SCCC Core Components Tutorial

1. SCCC Core Components Tutorial Start here >

2. Instructions to NR 33 Students This presentation is designed for the student to review online. Please use the operational buttons on each slide to navigate through the tutorial. Select the hyperlinks for web-based resources and use your back browser to return to the PowerPoint presentation. Each label of the core component diagram is a hyperlink to slides providing the definition, competencies and learning activities for each component. Explore the web-based assignments to enhance your understanding of course requirements and competencies. Take the online quiz and complete the handout on Evolve after reviewing the tutorial. The online quiz link is found on the core components diagram slide.

3. Defining Core Components • Core components are educational competencies developed by the NLN and NOADN to describe expectations for entry level nurse’s graduating from Associate Degree Nursing Programs. • Use the diagram on the next slide to select the core component for a discussion about how SCCC’s nursing program: • defines the component • identifies performance expectations according to level 1 nursing students • Integrates core components into learning activities. Select this button to proceed to the Core Components Diagram

4. Take Quiz Collaboration Communication Professional Behaviors Teaching/Learning CORE COMPONENTS Caring Interventions Decision Making Assessment Managing Care Summary

5. SCCC Core Components • Professional Behaviors: • adhering to standards of professional practice; being accountable for one’s actions; practicing nursing within legal, ethical, and regulatory frameworks; having concern for others; valuing the profession of nursing; and participating in ongoing professional development. Core Components Diagram Level 1 Competency

6. Professional Behavior Competencies for 1st year students • Identify the standards of care for basic nursing process, and demonstrate accountability for nursing care given. • Identify resources for life long learning. • Begin to correlate and identify consequences of ethical, legal and regulatory aspects of professional nursing practice. • Recognize the necessity for and maintenance of client confidentiality. • Initiate proactive involvement to facilitate empowerment for the nursing profession. • Report errors of omission/commission in a timely manner. • Demonstrate non-judgmental/culturally sensitive behaviors. • Maintain appropriate professional boundaries in the nurse-client relationship. Core Components Diagram Learning Activities

7. Professional Behavior Learning Activities in NR 33 • Management workshop in NR 33 skills lab • Case studies in lecture • Clinical rotation experience • Reflective journaling Core Components Diagram

8. SCCC Core Components • Communication: • a goal directed interactive process through which there is an exchange of information that may occur verbally, non-verbally, in writing, or through information technology. Core Components Diagram Level 1 Competency

9. Communication Competencies for 1st year students • Apply basic techniques of therapeutic communication when interacting with a client. • Demonstrate beginning ability in documenting client status in nursing notes and care plans. • Demonstrate beginning skills in oral presentations to a group of fellow students. • Identify and use information technology to access current nursing literature. • Communicate therapeutically with significant others as well as clients and members of the health care team. • Demonstrate increasing ability to communicate relevant, accurate, and complete information verbally and in written documentation • Utilize appropriate verbal and non-verbal communication techniques to interact with individual and groups of clients with impaired communication abilities. • Utilize effective communication techniques when interacting with peers and members of the health care team. Core Components Diagram Learning Activities

10. Communication Learning Activities in NR 33 • Distinguish therapeutic communication from social communication and perform therapeutic communication during clinical rotation. • Performing communication exercises in nursing lab. • Documenting Nursing notes completed in clinical rotation • Teaching presentation in NR 33 skills lab. • Use of web-based course resources Core Components Diagram

11. SCCC Core Components • Assessment: • the holistic collection, analysis, and synthesis of relevant data from all of the client’s functional health patterns for the purpose of appraising the client’s health status. Core Components Diagram Level 1 Competency

12. Assessment Competencies for 1st year students • Assess clients' health status to identify stressors that interfere with adaptation. • Assess human responses to stress • Identify strengths, resources and health care needs of a community • Complete a health history including a physical, cognitive, psychosocial and functional assessment. • Assess the client's response to actual and potential health problems. • Assess the client's response to interventions. • Assess personal stress and adaptation. Core Components Diagram Learning Activities

13. Assessment Learning Activities • Assess clients' health status utilizing nursing assessment in the clinical rotation. • Attends lecture to identify focused assessment for Adult-Health Nursing stressors discussed and applies skill in clinical. • Practices health assessment techniques in clinical rotation. • Assesses and evaluates care based on the behavioral expectation identified in the NCP rubric. Core Components Diagram

14. SCCC Core Components • Clinical Decision Making: • the systematic analysis and integration of knowledge and information to identify dysfunctional health patterns and stressors in order to formulate clinical judgments and implement therapeutic nursing interventions to assist the client toward a positive outcome. Evidence based practice directs the modification of client care as indicated by the evaluation of outcomes. Core Components Diagram Level 1 Competency

15. Clinical Decision Making Competencies for 1st year students • Identify evidence-based practice as the foundation for nursing decisions. • Utilize nursing process as the basis for clinical decisions. • Maintain accurate and safe care. • Integrate prior knowledge and begin to question personal assumptions. • Develop critical thinking and problem solving techniques as the foundation for appropriate clinical decision making. • Develop diagnoses and plan care that focuses on health promotion, wellness and restoration. • Modify client care as indicated by evaluation of outcomes. Core Components Diagram Learning Activities

16. Clinical Decision Making Learning Activities • Review sources for evidence-based nursing. • Complete nursing care plans in clinical rotations. • Reflects on performance in clinical settings. • Bases decisions on reviewing literature and using content maps to guide decisions. • Develop critical thinking and problem solving techniques utilizing algorithms for making clinical decisions. • Develop diagnoses and plan care based on initial that focuses on health promotion, wellness and restoration. Core Components Diagram

