Concurrent Nursing Program Trends
Standard 4 Curriculum
The curriculum supports the achievement of the identified student learning outcomes and program outcomes of the nursing education unit consistent with safe practice in contemporary healthcare environments.
CRITERION 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 nursing program’s organizing structure is based on the Client Needs Framework. This framework provides a universal structure for nursing actions to clients throughout the life span and supports the nursing program’s mission, vision, and philosophy. The framework pillars include the four client needs categories of safe effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity. These also correspond with the NCLEX-RN 2013 Test Plan.
The nursing program student learning outcomes and course outcomes reflect the components and competencies identified as professional behaviors, communication, assessment, clinical decision making, nursing interventions, teaching and learning, collaboration, and care
management. These outcomes are achieved through a student-centered learning environment that values mutual respect, diversity, community engagement, and a wide variety of teaching methods. The core values of the college and nursing program reflect the importance of fostering excellence and engaging students in a supportive learning environment. The curriculum framework draws from the National League for Nursing Educational
Competencies for Graduates of Associate Degree Nursing Programs19 and incorporates the core components and competencies identified as essential to the practice of nursing. The professional standards and competencies are integrated throughout the curriculum and are reflected in the end of program student learning outcomes. Table 4.1.1 depicts congruence among the nursing program student learning outcomes, the client needs curriculum framework and standards and competencies identified by ANA, QSEN, NLN, and the Joint Commission’s 2014 National Patient Safety Goals (further described in Criterion 4).
Table 4.1.1 Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies LSSC Nursing Program Student Learning Outcomes Client Needs
Categories 20 American Nurses Association Standards of Practice (2010)21
Quality and Safety Education for Nurses (QSEN)22
National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values)23
The Joint Commission’s Patient Safety Goals (2014)24
1. Interact
appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team
Psychosocial Integrity (therapeutic
communication): The nurse provides and directs nursing care that promotes and supports the emotional, mental and social wellbeing of the client experiencing stressful events, as well as clients with acute or chronic mental illness Integrated Processes (communication & documentation): Verbal and nonverbal
interactions between the nurse, the client, the client’s significant others and the other members of the health care team Standard 11 Communication: The registered nurse communicates effectively in a variety of formats in all areas of practice
Teamwork and Collaboration: Function effectively within nursing and inter- professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care Informatics: Use information and technology to communicate, manage knowledge, mitigate error, and support decision making Teamwork: Reflecting purpose, goals, leadership, regular patterns of communication, cohesion, and mutual respect among members
Context & environment: The conditions or social system within which the organizations members act to achieve specific goals
Relationship-centered care
Quality and safety
Communication: Getting important information and test results to the right staff person on time
2. Coordinate and collaborate with the interdisciplinary healthcare team to
Safe and Effective Care Environment
(Management of Care);: Providing and directing nursing care that
Standards 1-6 Nursing Process: Assessment, diagnosis, identification, planning, implementation, Teamwork and collaboration: Function effectively within nursing and inter- professional teams,
Relationship-centered care
Context & environment: The conditions or social
Communication: Getting important information and test
202013 NCLEX-RN Client Needs Categories. https://www.ncsbn.org/2013_NCLEX_RN_Test_Plan.pdf
21 American Nurses Association (2010). Standards of Professional Nursing Practice. Association. Silver Springs, Maryland.;
22Quality and Safety Education for Nurses (QSEN). http://qsen.org/competencies/pre-licensure-ksas/
23National League for Nursing (2010). Outcomes and Competencies for Graduates of Practical/Vocational, Diploma, Associate Degree, Baccalaureate, Master’s, Practice
Doctorate, and Research Decorate in Programs in Nursing. Author, .New York, New York.
Table 4.1.1 Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies LSSC Nursing Program Student Learning Outcomes Client Needs
Categories 20 American Nurses Association Standards of Practice (2010)21
Quality and Safety Education for Nurses (QSEN)22
National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values)23
The Joint Commission’s Patient Safety Goals (2014)24
assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan.
enhances the care delivery setting to protect clients and health care professionals. Health Promotion and Maintenance: The nurse provides and directs nursing care of the client that incorporates the knowledge of expected growth and
development principles; prevention and/or early detection of health problems, and strategies to achieve optimal health.
including 5-A
coordination of care and 5-B health teaching and health promotion, and evaluation
Standard 13 Collaboration: The nurse collaborates with the health care consumer, family, and others in the conduct of nursing practice.
fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.
system within which the organizations members act to achieve specific goals. Teamwork: Reflecting purpose, goals, leadership, regular patterns of communication, cohesion, and mutual respect among members
Nursing judgment: Making judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.
results to the right staff person on time.
3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs.
Safe and Effective Care Environment (safety and infection control): Protecting clients and health care personnel from health and environmental hazards. Standard 5 Implementation: The registered nurse implements the identified plan Standard 10
Quality of Practice: The registered nurse contribute to quality
Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
Patient-Centered Care: Recognize the patient or designee as the source
Quality & safety: The degree to which health care services are 1) provided in a way consistent with current professional knowledge; 2) minimize the risk of harm to individuals, populations, and providers; 3) increase
Identify patients correctly: Using at least two ways to identify patients.
