Part I. Quantitative Indicators
Overall Program Health: Healthy
Majors Included: NURS
Program CIP: 51.3801
Program Year
Demand Indicators
Demand Health Call
10-1111-1212-13
1 New & Replacement Positions (State)
306 305 376
2 *New & Replacement Positions (County Prorated)28
33
33
3 *Number of Majors
84.5 44
69.5
3a Number of Majors Native Hawaiian
14
11
3b Fall Full-Time
17% 26% 32%
3c Fall Part-Time
83% 74% 68%
3d Fall Part-Time who are Full-Time in System
1%
3e Spring Full-Time
34% 56% 49%
3f
66% 44% 51%
Spring Part-Time
3g Spring Part-Time who are Full-Time in System 4%
9
3%
10%
Healthy
15% 4%
4 SSH Program Majors in Program Classes
1,308 848 1,345
5 SSH Non-Majors in Program Classes
27
6 SSH in All Program Classes
1,335 1,304 1,368
7 FTE Enrollment in Program Classes
45
43
46
8 Total Number of Classes Taught
18
17
11
456 23
Program Year
Efficiency Indicators
Efficiency Health Call
10-11
11-12
12-13
9 Average Class Size
36.5
22.1
20.6
10 *Fill Rate
87.3%
63.5%
64.8%
Cautionary
1
11 FTE BOR Appointed Faculty
7
12.5
12 *Majors to FTE BOR Appointed Faculty12
6.2
5.5
13 Majors to Analytic FTE Faculty
24.2
46.9
1.8
1.5
13a
7
63.4
Analytic FTE Faculty1.3
14 Overall Program Budget Allocation
$646,154$418,857Not Yet Reported
14a
General Funded Budget Allocation$572,654$243,275Not Yet Reported
14b
Special/Federal Budget Allocation$0
14c
Tuition and Fees$0
15 Cost per SSH
$0
Not Yet Reported
$175,582Not Yet Reported
$484
16 Number of Low-Enrolled (<10) Classes 0
$321
Not Yet Reported
2
4
*Data element used in health call calculation
Last Updated: October 3, 2013
Program Year
Effectiveness Indicators
Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher)96% 87% 92%
18 Withdrawals (Grade = W)
15
7
19 *Persistence Fall to Spring
85.9%88% 88.6%
19aPersistence Fall to Fall
1
4.5%
20 *Unduplicated Degrees/Certificates Awarded 65
59
62
20a
59
62
Degrees Awarded65
20b
Certificates of Achievement Awarded0
0
0
20c
Advanced Professional Certificates Awarded0
0
0
20d
Other Certificates Awarded0
0
0
21
External Licensing Exams Passed
22 Transfers to UH 4-yr
5
Healthy
87% N/A
1
5
2
22a
Transfers with credential from program5
1
5
22b
Transfers without credential from program0
0
0
Program Year
Distance Education:
Completely On-line Classes
10-11
1
11-12
12-13
23Number of Distance Education Classes Taught
0
0
24Enrollments Distance Education Classes
N/A 24
N/A
25Fill Rate
N/A 60%
N/A
26Successful Completion (Equivalent C or Higher)
N/A 92%
N/A
27Withdrawals (Grade = W)
N/A 1
N/A
28Persistence (Fall to Spring Not Limited to Distance Education)N/A No Fall CoursesN/A
Perkins IV Core Indicators
2011-2012
Goal Actual Met
291P1 Technical Skills Attainment
90.00100.00 Met
302P1 Completion
50.00 94.92
Met
313P1 Student Retention or Transfer74.25 66.67 Not Met
324P1 Student Placement
60.00 69.57
Met
335P1 Nontraditional Participation 17.00 16.92 Not Met
345P2 Nontraditional Completion
15.25 11.86 Not Met
Program Year
Performance Funding
10-1111-1212-13
35Number of Degrees and Certificates
62
36Number of Degrees and Certificates Native Hawaiian
11
3
37Number of Degrees and Certificates STEM
62
38Number of Pell Recipients
56
39Number of Transfers to UH 4-yr
5
*Data element used in health call calculation
Last Updated: October 3, 2013
Part II. Analysis of the Program
Even in economically tough times, the demand indicators are "Healthy." Still they do not
accurately portray the current and future nursing workforce needs. A REPORT ON Hawaii’s
Nursing Workforce Supply 2011 from the Hawai'i State Center for Nursing states on p.17:
“Nationally and locally registered nurses make up the bulk of practicing nurses. Employment of
RNs is expected to grow 26 percent from 2010 to 2020, faster than the average for all
occupations. U.S. Bureau of labor indicates this growth will occur primarily because of
technological advancements; an increased emphasis on preventative care; and the large, aging
Baby Boomer generation who will demand more healthcare services as they live longer and more
active lives.” http://hawaiicenterfornursing.org/node/87
Need for Nurses in Maui County
The UHMC Nursing Program is the primary source for nurses in all Maui County health care
facilities. The Career Ladder format of the nursing program makes it possible for students to
work at Nurse Aides, Licensed Practical Nurses while they continue in the Associate Degree
Registered Nurse program. It also allows them to accept employment in an agency even if there
are not vacant Registered Nurse positions. This advantage has been important over the 20122013 academic year. Employment of the graduates is summarized in the attached table. Several
factors have slowed the employment of Registered Nurses:



The primary employer, Maui Memorial Medical Center has been in discussion with the
State Legislator regarding funding and with several organizations about a proposed
“Public/Private partnership.”
The Affordable Care Act has created confusion in the health care community about
numbers of patients and care locations. As a result both acute care and community based
care have maintained current staffing until the needs are more clearly identified.
Older nurses have remained employed after normal retirement age to support family and
ensure benefit.
Two factors clearly predict a major increase in need for health care workers at a variety of
levels.
4
1. The recent funding of the West Maui Hospital and Medical Center predicts a major need in
late 2016-2017 (see attached email from Brian Hoyle, Developer, Newport Hospital Corp
president).
“Acute Care Hospital: 35 RNs, 9 LPNs, 8 NAs, 11 OR Tech”
“Skilled Nursing/Assisted Living Facility 7 RNs, 10 LPNs, 20
NAs”
See Appendix pp. 1-2.
2. The major increase in the number of individuals with health insurance due to implementation
of the Affordable Care Act in 2015. Statewide predications are an increase in the State of
Hawaii of 50,000 covered by Connector and 50,000 covered by Medicaid (Kelley Withy, MD).
