Incorporating Best Practices Into Undergraduate Critical Care Nursing Education

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Incorporating Best Practices Into Undergraduate Critical Care Nursing Education"

Transcription

1 Academic Education Incorporating Best Practices Into Undergraduate Critical Care Nursing Education ZARA R. BRENNER, RN-BC, MS, ACNS-BC NANCY S. IAFRATI, RN, MS, FNP-BC Incorporation of best clinical practices into the baccalaureate critical care nursing curriculum is important. At The College at Brockport, best clinical practices are introduced early in the semester and are reinforced throughout the semester in both class and clinical settings. Among the best clinical practices included are those recommended by the American Association of Critical-Care Nurses, The Centers for Medicare and Medicaid Services, the Institute for Healthcare Improvement, The Joint Commission, Quality and Safety Education for Nurses, the Surviving Sepsis Campaign, and the Institute for Safe Medication Practices. The culminating assignment of the semester requires students to focus on patient safety. Students describe the use of the National Patient Safety Goals and other best practices in the critical care setting. The role of the nurse leader and exploration of near-miss and work-around events also are described. Nursing students need to provide safe competent nursing care by incorporating best practices into their clinical practice now and in the future when they become registered professional nurses. (Critical Care Nurse. 2014;34[1]:61-65) Critical care nursing is a requirement for senior baccalaureate nursing students at The College at Brockport. The critical care nursing curriculum is 1 semester and includes 2 concurrent 3-credit courses, Critical Care Nursing Class and Critical Care Nursing Clinical. The clinical settings used include many units within 2 large teaching hospitals. Each student s clinical training during the semester includes weekly clinical practice on 2 different critical care and/or step-down nursing units. The instructors in this course strongly emphasize the importance of safety and the use of best practices. Best practices are introduced at the beginning of the critical care nursing courses and are continuously reinforced throughout the semester in both the class and clinical settings. Also introduced in the first class is the final assignment of the semester in which students apply principles of leadership to the use of best practices in clinical settings. In this article, we describe how best practices are assimilated throughout the semester and highlight a participative leadership assignment centered on best practices. Students discuss their leadership assignment and experience on the last day of class American Association of Critical-Care Nurses doi: CriticalCareNurse Vol 34, No. 1, FEBRUARY

2 Best Practices Best practices is a term that incorporates the use of care concepts, interventions and techniques that are grounded in research and known to promote higher quality of care. 1 Hospital settings use best practices to support their clinical protocols and standards of care. Our students have previously learned about nursing research and evidence-based practice in the nursing program. The critical care nursing courses take the students education to the next level with the translation of evidence-based practice into best practices. The American Association of Critical-Care Nurses (AACN) website often uses the terms clinical practice and evidence-based resources together, often in the context of best practices. Throughout the semester, students are referred to the AACN website section of clinical practice, where nurses can find evidence-based clinical practice resources. 2 Local chapters also recognize the importance of best practices. The Greater Rochester Areas Finger Lakes Chapter (GRAFL), which is our local chapter of AACN, has an annual meeting titled Best Practices Sharing Session. Through podium and poster presentations, local nurses showcase how best practices are implemented at their Care concepts, interventions, and place of techniques that are grounded in research work. and known to promote higher quality of Faculty care are called best practices. members strongly encourage students to attend this meeting. Students receive a week off from their required written clinical assignment in exchange for the time and energy used to attend the meeting. Authors Zara R. Brenner teaches undergraduate critical care nursing at The College at Brockport, State University of New York, Brockport, New York, and is a care manager and clinical nurse specialist in the surgical intensive care unit at Rochester General Hospital, Rochester, New York. Nancy Iafrati teaches undergraduate critical care nursing at The College at Brockport and works as a nurse practitioner at the Student Health Center. Corresponding author: Nancy Iafrati, RN, MS, FNP-BC, The College at Brockport, 350 New Campus Dr, Brockport, NY ( To purchase electronic or print reprints, contact the American Association of Critical- Care Nurses, 101 Columbia, Aliso Viejo, CA Phone, (800) or (949) (ext 532); fax, (949) ; , Best Practices in Class and Clinical Settings To begin the semester, students have a class titled Overview of Critical Care Nursing. This class introduces or reintroduces students to some of the most important national best practices in nursing and in critical care. These include Quality and Safety Education for Nurses competencies, 3 National Patient Safety Goals (NPSGs), 4 Institute for Healthcare Improvement care bundles, 5 AACN practice alerts, 6 the Surviving Sepsis Campaign, 7 Centers for Medicare and Medicaid Services quality indicators and Surgical Care Improvement Project indicators, 8 and Institute for Safe Medication Practices. 9 As part of the introductory class, students receive laminated pocket cards on NPSGs and the Surviving Sepsis Campaign to which they can refer throughout the semester. These documents are also available in the online course management system in case they are misplaced. Students are encouraged to bring the handouts to the clinical sites and to use them in the clinical setting. A digital copy of Look-Alike Drug Names with Recommended Tall Man Letters from the Food and Drug Administration and the Institute for Safe Medication Practices is also made available for students to use. 9 Students are not required to download this 5-page handout, but they need to be aware of Tall Man Letters, and they see this concept used throughout the semester in class and in clinical settings. Best practices are continually reinforced throughout the entire semester in class, clinical settings, assignments, and examinations. The Table provides examples of how and where best practices are incorporated into the critical care nursing courses. Best Practices in the Leadership Assignment The concluding requirement for critical care nursing is a leadership assignment in which students identify and analyze best practices in a clinical setting. Students are asked to describe best practices that they observed while working with critical care nurses and during their shadowing experiences with a nurse leader. This leader is most often a nurse manager, an assistant nurse manager, or a charge nurse. Although this is an analysis of clinical encounters, the final discussion takes place in a classroom at the end of the semester. 62 CriticalCareNurse Vol 34, No. 1, FEBRUARY