Use medicines safely: Label medications, taking care with patients taking medications to think thin blood.
Table 4.1.1 Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies LSSC Nursing Program Student Learning Outcomes Client Needs
Categories 20 American Nurses Association Standards of Practice (2010)21
Quality and Safety Education for Nurses (QSEN)22
National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values)23
The Joint Commission’s Patient Safety Goals (2014)24
compassionate and coordinated care based on respect for patient’s preferences, values, and needs.
are operationalized from an individual, unit, and systems perspective. Context & environment: The conditions or social system within which the organizations members act to achieve specific goals.
Excellence
Knowledge & science Nursing judgment: Making judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.
Use alarms safely: Making improvements to ensure that alarms on medical equipment are heard and responded to on time.
Prevent infection: Use hand cleaning guidelines from the Centers for Disease Control and Prevention. Use proven guidelines to prevent infections. Identify patient safety risks: Find out which patients are most likely to try to commit suicide.
4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession.
Safe and Effective Care Environment
(Management of Care- ethics): Providing and directing nursing care that enhances the care delivery setting to protect clients and health care personnel.
Standard 7- Ethics: The registered nurse practices ethically. Standards 1- 5 Nursing Process: Assessment, diagnosis, identification, planning, Patient-Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s
Caring Diversity Ethics Patient centeredness Human flourishing Holism
Table 4.1.1 Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies LSSC Nursing Program Student Learning Outcomes Client Needs
Categories 20 American Nurses Association Standards of Practice (2010)21
Quality and Safety Education for Nurses (QSEN)22
National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values)23
The Joint Commission’s Patient Safety Goals (2014)24
Psychosocial Integrity (cultural awareness): The nurse provides and directs nursing care that promotes and supports the emotional, mental and social well-being of the client experiencing stressful events, as well as clients with acute or chronic mental illness.
implementation, and evaluation.
preferences, values,
and needs. Integrity
5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice.
Physiological Integrity (evidenced based nursing practice): tTe nurse promotes physical health and wellness by providing care and comfort, reducing client risk potential and managing health alterations.
Standard 2- Diagnosis: The registered nurse analyzes the assessment data to determine the diagnosis or the issues.
Standard 4- Planning: The registered nurse develops a plan that prescribes strategies and alternatives to attain expected outcomes. Standard 9- Evidence Based Practice: The registered nurse integrates evidence and
Evidence-based Practice: Integrate best current evidence with clinical expertise and patient/family
preferences and values for delivery of optimal health.
Knowledge & Science Nursing judgment: Making judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.
Professional identity Spirit of inquiry Excellence
Identify patient safety risks: Fnd out which patients are most likely to try to commit suicide.
Table 4.1.1 Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies LSSC Nursing Program Student Learning Outcomes Client Needs
Categories 20 American Nurses Association Standards of Practice (2010)21
Quality and Safety Education for Nurses (QSEN)22
National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values)23
The Joint Commission’s Patient Safety Goals (2014)24
Standard 10 - Quality of Practice: The registered nurse contributes to quality of nursing practice. 6. Implement
client/family centered teaching plans that promote self-care and optimal health.
Integrated Processes (Teaching/Learning):Fa cilitation of the acquisition of knowledge, skills and attitudes promoting a change in behavior. Health Promotion and Maintenance: The nurse provides direct nursing care of the client that incorporates the knowledge of expected growth and development principles; prevention and/or early detection of health problems, and strategies to achieve optimal health. Standard 5A- Coordination of Care: The registered nurse coordinates care delivery.
Patient Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.
Patient centeredness Human flourishing Holism
Use medicines safely: label medications, taking care with patients taking medications to think thin blood.
CRITERION 4.2
The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress.
Program and course student learning outcomes direct the organization of content delivered throughout the curriculum. The courses in each semester are progressive, leveled and patterned to culminate in the achievement of student learning program outcomes. The general and bridge tracks are configured differently. The general track consists of four semesters that move students from simple foundational concepts to more complex concepts. The course level student learning outcomes guide the course objectives, delivery of instruction, learning activities, and evaluation strategies. Table 4.2.1 shows the progression of courses and a description of each. The curriculum builds from foundations through the clinical practicum which ultimately evaluates achievement of the nursing student learning program outcomes.
Table 4.2.1 General Track Nursing Curriculum by Semester Course
No
Course Title and Description
Credits Course Student Learning Outcomes FALL, YEAR 1
NUR 1022
Nursing Foundations I This course introduces the student to the nursing process,
pharmocotherapies, basic human needs, basic health assessment, cultural and psychosocial concerns, and concepts of patient protection related to safety and infection control.
3
1. Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness.
2. Demonstrate knowledge of evidence based safety standards.
3. Identify how cultural diversity impacts client centered care.
4. Identify the client's basic physiologic, psychosocial, sociocultural, developmental, and spiritual needs.
NUR 1234
Alterations in Health I The student applies the nursing process and therapeutic communication to patients across the lifespan with behavioral health needs and alterations in musculoskeletal, sensory, and integumentary system functioning. It also addresses the unique needs of older adults
3
1. Identify best practices in the care of clients with alterations in sensory, integumentary, musculoskeletal, as well as behavioral health problems.