It is anticipated that the increase will be from Primary Care Providers (MD, NP), to RNs, LPN,
NAs, Community Health Workers, and medical office staff. While the goal of the ACA is to
increase community based care and avoid acute care, the large visitor industry in Maui County
will result in a continued need for acute care.Currently 40% of patients at MMMC are visitor
who injury themselves or experience an medical emergency while on vacation.
UHMC Allied Health Department Program Offerings
Total Jobs
588,210
State of Hawaii
Registered Nurses
10,060
Licensed Practical Nurses
1,270
Nursing Assistants
5,080
Dental Hygienists
1,010
Dental Assistants
1,640
Pharmacy Technicians
1,260
Medical Assistants
3,190
Median Salary
$36,350
$85,200
$44,490
$30,190
$69,610
$31,750
$36,780
$34,830
5
Jobs Explorer, Looking at Occupations in Hawaii by Median Salary
http://www.uhero.hawaii.edu/static/dashboard/jobs.html
May 2012 State Occupational Employment and Wage Estimates Hawaii
The volatility of hiring in the Health Care environment is demonstrated by the recent Honolulu
Advertiser announcement.
“Queen's to recruit more than 200 workers at 2 job fairs By Star-Advertiser staff
10/25/2013 Queen's Health Systems will host two job fairs to recruit more than 200 workers for
its West Oahu and downtown Honolulu campuses. The company anticipates many current
employees to transfer to the Queen's Medical Center-West Oahu and intends to fill positions at
both facilities. The openings are in nursing, clinical/technical and support services and will
include full-time, part-time and call-in positions. The company will be accepting applications at
the University of Hawaii-West Oahu (91-1001 Farrington Highway) on Nov. 2 from 9 a.m. to
2 p.m. and at Manoa Elementary School (3155 Manoa Road) on Nov. 9 from 9 a.m. to 1 p.m.
Resumes required. Applicants also can apply online at www.queens.org.
The efficiency indicators are not correct. The average ADN class size in F12/Sp13 AY was 33,
making the fill rate 82.5%; much healthier than the reported 20.6/class and 64.8% fill rate.
The effectiveness indicators are also healthy showing good retention and graduation numbers,
and with a new stream of students transfering to earn the 4-yr BSN degree within the HSNC. We
also have a healthy representation of Native Hawaiians earning degrees and certificates.
The Perkins IV Core Indicators also contain inaccuracies. The retention of the Fall 12 class to
graduation in the Spring of 2013 was 100%. Just the Native Hawaiian participation and
completion was 17.7%, higher than both the 5P1 and 5P2 goals for nontraditional students.
UHMC Nursing Program’s Response to UH Goals, UH Board of Regents “Hawaii
Graduation Initiative,” and National Recommendations regarding nursing education
University of Hawaii Maui College in collaboration with Hawaii Statewide Nursing Consortium
(HSNC) created a common Statewide Nursing Curriculum which allows seamless transition to
the UH Manoa Bachelor’s in nursing degree, on Maui. This is a direct response to the Institute
Of Medicine Recommendations, RWJF Initiative on the Future of
Nursing 2010, Recommendation #4 “ Increase the proportion of nurses with BSN to 80% by
2020.” 1
UH Transfer Rates
The UH Statewide Nursing Consortium also addresses the UH Strategic Plan Update discussed
in Vice President for Community Colleges, John Morton’s Spring 2013 presentation on Maui,
April, 2013 2 and the Board of Regents “Hawaii Graduation Initiative” strategy #2 “Ensure
efficient transfer of students and credits”, and the UH Strategic Goal B “Function as a Seamless
6
System.” 3
Based on the data presented by John Morton 2, UHMC had a 3.5% transfer rate in 2011 and a 4%
rate in 2012. The UHMC Nursing program had 22% of the Sp 12 AS graduates and 39% of the
fall 12 AS graduates transfer for the Bachelor in nursing program at UHM.
Academic Year/Semester
General UHMC Transfer %
2011
2012
3.5%
4%
Sp 12
F 12
2013
UHMC AS Nursing Transfer % to
UHM BSN Program
22% (6 of 27 AS graduates)
39% (11 of 28 AS graduates)
13% (5 of 38 AS graduates)
Sp 13
Graduate data from UHMC University Center provides additional evidence of the “efficient
transfer” of UHMC
nursing students to the UH Manoa and UH Hilo Nursing Programs for advanced degrees.
Academic
Year
2010
2011
2012
2013
BSN
Graduates
3 UHH
MSN
Graduates
PhD
Graduate
1 UHM
5 UHH
6 UHM
2 UHM
Promote College Preparation
Based on the belief, “Students who are college-ready are more likely to earn a
degree/certificate,”3 the UHMC Nursing Program has competitive selection based on student
performance in English, Math, and science courses necessary for success in nursing
education. Over the last four semesters 48% of the qualified applicants were accepted. Nursing
is a high demand program that results in approximately 50 % of the qualified applicants not
being accepted and needing to reapply each semester.
Associate Degree Nursing Program Admissions
Semester
Applicants
Fall 2012
Spring 2013
Fall 2013
Spring 2014
103
57
82
75
Qualified
Applicants
85
52
73
70
Number
Admitted
40
38
30
30
% of Qualified
Applicants Admitted
47%
66%
37%
40%
UH Graduation Rates
On April 26, 2013, VP John Morton presented the “UH Strategic Plan Update, Goal A
Educational Effectiveness and Students Success.” September 2013 the UH Board of Regents
7
Resolution “Hawaii Graduation Initiative Strategy #3 Enable On-time Graduation” focused on
graduate rates. The UHMC Nursing Program graduation rates far exceed the current community
college and UHM graduation rates. The UHMC Nursing Program graduation rates are illustrated
in the table below. Over the 30 year period the Associate Degree Nursing Program graduate rate
has averaged 88%.
