Mutual Goal Setting

1. Mutual Goal Setting

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

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

4. Notes to Self • 1. Questions during presentation • 2. “Take Aways”

5. History of the PN Collaborative Curriculum Project is found in Essentials Book – Chapter 1

6. PN Curricular Project • Summer 2011: Changes in Approval of Nursing Programs • November 2011: PN Directors Meeting • National Accreditation • 16/23 programs were over 40 credits • Many between 50 and 60 credits • Time…Money…Resources

7. Summer 2012 - MnSCU Funded $100,000 through HealthForce MN for the PN Curricular Project • 1. Developed a Statewide Curricular Committee • 2 faculty per campus • Plus industry partners • 2. Regional Curriculum Committee • One faculty representative from each region in Minnesota

8. PN Collaborative work began at the August 2012 Workshop with Linda Caputi • August 2012 • Workshop with Linda Caputi on curriculum design • Committees met and progress project began! • Chose ATI Curricular Mapping Program to Map the Curriculum

9. Mapped Curriculum • Student Learning Outcomes • NCLEX Test Plan • NLN Model • ACEN (NLNAC) Reports • Problems with Changes…. • Syllabi…

10. Examples of ACEN comments from Candidacy, Site Visit Reports, etc. • Course objectives are measureable but do not clearly connect to the SLO’s.

11. The program needs to clearly demonstrate the progression of the student learning outcomes across the curriculum.

12. 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.

13. We developed 8 Concepts and Student Learning Outcomes which were surveyed by 340 education and industry partners. • 8 Concepts with • Definitions • 8 Student Learning Outcomes • From the 8 concepts.

14. Surveyed 340 Partners • Industry Partners • 53% Long Term Care • 22% Staff Nurses • 19% Administrators • 9% Hospital Setting • 3% Clinic setting • 14% Practical Nursing Instructors • 14% Associate Degree Instructors • 6% Students • With Feedback changes were made.

15. February 2013 • Had 1st version of Essentials Book completed • NLNAC Consultant Dr. Farmer • Dr. Farmer worked for 1 year with NLNAC • Gave comments and insights • (See Chapter 2 on NLNAC Standard 4 comments) • See Appendix C (Page 107) for entire report • Essentials Book Updated: 2nd Edition

16. Assignments developed Spring 2013 • Spring: Worked on Assignments • ITV meeting • Each site sent assignments that measured the different student learning outcomes • Faculty around the state have shared assignments statewide

17. Project funding completed…April 2013 • BUT PN Scope of Practice not yet finalized • Assignments not into standardized form with rubrics • Simulations for PN level not created yet.

18. May 2013: Scope of Practice Change • Dr. Hoeppner and Dr. Jones • Regional Curriculum Committee had WEBEX meeting • Changes made to the Concepts/Definitions/Student Learning Outcome • Reflective of PN Scope of Practice • 3rd Edition of Essentials Book

20. Curriculum was Based on National Standards

21. NLN Educational Outcomes and Competencies Model

22. 2010 NLN Outcomes and Competency Model: PN Level Competencies • Human Flourishing: Promote the human dignity, integrity, self determination, and personal growth of patients, oneself, and members of the health care team. • Nursing Judgment: Provide a rationale for judgments used in the provision of safe, quality care and for decisions that promote the health of patients within a family context. • Professional Identify: Assess how one’s personal strengths and values affect one’s identity as a nurse and one’s contributions as a member of the health care team. • Spirit of Inquiry: Question the basis for nursing actions, considering research, evidence, tradition, and patient preferences.

23. NLN Educational Outcomes and Competencies Model

24. 2010 NLN Integrating ConceptsContext and Environment, Knowledge and Science, Personal/Professional Development, Quality and Safety, Relationship Centered Care, Teamwork • Knowledge: Nursing education should ensure graduates are familiar with concepts and literature in the following areas… • Practice Know How: Nursing education should ensure graduates are able to…. • Ethical Comportment: Nursing education should ensure graduates are able to… Value/Appreciate/Act according to Ethical Standards • These were NOT leveled to the PN level

25. Attempt to Level NLN Outcomes • QSEN • Massachusetts Nurse of the Future • Ideas • The Language was easier to understand then NLN • Crosswalks between NLN and QSEN • Crosswalks between NLN and Massachusetts

26. Practical Nurse Scope of Practice • May 2013

27. Student Learning Outcomes Primarily focused on… • National Association of PN Education and Service (NAPNES, 2007) • National Federation of LPN’s (NFLPN, 2003) (On Table 10) • NLN 2010 (PN Competency Statements) • Minnesota Scope of Practice (2013)

28. Evidence that Student Learning Outcomes established from National Standards • Essentials Book Page 83 • Table 9

29. 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.

30. 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

31. 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

32. Each Role Specific Competency was developed around the NLN Apprenticeships. • Knowledge • Practice Know How • Ethical Comportment • NLN Professional Identify: Assess how one’s personal strengths and values affect one’s identity as a nurse and one’s contributions as a member of the health care team.

34. 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.

35. 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.

36. Ethical Comportment – Is this nurse displaying Ethical Comportment?

37. Example of an Ethical Comportment Assignment.

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

39. Infomatics/Technology

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

41. 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.

42. 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.

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

44. 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).

45. 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.

46. 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.

47. 2 Assignments to Measure Managing Care. Managing Care Assignment Ethical Comportment Assignment

48. 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).

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

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