2. Demonstrate appropriate therapeutic communication skills when interacting with clients across the lifespan. 3. Utilize the nursing process in the care of older adults with common health problems.
4. Identify the psychosocial and cultural influences on a client's health.
Table 4.2.1 General Track Nursing Curriculum by Semester Course
No
Course Title and Description
Credits Course Student Learning Outcomes
with common chronic health alteration. NUR
1234L
Clinical Nursing I This first clinical course weaves all theoretical coursework into an application of newly acquired basic nursing skills.
4
1. Perform a basic health assessment on clients in acute care and behavioral health settings.
2. Provide evidence based client centered care using the nursing process.
3. Demonstrate communication skills and professional behaviors in the lab and clinical settings.
4. Demonstrate safety and competence in fundamental clinical nursing skills.
5. Demonstrate culturally sensitive, compassionate and ethical care to clients in behavioral health and acute care settings.
NUR 1830
Management of Care I This first management of care course introduces the student to the professional role of the registered nurse as well as explores the legal and ethical issues inherent in patient care. The course also introduces the student to critical need for evidence-based practice in nursing.
1
1. Identify the roles and functions of a registered nurse. 2. Demonstrate professional behaviors during interactive classroom activities.
3. Summarize research articles from professional nursing journals and their application to nursing practice. 4. Identify ethical and legal aspects related to nursing and health care practice.
SPRING, YEAR 1 NUR
1023
Nursing Foundations II This course introduces the student to the models of health and wellness, concepts of teaching and learning, community nursing, disaster preparedness, and end- of-life care.
3
1. Identify the roles of the Registered Nurse in a variety of community settings.
2. Develop a client centered teaching plan to promote self-care management and health.
3. Utilize the nursing process to identify the physiological and psychosocial needs of clients and their families at end of life.
4. Identify the standards for safe medication administration.
5. Explain the role of the nurse and the interdisciplinary team in disaster planning and response to mass casualty NUR
1242
Alterations in Health II This course focuses on nursing care of patients with alterations in hematological, immune, gastrointestinal, and hepatic functioning. Also included are concepts related to oncology and the care of the surgical patient.
4
1. Identify best practices in caring for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span.
2. Utilize the nursing process to assess and select appropriate nursing care for clients with cancer and the surgical client.
3. Apply safe and effective clinical decision making skills in simulated laboratory activities related to specific course concepts.
4. Utilize the nursing process to identify appropriate nursing care for the client with pain.
5. Incorporate caring and cultural concepts in the care of clients.
Table 4.2.1 General Track Nursing Curriculum by Semester Course
No
Course Title and Description
Credits Course Student Learning Outcomes
NUR 1242L
Clinical Nursing II In this clinical course, students apply what they have learned in their theory course to select medical/surgical patients in acute and community care settings, the operating room, and hospice.
4
1. Perform nursing assessments and deliver appropriate care for assigned clients in the acute care and community setting.
2. Demonstrate clinical judgment, based on best practices, for making appropriate clinical decisions for 1 to 2 adult clients in the acute care setting.
3. Implement a basic health needs teaching plan for client/family.
4. Communicates with clients, families, and
interdisciplinary team members to provide safe, effective client centered care.
5. Provide compassionate culturally sensitive care for clients in acute and community settings.
6. Demonstrate professional behaviors when caring for adult clients in acute and community settings.
7. Demonstrates knowledge of the nursing role in a mass disaster simulation exercise.
8. Demonstrates safety and competence in performing clinical nursing skills.
NUR 1823 Management of Care II This second management of care course focuses on functioning as a member of the health care team. Basic concepts include delegation and supervision of patient care, theories of team nursing, leadership, workplace
communication, prioritization of care, and quality improvement.
1
1. Identify various methods of leadership and supervision used by the Registered Nurse in the coordination and delivery of client care.
2. Apply communication strategies to facilitate problem solving and conflict management.
3. Describe components of safe, effective delegation and prioritization of care.
4. Apply principles of quality management to the role of the registered nurse in performance improvement. 5. Identify methods to efficiently manage resources in order to provide safe, effective client-centered care in an economic manner.
FALL, YEAR 2
NUR 2220
Alterations in Health III This course focuses on patients with alterations in endocrine, renal, genitourinary, and gynecological functioning. Students learn to manage intravenous therapies and how to care for patients with acid-base and electrolyte imbalances.
4
1. Distinguish best practices in caring for and educating clients with acute and chronic alterations in renal, fluid and electrolyte, endocrine, genitourinary, and gynecological function across the lifespan.
2. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for potential complications.
4. Utilize the nursing process to make evidence based clinical decisions related to physiological and
Table 4.2.1 General Track Nursing Curriculum by Semester Course
No
Course Title and Description
Credits Course Student Learning Outcomes
NUR 2463
Maternal Child Health This course explores the care of the childbearing female through all stages