University of Hawaii Registered Nurse Program Enrollment & Graduate Rate
Year
Number Number
Graduation
Enrolled Graduated
Percent
1982-83
22
19
86%
1983-84
19
17
89%
1985-86
24
22
92%
1986-87
24
22
92%
1987-88
22
20
91%
1988-89
25
18
72%
1990-91
25
19
76%
1991-92
36
34
94%
1992-93
48
39
81%
1993-94
39
34
87%
1994-95
26
24
92%
1995-96
36
30
83%
1996-97
26
23
88%
1997-98
24
20
83%
1998-99
24
23
96%
1999-2000
26
23
88%
2000-01
32
28
88%
2001-02
36
33
92%
2002-03
36
30
83%
2003-04
22
20
91%
2004-05
38
33
87%
2005-06
42
38
90%
2006-07
40
39
98%
2
Cohorts
Admitted F07-Sp08
each year Sp08-F08
F08-Sp09
Sp09-F09
2009-2010
F09-Sp10
Sp10-F10
F10-Sp11
Sp11-F11
HSNC
F11-Sp12
31
30
32
29
30
30
25
23
97%
100%
78%
79%
33
36
43
37
24
28
29
36
37
23
85%
81%
84%
100%
96%
8
Sp 12-F12
2012-2013
F12-Sp13
28
27
96%
39
38
97%
1. http://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-of
Nursing/Nursing%20Education%202010%20Brief.pdf
2. http://maui.hawaii.edu/faculty/VPMortonVisitSpring2013MauC.pdf
3.http://www.hawaii.edu/offices/bor/regular/action_memos/20130919/11.%20System%20Resolu
tion%20Endorsing%20Strategies%20to%20Improve%20Student%20Success.pdf
Summary
UHMC Nursing Program is high demand (competitive selection) program with less than 50% of
the qualified applicants accepted each year. Eighty-eight percent of the students graduate and
earn more than twice the Median salary of those working in Hawaii. Changes in health care
financing, aging of the population, and plans to expand existing and build new health facilities
on Maui predict increase demand for nurses on Maui, in Hawaii, and across the United States.
Response to CASLO Summary Report 2013
The University of Hawaii Maui College Nursing Program has three Writing Intensive (WI)
courses, NURS 210 Health Promotion Across the Life Span, NURS 320 Health and Illness IIFamily Health, and NURS 360 Health and Illness III. After reviewing CASLO Summary
Report, nursing faculty discussed strategies to enhance writing, provide experience with use of
APA format for annotated bibliography, and avoid plagiarism (similarity). Three courses, NURS
210 (1st semester of the nursing program), NURS 320, and NURS 360 (final semester of the
nursing program) identified written assignments that students would be required to submit to
Turnitin.com for the Fall 2013 semester. The goal is to have each student self-identify areas
needing correction. Faculty in N210, 320, and N360 will meet at the end of the Fall 2013
semester to evaluate the use of Turnitin. Based on this evaluation, faculty members in all
courses will consider the value of this strategy for additional writing assignments. The 2013
CASLO recommendation:
“Faculty members need to look at re-evaluate and potentially need to change
all assignments to help ensure that older written assignments still meet the newer skill
requirements of the profession of today…faculty need to know what is being done in
previous courses and build upon the skills for the students to actually excel.”
was discussed in a nursing program meeting. Nursing faculty members believe this CASLO
recommendation may have been made without a full understanding of writing in the nursing
program. The attached tables outline the major written assignments in each course and the dates
of creation/revision of the assignments. The CASLO recommendation provided motivation for a
full Nursing Program discussion of how writing was used in the nursing program.
Major Writing Assignments in Nursing Programs AY 2012-13
Goal for AY 2013-14 is to discuss and consider development of common Rubrics for WI writing
9
in the Nursing Program
Practical Nurse Program
Course
N210
WI
Assignment
Course
yes
Created/Reviewed
Assignments
Health Across the Lifespan
Modifications
Created Fall 10
Health Fair Written Assignment*
reviewed each
semester
Created Fall 10
reviewed each
semester
Created Fall 10
Determinants of Health
UHMC Student –Directed Portfolio
reviewed each
semester
Created Fall 10
reviewed each
semester
Created Fall 10
reviewed each
semester
Adult Health Promotion Case Study
Child Health Promotion Case Study
N211
N212
N220a
Professionalism in Nursing I
Pathophysiology
Health & Illness Ia
N230
Health & Illness Ib
Concept Map & Brief Paper
Clinical Immersion
Concept Map
Thanatology Scholarly Paper
Created template &
hyperlink model
Draft submitted at
Midterm
Template using Doenges
Health Patterns
Revise concepts Sp 14
no
no
no
To be introduced Sp
14
Concept Paper
N220b
Created template for data
no
Created Sp 11
no
Created SS 11
Created SS 11
Discontinued F13
Created SS 11
Lifelong Learning
Revised SS 13
Evidence Based Practice
EBP add to assignment+
Associate of Science Registered Nursing Program
Course
N320
WI
Created/Reviewed
Course
Health & Illness II-Family
yes
Assignments
Modifications
10
N360
Health
Postpartum Concept Paper
L&D Concept Paper
Home Visit Concept Paper
Pediatric Concept Paper
Health & Illness III
Created Fall 11*
Created Fall 12*
Created Spring13*
Created Fall 11*
Instructions and rubric revised
Instructions and rubric revised
Instructions and rubric revised
Instructions and rubric revised
yes
Created Spring 12
Concept Map*
Reviewed 9/22/13
Evidenced Based Practice*+
Created Spring 12
Created Fall 10
Patient Education
Revised Spring 12
N362
IP Reflection
Heart, Brain, Vascular
Professionalism in Nursing
II
Increased weigh for quality of
writing
Motivational Interviewing added
Additional Settings for
Implementation
Created Sp 2012
Created Fall 2012
no
*Assignment submitted to Turnitin.com Fall 2013
+EBP Evidence Based Practice Assignments require student to write in response to reviews of
research about current nursing practice with the goal of instilling the need for and process of
lifelong learning as a health care provider.
Part III. Action Plan
“University of Hawaii Maui College is a learning-centered institution that provides affordable,
high quality credit and non-credit educational opportunities to a diverse community of life-long
learners.” The Career Ladder Nursing Program provides these educational opportunities in health
care, affording the graduates of the program a lifelong career with meaningful contribution to the
health of our community, and an above average income for them and their families.
The strategic action plans for the Associate Degree in Nursing Program in 2011 and progress
during 2012:
Continue Implementation of the HSNC curriculum in collaboration with UHM, Kauai and
Kapiolani CC.
We have done much internal analysis, but the funding for the faculty to gather at UHM with all
the faculty teaching the statewide curriculum was unavailable. Hence, course groups from
UHMC and Kauaui CC were unavailable to consult with the course groups from UHMN and
Kapiolani. The department chairs attended and communicatied the high level issues, but the
specific shared expereince teaching each course was lost. Though we have more expereince with
11
this curriculum on our own campus, the synergy of numerous perspectives was lost. This has
resource implications.
Standardize course documents throughout the program.
Syllabi and learning guides have been templated, as have the clinical remediation documents.
This year we are aiming at Laulima standardization.
Mentor faculty in concept based teaching, and testing and evaluation.
