Curriculum Evaluation

Transcription

1 MSN Assessment Plan 2013/2014 Program Goals and Student Learning Outcomes How the Program Goals fit with the Program Mission The IU Kokomo School of Nursing Mission intends to provide educational opportunities that prepare nurses at the baccalaureate and higher degree levels to provide safe, culturally competent, evidence-based health care. Reflective of the faculty commitment to professional nursing, MSN students are presented with opportunities for community involvement, professional engagement and lifelong learning. Evaluation Theory We are currently using Chen s Evaluation Theory as a guide to our design and implementation of program evaluation. This model closely reflects our current practice in evaluation. Using program evaluation theory allows for rich, valuable data to be analyzed and interpreted in order to improve our nursing program. Chen s theory has been adapted to fit nursing education consequently, that is why this particular theory was chosen. It must be noted that only relevant items within the theory are considered by the Evaluation Committee. The goals are as follows: 1. Evaluate all program elements. 2. Determine causal relationships between program elements. 3. Determine program effectiveness 4. Identify strategies to improve program quality. Chen's Theory Driven Model Evaluation Types Mission and Goal Evaluation Curriculum Evaluation Evaluation of Teaching Effectiveness Figure 1. Adaptation of Chen s Theory-Driven Model to Program Evaluation for Nursing Education by Sauter, Johnson and Gillespie (2009) 65

2 Introduction: This summary provides an abbreviated overview of the MSN assessment plan. Assessments are necessary to evaluate learning and to measure outcomes. The MSN curriculum is articulated within this document and the curriculum frameworks used for Nursing Education and Nursing Administration are included in Appendix D. MSN Graduate Program Curriculum The curriculum was designed and developed by doctorate-prepared faculty during the spring, summer and fall of A curriculum was created that would meet the needs of advanced practice nurses in administration and education in order to practice in the twenty-first century. To accomplish these goals the following curriculum guides and frameworks were used. The Essentials of Master s Education for Advanced Practice Nursing The Essentials of Master s Education in Nursing (American Association of Colleges of Nursing [AACN], 2011, p.3) provide a core for all master s programs in nursing and provide the necessary curricular elements and framework, regardless of focus, major, or intended practice setting. Schools of nursing and professional organizations such as the American Nurses Association, American Organization of Nurse Executives, National Institutes of Health, and the American Academy of Nurse Practitioners National Certification Program provided input into their creation. Nurses who obtain the competencies outlined in these Essentials have significant value for current and emerging roles in healthcare delivery and design through advanced nursing knowledge and higher level leadership skills for improving health outcomes (AACN, 2011, p.3). To that end, the MSN Essentials were used as a foundation to the framework for the achievement of the MSN Program Learning Outcomes and are the basis of our core MSN courses. The MSN Essentials were integrated into all core courses and into major track courses as appropriate. The core courses are I630 Introduction to Nursing Informatics, R500 Nursing Research, N502 Nursing Theory, R505 Measurement and Data Analysis, Y510 Advanced Concepts I and Y520 Advanced Concepts II. The MSN Essentials (2011) emphasize that In addition to developing competence in the nine Essential core areas, each graduate will have additional coursework in an area of practice or functional role. This coursework may include more in-depth preparation and competence in one or two of the Essentials or in an additional/ supplementary area of practice (p. 5). Therefore, for the nursing administrative track the Nurse Executive Competencies (American Organization of Nurse Executives [AONE], 2011) were used as a guide in curriculum creation and for the nursing education track the Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators (Halstead, 2007) were used. 66