3 Table Incorporating best practices into critical care nursing education Best clinical practices Quality and Safety Education for Nurses (QSEN) Patient-centered care Teamwork and collaboration Evidence-based practice Quality improvement Safety Informatics National Patient Safety Goals (NPSGs) Patient identification Effective communication Medication safety Medication reconciliation Reduced health care associated infection Prevent wrong procedure, wrong site, wrong person surgery/procedure Suicide risk assessment Institute for Healthcare Improvement bundles Ventilator bundle Pressure ulcer prevention Medication reconciliation Catheter-associated urinary tract infections Central catheter bundle American Association of Critical-Care Nurses (AACN) practice alerts List of all practice alerts can be found on AACN website Surviving Sepsis Campaign Sepsis management bundle Sepsis resuscitation bundle Centers for Medicare and Medicaid Services quality indicators Acute myocardial infarction Surgical Care Improvement Project indicators Cardiac surgery Institute for Safe Medication Practices, TALL Man lettering Medications Learning strategies for class, clinical, and leadership assignment Presented/reviewed on the first day of class Each clinical write-up includes the question: What did you do to keep your patient safe today? Perioperative/procedure clinical assignment requires students to: Select 1 of the 6 QSEN competencies and describe how you observed this competency in practice during your clinical day in this setting. Clinical performance evaluation tool is focused on the 6 QSEN competencies. Laminated handout given/reviewed on the first day of class Incorporated in subsequent classes and on examinations Included in mandatory hospital orientation packet Reinforced in clinical settings were implemented in their clinical setting by using NPSGs Presented/reviewed on the first day of class Detailed in online downloadable clinical course packet for use in clinical settings Integrated in classes (eg, class on ventilator bundle in acute respiratory failure) and on examinations Used in clinical settings were implemented in their clinical setting by using care bundles Showcased at best-practices sharing session, which is attended by many critical care students even before their first class Practice alerts discussed in the overview class Included in classes as appropriate (eg, class on ventilator-associated pneumonia in acute respiratory failure) Students required to cite appropriate practice alert in their ethics paper if applicable (eg, family visitation) Each student is required to explore an AACN practice alert and to present it to their clinical group in postconference and AACN practice alerts were implemented in their clinical setting Laminated handout is distributed and discussed in overview class Sepsis is detailed in classroom presentation on shock and on examinations Handout used in the clinical setting Students encouraged to bring handout to examinations and to apply the knowledge on the card Included in online, downloadable notes Detailed in classroom presentation and on examinations Reinforced in clinical setting Included in online, downloadable notes Detailed in classroom presentation and on examinations Reinforced in clinical setting Included in all course materials and on examinations Used in clinical setting on the electronic medical record Students starting to use TALL Man lettering on assignments The first component of the leadership assignment asks students to describe nurse leaders in the clinical setting. Students frequently start the discussion by listing tasks such as giving report, running huddle, and helping nurses with daily care. With the help of the nursing faculty, the dialogue expands to an exploration of the roles and responsibilities of the nurse leader. Students discuss leadership skills such as managing patient flow, CriticalCareNurse Vol 34, No. 1, FEBRUARY

4 supporting staff, facilitating communication, effectively using resources, and implementing best practices. Leadership functions are then grouped in terms of the nurse leader s responsibilities to patients and their families, nursing staff, and the health care team. By identifying tasks and then roles, students are able to identify the nurse leader as a respected figure who supports the health care team in its ongoing effort to provide the best possible patient care. In the next section of the assignment, students examine best practices from several vantage points. Students are instructed to refer to the NPSGs and to explain strategies used by the nurse leader to implement best practices in order to attain and maintain patient safety and satisfaction. Students typically provide many examples under the NPSG headings of patient identification, effective communication, medication safety, reduction of health care associated infections, and preventing mistakes in surgery. When giving examples of ways to prevent health-care associated infections, students often refer back to AACN practice alerts. Students are less likely to Students recognize that communication or provide the lack thereof is responsible for most examples mistakes that occur in clinical settings. under the headings of identification of patient safety risk (suicide) but can provide examples when prompted. In the discussion, students are able to identify many successful strategies used by nurse leaders to improve patient care through the use of NPSGs. In this discussion, students are also encouraged to develop alternative ways to provide care when best practices have not been incorporated. As part of their first critical care class, students are required to read an article by Henneman 10 that identifies the challenges of reporting medical errors and highlights ways to incorporate system reporting strategies into clinical practice. In the last part of the best-practices leadership assignment, students are asked to use the salient points from this article by identifying errors, near misses, and work-arounds that they observed in their clinical settings. During the discussion, students provide examples and are prompted to go a step further by offering suggestions so that overt and/or covert mistakes would be less likely to happen in the future. Students are able to recognize that communication or the lack thereof is responsible for most mistakes that happen in the clinical setting. 10 Throughout this class discussion, students are able to consistently verbalize a multitude of ways in which safety is maintained in the clinical setting through the use of best practices. Readers interested in getting a copy of the assignment may request one by ing the corresponding author. Thoughts on Incorporating Best Practices We have been incorporating best practices throughout our critical care curriculum for several years. Because this process was designed as a key component of our baccalaureate curriculum rather than a research study, we can offer only anecdotal comments on its effectiveness. Examples have been cited in the article and in the accompanying table, but additional observations can be provided. In January 2013, many of our students attended GRAFL s Best Practices Sharing Session, where they saw examples of best practices being implemented at local hospitals even before they started their clinical training for the upcoming semester. GRAFL members were excited that students were becoming involved in their organization. The critical care nurses at this meeting were also pleased that these students and future colleagues were learning to embrace best practices. Two of our students presented a poster at this meeting, which was very well received. With the encouragement and help of the faculty, these students went on to present their work on best practices at the college s Scholars Day later in the semester. As part of their presentation, the students were able to use a video on safe practices that was developed and presented by several GRAFL members at the January 2013 meeting. We will continue to incorporate best practices in our critical care curriculum. One of the most rewarding parts of teaching critical care nursing is being present at the last class when the students discuss how they saw best practices implemented in the clinical setting and how they plan on using them in their future practice of nursing. Summary When preparing nurses for the future, goals go beyond students passing the course, graduating, and becoming registered professional nurses. It is essential that all nursing students learn to provide safe, competent nursing care by incorporating best practices. It is also of the utmost importance that students become lifelong learners, critical thinkers, and leaders. Incorporation of 64 CriticalCareNurse Vol 34, No. 1, FEBRUARY