Measurable strides have been made in all categories. We have integrated concepts into the
learning guides, and we are integrating them into the test blueprints. The standardized testing
and the course level testing have both been more closely linked with the program and course
SLOs so we can more clearly identify areas of strength and weakness. This is an ongoing process
involving categorizing exam questions and blue printing exams maps to achieve objective
evaluation of each category. It is an additional workload item that can only be accomplished by
the faculty with expertise in the topic being tested. The faculty has been firmly supportive of the
project and the department is clear about keeping expectation realistic. By the end of 2014, we
should have the project well in hand. There are big resource implications to license the software
tools to do this.
Grow the simulation program in step with local and national best practices and
regulatory initiatives.
We have developed several new simulations that address areas highlighted in last year’s
employer evaluations: communication, prioritization and organization. We will pull this through
this year and have alrady expanded to another course. We also acquired a educational electronic
medical record for the simulation lab. Staff training and beginning student training was
accomplished in spring and summer 2013. This year we will roll it out progressivesly so the
student in simulation lab will have a bedside computer with all the required pateint data
embedded to care for a patient expereincing a crisis. It will also be used to teach and practice
documentation, and for clinical preparation. This is resource heavy.
Part IV. Resource Implications
Funding for the faculty to travel to UHM once per semester is dearly needed. We are pioneers
in the whole country with what were are doing as a state with nursing education, and not to be at
the table is a huge loss.
We still need specific funding for a lab coordinator. It is either lecturer funds or overload for
teaching faculty. In 2012, we centralized all supplies and standardized the ordering procedures.
The financial analysis is not complete, but we are able to take full advantage of superquotes,
have saved valuable faculty time in securing needed supplies for the labs and simulations, and all
inventory for 5 labs is accounted for so there are no wasted supplies.
12
The implementation of the educational Electronic Medical Record (EMR) has been very
exciting, and absolutely essential, but costly. The amount of “at the elbow” support required for
both faculty and students is measurable and mission critical. We have gotten grant money from
4 different sources to employ a nurse informaticist to get students and faculty quickly up to a
working knowledge of the softwares, so they can concentrate on the teaching and learning! We
have gotten $33,000 donated for this from May 2013-June 2014. This role needs a permanent
funding source. The licensing of the EHR is about $50 per student per semester, for a program
cost of ~$12,000 per academic year.
The standardized testing package which includes 9 exams mapped to NCLEX and benchmarking
our students with the performance of the rest of the country, the NCLEX prepartion course, case
studies used through out the program and numerous practice tests, is ~$145 per student each
semester, for a total program cost of ~$35,000 per academic year. At the same time, we
cancelled our contract with Kaplan Testing , which saved the program ~$38K annually.
We have also spent $50/student for Exam soft, or $8000 per year. This was for 160 licenses. We
have now decreased our admission class to 30 (from 40) so we will only need 120 licenses. In
addition, the rest of the HSNC is adopting ExamSoft spring 2014, and our price will drop to
$35/student as a part of that, bringing our annual cost down to $4200.
In the future, we may need to pass these costs back to the students (~$235 per semester in
addition to tuition, books and a $500 a semester professional fee) but for the F13/Sp14 AY,
these are department costs. Passing the costs to the students may be at odds with our
mission: “University of Hawaii Maui College is a learning-centered institution that provides
affordable, high quality credit and non-credit educational opportunities to a diverse community
of life-long learners.”
Comprehensive Review Information
Web address to the on-line location of the last comprehensive review:
http://www.acenursing.us/accreditedprograms/programsearch.asp
Last comprehensive review completed: February 2007. The written report is in the Nursing
Office. Next review will be Spring 2015.
Description
Graduates of the University of Hawai’i Maui College Career Ladder Second Level (ADN)
nursing program are educated to provide nursing care in agencies that provide appropriate
orientation, on-going staff development opportunities, and professional guidance. They are
primarily educated to function as members of the multidisciplinary health care team in direct
nursing care roles with adult and pediatric clients on general medical/surgical, obstetrical,
newborn nursery and psychiatric nursing units. They have been introduced to the concepts of
nurse leader/manager and the role of the Registered Nurse in the physician’s office, clinics, long
term care facilities and home health.
13
Graduates are eligible to take the National Council for Nursing Licensure Examination for
Registered Nurses (NCLEX-RN), and upon demonstration of satisfactory performance, will be
awarded a license to practice as an R.N.
The University of Hawai’i Maui College Career Ladder is a member of the Hawai’i State
Nursing Consortium (HSNC). This is a standardized statewide curriculum which allows our
graduates automatic admission to UH Manoa to complete their BSN year from here on our
campus. We utilize a concept-based approach to teaching and learning, as well as employ
practice level information systems and simulations to support preparation for practice.
The ADN graduate will assume responsibility for maintaining current evidence-based practice,
ongoing professional growth, and life-long learning.
Assessed?
Program Student Learning Outcomes
Was this PSLO assessed
this year? To
change, click
The description of the P-SLO
on the
"Yes/No"
boxes below
1 YesWritten Communication
2 YesEthics
3 YesLeadership
4 No Evidenced Based Practice
5 No Information Retrieval
6 No Clinical Judgment/Critical Thinking
7 No Oral communication
8 No Quantitative Reasoning
9 No Health Care Systems
10 No Collaboration with members of the healthcare team
11 No Relationship-Centered Care
12 No Reflection on Practice
Actions
Re-order,
edit,
or
remove
the PSLO
Add P-SLO
Evidence of Industry Validation
Employer Surveys
Please rate the graduate in the following
areas:
Ability to
EXCELLENT
ABOVE
AVERAGE
AVERAGE
4
3
%
excellent o
above
average
2
14
1. Apply the nursing process
11%
78%
11%
89%
2. Communicate effectively
27%
64%
9%
91%
3. Demonstrate professional attitude
33%
50%
17%
83%
4. Work effectively as a team member
18%
73%
9%
91%
5. Problem solve/Think critically
9%
73%
18%
82%
6. Provide basic care
25%
58%
17%
83%
7. Perform clinical assessments
12%
63%
25%
75%
8. Perform clnical skills
11%
67%
22%
78%
9. Administer medications
22%
56%
22%
78%
10. Document care
9%
73%
18%
82%
11. Organize care
18%
73%
9%
91%
nursing programs, please rate this UHMC 14%
71%
14%
85%
Compared to new graduates from other
Graduate’s preparation.
Comments/Suggestions







Able to provide safe care but may need reminders on new ways of communicating.