3 Assessment Plan Formative Evaluation of Program Learning Outcomes and Program Elements The systematic assessment plan for the IUKSON master s programs emphasizes formative and summative assessment of student learning outcomes, program learning outcomes, program outcomes and includes Accreditation Commission for Education in Nursing (ACEN) standards. Faculty are required to provide evidence of meeting learning outcomes/competencies through assessment and evaluation of student artifacts mapped to learning objectives and competencies. Evaluation of learning outcomes from each course is based on best practice such as rubrics, portfolios, and self-reflection. Student attainment of course learning outcomes is reported by the faculty member to the assistant dean and the MSN Committee along with suggestions for course improvement. The committee may accept the suggestions or make additional changes to the course. This information is also reported by faculty in their annual report to show growth towards excellence in teaching. This provides a consistent method for faculty to evaluate how they met course learning outcomes and thereby measure teaching effectiveness. While student evaluations are important, the IUKSON feels it is important for evaluation of teaching effectiveness to include data other than student evaluations. Focus group data are collected and reported to the MSN committee for recommendations, possible intervention, and/or information. For example, the Assistant Dean visits every MSN class on a weekly basis to inquire about student progress and address any problems or concerns in order to evaluate program effectiveness and to solve problems in a timely manner. Summative Evaluation Components The IUKSON MSN Assessment Plan also includes evaluation of student learning outcomes and program outcomes. The evaluation of student learning outcomes includes the following: 1) Practicum Portfolio, 2) Preceptor Evaluation, and 3) AONE Nurse Executive Competencies Assessment Tool for nursing administration pre/post and Nurse Educator Assessment Tool pre-/post-. For the evaluation of program outcomes, data will be collected from the following: 1) certification exam pass rates, 2) program completion rates, 3) graduate satisfaction survey, 4) employer satisfaction survey and 5) student employment in area of professional practice. See figure 1. for concept map of IUKSON MSN Assessment Plan. Figure 1. Concept Map of IUKSON MSN Assessment Plan 67

4 Practicum Portfolio The portfolio is a mechanism used to validate that students have acquired knowledge and skills; as well as, demonstrate that course learning outcomes/competencies have been met. Acquisition of knowledge and skills may be through either course related assignments or methods occurring outside the classroom setting such as Quality Improvement projects. Assignments are collected in e-format, and a grading rubric is provided for overall evaluation of the portfolio, which addresses appearance, completeness, and quality of the materials included. Portfolio contents are compared against program learning outcomes. Every portfolio is evaluated relative to how well the student demonstrates that he/she meets the MSN program learning outcomes. After student portfolios are evaluated for their practicum and assigned a grade, a random sample of portfolios is evaluated for summative evaluation of program learning outcomes and data aggregated and reported to the MSN Committee. The following are the criteria for evaluating the portfolio, along with the rubric for evaluation. Criteria The benchmark for evaluating the portfolio is three or above. That is, the mean of the ranking scores for each MSN competency is three or above based on all the students. The mean of the ranking score for the aggregate of students in the MSN program is also three or above. For Each Competency, the following rubric is used: 4=Excellence Evident in meeting MSN Competency Evaluator easily finds evidence that is presented professionally and Evidence presented shows that student has mastered the competency in a manner that suggests the best practice/exemplary practice; or Demonstrates high level of integration of knowledge, unusually strong insight. 3=Satisfactory Performance Evident in meeting MSN Competency Evaluator easily finds evidence that is presented professionally; and Evidence presented shows that the student has mastered the competency in a complete manner; or Demonstrates good integration of knowledge, insight. 2=Just Below Satisfactory Performance Evident in meeting MSN Competency Evaluator finds evidence only after searching the portfolio; or Evaluator finds that evidence is not presented in a professional manner; or Evidence presented shows some areas that are lacking with regard to achievement of the competency. 1=Unsatisfactory Performance Evident in Meeting BSN Outcome Evaluator is unable to find evidence pertinent to the competency; or Evidence presented does not show that the student addressed the competency in a relevant/reasonable manner (lacks attention to basic aspects of competency); or Evidence presented is found to be unsafe, unethical, or fraudulent. 4=Excellence Evident 3=Satisfactory Performance 2=Just Below Satisfactory. 1=Unsatisfactory Performance Rater assigns a numeric value to each category: 2. Preceptor Evaluation Preceptors will evaluate students at the end of their practicum experience using separate instruments mapped to competencies for each track. The preceptor works with the student so that attainment of student learning outcomes are met for Nursing Education Practicum and Nursing Administration Practicum. 68