5 best practices throughout an entire semester in both the critical care class and the clinical setting enables students to learn to provide safe and competent nursing care. Students incorporation of quality and safety into their professional learning is evidenced in a culminating assignment focused on best practices. Our goal is that our student nurses go on to become registered professional nurses who can provide leadership skills to benefit both patients and the nursing profession through the use of best practices. CCN Acknowledgments The success of this course is enhanced by adjunct faculty including Zina Sciortino, RN, MS, CCRN, FNP-BC. Financial Disclosures None reported. Now that you ve read the article, create or contribute to an online discussion about this topic using eletters. Just visit and select the article you want to comment on. In the full-text or PDF view of the article, click Responses in the middle column and then Submit a response. References 1. HCGNE Best Practices for Healthcare Professionals. The University of Iowa College of Nursing website. /best-practices-for-healthcare-professionals. Accessed November 12, Clinical Practice. American Association of Critical-Care Nurses website. Accessed November 12, Quality and Safety Education for Nurses. Accessed November 12, The Joint Commission National Patient Safety Goals. Updated Accessed November 12, Institute for Healthcare Improvement. Updated Accessed November 12, Practice Alerts. American Association of Critical-Care Nurses website. menu=practice. Updated August Accessed November 12, Surviving Sepsis Campaign website. /Pages/default.aspx. Accessed November 12, Quality initiatives general information. The Centers for Medicare and Medicaid Services. -Patient-Assessment-Instruments/QualityInitiativesGenInfo/index.html. Updated August 14, Accessed November 12, Institute for Safe Medication Practices. FDA and ISMP List of Look-Alike Drug Names With Recommended TALL Man Letters. /Tools/tallmanletters.pdf. Update Accessed November 12, Henneman EA. Unreported errors in the intensive care unit: a case study of the way we work. Crit Care Nurse. 2007;27(5): To learn more about nursing education, read Repeated Scenario Simulation to Improve Competency in Critical Care: A New Approach for Nursing Education by Abe et al in the American Journal of Critical Care, January 2013;22: Available at CriticalCareNurse Vol 34, No. 1, FEBRUARY

Code Labs: Expediting Laboratory Test Results During a Code

Code Labs: Expediting Laboratory Test Results During a Code Feature Code Labs: Expediting Laboratory Test Results During a Code Shannon K. Hurliman, RN, BSN, CCTN Kristin Paston, RN, BSN BACKGROUND Knowing a patient s laboratory picture is crucial in any code blue

More information

Patient Safety. Annual Continuing Education Modules. Contents

Patient Safety. Annual Continuing Education Modules. Contents Annual Continuing Education Modules Patient Safety This self-directed learning module contains information you are expected to know to protect yourself, our patients, and our guests. Target Audience: Contents

More information

Clinical Nurse Leader Informational Paper

Clinical Nurse Leader Informational Paper Association of California Nurse Leaders 1 2 Clinical Nurse Leader Informational Paper DRAFT 3 4 5 6 7 8 9 10 Background In 2006, the Professional Practice Committee and the Regional Taskforce South hosted

More information

Critical Care Staff Nurses: Empowerment, Certification, and Intent to Leave

Critical Care Staff Nurses: Empowerment, Certification, and Intent to Leave Feature Critical Care Staff Nurses: Empowerment, Certification, and Intent to Leave Joyce J. Fitzpatrick, RN, PhD, MBA Theresa M. Campo, RN, DNP, NP-C Ramón Lavandero, RN, MA, MSN BACKGROUND Certification

More information

GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS)

GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS) GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS) Associate Dean: Dr. Donna Wofford Graduate Coordinator: Dr. Joe Franta Faculty: Belport, Coram, DeNiro, Howard, Murtagh, Rooney The Department of Nursing

More information

The American Association

The American Association Healthy Work Environments Critical Care Nurses Work Environments 2008: A Follow-Up Report PRIME POINTS Beth T. Ulrich, RN, EdD, FACHE Ramón Lavandero, RN, MA, MSN Karen A. Hart, RN, BSN Dana Woods, MBA

More information

Nurse Residency Program

Nurse Residency Program Nurse Residency Program ADVANCE JOURNEY The Future of Nursing IOM Recommendation 3: Implement nurse residency programs. Nurse Residency Program Benefits: Decreased Staff Turnover Improved New Graduate

More information

Objectives. Integrating Quality and Safety Throughout a Masters Entry to Nursing Practice Curriculum. The Institute of Medicine.

Objectives. Integrating Quality and Safety Throughout a Masters Entry to Nursing Practice Curriculum. The Institute of Medicine. Objectives Identify emerging views of safety and quality in health care Integrating Quality and Safety Throughout a Masters Entry to Nursing Practice Curriculum Kim Amer, PhD, RN Associate Professor in

More information

Chapter 1: Overview of Critical Care Nursing Test Bank

Chapter 1: Overview of Critical Care Nursing Test Bank Chapter 1: Overview of Critical Care Nursing Test Bank MULTIPLE CHOICE 1. Which of the following professional organizations best supports critical care nursing practice? a. American Association of Critical-Care

More information

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities:

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities: An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing

More information

OLN Education Pre-Summit 2013 Nancy Trokan-Mathison, MSN, RN, CNE The Christ College of Nursing & Health Sciences

OLN Education Pre-Summit 2013 Nancy Trokan-Mathison, MSN, RN, CNE The Christ College of Nursing & Health Sciences OLN Education Pre-Summit 2013 Nancy Trokan-Mathison, MSN, RN, CNE The Christ College of Nursing & Health Sciences Regional and National Workshop Attendance Professional Journal Articles In-House faculty

More information

2013-03-13. Objectives. Kathleen Gallo Ph.D, MBA, RN, FAAN Senior Vice President Chief Learning Officer. Statement of the Problem.

2013-03-13. Objectives. Kathleen Gallo Ph.D, MBA, RN, FAAN Senior Vice President Chief Learning Officer. Statement of the Problem. Objectives At the completion of this session the participant will be able to: Kathleen Gallo Ph.D, MBA, RN, FAAN Senior Vice President Chief Learning Officer Discuss the paradigm shift in healthcare education=

More information

AACN s Healthy Work Environ ment Standards and an Empowering Nurse Advancement System

AACN s Healthy Work Environ ment Standards and an Empowering Nurse Advancement System Crit Care Nurse Papers in Press. Published on September, 9 as Manuscript ccn9 Healthy Work Environments AACN s Healthy Work Environ ment Standards and an Empowering Nurse Advancement System Dawn Vollers,

More information

M.S.N. Graduate Program

M.S.N. Graduate Program M.S.N. Graduate Program Graduate Program Mission The Saint Luke s College of Health Sciences is an educational leader serving exceptional students pursuing a graduate nursing degree. An institution of