Gets along well with staff on all nursing units. Always pleasant to work with, and good
team player.
Quick learner. Gets along with staff.
Fast learner. She works excellent as a team leader with solid nursing knowledge. She will
definitely be able to function effectively as a team leader of her own team and will be a
good nurse.
Very comfortable and confident. MD orders, charge nurse duties, customer service,
admission, transfer, discharges, test/procedures, follow up, multi-tasking, communicating
with everyone! She will be a well-rounded RN.
She was able to quickly learn the process of the unit.
Gets along well with all those he works with. He understands he cannot know everything
as a new nurse, but he is learning his resources and knows to look things up. He is also
very flexible and willing to learn.
Expected Level of Achievement
2nd Year HSNC Bench Marks
Ethical Practice
15
a. Consciously incorporates each provision of the ANA Code of Ethics and Standards of
Practice and the Hawaii Nurse Practice Act in practice
b. Identifies when clinical practices and protocols may be at odds with individual patient’s
rights
c. Identifies dilemmas in which individual rights are in conflict with the greater good
d. Articulates dilemmas and identify stakeholders with pertinent facts.
e. Applies ethical principles to identify choices and possible consequences.
f. Engages in reflection about choices, considering ethical frameworks, and the implications for
future situations.
Leadership
a. Identifies characteristics of effective leadership.
b. Engages in self-directed professional development to improve personal leadership
characteristics and skills
c. Understands consequence of making leadership decisions with limited information.
d. Provides positive and constructive feedback on specific aspects of performance
e. Delegates to, and evaluates others, ensuring that the task is within their scope of practice, that
they are competent to perform the task, and that they receive clear communication and feedback
in regard to their performance.
f. Explains the purpose and desired outcome of the task and the time frame in which the task is
to be completed.
g. Provides leadership in the modification of client care and/or organizational issues toward
identified outcomes.
Courses Assessed
The ethical portion of the Reflective Evaluation tool in N360 below contains examples of the
student’s ethical practice.The students need scores of 3 or 4 to pass the clinical experiences and
graduate from the ADN program. Every student who graduated successfully completed this
exercise.
16
The Leadership Experience in N360 contains specific clinical examples of the student’s
leadership against the HSNC benchmarks. The students need to pass the leadership experience to
graduate from the ADN program. Every student who graduated successfully completed this
experience.
Assessment Strategy/Instrument
NURS 360 REFLECTION / EVALUATION TOOL
The purpose of this Reflection / Evaluation tool is to guide the student in the development of
behavior consistent with excellent nursing practice, and to facilitate faculty evaluation of student
progress. Effective reflection is an engine that drives growth and improvement.
The Reflection / Evaluation Tool should be submitted by the student to the student’s clinical
instructor after each clinical week. Monday at 0900 is the usual time for submission. The student
must pass all categories of the Reflection / Evaluation Tool with a score of 3 (proficient) by final
evaluation to pass the course. Grading for each category is according to, but is not limited by, the
contents of the rubric. The student is expected to give meaningful and appropriate examples
where examples are required. Additional examples may be assigned at the instructor’s discretion,
if the student’s examples are not deemed adequate by the instructor. Lapses must be addressed in
the R/E Tool submission after the lapse.
1. PROFESSIONALISM AND ETHICAL PRACTICE
Scoring Guide
1
2
3
4
Students must receive a level 3 or better for a Pass. A score of 1or 2 in any area will result
in a clinical fail and a fail for the N360 Course.
1.Professionalism an
d Ethical Practice Unsatisfactory
Applies to any
scheduled lab or
clinical activity and
includes, but is not
limited to, the
following:
Meeting Deadlines
Turn-in of
clinical papers
late >3 times
(without
previous
arrangement).
Novice
Developing
Proficient
Exemplary
Turn-in of clinical
papers late up to 3
times (without
arrangement). Prep
not complete x 3.
Paper work is
Turn-in of
clinical papers
late up to 2
times (without
arrangement).
Clinical prep
No late submission
of clinical papers
(without previous
arrangement).Clinic
al Prep 90% done.
Demonstrates
17
Scoring Guide
1
2
3
4
Students must receive a level 3 or better for a Pass. A score of 1or 2 in any area will result
in a clinical fail and a fail for the N360 Course.
1.Professionalism an
d Ethical Practice Unsatisfactory
Applies to any
scheduled lab or
clinical activity and
includes, but is not
limited to, the
following:
Novice
Developing
Prep not
disorganized
complete > x 3. and/or incomplete
Paper work is x 3.
disorganized
and/or
incomplete > x
3.
Attendance
Policy (includes
uniform regulation,
safety, ethical
standards, etc)
Dependability
Initiative/Feedback
Absent, Late or
leaves early >3
times (without
previous
arrangement or
medical release)
>3 lapses in
UHMC Nursing
Program Policy
Does not read,
listen to, and
follow written
and verbal
instructions.
Does not seek
clarification as
needed.
Moderate
disruption when
under stress.
Defensive when
Proficient
Exemplary
not complete x organization and
2. Paper work thoroughness in
is disorganized paper work.
and/or
incomplete x
1-2.
Absent, late or
leaves early up No absence, tardy,
to 1-2 times or leaving early
(without
(without previous
previous
arrangement with
arrangement or instructor or medical
medical
release)
release)
1-2 lapses in
3 lapses in UHMC UHMC
No lapse in UHMC
Nursing Program Nursing
Nursing Program
Policy
Program
Policy
Policy
Frequently
Occasionally read reads, listens
Consistently reads,
s, listens to, and
to, and follows
listens to, and
follows written and written and
follows written and
verbal instructions. verbal
verbal instructions.
Occasionally seeks instructions.
Seeks clarification
clarification as
Seeks
as needed.
needed.
clarification as
needed.
Occasionally does Frequently
Consistently
not demonstrate
demonstrates demonstrates
eagerness to learn eagerness to eagerness to learn
or take initiative to learn and takes and takes initiative
Absent, Late or
leaves early 3
times (without
previous
arrangement or
medical release)
18
Scoring Guide
1
2
3
4
Students must receive a level 3 or better for a Pass. A score of 1or 2 in any area will result
in a clinical fail and a fail for the N360 Course.
1.Professionalism an
d Ethical Practice Unsatisfactory
Applies to any
scheduled lab or
clinical activity and
includes, but is not
limited to, the
following:
Novice
Developing
offered
constructive
suggestions and
does not take
responsibility
for own actions.
Does not
improve after
feedback.
Communication
Is not truthful in
verbalizations
and behaviors,
and shows
unprofessional
communication
and demeanor.