5 3. AONE Nurse Executive Competencies Assessment Tool pre-/post- for nursing administration and Nurse Educator Competencies Assessment Tool pre-/post- for nursing education. The AONE competency and nurse educator competency assessment tools will be used pre- and post- to measure student perception of their level of competency before beginning the program and at the end of their program. Current benchmarks for the nurse educator competencies assessment tool are set at an achievement mean of 2.0 (competent) or more in all areas by the end of the program. Current benchmarks for the nursing executive competencies assessment tool are set at an achievement mean of 3.0 (competent) or more in all areas by the end of the program. After pre-/post- data is analyzed per student to inform student perception of their competency, data will be aggregated and combined with portfolio aggregated data and the preceptor aggregated data. This is the third data set to form the triangulation that strengthens evaluation results of program learning outcomes. Evaluation of Program Outcomes As stated previously, the evaluation of program outcomes include data collected from the following: 1) certification exam pass rates, 2) program completion rates, 3) graduate satisfaction survey, 4) alumni survey, 5) employer satisfaction survey and 6) student employment in area of professional practice. As a new program data availability is limited. 1. Certification Exam Pass Rates Certification exam pass rates will be collected and data aggregated and reported to stakeholders. The program outcome goal has been set at 80% for the MSN graduates who take a certification exam and pass it on their first attempt. 2. Program Completion Rates Eighty percent of students will graduate from their program within 1½ times the length of the program. 3. Graduate Satisfaction Near the close of the last semester, students will complete a self-report instrument in which they rate their own abilities in each of the student learning outcome areas. This scale will include several items related to MSN Essentials competencies and program learning outcomes. This is scaled on a four point Likert scale, with 4=strongly agree, 3=agree, 2=disagree, and 1=strongly disagree. Since an important part of professional development is identifying one s own strengths and weaknesses and since our students engage in self-rating across the curriculum, this is an appropriate measure. However, being self-report, there is an issue of validity. Therefore, when possible, this measure is considered with other measures. Currently our benchmarks are set at achievement of a Mean of 3.0 or more in all areas. (See Appendix A for Graduate Survey) 4. Alumni Survey One year post graduation, MSN alumni will be mailed a survey similar to the graduate survey though somewhat shorter, that includes self-report items for every program goal. A similar Likert rating scale is used. Currently our benchmarks are set achievement of a Mean of 3.0 or more in all areas. (See Appendix B for Alumni Survey) 5. Employer Satisfaction IUKSON will survey employers of graduates of the MSN program to collect data on their perceptions of the level of preparation of the graduates for their work setting, overall satisfaction with graduates, and the quality of their performance as employees. Surveys will be completed on a rotating basis. The goal is that 80% or more of employers will express satisfaction with the program. (See Appendix C for Employer Survey) 69

6 6. Student Role-related Professional Practice It is our program outcome goal that 80% of graduates seeking employment will be involved in role related professional practice at one year post-graduation. Data will be collected from the Alumni Survey. Program Elements Additional data may be collected to evaluate program elements per Chen s Theory. Various additional surveys and focus group data are collected and reported to the MSN committee for recommendations, possible changes, and implementation. For example, the assistant dean visits every class on a weekly basis to talk with students about problems or concerns in order to evaluate program effectiveness and to solve problems in a timely manner. Another example, One year into the program a survey was given that measured students' perception of the MSN culture. Prior to beginning the MSN program, faculty defined the graduate culture to serve as a guide to enhance the IUKSON program mission. 70

7 Appendix A MSN GRADUATE SURVEY Indiana University Kokomo Please take a few minutes to provide us with your feedback about your MSN education. We use this information in a summary format in our program evaluation and planning efforts. Your individual responses are anonymous. DO NOT PUT YOUR NAME ON THE FORM. Thank you!! 1. What is the year of your graduation with your MSN degree from IU Kokomo? 2. Prior to completing your MSN degree, what kind of healthcare background did you have? Check the response that best fits: No prior work in the health field Worked as an RN Other: (please indicate) 3. What is your current work status? (while you have been a student) Full time Part time On call/prn Not working (by choice) Not employed (but would like to be) Other (explain) 4. If currently working, what type of organization/agency are you working in? (If you have more than one job, answer with the type of agency you work in most often) A community general hospital A regional medical center A clinic or primary care clinic A home health agency Long term care or extended care facility School Community health agency A school of nursing Other (indicate type) 5. If you are currently working in a health care setting, indicate the specialty area or type of work that you do most often: (choose the one that fits best): Medical/surgical ICU Pediatrics Oncology Peri Operative Obstetrics Mental health Geriatric Rehabilitation Emergency dept Public health Other: School health 6. Indicate the work role you currently hold: Nurse manager/administrator Direct Care Provider (CNA, technician) Patient Educator Staff RN Staff Educator Other: 7. Have you been hired for a NEW role/position following graduation? Yes No Have not applied/searched 8. If you have been hired to a new position, where? What type of unit will you be working on? What type of role will you be assuming? 71