More information

Teaching Strategies to Support Evidence-Based Practice

Teaching Strategies to Support Evidence-Based Practice Academic Education Teaching Strategies to Support Evidence-Based Practice Charlene A. Winters, PhD, ACNS-BC Rebecca Echeverri, MN, ACNS-BC Evidence-based practice is an expected core competency of all

More information

Learning Outcomes Data for the Senate Committee on Instructional Program Priorities

Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Baccalaureate of Science in Nursing Registered Nurse to Baccalaureate of Science in Nursing (RN to BSN) Program

More information

GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS)

GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS) GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS) Associate Dean: Dr. Donna Wofford Graduate Coordinator: Dr. Joe Franta Faculty: Belport, Coram, DeNiro, Howard, Murtagh, Rooney The Department of Nursing

More information

Copyright, The Joint Commission National Patient Safety Goals

Copyright, The Joint Commission National Patient Safety Goals 2015 National Patient Safety Goals Background The National Patient Safety Goals (NPSGs) were established in 2002 to help accredited organizations address specific areas of concern in regards to patient

More information

Westminster Campus Nursing Program Curriculum Organizing Framework

Westminster Campus Nursing Program Curriculum Organizing Framework Westminster Campus Nursing Program Curriculum Organizing Framework The curriculum organizing framework describes the concepts, beliefs and philosophy upon which the nursing curriculum is organized and

More information

Greater Kansas City Collegiate Nurse Educators Kansas City Area Nurse Executives

Greater Kansas City Collegiate Nurse Educators Kansas City Area Nurse Executives Expanding QSEN Competencies Across a Regional Service-Academic Alliance: Educating Nurses as Quality Agents to Ensure Safe Passage in a Complex Healthcare Environment www.qsen.org Greater Kansas City Collegiate

More information

6/10/2010 DISCLOSURES - NONE INTEGRATING QSEN COMPETENCIES INTO NURSING EDUCATION

6/10/2010 DISCLOSURES - NONE INTEGRATING QSEN COMPETENCIES INTO NURSING EDUCATION INTEGRATING QSEN COMPETENCIES INTO NURSING EDUCATION Brenda Zierler, PhD, RN, RVT University of Washington School of Nursing DISCLOSURES - NONE Brenda Zierler, PhD, RN, RVT University of Washington School

More information

EDUCATION REGISTRATION. Connecticut RN E43803 and APRN license 28287 PROFESSIONAL EXPERIENCE

EDUCATION REGISTRATION. Connecticut RN E43803 and APRN license 28287 PROFESSIONAL EXPERIENCE Paula S. McCauley DNP APRN ACNP-BC CNE Associate Dean for Academic Affairs/Associate Clinical Professor/Acute Care Track Coordinator Acute Care Nurse Practitioner Critical Care University of Connecticut

More information

The PUL Program Assessment that follows incorporates both the RN to BSN mobility program as well as the new traditional BSN program.

The PUL Program Assessment that follows incorporates both the RN to BSN mobility program as well as the new traditional BSN program. From Deb Harmon, Director Nursing May 15, 2010 The RN to B.S.N. mobility track offers a creative curriculum for educating nurses to become competent in meeting the changing health needs of society. RN

More information

REACHING ZERO DEFECTS IN CORE MEASURES. Mary Brady, RN, MS Ed, Senior Nursing Consultant, Healthcare Transformations LLC,

REACHING ZERO DEFECTS IN CORE MEASURES. Mary Brady, RN, MS Ed, Senior Nursing Consultant, Healthcare Transformations LLC, REACHING ZERO DEFECTS IN CORE MEASURES Mary Brady, RN, MS Ed, Senior Nursing Consultant, Healthcare Transformations LLC, 165 Lake Linden Dr., Bluffton SC 29910, 843-364-3408, marybrady6@gmail.com Primary

More information

GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS)

GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS) GRADUATE PROGRAMS WITH A MAJOR IN NURSING (MS) Associate Dean: Dr. Donna Wofford Graduate Coordinator: Dr. Joe Franta Faculty: Belport, Coram, DeNiro, Howard, Murtagh, Rooney The Department of Nursing

More information

Template 3: NLN and QSEN ADN Program Learner Outcomes

Template 3: NLN and QSEN ADN Program Learner Outcomes Template 3: NLN and QSEN ADN Program Learner Outcomes National League for Nursing. (2010). Outcomes and competencies for graduates of practical/vocational, associate degree, baccalaureate, master s practice

More information

Example of a Well-Designed Course in Nursing

Example of a Well-Designed Course in Nursing Website: Designlearning.org Example of a Well-Designed Course in Nursing Name: Dr. Vickie Hughes Name of Institution: Appalachian State University 1. Specific Context The subject matter: Research The title

More information

Integration of QSEN Competency: Teamwork and Collaboration within a Simulation Center

Integration of QSEN Competency: Teamwork and Collaboration within a Simulation Center Integration of QSEN Competency: Teamwork and Collaboration within a Simulation Center Marie N. Bremner DSN, RN Professor of Nursing Mary Beth Maguire MSN, RN, NP-C Lecturer Kennesaw State University WellStar

More information

Competencies in the Schoolhouse

Competencies in the Schoolhouse Competencies in the Schoolhouse 4/15/2015 10-11 a.m. #140 Theresa Calderone EdD, RN-BC, Indiana University of Pennsylvania, PA Julia Greenawalt PhD, RNC, Indiana University of Pennsylvania, PA Indiana

More information

SUFFOLK COUNTY COMMUNITY COLLEGE SIM LAB ORIENTATION: STUDENT VERSION

SUFFOLK COUNTY COMMUNITY COLLEGE SIM LAB ORIENTATION: STUDENT VERSION SUFFOLK COUNTY COMMUNITY COLLEGE SIM LAB ORIENTATION: STUDENT VERSION 1 2 Tanner s Clinical Judgment Model 14 2 3 Patient Centered-Care Quality and Safety Education for Nurses Simulation Peer Review Tool

More information

A Journey to Excellence

A Journey to Excellence AACN STANDARDS FOR ESTABLISHING AND SUSTAINING HEALTHY WORK ENVIRONMENTS A Journey to Excellence EXECUTIVE SUMMARY In 2001, the American Association of Critical-Care Nurses (AACN) made a commitment to

