Program Learning Outcome 1: Students will use the Nursing Process to provide nursing care to individuals, families, groups and communities in multiple settings, considering cultural diversity.
Traits Performance Levels
Introductory Milestone Capstone Advanced
Assessment Given a simulated patient, the
student will select subjective and objective components essential for a comprehensive patient assessment.
Given a real patient, the student will select subjective and objective components essential for a comprehensive patient assessment and appropriately perform the assessment under supervision.
Given a real patient, the student will select subjective and objective components essential for a comprehensive patient assessment and appropriately perform the assessment under limited supervision.
Give a real patient, the student will select subjective and objective components essential for a comprehensive patient assessment and appropriately perform the assessment independently.
Diagnosis Given results from a patient
assessment the student will, through guided practice, analyze and synthesize the data to formulate a diagnosis.
With supervisory guidance, the student will accurately analyze and synthesize data to formulate an accurate nursing diagnosis for each patient assessed. The nursing diagnoses will reflect basic knowledge of the pathology and characteristics of the patient’s response to the wellness-illness continuum.
With limited supervisory guidance, the student will accurately analyze and synthesize data to formulate an accurate nursing diagnosis for each client. The nursing diagnosis will reflect advanced knowledge of the pathology and characteristics of the patient’s response to the wellness-illness continuum.
As an independent practitioner, the student will accurately analyze and synthesize data to formulate an accurate nursing diagnosis for each client. The nursing diagnosis will reflect advanced knowledge of the pathology and characteristics of the patient’s response to the wellness-illness continuum.
Planning Through guided practice, the
student will develop goals and expected outcomes for simulated patients based on nursing diagnoses.
With supervisory guidance, the student will accurately develop goals and expected outcomes based on nursing diagnoses
With limited supervisory guidance, the student will accurately develop goals and expected outcomes based on nursing diagnoses.
Independently, the student will accurately develop goals and expected outcomes based on nursing diagnoses.
Implementation Through guided practice, the
student will accurately develop a minimum of six appropriate interventions including rationales related to the expected
outcomes.
With supervisory guidance, the student will accurately develop a minimum of six appropriate interventions including rationales related to the expected outcomes
With limited supervisory guidance, the student will accurately develop a minimum of six appropriate interventions including rationales related to the expected outcomes
Independently the student will accurately develop a minimum of six appropriate interventions including rationales related to the expected outcomes.
Evaluation Through guided practice, the
student will accurately analyze the expected outcomes to evaluate for goal attainment.
With supervisory guidance, the student will accurately analyze the expected outcomes to evaluate for goal attainment
With limited supervisory guidance, the student will accurately analyze the expected outcomes to evaluate for goal attainment.
Independently, the student will accurately analyze the expected outcomes to evaluation for goal attainment
Program Learning Outcome 2: Students will synthesize theoretical and empirical knowledge from nursing, natural and social sciences, and the humanities to promote, maintain and restore health throughout the life span.
Traits Performance Levels
Introductory Milestone Capstone Advanced
Theoretical and empirical knowledge across disciplines
TBA In collaboration with the
instructor and/or peers, uses course textbooks to construct a summative case study that draws on specific theories, current literature, and knowledge acquired in the natural sciences and humanities.
Independently constructs a summative case study that draws on specific, theories, current literature, and knowledge acquired in the natural sciences and humanities.
TBA
Health promotion, maintenance and restoration across the life span
TBA In collaboration with the
instructor and/or peers, diagrams the pathophysiology of major medical diagnoses in order to formulate priority nursing diagnoses for a selected patient.
Independently diagrams the pathophysiology of major medical diagnoses in order to formulate priority nursing diagnoses for a selected patient.
TBA
Synthesizes literature TBA In collaboration with the
instructor and/or peers uses support from current theoretical and empirical literature to write new nursing interventions for a selected clinical patient not found in textbooks.
Independently will critique and utilize current, appropriate research or evidence-based articles to write and provide rationale for new nursing interventions not found in textbooks.
Program Learning Outcome 3: Students will promote health care communications and collaboration with clients and other health care providers.
Traits Performance Levels
Introductory Milestone Capstone Advanced
Communication Style Communication is virtually free of
mechanical, stylistic or other issues that might distract from the message.
Uses complex and varied sentence styles, concepts, or visual representations
Collaboration Selects a specific
context/audience for his or her teaching plans and presentations
Appraises his/her audience and tailors the communication with their needs/culture in mind for teaching needs and
presentations.
Therapeutic Communication Skills
The student will utilize
communication skills with limited supervision. (3 or better on clinical evaluation tool I.D 1 & II. B1).
The student will utilize communication skills without supervision. (4 on the clinical evaluation tool I.D 1 and II. B-1).