8 Please indicate the degree to which you agree/disagree that you have the following abilities/skills. Circle your response: SD = strongly disagree; D = disagree; A = agree; SA = strongly agree I have the ability: 9. Apply leadership skills and decision making in the provision of culturally responsive, high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery and outcomes. 10. Assume a leadership role in effectively implementing patient safety and quality improvement initiatives within the context of the inter-professional team using effective communication (scholarly writing, speaking, and group interaction) skills. 11. Develop an understanding of how healthcare delivery systems are organized and financed (and how this affects patient care) and identify the economic, legal, and political factors that influence health care. 12. Demonstrate the ability to use complexity science and systems theory in the design, delivery, and evaluation of health care. 13. Apply business and economic principles and practices, including budgeting, cost/benefit analysis, and marketing, to develop a business plan. 14. Design and implement systems change strategies that improve the care environment. 15. Participate in the design and implementation of new models of care delivery and coordination. 16 Analyze how policies influence the structure and financing of health care, practice, and health outcomes. 17 Participate in the development and implementation of institutional, local, and state and federal policy. 18 Examine the effect of legal and regulatory processes on nursing practice, healthcare delivery, and outcomes. 19 Interpret research, bringing the nursing perspective, for policy makers and stakeholders. 20 Advocate for policies that improve the health of the public and the profession of nursing. 21. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 22. Incorporate current and emerging genetic/genomic evidence in providing advanced nursing care to individuals, families, and communities while accounting for patient values and clinical judgment. 23. Design nursing care for a clinical or community-focused population based on biopsychosocial, public health, nursing, and organizational sciences. 24. Apply ethical analysis and clinical reasoning to assess, intervene, and evaluate advanced nursing care delivery. 25. Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. 26. Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives using translational processes to improve practice and associated health outcomes for patient aggregates. 27. Advocate for the ethical conduct of research and translational scholarship (with particular attention to the protection of the patient as a research participant). 28. Articulate to a variety of audiences the evidence base for practice decisions, including the credibility of sources of information and the 72

9 relevance to the practice problem confronted. 29. Participate, leading when appropriate, in collaborative teams to improve care outcomes and support policy changes through knowledge generation, knowledge dissemination, and planning and evaluating knowledge implementation. 30. Apply practice guidelines to improve practice and the care environment. 31. Perform rigorous critique of evidence derived from databases to generate meaningful evidence for nursing practice. 32. Analyze information about quality initiatives recognizing the contributions of individuals and inter-professional healthcare teams to improve health outcomes across the continuum of care. 33. Implement evidence-based plans based on trend analysis and quantify the impact on quality and safety. 34. Analyze information and design systems to sustain improvements and promote transparency using high reliability and just culture principles. 35. Compare and contrast several appropriate quality improvement models. 36. Promote a professional environment that includes accountability and high-level communication skills when involved in peer review, advocacy for patients and families, reporting of errors, and professional writing. 37 Contribute to the integration of healthcare services within systems to affect safety and quality of care to improve patient outcomes and reduce fragmentation of care. 38. Direct quality improvement methods to promote culturally responsive, safe, timely, effective, efficient, equitable, and patient-centered care. 39. Lead quality improvement initiatives that integrate socio-cultural factors affecting the delivery of nursing and healthcare services. 40. Analyze current and emerging technologies to support safe practice environments, and to optimize patient safety, cost-effectiveness, and health outcomes. 41. Evaluate outcome data using current communication technologies, information systems, and statistical principles to develop strategies to reduce risks and improve health outcomes. 42. Promote policies that incorporate ethical principles and standards for the use of health and information technologies. 43. Provide oversight and guidance in the integration of technologies to document patient care and improve patient outcomes. 44. Use information and communication technologies, resources, and principles of learning to teach patients and others. 45. Use current and emerging technologies in the care environment to support lifelong learning for self and others. 46. Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies. 47. Evaluate the effectiveness of clinical prevention interventions that affect individual and population-based health outcomes using health information technology and data sources. 48. Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates/clinical populations. 49. Advance equitable and efficient prevention services, and promote 73

10 effective population-based health policy through the application of nursing science and other scientific concepts. 50. Integrate clinical prevention and population health concepts in the development of culturally relevant and linguistically appropriate health education, communication strategies, and interventions. 51. Develop professional plan with goals and objectives. 52. Identifies education and/or resources necessary for lifelong learning activities. 53. Age 54. Gender What do you think are the strengths of the program? What do you think are the weaknesses of the program? 74