More information

COLLEGE OF HEALTH & HUMAN SERVICES

COLLEGE OF HEALTH & HUMAN SERVICES COLLEGE OF HEALTH AND HUMAN SERVICES 159 COLLEGE OF HEALTH & HUMAN SERVICES Degree Program Dothan Campus Montgomery Campus The College of Health and Human Services provides quality education for professional

More information

Integrating the Electronic Health Record in the Curriculum

Integrating the Electronic Health Record in the Curriculum Integrating the Electronic Health Record in the Curriculum Judith J. Warren, PhD, RN, BC, FAAN, FACMI Christine A. Hartley Centennial Professor University of Kansas School of Nursing and Director of Nursing

More information

Nurse Practitioner Student Learning Outcomes

Nurse Practitioner Student Learning Outcomes ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,

More information

Engaging Minds. Embracing the World. NURSE ANESTHESIA Master of Science in Health Science Doctor of Nurse Anesthesia Practice

Engaging Minds. Embracing the World. NURSE ANESTHESIA Master of Science in Health Science Doctor of Nurse Anesthesia Practice Engaging Minds. Embracing the World. NURSE ANESTHESIA Master of Science in Health Science Doctor of Nurse Anesthesia Practice AN EDUCATION WITH REAL-WORLD RESULTS Today s nurse anesthetists need theoretical

More information

COLLEGE OF HEALTH & HUMAN SERVICES

COLLEGE OF HEALTH & HUMAN SERVICES COLLEGE OF HEALTH AND HUMAN SERVICES 187 COLLEGE OF HEALTH & HUMAN SERVICES The College of Health and Human Services provides quality education for professional practice in a variety of areas associated

More information

The Manager Role in Nursing Research and Evidence Based Practice

The Manager Role in Nursing Research and Evidence Based Practice The Manager Role in Nursing Research and Evidence Based Practice Sharon J. Barton, PhD, PCNS-BC Assistant Vice President Nursing Research, Education, and Outcomes The Children s Hospital of Philadelphia

More information

COLLEGE OF HEALTH & HUMAN SERVICES

COLLEGE OF HEALTH & HUMAN SERVICES COLLEGE OF HEALTH AND HUMAN SERVICES 195 COLLEGE OF HEALTH & HUMAN SERVICES The College of Health and Human Services provides quality education for professional practice in a variety of areas associated

More information

The Oakland University nursing programs are fully accredited by the Commission on Collegiate Nursing Education.

The Oakland University nursing programs are fully accredited by the Commission on Collegiate Nursing Education. OAKLAND UNIVERSITY SCHOOL OF NURSING RN/BSN DEGREE COMPLETION SEQUENCE 3027 Human Health Building 2200 N. Squirrel Road, Rochester MI 8309-01 (28) 370-253 / www.oakland.edu/nursing / nrsinfo@oakland.edu

More information

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP) REQUEST FOR NEW PROGRAM APPROVAL Catalog Copy for New Program Doctor of Nursing Practice (DNP) The doctor of nursing practice (DNP) degree prepares nurses with a blend of clinical, organizational, economic,

More information

THE NEED FOR radical changes in nursing education ACADEMIC/CLINICAL PARTNERSHIP AND COLLABORATION IN QUALITY AND SAFETY EDUCATION FOR NURSES EDUCATION

THE NEED FOR radical changes in nursing education ACADEMIC/CLINICAL PARTNERSHIP AND COLLABORATION IN QUALITY AND SAFETY EDUCATION FOR NURSES EDUCATION ACADEMIC/CLINICAL PARTNERSHIP AND COLLABORATION IN QUALITY AND SAFETY EDUCATION FOR NURSES EDUCATION JUDY DIDION, PHD, RN, MARY A. KOZY, PHD, RN, CHRIS KOFFEL, PHD, RN, AND KRISTIN ONEAIL, MSN, RN The

More information

Commission on Collegiate Nursing Education

Commission on Collegiate Nursing Education Commission on Collegiate Nursing Education Presentation for Accreditation Council on Pharmacy Education Invitational Meeting September 13, 2012 Heidi Taylor, PhD, RN Co-chair, CCNE Standards Committee

More information

Master s Entry into Nursing. Academic Manual 2015-2016

Master s Entry into Nursing. Academic Manual 2015-2016 Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the

More information

MASTER OF SCIENCE IN NURSING (MSN) PRACTICUM GUIDELINES

MASTER OF SCIENCE IN NURSING (MSN) PRACTICUM GUIDELINES MASTER OF SCIENCE IN NURSING (MSN) PRACTICUM GUIDELINES Mentor Manual 2011-2012 Table of Contents Philosophy of the Graduate Program... 2 MSN Program Outcomes... 2 Mentor Role Introduction... 3 Mentor

More information

Mount San Jacinto College Associate Degree Nursing Program

Mount San Jacinto College Associate Degree Nursing Program 1 Mount San Jacinto College Associate Degree Nursing Program NURS 248 Preceptor Handbook 2014-2015 2 Letter to Preceptor Preceptorship Agreement Preceptorship Self Learning Module Table of Contents Preceptor

More information

UW-Madison School of Nursing Assessment Report 2007-2008. Please see attached assessment plan for the UW-Madison School of Nursing.

UW-Madison School of Nursing Assessment Report 2007-2008. Please see attached assessment plan for the UW-Madison School of Nursing. UW-Madison School of Nursing Assessment Report 2007-2008 1. Assessment Plan Please see attached assessment plan for the UW-Madison School of Nursing. 2. and 3. Assessment Activities 2007-2008 Progress

More information

Integrating Project Management into Nursing Education: A Best Practice Model. Mary Reuland RN, EdD. Bethel University

Integrating Project Management into Nursing Education: A Best Practice Model. Mary Reuland RN, EdD. Bethel University Integrating Project Management into Nursing Education: A Best Practice Model Mary Reuland RN, EdD Bethel University 1 Integrating Project Management into Nursing Education: A Best Practice Model The purpose

More information

ID: 574. Tammy Peterman, RN, MS, NEA-BC Executive Vice President, Chief Operating Officer & Chief Nursing Officer. Chris Ruder, RN, MS, NEA- BC

ID: 574. Tammy Peterman, RN, MS, NEA-BC Executive Vice President, Chief Operating Officer & Chief Nursing Officer. Chris Ruder, RN, MS, NEA- BC Promoting Persistence: How Nursing Leaders Support the Success of New Graduates ID: 574 Tammy Peterman, RN, MS, NEA-BC Executive Vice President, Chief Operating Officer & Chief Nursing Officer Chris Ruder,