Program Learning Outcome 4: Students will coordinate comprehensive nursing through application of management and leadership skills, which includes prioritizing and delegation of care.
Traits Performance Levels
Introductory Milestone Capstone Advanced
Coordination of Patient Care Students are able to coordinate
and prioritize basic nursing care for clients with extensive supervision. (Clinical evaluation tool)
Students are able to coordinate and prioritize basic nursing care for clients with limited
supervision. (Clinical evaluation tool)
Management and Leadership Skills
Students are able to coordinate human and material resources with extensive supervision. (Clinical evaluation tool: II-A-1, II- B-2 )
Students are able to coordinate human and material resources with limited supervision. (Clinical evaluation tool: II-A-1, II-B-2)
Prioritization and Delegation Students will select plans of care
and teaching plans for individual clients with limited supervision. (Clinical evaluation tool: I-C-2; exam questions for delegation)
Students will select plans of care and teaching plans for individual clients without supervision. (HESI questions for prioritization delegation)
Program Learning Outcome 5: Students will use critical thinking in the decision making process. Students will use clinical and critical reasoning to address simple and complex situations.
Traits Performance Levels
Introductory Milestone Capstone Advanced
Demonstrates clinical reasoning to address simple and complex situations
Students are able to use clinical reasoning to address simple and complex situations under direct supervision.
Students are able to use clinical reasoning to address simple and complex situations under limited supervision.
Demonstrates critical thinking to address simple and complex situations
Under faculty guidance, students are able to use critical thinking to address simple and complex situations (case study).
Students are able to use critical thinking to address simple and complex situations (case study).
Program Learning Outcome 6: Students will evaluate research findings for application to nursing practice and will integrate evidence-based practice into nursing care.
Traits Performance Levels
Introductory Milestone Capstone Advanced
Clinical Question Identifies the PICOT question for
the area of inquiry
Generates a PICOT question that includes the five parts
(population, intervention, comparison, outcome, and time) for the area of inquiry identified from clinical practice
Search for Existing Knowledge/Evidence
Selects sources of evidence that are available for nursing and allied health that relate to the area of inquiry
Determines key words to utilize when searching for evidence related to the area of inquiry in the nursing and allied health literature
Critical Appraisal of the Knowledge/Evidence
Analyzes each piece of knowledge/evidence to determine its relevance to the clinical question
Appraises each piece of knowledge/evidence to
determine its worth, rigor, level of evidence, and importance to the clinical question
Apply the Knowledge/Evidence to Improve Patient Outcomes
Utilize the knowledge/evidence to identify ways to improve patient outcomes
Develop a plan for changing nursing practice (if indicated) based upon the critical appraisal of the knowledge/evidence taking into account patient preferences and clinical expertise
Program Learning Outcome 7: Students will perform as responsible and accountable members of the profession who practice legally and ethically. Traits Performance Levels
Introductory Milestone Capstone Advanced
Demonstrate ability to function within the legal and ethical scope of professional nursing practice.
Function within the legal and ethical scope as a beginning nursing student.
Function within the legal and ethical scope with supervision.
Function within the legal and ethical scope independently. Relate a decision making model
to resolve an ethical dilemma encountered in nursing practice.
Relate a decision making model to resolve an ethical dilemma with guidance.
Relate a decision making model to resolve an ethical dilemma with minimal guidance.
Relate a decision making model to resolve an ethical dilemma independently.
Examine legal and ethical responsibilities of the nurse
Examine legal and ethical responsibilities in a limited manner with guidance.
Examine legal and ethical responsibilities in a limited manner without guidance.
Examine legal and ethical responsibilities independently. Evaluate self in the nursing role
related competencies and accountability for own practice.
Evaluate self in the nursing role as a beginning nursing student with guidance.
Evaluate self in the nursing role with guidance.
Evaluate self in the nursing role without guidance.
Program Learning Outcome 8: Students will examine professional activities that help define the scope of nursing practice, set health policies and improve the health of the public.
Traits Performance Levels
Introductory Milestone Capstone Advanced
Define scope of nursing practice to improve health.
In collaboration with the instructor and/or peers,
compares and contrasts the roles and functions of health care professionals contributing to the care of adult clients.
Independently compares and contrasts the roles and functions of health care professionals contributing to the care of adult clients.
Connections to experience In collaboration with the
instructor and/or peers, analyzes workforce issues relevant to the professional nurse as a beginning nurse.
Independently analyzes workforce issues relevant to the professional nurse.
Professional rules and standards of conduct
Models the dimensions of the professional nursing role as a beginning nurse with direct supervision
Independently models the dimensions of the professional nursing role.