Transcript PN Curriculum Workshop - HealthForce Minnesota

Mutual Goal Setting
PN Collaborative
Curriculum Workshop
Student Learning Outcomes
Sue Field DNP, RN, CNE
August 2013
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.
Notes to Self
• 1. Questions during presentation
• 2. “Take Aways”
History of the PN Collaborative Curriculum
Project is found in Essentials Book –
Chapter 1
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
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
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
Mapped Curriculum
• Student Learning Outcomes
• NCLEX Test Plan
• NLN Model
• ACEN (NLNAC) Reports
• Problems with Changes….
• Syllabi…
Examples of ACEN comments from
Candidacy, Site Visit Reports, etc.
• Course objectives are measureable but do not clearly connect to
the SLO’s.
• 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.
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.
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.
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
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
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.
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
Curriculum was Based on
National Standards
NLN Educational Outcomes and
Competencies Model
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.
NLN Educational Outcomes and
Competencies Model
2010 NLN Integrating Concepts
Context 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
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
Practical Nurse Scope of Practice
• May 2013
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)
Evidence that Student Learning Outcomes
established from National Standards
• Essentials Book Page 83
• Table 9
Professional
Concept
PN Student
Learning
Outcomes
Role Specific LPN Scope of NAPNES
Competencies
Practice
(SOP) 2013
NLN
Meeting
MN
Workforce
Needs
Spring
2012
Survey Fall
2012
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.
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
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
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.
Domain:
Psychomotor
Domain:
Cognitive
Apprenticeship:
Practice-KnowHow
Apprenticeship:
Knowledge
Domain:
Affective
Apprenticeship:
Ethical
Comportment
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.
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.
Ethical Comportment –
Is this nurse displaying Ethical Comportment?
Example of an Ethical Comportment
Assignment.
Turn to Page 17 in your Essentials Book for
Concepts, Definitions, Student Learning
Outcomes, and Competencies
Infomatics/Technology
The Informatics/Technology
Student Learning Outcome (SLO).
• The practical nursing graduate will
• utilize information technology in the health care
setting (NAPNES).
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.
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.
Assignment to Measure the Documentation -
Confidentiality Competency of Information Technology SLO.
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).
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.
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.
2 Assignments to Measure Managing Care.
Managing Care Assignment
Ethical Comportment Assignment
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).
Assignments to Measure Nursing
Judgment/Evidence Based Care
Nursing Judgment K + P
Prioritization K + P
Additional Assignments for SLO Nursing
Judgment/Evidence Based Care
Nursing Judgment Ethical
Comportment
Daily Clinical Worksheet
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.
Assignments to Measure
Patient/Relationship Centered Care
Communication (Caring)
Nursing Process
Assignment to Measure
Patient/Relationship Centered Care –
Learning Needs Competency
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).
Assignments for Professional Identity and
Behavior Competencies
LEGAL/ETHICAL
PROFESSIONALISM
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).
Assignments to Measure Quality
Improvement SLO
Patient Satisfaction
Policies and Procedures
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).
Assignments to Measure Safety
Competencies
Safety
Preventing Complications
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.
Assignments to Measure Teamwork and
Collaboration
Teamwork
Conflict Resolution
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.
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
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
Questions…