More information

Global Health and Nursing:

Global Health and Nursing: Global Health and Nursing: Transformations in nurses roles in the 21 st century Gwen Sherwood, PhD, RN, FAAN Professor and Associate Dean for Academic Affairs University of North Carolina at Chapel Hill

More information

Learning Outcomes Data for the Senate Committee on Instructional Program Priorities. MS Nursing (with RN license) Master s of Science in Nursing (MSN)

Learning Outcomes Data for the Senate Committee on Instructional Program Priorities. MS Nursing (with RN license) Master s of Science in Nursing (MSN) Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Department: MS Nursing (with RN license) Master s of Science in Nursing (MSN) School of Nursing Number of students

More information

AACN SCOPE AND STANDARDS

AACN SCOPE AND STANDARDS AACN SCOPE AND STANDARDS FOR ACUTE AND CRITICAL CARE NURSING PRACTICE AMERICAN ASSOCIATION of CRITICAL-CARE NURSES AACN SCOPE AND STANDARDS FOR ACUTE AND CRITICAL CARE NURSING PRACTICE Editor: Linda Bell,

More information

Evidence-based protocols elicit best-practice

Evidence-based protocols elicit best-practice CE Article EMPOWERING CRITICAL CARE NURSES TO IMPROVE COMPLIANCE WITH PROTOCOLS IN THE INTENSIVE CARE UNIT By Gerald Plost, MD, and Delores Privette Nelson, RN, BSN. From St. John Medical Center, Tulsa,

More information

Master of Science in Nursing Program. Nurse Educator PRECEPTOR / FACULTY / STUDENT ORIENTATION HANDBOOK. Angelo State University

Master of Science in Nursing Program. Nurse Educator PRECEPTOR / FACULTY / STUDENT ORIENTATION HANDBOOK. Angelo State University Master of Science in Nursing Program Nurse Educator PRECEPTOR / FACULTY / STUDENT ORIENTATION HANDBOOK Angelo State University Revised Fall 2014 1 TABLE OF CONTENTS Master of Science in Nursing Program

More information

Student Learning Outcomes Course Selected Course Objectives/Learning Activities. Masters of science in nursing core Theoretical Foundations of Nursing

Student Learning Outcomes Course Selected Course Objectives/Learning Activities. Masters of science in nursing core Theoretical Foundations of Nursing Appendix III-B.2. Master s program: Relationships between AACN Essentials, and Domains, Learning, Course, Selected Course, and Aacn Essentials Learning Course Selected Course Essential 1: Background for

More information

2016 Hospital National Patient Safety Goals

2016 Hospital National Patient Safety Goals 2016 Hospital The purpose of the is to improve patient safety. The goals focus on problems in Improve staff communication NPSG.02.03.01 Get important test results to the right staff person on time. Use

More information

OAKLAND UNIVERSITY SCHOOL OF NURSING RN/BSN DEGREE COMPLETION SEQUENCE

OAKLAND UNIVERSITY SCHOOL OF NURSING RN/BSN DEGREE COMPLETION SEQUENCE OAKLAND UNIVERSITY SCHOOL OF NURSING RN/BSN DEGREE COMPLETION SEQUENCE Please visit the School of Nursing website at: www2.oakland.edu/nursing/ ON-LINE PROGRAM AT IN-STATE TUITION RATES Oakland University

More information

Written Statement. for the. Senate Finance Committee of The United States

Written Statement. for the. Senate Finance Committee of The United States Written Statement of Isis Montalvo, RN, MS, MBA Manager, Nursing Practice & Policy American Nurses Association 8515 Georgia Avenue, Suite 400 Silver Spring, MD 20903 for the Senate Finance Committee of

More information

RN-MS Program. Purpose. Admission Requirements. State Requirements for Online/Distance Education. Degree Requirements

RN-MS Program. Purpose. Admission Requirements. State Requirements for Online/Distance Education. Degree Requirements RN-MS PROGRAM RN-MS Program Purpose This accelerated program is designed for the experienced, practicing registered nurse who plans to continue nursing studies through the master's level and does not hold

More information

Educational Implications from the Transforming Care at the Bedside Initiative

Educational Implications from the Transforming Care at the Bedside Initiative Educational Implications from the Transforming Care at the Bedside Initiative Pat Rutherford, MS, RN Vice President Institute for Healthcare Improvement AACN 2009 Baccalaureate Education Conference November

More information

FROM DATA TO KNOWLEDGE: INTEGRATING ELECTRONIC HEALTH RECORDS MEANINGFULLY INTO OUR NURSING PRACTICE

FROM DATA TO KNOWLEDGE: INTEGRATING ELECTRONIC HEALTH RECORDS MEANINGFULLY INTO OUR NURSING PRACTICE FROM DATA TO KNOWLEDGE: INTEGRATING ELECTRONIC HEALTH RECORDS MEANINGFULLY INTO OUR NURSING PRACTICE Rayne Soriano MS, RN Manager of Nursing Informatics and Clinical Transformation Program Kaiser Permanente

More information

PROGRAM SPECIFIC INFORMATION RN to BSN PROGRAM

PROGRAM SPECIFIC INFORMATION RN to BSN PROGRAM PROGRAM SPECIFIC INFORMATION RN to BSN PROGRAM Purposes The faculty believes there are diverse pathways toward the achievement of the BSN degree. The faculty of the RN-BSN program committed to educational

More information

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations

More information

College of Pharmacy. Pharmacy Practice and Science

College of Pharmacy. Pharmacy Practice and Science 520 SPECIAL TOPICS IN PHARMACY LAW. (2) Discussion of the legal framework and special legal issues in pharmacy practice. Topics will include application of antitrust laws to pharmacy, patent and trademark

More information

Healthcare-associated Infection Flow

Healthcare-associated Infection Flow submitted to the HAI to the Infection present or incubating on admission (DE225) (Q1) Q1 = b or c DE225= A1035 or UNK Infection control person (DE231) (Q3) Q1 = a DE225 = A1032 page 2 Description of infection

More information

Nursing. take your career to the next level. Graduate School. Master s Degrees: Doctoral Degree: Advanced Certificates: BUFFALO NEW YORK

Nursing. take your career to the next level. Graduate School. Master s Degrees: Doctoral Degree: Advanced Certificates: BUFFALO NEW YORK Graduate School take your career to the next level Nursing Master s Degrees: Community Health Family Nurse Practitioner Doctoral Degree: Nursing Practice (D.N.P.) Advanced Certificates: Family Nurse Practitioner