17. SCCC Core Components • Caring Interventions: • the “being with” and “doing for” that assist clients to adapt to stressors to achieve positive outcomes; insuring the care provided is culturally and spiritually sensitive to the needs of a diverse population. Core Components Diagram Level 1 Competency

18. Caring Interventions Competencies for 1st year students • Demonstrate caring behavior towards clients, significant other(s), peers, and other members of the health team recognizing cultural and spiritual diversity. • Provide safe nursing care in all settings. • Perform nursing skills competently. • Identify community resources to support clients in the promotion and maintenance of health. • Support the client and significant other when making healthcare and end-of-life decisions. • Provide individualized interventions that include self-esteem enhancement, anxiety reduction, and coping enhancement. Core Components Diagram Learning Activities

19. Caring Interventions Learning Activities • Practices NR33 skills in nursing lab. • Provides care to clients during clinical rotation. • Develops interventions according to review of literature and driven by diagnosis as planned in nursing care plans according to the rubric. • Meets clinical performance expectations. Core Components Diagram

20. SCCC Core Components • Teaching and Learning: • the process of transmitting information to clients, significant others and members of the healthcare team in order to assist clients and families to facilitate adaptations to stressors; promote and maintain health; expand knowledge and change behavior. Core Components Diagram Level 1 Competency

21. Teaching and Learning Competencies for 1st year students • Identify the role of the nurse as a teacher and develop awareness of the principles of effective teaching and learning. • Apply teaching and learning concepts to assist clients and groups in managing wellness and/or self-management of illness. • Evaluate the progress of the client/significant other toward achievement of identified learning outcomes. • Advocate health promotion. Core Components Diagram LearningActivities

22. Teaching and Learning Activities • Complete web-based tutorial on teaching. • Complete patient teaching assignment in nursing lab. • Review web-based resources on client education and health care literacy presentation. • Provide client education during clinical rotation. Core Components Diagram

23. SCCC Core Components • Collaboration: • working with other members of the healthcare team in a variety of healthcare settings in order to achieve positive outcomes. Core Components Diagram Level 1 Competency

24. Collaboration Competencies for 1st year students • Identify roles of members of the health care team. • Utilize multiple resources available for the individual and family within the community. • Establish partnerships with clients and collaborate with the nursing team to achieve client outcomes. • Work cooperatively with others to achieve client outcomes. Core Components Diagram Learning Activities

25. Collaboration Learning Activities • Interview a case manager to complete a hospital support services survey during the clinical rotation. • Follow a clinical instructor during the clinical rotation as preparation for team leadership. • Work cooperatively with others to achieve client outcomes as expected in the clinical rotation behavioral objectives. Core Components Diagram

26. SCCC Core Components • Managing Care: • working efficiently and effectively with and through others and utilizing resources to meet client needs and support organizational objectives. Core Components Diagram Level 1 Competency

27. Managing Care Competencies for 1st year students • Describe the qualities of effective leaders. • Utilize self-assessment to begin to develop leadership skills. • Identify the relationship between power and leadership and management. • Describe the role of the nurse in cost containment and implement-nursing strategies to provide cost effective care. • Demonstrate ability to prioritize client needs. • Identify leadership/management skills necessary in planning and implementing client care. • Utilize team-building strategies. • Describe principles of successfully motivating others. • Identify key concepts underlying effective delegation. • Identify and implement strategies of behavior change. Core Components Diagram Learning Activities

28. Managing Care Learning Activities • Complete the learning activities in the management workshop during NR 33 lab. • Apply prioritizing principles to Adult Health Nursing clients according to a prioritizing algorithm. • Learn how nursing facilitates resource utilization while performing the Hospital Support Services Survey. • Follow a clinical instructor to observe skills in successfully motivating others and effective delegation. Core Components Diagram

29. Summary • There are eight core components in the SCCC Associate Degree Nursing program. • Each core component represents an educational competency defined by the NLN and the NOADN . • Core components and performance competencies according to level in the program, are infused into each nursing course. • Learning activities in each nursing theory course can be linked to the educational competencies according to level of progression through the program. Core Components Diagram

30. 1.The NLN (National League of Nursing) and the NOADN (National Organization of Associate Degree Nursing) defined eight core competencies for graduates of Associate Degree Nursing Programs in the United States that were published in 2000. Take the online core component quiz! True False Next Question

31. A competency for each level in the program describes what the student should be able to achieve or perform at the prescribed level in the nursing program. Take the online core component quiz! True False Next Question

32. Nursing Faculty design learning activities to facilitate student achievement of core competencies. Take the online core component quiz! True False Next Question

33. Both Faculty and students should be able to define the core competencies of their nursing program. Take the online core component quiz! True False Next Question

34. Students should be able to link the core competencies to learning activities. Take the online core component quiz! True False Summary

35. Correct!!! Return to Quiz

36. Incorrect, The educational competencies were developed by the NLN and NOADN and published in 2000. The competencies describe expectations for entry level nurse’s graduating from Associate Degree Nursing Programs. Return to Quiz

37. Incorrect, the competencies for each level of the program are provided in each nursing theory course outline and in the nursing student handbook. The progression of core components identifies what students should expect to achieve in each of thedefined core components at each level in the nursing program. Return to Quiz

38. Incorrect, Nursing Faculty develop learning activities to guide student progression towards the achievement of core competencies. Return to Quiz

39. Incorrect, Both faculty and students should be able to define the core competencies of their nursing program as they relate directly to the performance expectations for entry into practice. Return to Quiz

40. Incorrect, students should take an active role in understanding the link between learning activities in the nursing theory courses and the educational competencies for entry into practice. Return to Quiz