Plus Possible Gen Eds (Dev Psych?)
2nd Semester Totals:
Program Totals with General Education Credits
Program Totals without General Education Credits
2
3-4
Total 16-19
34-41
24 to 29
PN 13-15
Sem
Credit Type
Lec/Lab/Clin
Credits
Sum
6 to 8
6 to 8
PN 100 Foundations of Practical Nursing
1
2/2-3/0
4- 5
PN 120 Nursing Care of Older Adults
1
2 - 3/1/0
3-4
PN 130 Pharmacology
1
1/0/0
1
PN 140 Clinical I (2 hrs to 1 cr or 3 hrs to 1 cr)
1
0/0/3-4
3-4
Developmental Psychology ?
1
3
7-8
Courses (12 months)
Biology/Composition
Total with Gen Eds: 14 to 17
PN 11-14
PN 210 Nurse Care of Adults
2
2-3/1/0
3-4
PN 220 Nursing Care of Women/Newborns/Children
2
2/1/0
3
PN 230 Leadership and Transition to Practice
2
1/0/0
1
PN 240 Psychosocial Nursing Care
2
1/0/0
1
PN 250 Clinical II
2
0/0/5-6
5-6
2nd Semester Totals:
Program Totals with General Education Credits
Program Totals without General Education Credits
PN 13-15
34-41
24 to 29
Labs/Clinicals
O Labs in 4 courses (2 hours lab/1 credit)
O Labs correspond to NCLEX–PN 2011 Test-plan
O 1st Semester:
O Foundations of Practical Nursing
O Care of Older Adults
O 2nd Semester:
O Care of Adults
O Care of Women/Newborns/Children
O Clinical 1st and 2nd semester
O 3 to 4 credits: 1st Semester
O 5 to 6 credits: 2nd Semester
O Determined by 3/1 vs 2/1 hours for clinicals
PN Curriculum Framework
O Pictorial Framework
O Developed around NLNAC Standard 4
O All parts of the curriculum flow from the
O Student Learning Outcomes (SLO’s)
PN Curriculum Framework
Drawing!!!!
A hot fudge sundae counts
as a salad if you replace the
cherry with a crouton!!!
Student Learning
Outcomes
Suzanne Aldrich MS, RN
Itasca Community College
Student Learning Outcomes:
Definition by NLNAC
O Statements of expectations written in measurable
terms that express what a student will
O know
O do
O Or think
O at the end of a learning experience;
characteristics of the student at the
completion of a course and/or program.
NLNAC Standard 4.1
O 4.1 The curriculum incorporates established
O professional standards,
O guidelines,
O and competencies, and has
O clearly articulated
O student learning outcomes and
O program outcomes (NCLEX, Retention, etc).
consistent with
O contemporary practice.
Student Learning Outcomes
O Developed from the following standards:
O NFLPN Standards (2003)
O NAPNES (2007)
O QSEN (2007)
O NLN (2010)
O The Massachusetts Nurse of the Future (2010)
O Minnesota Workforce Health Care Assessment
(2012)
Concepts/Definitions/SLO
O Eight Professional Concepts
O Each Concept Defined
O Student Learning Outcomes
Developed
O Surveyed for input from
O 340 Industry, Faculty, and Students
O October, 2012
Survey
O (More than 1 role
could be chosen)
O 53% Long Term Care
O 22% Staff Nurses
O 19% Administrators
O Concepts
O 14% PN Instructors
O Definitions
O 14% AD Instructors
O Student Learning
O 9% Hospital Setting
Outcomes
O 6% Students
O 3% Clinic Setting
Student Learning Outcomes (SLO)
O Concept: Informatics/Technology
O SLO: Utilize information
technology in the
health care setting.
O Concept: Leadership Skills
O SLO: Utilize leadership skills
in the provision of safe,
quality, patient centered care.
O Concept: Nursing Judgment/Evidence Based
Care
O SLO: Utilize evidence based nursing
judgment when providing and
prioritizing care and promoting
the health of patients across the
lifespan.
O Concept: Patient-Relationship Centered Care
O SLO: Demonstrate therapeutic
communication skills to practice holistic
nursing that is patient and family centered,
culturally sensitive and based on the
physiological, psychosocial and spiritual
needs of patients across the lifespan.
O
O Concept: Professional Identity and Behavior
O SLO: Demonstrate professional behaviors
and accountability to legal and ethical
nursing practice standards.
O Concept: Quality Improvement
O SLO: Participate in quality improvement by
recognizing opportunities for improvement
and collaborating with the health care team
to enhance effective and cost efficient
health care services.
O Concept: Safety
O SLO : Promote quality care, recognize
complications and provide a safe
environment for patients, self, and others.
O Concept: Teamwork and Collaboration
O SLO: Serve as a member of the inter-
professional team using open
communication, mutual respect, and shared
decision making to promote safe, quality,
patient centered care.
Drawing!!!
Philosophy
Victoria Dahlvang MSN, RN
Anoka Technical College
NLNAC Standard 4:
Curriculum
O Criteria 4.2 The student learning
outcomes (SLO’s) are used to:
O organize the curriculum,
O guide the delivery of instruction,
O direct learning activities, and
O evaluate student progress.
SLO and Philosophy
Philosophy
O All 8 Student Learning Outcomes are
embedded in the Philosophy
Statement.