Negative
relationships
reported by
staff, others, or
observed. by
instructor.
Disregards
ethical behavior
in accord with
ANA Code of Ethics
the ANA Code
of Ethics,
disregards
defined
standards of
practice and
Proficient
Exemplary
enhance learning. initiative to
to enhance learning,
Not consistently enhance
Always cooperative.
cooperative. Much learning.
Self-aware.
guidance needed in Minimal to
Anticipates stress
new/stressful
moderate
and plans for it.
situations. Does
guidance in
Does improve after
not consistently
new/stressful feedback.
improve after
situations.
feedback.
Does improve
after feedback.
Occasionally is not
Truthful in
truthful in
verbalizations
verbalizations and
and behaviors, Truthful in
behaviors, and
and shows
verbalizations and
shows unprofessional behaviors, and
professional
communicatio shows professional
communication
n and
communication and
and demeanor.
demeanor.
demeanor. Positive
Negative
Positive
relationships
relationships
relationships reported by staff,
reported by staff,
reported by
others, or observed
others, or
staff, others, or by instructor.
observed.
observed by
instructor.
by instructor.
Occasionally
Consistently Consistently
demonstrates
demonstrates demonstrates ethical
ethical behavior in ethical
behavior in accord
accord with the
behavior in
with the ANA Code
ANA Code of
accord with
of Ethics, observes
Ethics.
the ANA Code defined standards of
Occasionally
of Ethics,
practice and hospital
observes defined observes
regulations,
standards of
defined
identifies when
19
Scoring Guide
1
2
3
4
Students must receive a level 3 or better for a Pass. A score of 1or 2 in any area will result
in a clinical fail and a fail for the N360 Course.
1.Professionalism an
d Ethical Practice Unsatisfactory
Applies to any
scheduled lab or
clinical activity and
includes, but is not
limited to, the
following:
Novice
Developing
Proficient
Exemplary
hospital
practice and
standards of clinical practices and
regulations, doe hospital
practice and protocols may be at
s not identify
regulations.
hospital
odds with individual
when clinical
Occasionally
regulations,
patients rights,
practices and
identifies when
identifies
identifies dilemmas
protocols may clinical practices when clinical in which individual
be at odds with and protocols may practices and rights are in conflict
individual
be at odds with
protocols may with the greater
patients rights, individual patients be at odds with good, factually
does not identify rights, occasionally individual
articulates dilemmas
dilemmas in
identifies
patients rights, and stakeholders’
which individual dilemmas in which identifies
interests.
rights are in
individual rights dilemmas in
conflict with the are in conflict with which
greater good,
the greater good. individual
does not
Has
rights are in
factually
difficulty factually conflict with
articulate
articulating
the greater
dilemmas and dilemmas, and
good, factually
stakeholders’
stakeholders’
articulates
interests.
interests.
dilemmas and
stakeholders’
interests.
Ethical Reflection
Does not apply
ethical
principles to
identify choices,
and possible
consequences.
Does not
Occasionally
applies ethical
principles to
identify choices,
and possible
consequences.
Occasionally
engages in
reflection about
engage in
reflection about choices, and the
Consistently
applies ethical
principles to
identify
choices, and
possible
consequences.
Engages in
reflection
Consistently applies
ethical principles to
identify choices, and
possible
consequences.
Engages in
reflection about
choices, and the
implications for
20
Scoring Guide
1
2
3
4
Students must receive a level 3 or better for a Pass. A score of 1or 2 in any area will result
in a clinical fail and a fail for the N360 Course.
1.Professionalism an
d Ethical Practice Unsatisfactory
Applies to any
scheduled lab or
clinical activity and
includes, but is not
limited to, the
following:
Novice
Developing
Proficient
Exemplary
choices, and the implications for
implications for future situations.
future situations. Incomplete
Does not
example in
complete
tool.. Example
example.
does not
demonstrate
insight.
about choices,
and the
implications
for future
situations.
Completes
example in
tool. Example
demonstrates
insight.
future situations.
Complete examples
in tool.. Example
demonstrates
insight.
Not an SNA
member.
Not an SNA
member
Professional
Activities
Not an SNA
member.
SNA member** or
officer, >2 volunteer
activities
** Attach documentation of SNA membership
Give an example of a complex ethical problem/situation/dilemma that you encountered in
clinical this semester.
What did you notice that you interpreted as requiring ethical decision-making?
What additional information did you need to gather?
How did you interpret this situation?
What was your response?
What is your reflection on your choice and the outcomes?
21
List volunteer activities, if any, below:
1. ______________________________________________________
2. ______________________________________________________
List below, lapses in ethical or professional behavior, if any. State what improvements you
will make as a result of reflection. No examples of lapses are required if no lapses in
professional and ethical behaviors occurred.
Below is a sample of a 360 student's leadershsip expereince:
Student
4. Leadership
Refer to the rubric in the R/E Tool.
Student Performance consistent with a score equal to or greater than 3 in the R/E Tool, adequate
preparation and organization, and appropriate examples is considered satisfactory in this
category.
4. Leadership
Score
Score of 20 points possible
Student Self-Score
17
Faculty Score of Student
19
The student’s preparation is appropriate. Yes
The student demonstrates appropriate planning of care. Yes
The student uses nursing process appropriately. Yes
22
Give a specific example of how you demonstrated leadership during the Leadership
Experience. State what the situation was, who was involved, what action you took, and how
your management of that situation demonstrated leadership.
At the end of our last shift a call light was on and the patient in isolation needed help to the
bedside commode. I checked with the patients nurse to inquire about ambulation issues, then
assisted the patient to the bedside commode. She also told me she didn’t like her lunch and
wanted a new one. When she was done on the commode I assisted her back to bed, cleaned up,
and let the charge nurse know about her request for another meal, which she was able to put the
order in for. OK
Give an example from TL Evaluation Day of how you appropriately prioritized your
actions and organized your care to complete it in a timely fashion.
Each day I created a mapped out time schedule on my brain for each patients scheduled
meds/treatments/procedures, etc. and the times due. Although I was not always able to abide
strictly to this schedule, it definitely helped me to stay organized and prioritize my time and
actions. Yes. You also told your classmate about how you organized your time and wrote
reminders on a particular area of your prep during a previous post conference.
Give an example from your TL Eval Day of how you appropriately set time limits on your
discussions with patients, family members, and staff during your first rounds in order to
get baseline assessments done, and at the same time adequately addressed the concerns you
encountered.