11 Appendix B INDIANA UNIVERSITY KOKOMO MSN ALUMNI SURVEY Please take a few minutes to provide us with your feedback about your MSN education at IUK, and your current professional development. Year of Graduation from IUK: 1. Since graduating from IUK with your MSN, what is your work status? Full time Part time On call/prn Not working (by choice) Not employed (but would like to be) Other (explain): 2. If working, what type of organization/agency are you working in? (If you have more than one job, answer with the type of agency you work in most often) A community general hospital A regional medical center A clinic or primary care clinic A home health agency Long term care or extended care facility School Community health A school of nursing A specialty hospital (type) Other: 3. Annual salary (optional) 4. Indicate the client population that you work with most often: 5. Indicate the type of work you do most often: Nurse manager DON/administrator Patient Educator Staff Nurse/Direct care Staff Educator Other: 6. Please tell us about your professional accomplishments: 7. Membership in professional organizations: 1= excellent, 2 = above average, 3 = average, 4 = below average Please use the scale above to rank how well you think the MSN program at IUK prepared you to: 8. Model excellence in nursing leadership to improve nursing practice within the health care system Function within an ethical-legal framework Synthesize knowledge from nursing, biological, behavioral, social, administrative, educational, and communication sciences for application to area of specialty Demonstrate scholarly inquiry and reflection that exemplifies clinical reasoning, critical, creative, and systems thinking Frame problems, design interventions, specify outcomes, maintain quality while balancing human, fiscal, and material resources Use information technology and knowledge-based resources to inform practice. Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services Engage in lifelong learning activities that contribute to the professional nursing development and advancement of the nursing profession Please feel free to include feedback/comments on the back of the survey. Thank You! 75

12 Appendix C INDIANA UNIVERSITY KOKOMO SCHOOL OF NURSING MSN SURVEY OUTCOME MAP EMPLOYER EVALUATION OF EDUCATIONAL PREPARATION AND COMPETENCE LEVEL OF MSN GRADUATE NURSES Please evaluate the level of competence of Indiana University Kokomo Graduates in your agency using the following scale: 1 = excellent, 2 = above average, 3 = average, 4 = below average, and NA = unable to assess. The new graduate is able to: 1. Model excellence in nursing leadership to improve nursing practice within the health care system Function within an ethical-legal framework Synthesize knowledge from nursing, biological, behavioral, social, administrative, educational, and communication sciences for application to area of specialty Demonstrate scholarly inquiry and reflection that exemplifies clinical reasoning, critical, creative, and systems thinking Frame problems, design interventions, specify outcomes, maintain quality while balancing human, fiscal, and material resources Use information technology and knowledge-based resources to inform practice. Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services Engage in lifelong learning activities that contribute to the professional nursing development and advancement of the nursing profession Please rate the overall ability of Indiana University NAKokomo MSN Graduates competencies. Please make any additional comments pertaining to the educational preparation of Indiana University Kokomo School of Nursing MSN Graduates (use back of sheet if necessary). Evaluator Position: Agency: MB/

13 Appendix D Nursing Administrator Track Indiana University Kokomo School of Nursing MSN Program Outcomes Mapped to Nurse Executive Competencies 1 and s Program Outcomes mapped to Nurse Administrator Competencies and then mapped to courses. Evaluation of learning objectives via artifacts within each course will be available to site visitors. Program Learning Outcome 1. Model excellence in nursing leadership to improve nursing practice within the healthcare system. CORE COMPETENCIES OF NURSE ADMINISTRATORS/ EXECUTIVES Competency 1. Communication and relationship-building Effective communication R590 Relationship management Influencing of behaviors Shared decision-making Community involvement Medical staff relationships Academic relationships Competency 3. Leadership skills Foundational Thinking Skills 1 American Organization of Nurse Executives. (2011). Nurse executive competencies. Chicago: Author. 77

14 Program Learning Outcome 2. Function within an ethical-legal framework. Competency 2. Knowledge of the health care environment Clinical practice knowledge Health care policy knowledge Knowledge of risk management Competency 4. Professionalism Ethics Advocacy for the clinical enterprise and for nursing practice Program Learning Outcome 3. Synthesize knowledge from nursing, biological, behavioral, social, administrative, educational, and communication sciences for application to area of specialty. Competency 2. Knowledge of the health care environment Patient care delivery models and work design knowledge Understanding of governance Knowledge of, and dedication to patient safety Competency 3. Leadership skills Systems Thinking Change management L530 L530 L530 R590 L671 78