O Philosophy Statement can be found
on HealthForce MN Website
Role Specific Graduate
Competencies
Standard 6: Evaluation
O Criteria 6.1
O The systematic plan for evaluation of the
nursing education unit emphasizes the ongoing
assessment and evaluation of each of the
following:
O Student learning outcomes;
O Role-specific graduate competencies…
Role Specific-Graduate
Competencies Definition
O Expected measurable levels of graduate
performance that integrate knowledge,
skills, and abilities.
O Competencies may include specific
knowledge areas, clinical judgments, and
behaviors based upon the role and/or
scope of practice of the graduate.
SLO and Competencies
SLO’s and Competencies
O Developed Competency Statements for each
SLO
O Based on National Standards
O Competency Statements address the:
O NLN and QSEN Apprenticeships of:
O Knowledge
O Skills/Practice Know How
O Attitudes/Ethical Comportment
SLO’s and Competencies
O SLO: Informatics/Technology
O Documentation/
Confidentiality
O Informatics/Technology
O SLO: Leadership
O Leadership Skills
O Assignment/Delegation
O SLO: Nursing
Judgment/Evidence Based
Care
O Prioritization of Care
O Nursing Judgment
O SLO: Patient/Relationship
Centered Care
O Nursing Process
O Communication
O Learning Needs
SLO’s and Competencies
O SLO: Professional
Identify and Behavior
O Ethical/Legal
O Professionalism
O SLO: Safety
O Patient Complications
O Safe Nursing Practice
O SLO: Teamwork and
O SLO: Quality
Collaboration
Improvement
O Communication
O Patient Care Concerns O Conflict Resolution
O Systems
Drawing
SLO Organize the
Curriculum
Kristen Fenlason MS, RN
Lake Superior College
SLO Organize the
Curriculum
Criteria 4.2 The student learning outcomes
(SLO’s) are used to:
1. organize the curriculum,
2. guide the delivery of instruction,
SLO’s and Course Outcomes
SLO’s and Course Outcomes
O 1. Leveled at the end of
O Semester 1
O Semester 2
O 2. Leveled by Bloom’s Taxonomy
O 3. Leveled by Apprenticeships
SLO’s and Competencies Direct…
O Course Outcomes specify the
O SLO that relates to it.
O PN 120 Nursing Care of Older Adults
Clinical Courses
O Clinical Courses
O Leveled at the end of 1st Semester
O Leveled at the end of 2nd Semester
O Leveling of Clinical Courses
O By Apprenticeship and Blooms
O This is ONLY a framework
O Learning does not always fall in this
order.
Drawing!!!
Feeling a bit
overwhelmed? ??
SLO Direct Learning
Activities and
Measurement Tools
Jill Waletich MA, RN
Hennepin Technical College
SLO Direct Learning
Activities and
Measurement Tools
Criteria 4.2 The student learning
outcomes (SLO’s) are used to:
3. direct learning activities, and
4. evaluate student progress.
SLO’s Direct Learning Activities
and Measurement Tools
SLO’s Direct Learning Activities
& Measurement Tools
O Clinical Evaluations
O Developed Daily Evaluations around
our SLO’s and our Competencies
O 1st Semester Daily
O 2nd Semester Daily
O Clinical Evaluations
O Developed Midterm/Final Clinical
Evaluations
O 1st Semester Daily - Midterm/Final
O 2nd Semester Daily – Midterm/Final
Learning Activities
O Learning Activities directly related to SLO’s
and Competencies
O Developing Rubrics for Grading
O Examples
Drawing!!!
Remember the
good old days????
Some of you will !
Concept Based Learning
Rochelle Manigold MSN, RN
Riverland Community College
Concept Based Curriculum
O Taught either conceptually or the traditional medical
O
O
O
O
model.
Concept Based cuts down on content.
Assists students to learn how to deal with patients
with a particular alteration such as “gas exchange”.
The student is able to apply the interventions for that
concept to other disease models
Uses “exemplar” diseases as examples.
O Does not cover ALL diseases.
Concept Tool Chest
O Concepts introduced 1st semester
O Reinforced at a higher level 2nd semester
O Concept Tools that have been developed:
O 22 Concepts and Definitions
O 8 Professional (SLO’s)
O 14 Health and Illness
O Exemplar (Diseases)
O Syllabi with concepts
Concepts
Giddens, Jean (2012)
O Book on Concepts for Nursing Practice
O Concepts developed using Gidden’s book
O Elsevier
O Spiral bound booklet
O Shows where the concepts are found in
the curriculum mapped to Gidden’s book.
O
NCLEX-PN 2011
Test Plan
NCLEX-PN Tool Chest
O Lab Table using the NCLEX-PN 2011 Test
Plan
O NCLEX-PN 2011 Test Plan Identified in:
O Unit Objectives
NLNAC Standard 4
NLNAC Standard 4
O NLNAC Standard 4
O Template in Curriculum Book
O Comments from Dr. Farmer
(Consultant) incorporated in book.
O Found on HealthForce MN Website
ATI and the Curriculum
Mapping Program
O $500 a year if you do not change the
curriculum
O All reports are up in the
HealthForce MN website.
O $1500 for this next year where you
can use the statewide curriculum
O Make changes as needed for your
program.
Workshop in August
O Tentative Agenda:
O Program Redesign to 40 credits or less
O Student Learning Outcomes and Syllabi to
display flow through
O Clinical Evaluation Tools
O Assignments and rubrics for grading
O Clinical Grading
O The “how to’s” of what happens in clinical stays
in clinical.
O Grading within the clinical setting.
Questions?
Sue.field@northlandcollege.edu
218-686-5159 (cell)