In the morning, I went in to say “hi” and explain our plan for the day. I let the patient and family
know that I would be back in a little while and to let me know if they had any immediate
questions. I think by informing the patient of what’s going on for the day and what to expect can
help calm nerves. OK
The student ensures comprehensive care is given.








The student appropriately organizes care and oversees overall physical care.
The student does not make extra trips.
The student has time to assist team members.
The student is able to make time commitments, and completes all care on time.
Patients are appropriately screened for privacy.
Call lights are answered in a timely manner.
Care is delivered appropriately with patient comfort maintained.
Student TL makes sure patient care needs have been met, i.e. mouth, skin, nails, hair,
Foley care, etc. is done.
Give an example from your TL Evaluation Day of how you took responsibility to ensure
comprehensive client care was given.
23
Although I wasn’t able to complete all aspects of care for my patients on my own, I asked
another nurse to do an IV start for me while I changed a PICC line dressing, in order to get both
tasks done before the end of my shift. I also did my intentional rounding hourly throughout the
day. Was there any info that you sought from your PMA about care that was done?
Give 3 examples from your TL Evaluation Day in which you appropriately delegated tasks to
personnel trained for them, communicated delegated tasks in a specific, clear, calm, and
confident manner, and followed up to be sure delegated tasks were completed.
1. Asked another nurse to do an IV start for me, then I went in to the room to check placement
and location. The other nurse and I both documented our actions in the flow sheet.
2. Asked a PMA to assist a patient with a shower, patient was obviously showered the next time
I saw him.
3. Asked my classmate to take a blood glucose for me so I could suction another patient.
Give an example from your TL Evaluation Day of how you collaborated with other team
members to improve or adjust the patient’s plan of care, prepare peers for new experiences, or
contribute to group learning.
I discussed with RT and my RN the orders for ambulation with portable vent that had been
ordered for my patient that had not been getting done. Upon asking the patient if she desired
getting up and walking she stated “yes.” I believe ambulating will greatly improve her chances
of recovery and possibility for discharge and that this order needs to be done with more
frequency.
Give an example from your TL Eval Day of how you were able to direct and coordinate
nursing care utilizing members of other disciplines such as respiratory therapy, physical
therapy, social work, nutrition, case management, or utilizing family members.
In the morning I went in to do my morning assessment with my patient on a vent. She was a
priority because of her respiratory status, however, after suctioning and before I was able to
complete my assessment, RT came in to give her her inhalers and place her on a trach collar. I
was able to go and get a few other assessments done during this time because I knew RT was
there to monitor her. OK
Results of Program Assessment
Feedback from the employer survey on the graduate’s performance in the “percentage of above
average and excellent summary” are very good. See Industry Validation. The 3 lowest areas
evaluated are performing clinical assessements, performing clinical skill and administrering
medications. These are the expected areas of difficulty for the novice nurse as psychomoter
24
based skills require repetition to gain proficiency. If they were assessed at the 1 year mark of
practice, these measures would be high too.
The categories relating to leadership and ethics were scored very high: Communicating
effectively and working effectively as a team member were both excellent or aboce average 91%
of the time. Last year these were excellent or above average only 54% and 71% of the time
respectively. To address this, we added specific communication and team work components to
several simulation labs as well as initiated a "Sim Day" where the students practice taking care of
a group of patients and seeing how communication and team work are essential to be effective as
an RN.
This improvement is also shown in the exemplary performance of the students in their leadership
expereince and in their ethical reflections during their final clinical of the ADN year. We are
very proud of the progress our nursing students have made in these areas.
HESI RN Exit Exam Scores for UHMC N360 students are comparable to the national
comparison by program scores for all RN’s.


December, 2012 UHMC Mean HESI Score: 829, National Mean Score: 847
May, 2013 UHMC Mean HESI Score: 844, National Mean Score: 847
NCLEX-RN scores followed the entire country's results. The NCLEX RN Exam was
updated on 4/1/3013, after the customary 3 year review of practice. The review highlighted
the increased complexity and acuity of the acute care environment, which more than 50%
of new nurses enter, thus increasing the difficulty of the exam. The pass rate dropped
nearly 10% through the US.
https://www.ncsbn.org/887.htm?search-text=pass+rates
The scores for our students mirrored this trend. See Appendix pp.3-5.
Program Strengths:



First Maui Cohort of Hawaii Statewide Nursing Consortium graduated 6 students with
BSN in 2013. Students from subsequent cohorts are continuing on for their BSN. This
meets the National initiative to increase the number of nurses prepared at the BSN and
higher.
Continued accreditation by Accreditation Commission for Education in Nursing
(ACEN). This was formerly an arm of the National League for Nursing: National League
for Nursing Accrediting Commission (NLNAC), but the two organizations separated last
year so we are now accredited by ACEN. Next site visit will be in May 2015.
Strong support for the Nursing Program from State, County, and the Maui medical
community. The support includes financial resources, sharing of technical expertise, and
joint planning to meet future workforce needs.
25







Committed nursing faculty who recognized the need for change to respond to innovations
in health care delivery. The quick improvement in the communication and team work
scores are a brilliant example.
Collaboration with Maui Memorial Medical Center (MMMC) Nursing Administration on
new strategies to ensure nursing graduates meet employer expectations. These strategies
include concept based clinical experiences and Integrative Practicum. The "Integrative
Practicum" allows a student to work directly with a MMMC staff nurse and gain a clearer
understanding of the role and skills. Staff nurses, nurse managers, and nursing students
have all evaluated the program positively.
University of Hawaii Maui College and MMMC initiated a Nurse Residency Program in
Fall of 2012. This program is an evidenced based national initiative to improve and
standardize new graduate nurse orientation.
Continued partnership with HSNC nursing colleagues at UH Manoa, Kapiolani
Community College, and Kauai Community College, for curriculum and course
development.
Active Nursing Advisory committees with members from all health care agencies on
Maui.
Student retention and options for program exit options at Practical Nurse, Registered
Nurse or Bachelor of Science in Nursing.
Faculty commitments to learning: Denise Cohen and Maggie Ward both earned their
doctorate in May 2013.
Program Weaknesses:




Aging of experienced nursing faculty.
Difficulty recruiting Master’s prepared faculty.
Identified areas in agency evaluations where ratings were less than 80% above average
and excellent: clinical assessments, skills and med administration.
Lack of nursing informatics knowledge, skills and attitudes.
http://qsen.org/competencies/pre-licensure-ksas/#informatics
Community engagement.
