PN Curriculum Workshop Student Learning Outcomes

1. PN Curriculum WorkshopStudent Learning Outcomes Sue Field DNP, RN, CNE August 2013

2. Objectives • Attendee will • 1. Identify the student learning outcomes and competencies used in the PN Curricular Framework • 2. Evaluate assignments to measure the student learning outcomes for your nursing program.

3. How to Connect to the Healthforce MN Website. • Page 8 in Essentials Book • www.healthforceminnesota.org • Resources • National Accreditation • Username: Nursing • Password: Nursing • Link to PN Curriculum

4. Curriculum was Developed from National Standards. • (See Page 82- 94 in the Essential Book) • (Table 9 and 10)

5. Clarification of the Use of QSEN and Massachusetts Nurse of the Future • National Association of PN Education and Service (NAPNES) • National Federation of LPN’s (NFLPN) (On Table 10) • NLN (PN Competency Statements) • QSEN: For clarification of NLN • Massachusetts Nurse of the Future (2010) For clarification of NLN • Minnesota Scope of Practice (2013)

6. This table shows evidence to ACEN (formerly NLNAC) that our Student Learning Outcomes and Role Specific Competencies are derived from National Standards. NLNAC or ACEN Standard 4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice.

7. The Curriculum has 8 Professional Concepts • Informatics/Technology p. 83 • Managing Care: P. 84 • Patient/Relationship Centered Care: P. 86 • Nursing Judgment/Evidence Based Care: P. 85 • Professional identity and Behaviors: P 87 • Quality Improvement: P. 88 • Safety: P. 89 • Teamwork and Collaboration: P. 90

8. Professional Concepts were Defined • Each concept • National definitions • Essential to this concept: • leveled the definition to the PN Scope of Practice. • Student Learning Outcomes developed from each Professional Concept • 2 to 3 Role Specific Competency statements • Leveled to the PN Level

9. Look at Page 84 in the Essentials Book • Managing Care on page 84 • Board of Nursing • Questions on the PN Scope of Practice. • Areas to focus on: • Planning – NOT care planning • Look at definition from NAPNES paragraph 2

10. Each Role Specific Competency is developed around the NLN Apprenticeships. • Knowledge • Practice Know How • Ethical Comportment

12. Ethical Comportment is Evaluated with Assignments. • Reflective questions, papers and journaling • Assist the student to identify values that influence their role as a nurse. • Verbs such as: Value – Appreciate – Respect • Students reflect on the value of the competencies in their practice • as well as demonstrate the value in their practice.

13. Where do we Measure the Apprenticeships? • Semester or Level 1: • Knowledge and Practice measured • Semester or Level 2: • Practice and Ethical comportment are measured • ONLY a framework • In actuality they are all combined and E can proceed K and P.

14. Example of an Ethical Comportment Assignment.

15. Turn to Page 17 in your Essentials Book for Concepts, Definitions, Student Learning Outcomes, and Competencies

16. The Informatics/Technology Student Learning Outcome (SLO). • The practical nursing graduate will • utilize information technology in the health care setting (NAPNES).

17. Documentation Confidentiality Competency for Informatics/Technology • Identify (Knowledge), • demonstrate (Practice), • and appreciate (Ethical comportment) • the use of information technology to accurately document patient care while consistently safeguarding confidential health information.

18. Listed is the Informatics Competency #2 for Informatics/Technology • Identify (Knowledge), • demonstrate (Practice), • and value (Ethical comportment) • the use of information technology to access reliable information and resources that support evidence based patient care, reduce reliance on memory (NLN), and enhance competency within the practice setting.

19. Assignment to Measure the Documentation - Confidentiality Competency of Information -Technology SLO.

20. The SLO for Managing Care. • The practical nursing • graduate will manage care through planning, organizing (NAPNES) • and assigning aspects of care to UAP’s and LPN’s under the direction of a RN or other licensed Health Care Provider (MN Scope Of Practice).

21. The Following is Competency (Managing Care) #1 for Managing Care • Identify (Knowledge), • demonstrate (Practice), • and appreciate (Ethical comportment) • one's role in managing care (planning and organizing) in providing quality nursing care under the direction of a RN or licensed HCP.

22. Competency #2 for Managing Care (Assign/Monitor) • Identify (Knowledge), • assign (Practice) nursing tasks/activities to other LPN’s, assign and monitor nursing tasks/activities to Unlicensed Assistive Personnel (UAP) and • accept (Ethical comportment) accountability for the PN scope of practice.

23. 2 Assignments to Measure Managing Care. Managing Care Assignment Ethical Comportment Assignment

24. The SLO for Nursing Judgment/Evidence Based Care. • The practical nursing graduate • will utilize evidence based nursing judgment • when prioritizing care, implementing interventions, reporting changes, (Scope Of Practice); • and promoting the health (NLN) of • individual patients across the lifespan (Scope of Practice).

25. Assignments to Measure Nursing Judgment/Evidence Based Care Nursing Judgment K + P Prioritization K + P

26. Additional Assignments for SLO Nursing Judgment/Evidence Based Care Nursing Judgment Ethical Comportment Daily Clinical Worksheet

27. SLO for Patient/Relationship Centered Care • The practical nursing graduate • demonstrates effective communication skills (NAPNES) • while providing patient care founded on basic physical, developmental, spiritual, cultural, functional, and psychosocial needs (NAPNES) • of individual (SOP) patients across the lifespan.

28. Assignments to Measure Patient/Relationship Centered Care Communication (Caring) Nursing Process

29. Assignment to Measure Patient/Relationship Centered Care – Learning Needs Competency

30. SLO for Professional Identity and Behavior. • The practical nursing graduate will • demonstrate professional behaviors and accountability to legal and ethical nursing practice standards for a competent PN (NAPNES).

31. Assignments for Professional Identity and Behavior Competencies LEGAL/ETHICAL PROFESSIONALISM

32. SLO for Quality Improvement • The practical nursing graduate will participate in quality improvement by providing • input into the development of policies and procedures SOP and • effectively using resources to achieve patient outcomes NAPNES.

33. Assignments to Measure Quality Improvement SLO Patient Satisfaction Policies and Procedures

34. SLO for Safety • The practical nursing graduate will • recognize and report changes and responses to interventions to a RN or the appropriate licensed health care provider while providing a safe environment for patients, self, and others (SOP).

35. Assignments to Measure Safety Competencies Safety Preventing Complications

36. SLO for Teamwork and Collaboration • The practical nursing graduate will participate as a member of the interprofessional team • collaborating and communicating with other health care providers (SOP) • to promote safe, quality, patient centered care.

37. Assignments to Measure Teamwork and Collaboration Teamwork Conflict Resolution

38. PN Curricular Framework was Cross Walked to NCLEX-PN Test Plan (2011) • See page 35 in Essentials Book • See Appendix D and E page 114 in Essentials Book • Found in HealthForce MN website under PN Curriculum.

39. Examples of ACEN comments on Candidacy, Site Visit Reports, etc. • Course objectives are measureable but do not clearly connect to the SLO’s. • Course competencies are identified for each level but it is difficult to discern progression. • The program needs to clearly demonstrate the progression of the student learning outcomes across the curriculum. • The programs have identified the course objectives as cognitive, affective or psychomotor. However, neither the tables nor the abbreviated syllabi actually label the objectives in the respective learning domains. • The course objectives of both programs reflect progression across the curriculum, although a clear progression of the SLO’s is not presented for either program.

40. The PN Curricular Framework supports the new PN Scope of Practice. • Turn in your Essentials book to pages 8 – 10 • Table 1: Student Learning Outcomes and Scope of Practice

41. Break Time…