More information

Slide 10. On the following slides we have provided the KSAs that are specific to QSEN s Informatics competencies. Slide 11 Knowledge

Slide 10. On the following slides we have provided the KSAs that are specific to QSEN s Informatics competencies. Slide 11 Knowledge Slide 1 Informatics in the Simulation Lab Karen Fettig, MA, RN Lisa Robertson, MSN, RN Susan Priem, MS, RN Learn how faculty at Minnesota State College - Southeast Technical in Red Wing and Winona, MN

More information

Post Graduate/APRN Certificate Programs

Post Graduate/APRN Certificate Programs POST-GRADUATE CERTIFICATE Post Graduate/APRN Certificate Programs Purpose This distance education program is designed for the experienced registered nurse who has earned a master s or doctoral degree in

More information

DNP Doctorate of Nursing Practice

DNP Doctorate of Nursing Practice expertise, leadership, service DNP Doctorate of Nursing Practice 1 WALSH UNIVERSITY Walsh University s Doctorate of Nursing Practice (DNP) prepares nurses holding a masters degree to function in the real

More information

Doctorate: An Excellent Foundation for a Physical Therapy Career

Doctorate: An Excellent Foundation for a Physical Therapy Career Doctorate: An Excellent Foundation for a Physical Therapy Career Physical Therapists have rewarding careers working directly with people in a variety of settings. They are respected members of the health

More information

Hagerstown Community College Official Course Syllabus Document. Course: NUR 112: Care of Human Needs (6 credits) Fall 2015

Hagerstown Community College Official Course Syllabus Document. Course: NUR 112: Care of Human Needs (6 credits) Fall 2015 Hagerstown Community College Official Course Syllabus Document Course: NUR 112: Care of Human Needs (6 credits) Fall 2015 INSTRUCTOR: Patricia Williams COURSE DESCRIPTION: This course focuses on the care

More information

EDUCATION. REGISTRATION and LICENSURE. Connecticut RN E43803 and APRN license 001988 PROFESSIONAL EXPERIENCE

EDUCATION. REGISTRATION and LICENSURE. Connecticut RN E43803 and APRN license 001988 PROFESSIONAL EXPERIENCE Paula S. McCauley DNP APRN ACNP-BC CNE Associate Dean for Academic Affairs/Associate Clinical Professor/Acute Care Track Coordinator 231 Glenbrook Rd Storrs, CT 06269-4026 (860) 486-0537 Paula.mccauley@uconn.edu

More information

Nursing Informatics Competencies:

Nursing Informatics Competencies: Nursing Informatics Competencies: Weaving Computer & Information Literacy Skills into Organizational Support Structures & Processes Ruth Schleyer MSN, RN-BC, CPHIMS Colleen Burch RN MSN July 2007 Objectives

More information

Master of Science in Nursing

Master of Science in Nursing Curry College s Master of Science in Nursing focuses on the timely and relevant Clinical Nurse Leader (CNL ) role. The program is designed for nurses who want to enhance their practice with cutting-edge

More information

National Quality Forum Safe Practices for Better Healthcare

National Quality Forum Safe Practices for Better Healthcare National Quality Forum Safe Practices for Better Healthcare UCLA Health System advocates the National Quality Forum (NQF) endorsed safe practices.this set of safe Practices encompasses 34 practices that

More information

Nursing Program Outcomes

Nursing Program Outcomes The Associate Degree Nursing Program at Thomas Nelson Community College has as its mission to empower students to obtain the knowledge, skills and attitudes necessary to successfully apply for the National

More information

Kathleen M. Stacy, PhD, APRN Education PhD Nursing, 2010 University of San Diego San Diego, CA

Kathleen M. Stacy, PhD, APRN Education PhD Nursing, 2010 University of San Diego San Diego, CA Kathleen M. Stacy, PhD, APRN Education PhD Nursing, 2010 University of San Diego San Diego, CA MS Nursing Critical Care, 1989 San Diego State University San Diego, CA BS Nursing, 1978 State University

More information

Cynthia Ann Gaudet. Bachelor of Science, Nursing, University of Massachusetts, Amherst, MA, 2001, GPA 4.0/4.0

Cynthia Ann Gaudet. Bachelor of Science, Nursing, University of Massachusetts, Amherst, MA, 2001, GPA 4.0/4.0 Office: College of Nursing 134 Skinner Hall University of Massachusetts 651 North Pleasant Street Amherst, MA 01003-9299 cgaudet@nursing.umass.edu Cynthia Ann Gaudet Academic Preparation: Doctor of Philosophy

More information

BAKER COLLEGE SCHOOL OF NURSING

BAKER COLLEGE SCHOOL OF NURSING BAKER COLLEGE SCHOOL OF NURSING Graduate Nursing Handbook OVERVIEW MISSION, PHILOSOPHY AND PROGRAM OUTCOMES School of Nursing Mission The mission of the Baker College School of Nursing is to prepare graduates

More information

Introduction to Nursing Informatics & Health Information Technology for Student Nurses

Introduction to Nursing Informatics & Health Information Technology for Student Nurses Course Overview In this 8 hour course, ADN nursing students will be introduced to health information systems and informatics concepts that they will most likely experience in a clinical setting. Course

More information

Advanced Practice Nursing

Advanced Practice Nursing Wegmans School of Nursing Master of Science in: Advanced Practice Nursing Program Overview The mission of the program at St. John Fisher College is to provide a stimulating milieu of academic and clinical

More information

Master of Science in Nursing

Master of Science in Nursing Master of Science in Nursing RN to MSN I N S P I R AT I O N e X P LO R AT I O N c o m passion Discover the lourdes difference L O U R D E S U N I V E R S I T Y G R A D U AT E S C H O O L For more details

More information

Spotlight on Success: Implementing Nurse-Driven Protocols to Reduce CAUTIs

Spotlight on Success: Implementing Nurse-Driven Protocols to Reduce CAUTIs Spotlight on Success: Implementing Nurse-Driven Protocols to Reduce CAUTIs Many hospitals today are increasingly allowing nurses to make decisions regarding patients care, treatment, and services without

More information

7/18/2012. Transforming Care at the Bedside (TCAB) Tania Daniels, VP Patient Safety July 18, 2012. MHA Patient Safety