The UHMC Nursing Program is closely engaged in the community through a variety of
activities including: directly clinical learning in community sites, special projects with the
agencies, volunteer activities in collaboration with community partners, and faculty
participation on community boards and committees.
Direct clinical learning in Community sites- List of agencies and sites:






Maui Memorial Medical Center (MMMC)
Hale Makua- Kahului and Wailuku facilities
Kaiser Permanente
Malama I Ke Ola Health Center (Community Clinic of Maui)
Hui No Ke Ola Pono-Native Hawaiian Health Center
Psych locations
26





Peds locations-Kaiser, public schools on Maui
Kapiolani Women and Children’s Medical Center
Maui Adult Day Care
N210 locations-Many community health sites
Kula Hospital
Special Projects:




Academic Partner on the Robert Wood Johnson foundation statewide grant: Academic
Progression in Nursing (APIN). One of 7 states chosen to pilot practical ways to get the
practicing RN workforce to be 80% BSN or higher by 2020.
Maui Memorial Clinical Redesign Project-Integrative Practicum, Clinical Teaching
Associate (CTA) Training.
ED Ambassador Project-Student nurses enrolled in N151v Preceptorship: work in the ED
Waiting area at MMMC to assist patients and families
Nursing Preceptorships in Specialty areas: ICU, ER, OR, Psych, Hale Makua
Volunteer Activities:




Senior Fair
Maui Fair
Maui Marathon
South Maui Children & Youth Day
Other Comments
UHMC-Allied Health Department Community Engagement:
According to Campus Compact, a national coalition of almost 1,200 college and university
presidents committed to fulfilling the civic purposes of higher education, public and community
service assists and develops students’ citizenship skills, helps campuses forge effective
community partnerships, and provides active experiences in integrating civic and communitybased learning while meeting community and student needs. UHMC-Nursing program
recognizes the positive outcomes in its relationship with our community and our students as
engagement builds community capacity and assists our students in broadening their
communication, education, and service skills. Our program engages in the community in three
significant ways of service; by providing trained volunteers to provide free or low cost health
screening services to individual agencies and special events, by hosting public health events and
sharing important disease prevention information with community members, and by seeking out
vulnerable populations and addressing their health care concerns through culturally sensitive and
appropriate activities and health fairs.
Tracking of agency requests and volunteer hours and the nursing skills provided is being
monitored more carefully thorough the UHMC nursing program volunteer coordinator. When
community agencies request assistance for health screening, first aid, or other health related
services they are placed into contact with the volunteer coordinator. Direct contact and
27
collaboration with the coordinator helps meet the community agency needs and ensures that
volunteer requests are safe, appropriate and meaningful for the students. Post volunteer
evaluations are sent out to the student volunteers and also the requesting agencies ensure that the
experience has been successful for both parties. During the past year the feedback obtain from
the agencies and students indicate that UHMC nursing program volunteer experiences are a
positive learning experience and community engagement opportunity.
During the past year, the nursing program has engaged with over thirteen agencies throughout
Maui County. Another way that the Allied Health department engages with the community is
through the UHMC-Health Center. The health center is a free-standing and grant funded health
clinic that outreaches to community residents through flu clinics, screenings to various
businesses, hotels, Maui police departments, and county government agencies. The health clinic
also provides Nurse Practitioner provider healthcare to non-student individuals of the community
on a fee service scale basis.
Once every semester the nursing program invites Advisory Board members and employers of the
healthcare community agencies to meet and articulate their perspective of the quality of nursing
graduates and their viewpoint of the nursing program in the community. The last Advisory
Committee Meeting was held on April 29th, 2013. Feedback received from the committee
members included the following; the quality and skill noted and held by nurse graduates,
successful hiring and retention of nurse graduates of UHMC, future hiring numbers of nurse
graduates.
Volunteer Activities: 2012-13
Agencies served by the nursing department alone include;
Habitat for Humanity Build-A-Thon 2013
Maui Memorial Medical Center
March of Dimes Walk
Car Show Auto Fest 2013
National Kidney Foundation of Maui, Hawaii (Da Kidney Da Kine)
Camp Imua and the Kahului Canoe club 2013
Maui Marathon 2013
Lions Club- White Cane Walk
NAPA Golf Tournament
28
Kiwanis Track Meet
Tween Camp (along with UHMC Health Center NP)
County Fair First Aide station
South Maui Children & Youth Day in Kihei
Flu Shot and Clinic Services Administered by the UHMC-Health Clinic: 2012-13
Maui News
Kalama Heights
Hale Mahaolu-Elu
Wailuku Police Department
Lahaina Police Department
Ka’anapoli Beach Hotel
County of Maui
Roselani
Maui Adult Day Care- Oceanside and Kahului (Kihei and Lahaina adults included)
DMV Kahului
TSA (AM and PM shift)
Dollar Rent-A Car
Senior Citizen Fair
GoodFellow Brothers Company
Tween Camp
29
Next Steps
The steps for the Acamenic Year 2013-2014 include:
1. Implementation of the Quality and Safety Education in Nursing (QSEN) Informatics
standards
2. Produce qualitiative and quantitative data by which to evaluate this project.
3. Prepare self-study document for 2015 ACEN Accreditation.
INFORMATICS
Definition: Use information and technology to communicate, manage knowledge, mitigate error,
and support decision making.
Knowledge
Skills
Attitudes
Seek education about how
information is managed in
Appreciate the necessity for all
Explain why information and
care settings before
health professionals to seek
technology skills are essential for providing careApply
lifelong, continuous learning of
safe patient care
technology and information
information technology skills
management tools to support
safe processes of care
Navigate the electronic
Identify essential information that
Value technologies that support
health recordDocument and
must be available in a common
clinical decision-making, error
plan patient care in an
database to support patient
prevention, and care
electronic health record
careContrast benefits and
coordinationProtect
limitations of different
confidentiality of protected
Employ communication
communication technologies and
health information in electronic
technologies to coordinate
their impact on safety and quality
health records
care for patients
Respond appropriately to
Describe examples of how
clinical decision-making
technology and information
supports and alertsUse
management are related to the
Value nurses’ involvement in
information management
quality and safety of patient
design, selection,
tools to monitor outcomes of
careRecognize the time, effort, and
implementation, and evaluation
care processes
skill required for computers,
of information technologies to
databases and other technologies
support patient care
Use high quality electronic
to become reliable and effective
sources of healthcare
tools for patient care
information
http://qsen.org/competencies/pre-licensure-ksas/#informatics
30