15 Program Learning Outcome 4. Demonstrate scholarly inquiry and reflection that exemplifies clinical reasoning, critical, creative, and systems thinking. Competency 2. Knowledge of the health care environment Understanding of evidence-based practice/outcome measurement Knowledge of quality improvement and metrics Competency 4. Professionalism Evidence-based clinical and management practice Program Learning Outcome 5. Frame problems, design interventions, specify outcomes, and maintain quality while balancing human, fiscal, and material resources. Competency 2. Knowledge of the health care environment Health care economics knowledge Understanding of utilization/case management Competency 5. Business skills Financial management Human resource management and development Strategic management Marketing Program Learning Outcome 6. Use information technology and knowledge-based resources to inform practice. Competency 5. Business skills Information management and technology Program Learning Outcome 7. Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services. Competency 1. Communication and relationship-building Ability to work with diversity R590 L671 L671 L530 R590 L671 Program Learning Outcome 8. Engage in lifelong learning activities that contribute to the professional nursing development and advancement of the nursing profession. 79

16 Competency 3. Leadership skills Personal journey disciplines Succession planning Competency 4. Professionalism Personal and professional accountability Career planning Active membership in professional organizations L530 80

17 Nurse Educator Track Indiana University Kokomo School of Nursing Program Learning Outcomes Mapped to Nurse Educator Competencies 1 and s Program Learning Outcomes mapped to Nurse Educator Competency and then mapped to courses. Evaluation of learning objectives via artifacts within each course will be available to site visitors. Program Learning Outcome 1. Model excellence in nursing leadership to improve nursing practice within the health care system. Competency 3. Use Assessment and Evaluation Strategies Nurse educators use a variety of strategies to assess and evaluate student-learning in classroom, laboratory and clinical settings, as well as in all domains of learning. To use assessment and evaluation strategies effectively, the nurse educator: Uses extant literature to develop evidence-based assessment and evaluation practices. Uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains. Implements evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals. Uses assessment and evaluation data to enhance the teaching-learning process. Provides timely, constructive, and thoughtful feedback to learners. Demonstrates skill in the design and use of tools for assessing clinical practice. Competency 4. Participate in Curriculum Design and Evaluation of Program Learning Outcomes Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment. To participate effectively in curriculum design and evaluation of program outcomes, the nurse educator: Ensures that the curriculum reflects institutional philosophy and mission, current nursing and health care trends, and community and societal needs, so as to prepare graduates for practice in a complex, dynamic, multicultural health care environment. Demonstrates knowledge of curriculum development including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities and evaluation strategies. Bases curriculum design and implementation decisions on sound educational principles, theory, T615 T615 and research. 1 Halstead, J. A. (Ed.). (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing. T615 81

18 Program Learning Outcome 1 (Continued) Competency 4 (Continued) Revises the curriculum based on assessment of program outcomes, learner needs, and societal and health care trends. Implements curricular revisions using appropriate change theories and strategies. Creates and maintains community and clinical partnerships that support educational goals. Collaborates with external constituencies throughout the process of curriculum revision. Designs and implements program assessment models that promote continuous quality improvement of all aspects of the program. Program Learning Outcome 2. Function within an ethical-legal framework. Competency 6. Pursue Continuous Quality Improvement in the Nurse Educator Role Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence in the role is essential. To pursue continuous quality improvement in the nurse educator role, the individual: Demonstrates a commitment to life-long learning. Recognizes that career enhancement needs and activities change as experience is gained in the role. Participates in professional development opportunities that increase one s effectiveness in the role. Balances the teaching, scholarship, and service demands inherent in the role of educator and member of an academic institution. Uses feedback gained from self, peer, student, and administrative evaluation to improve role effectiveness. Engages in activities that promote one s socialization to the role. Uses knowledge of legal and ethical issues relevant to higher education and nursing education as a basis for influencing, designing, and implementing policies and procedures related to students, faculty, and the educational environment. Mentors and supports faculty colleagues. Program Learning Outcome 3. Synthesize knowledge from nursing, biological, behavioral, social-administrative, educational, and communication sciences for application to area of specialty. Competency 8. Function within the Educational Environment Nurse educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social and economic forces impact their role. To function as a good citizen of the academy, the nurse educator: Uses knowledge of history and current trends and issues in higher education as a basis for making recommendations and decisions on educational issues. Identifies how social, economic, political, and institutional forces influence higher education in general and nursing education in particular. Develops networks, collaborations, and partnerships to enhance nursing s influence within the academic community. Program Learning Outcome 3 (Continued) Competency 8 (Continued) Determines own professional goals within the context of academic nursing and the mission of 82 T615 T615 T615 T615