7/18/2012. Transforming Care at the Bedside (TCAB) Tania Daniels, VP Patient Safety July 18, 2012. MHA Patient Safety Transforming Care at the Bedside (TCAB) Tania Daniels, VP Patient Safety July 18, 2012 MHA Patient Safety Patient Safety Top Priority at MHA since 2000 Launched Minnesota Alliance for Patient Safety (MAPS)

More information

Simulation Evaluation: A Comparison of Two Simulation Evaluation Rubrics

Simulation Evaluation: A Comparison of Two Simulation Evaluation Rubrics Simulation Evaluation: A Comparison of Two Simulation Evaluation Rubrics Rebecca Luetke BA, MSN, RN Associate Professor of Nursing Colorado Mountain College & Betty Damask Bembenek MSN, RN Director of

More information

DNP: NURSING ADMINISTRATION SYSTEMS

DNP: NURSING ADMINISTRATION SYSTEMS DNP: NURSING ADMINISTRATION SYSTEMS Curriculum The UTC School of Nursing DNP: Nursing Administration- Systems (DNP: NAS) concentration will prepare students as systems leaders who design models of health

More information

School of Public Health and Health Services Department of Health Services Management and Leadership

School of Public Health and Health Services Department of Health Services Management and Leadership Department of Health Services Management and Leadership Note: All curriculum revisions will be updated immediately on the website http://www.gwumc.edu/sphhs/ Department Chair Dr. Robert E Burke 2175 K

More information

MS Health Informatics (2014 2015)

MS Health Informatics (2014 2015) MS Health Informatics (2014 2015) Program Information Point of Contact Girmay Berhie (berhie@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university

More information

Concurrent Session: J J- 1

Concurrent Session: J J- 1 Concurrent Session: J J- 1 Lights..Action..Camera..: Integrating Online Videos in a Large Course Redesign Pershing East Gina M. Oliver, PhD, APRN, FNP-BC, CNE, Assistant Teaching Professor, University

More information

National Quality Forum (NQF) Endorsed Set of 34 Safe Practices*

National Quality Forum (NQF) Endorsed Set of 34 Safe Practices* NQF Endorsed Set of Safe Practices (released 2009) 1. Leadership Structures and Systems Leadership structures and systems must be established to ensure that there is organization-wide awareness of patient

More information

estimate of interest in the program -- should be used as the basis for accountability of the program s productivity.

estimate of interest in the program -- should be used as the basis for accountability of the program s productivity. Agenda Item 2.b New Program Proposal Interdisciplinary Ph.D. Healthcare Genetics With Tracks in Ethics and Public Policy; Interventionist; and Bench Research Clemson University Summary Clemson University

More information

Master of Science in Nursing: Concentration in Family Nurse Practitioner

Master of Science in Nursing: Concentration in Family Nurse Practitioner 1 Master of Science in : Concentration in Family Nurse Practitioner The School of provides master s level educational opportunities for registered nurses and individuals with a bachelor s degree in other

More information

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP) DOCTOR OF NURSING PRACTICE (DNP) Doctor of Nursing Practice (DNP) Purpose The distance education program leading to the Doctor of Nursing Practice degree at Wilkes University is linked to the mission statements

More information

2.b.vii Implementing the INTERACT Project (Inpatient Transfer Avoidance Program for SNF)

2.b.vii Implementing the INTERACT Project (Inpatient Transfer Avoidance Program for SNF) 2.b.vii Implementing the INTERACT Project (Inpatient Transfer Avoidance Program for SNF) Project Objective: Skilled nursing facilities (SNFs) will implement the evidence based INTERACT program developed

More information

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP) 2014-2015 Creighton University Catalog 1 Doctor of Nursing Practice (DNP) Creighton University College of Nursing offers a program of study in nursing leading to the degree of Doctor of Nursing Practice

More information

College of Nursing and Health care Professions

College of Nursing and Health care Professions College of Nursing and Health care Professions a history of excellence Grand Canyon University s College of Nursing and Health Care Professions has been providing an outstanding health care education

More information

I. Required Nursing Courses ON-LINE PROGRAM AT IN-STATE TUITION RATES

I. Required Nursing Courses ON-LINE PROGRAM AT IN-STATE TUITION RATES OAKLAND UNIVERSITY SCHOOL OF NURSING RN/BSN DEGREE COMPLETION SEQUENCE 3027 Human Health Building 2200 N. Squirrel Road, Rochester MI 8309-01 (28) 370-253 www.oakland.edu/nursing nrsinfo@oakland.edu Healthcare

More information

KRISTIN RAMIREZ MSN, RN, ACNS-BC

KRISTIN RAMIREZ MSN, RN, ACNS-BC KRISTIN RAMIREZ MSN, RN, ACNS-BC EDUCATION MSN Angelo State University May 2008 BSN Angelo State University May 2003 ADN Angelo State University May 1999 LVN Cisco Junior College Abilene, Texas December

More information

NURSING. Kathleen Hirthler, DNP, CRNP, FNP-BC; Chair, Graduate Nursing Program; Assistant Professor 570-408-5027 kathleen.hirthler

NURSING. Kathleen Hirthler, DNP, CRNP, FNP-BC; Chair, Graduate Nursing Program; Assistant Professor 570-408-5027 kathleen.hirthler NURSING Deborah A. Zbegner, Ph.D., CRNP, WHNP-BC; Dean of Nursing; Associate Professor 570-408-4086 deborah.zbegner@wilkes.edu Kathleen Hirthler, DNP, CRNP, FNP-BC; Chair, Graduate Nursing Program; Assistant

More information

St. John Fisher College Wegmans School of Nursing NURS 317 Clinical Evaluation Tool

St. John Fisher College Wegmans School of Nursing NURS 317 Clinical Evaluation Tool Student: Clinical Course: Semester/Year: Agency/Unit: Date(s) of Absences: Mid-Term Clinical Evaluation: Meets Criteria: At Risk: (See comment page) Clinical Faculty Signature: Student Signature: Final

More information

MESABI RANGE COMMUNITY & TECHNICAL COLLEGE. Course Outline

MESABI RANGE COMMUNITY & TECHNICAL COLLEGE. Course Outline MESABI RANGE COMMUNITY & TECHNICAL COLLEGE Course Outline Course Title: Clinical I Submitted By: Karianne Hultman Semester Course Prefix and Number: NURS 1239 Approval Date: Old Quarter Course Prefix and

More information