19 the parent institution and nursing program. Integrates the values of respect, collegiality, professionalism, and caring to build an organizational climate that fosters the development of students and teachers. Incorporates the goals of the nursing program and the mission of the parent institution when proposing change or managing issues. Assumes a leadership role in various levels of institutional governance. Advocates for nursing and nursing education in the political arena. Program Learning Outcome 4. Demonstrate scholarly inquiry and reflection that exemplifies clinical reasoning, critical, creative, and systems thinking. Competency 7. Engage in Scholarship Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity. To engage effectively in scholarship, the nurse educator: Draws on extant literature to design evidence-based teaching and evaluation practices. Exhibits a spirit of inquiry about teaching and learning, student development, evaluation methods, and other aspects of the role. Designs and implements scholarly activities in an established area of expertise. Disseminates nursing and teaching knowledge to a variety of audiences through various means. Demonstrates skill in proposal writing for initiatives that include, but are not limited to, research, resource acquisition, program development, and policy development. Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality, and creativity. Program Learning Outcome 5. Frame problems, design interventions, specify outcomes, and maintain quality while balancing human, fiscal, and material resources. Competency 5. Function as a Change Agent and Leader Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice. To function effectively as a change agent and leader, the nurse educator: Models cultural sensitivity when advocating for change. Integrates a long-term, innovative, and creative perspective into the nurse educator role. Participates in interdisciplinary efforts to address health care and educational needs locally, regionally, nationally, or internationally. Evaluates organizational effectiveness in nursing education. Implements strategies for organizational change. T615 R590 R590 R590 R590 R590 R590 T615 T615 83

20 Program Learning Outcome 5 (Continued) Competency 5 (Continued) Provides leadership in the parent institution as well as in the nursing program to enhance the visibility of nursing and its contributions to the academic community. Promotes innovative practices in educational environments. Develops leadership skills to shape and implement change. Program Learning Outcome 6. Use information technology and knowledge-based resources to inform practice. Competency 1. Facilitate Learning Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student-learning and the achievement of desired cognitive, affective, and psychomotor outcomes. To facilitate learning effectively, the nurse educator: Competency Statements Implements a variety of teaching strategies appropriate to learner needs, desired learner outcomes, content, and context. Grounds teaching strategies in educational theory and evidence-based teaching practices. Recognizes multicultural, gender, and experiential influences on teaching and learning. Engages in self-reflection and continued learning to improve teaching practices that facilitates learning. Uses information technologies skillfully to support the teaching-learning process. Practices skilled oral, written, and electronic communication that reflects an awareness of self and others, along with an ability to convey ideas in a variety of contexts. Models critical and reflective thinking. Creates opportunities for learners to develop their critical thinking and critical reasoning skills. Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students. Demonstrates interest in and respect for learners. Uses personal attributes (e.g., caring, confidence, patience, integrity and flexibility) that facilitate learning. 84

21 Program Learning Outcome 6 (Continued) Competency 1 (Continued) Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments. Maintains the professional practice knowledge base needed to help learners prepare for contemporary nursing practice. Serves as a role model of professional nursing Program Learning Outcome 7. Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services. Competency 2. Facilitate Learner Development and Socialization Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role. To facilitate learner development and socialization effectively, the nurse educator: Identifies individual learning styles and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, at-risk, and second degree learners. Provides resources to diverse learners that help meet their individual learning needs. Assists learners to develop the ability to engage in thoughtful and constructive self and peer evaluation. Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners self-reflection and personal goal setting. Fosters the cognitive, psychomotor, and affective development of learners. Recognizes the influence of teaching styles and interpersonal interactions on learner outcomes. Program Outcome 8. Engage in lifelong learning activities that contribute to the professional nursing development and advancement of the nursing profession. Competency 2. Facilitate Learner Development and Socialization Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role. To facilitate learner development and socialization effectively, the nurse educator: Engages in effective advisement and counseling strategies that help learners meet their professional goals. Models professional behaviors for learners including, but not limited to, involvement in professional organizations, engagement in lifelong learning activities, dissemination of information through publications and presentations, and advocacy. 85