Linfield-Good Samaritan School of Nursing. Nurse Educator Associate (Adjunct Faculty) Manual

Transcription

1 Linfield-Good Samaritan School of Nursing Nurse Educator Associate

2 Table of Contents Chapter I: Orientation, Mentorship, Supervision, Evaluation, And Position Descriptions Orientation, Mentorship, Supervision, And Evaluation Of Nurse Educator Associate (Adjunct Faculty)... 2 Nurse Educator Associate (Adjunct Faculty) Position Description... 3 Nurse Educator Associate (Adjunct Faculty) Liaison Position Description... 4 Responsibilities Of Integrated Experiential Learning Coordinator... 6 Chapter II: Curriculum Overview Of The Linfield-Good Samaritan School Of Nursing Program... 9 The Essentials Of Baccalaureate Education For Professional Nursing Practice Code Of Ethics For Nurses Standards Of Practice Linfield College Mission Statement Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement Linfield-Good Samaritan School Of Nursing Program Outcomes Linfield-Good Samaritan School Of Nursing Level Outcomes And Course Outcomes For Generic BSN Program And RN-BSN Program Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of Inquiry, And Curriculum Conceptual Organization Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Definition And Terms Chapter III: Teaching Strategies And Nursing Policies Evidence-Based Practice Conflict Resolution Constructive Feedback Praxis Preceptorship Model Of Clinical Teaching Clinical Agency Contact Person Model For Clinical Placement Linfield-Good Samaritan School Of Nursing Experiential Learning Center Standards For The Learning Community Linfield-Good Samaritan School Of Nursing Online Course Expectations Linfield-Good Samaritan School Of Nursing Best Practices For Educators Teaching In Fully Online Courses Incivility In Nursing Education Chapter IV: Miscellaneous Portland Campus Information Attire Clinical Health Passports Contact Information Equipment Requests Faculty Evaluations Faculty/Staff Lounge Forms i

3 ID Card Keys Linfield Address Other Teaching Opportunities At Linfield Parking Duplicating Equipment (Photocopy/Printing/Scanning) Safety And Security Student Counseling Services Student Learning Support Services Supply Room Syllabus Preparation And Requirements Textbooks Chapter V: Appendices Linfield-Good Samaritan School Of Nursing Organizational Chart... A-1 Linfield-Good Samaritan School Of Nursing Nurse Educator Associate (Adjunct Faculty) Evaluation Of School Of Nursing Support... B-1 Linfield-Good Samaritan School Of Nursing Evaluation Of Nurse Educator Associate (Adjunct Faculty): Self-Appraisal... C-1 Evaluation Of Nurse Educator Associate (Clinical Adjunct Nursing Faculty) By Integrated Experiential Learning Coordinator... C-2 Evaluation Of Nurse Educator Associate (Classroom Adjunct Nursing Faculty) By The Associate Dean Of Nursing For Faculty And Program Development... C-4 Linfield College: Student Appraisal of Instruction... D-1 Linfield College: Student Appraisal of Clinical Instruction in Nursing... D-3 ii

4 Preface Welcome to Linfield-Good Samaritan School of Nursing! Linfield College is accredited by the Northwest Commission on Colleges and Universities. The undergraduate nursing program is fully accredited by the Commission on Collegiate Nursing Education and the Oregon State Board of Nursing. The School of Nursing has a long and rich history with roots dating back to 1890, when the first nursing education program in the Northwest was established at Good Samaritan Hospital. A partnership with Linfield College in 1985 moved this program from hospital-based training to the collegiate level. Our diverse student body is comprised of migrating students from the McMinnville campus, transfer students pursuing a first degree, and students with prior degrees who are seeking a career change. We also have RNs who are seeking their BSN degree. The nursing faculty is both academically and experientially prepared and committed to facilitating the students success. We are pleased that you have joined our community of learning, and we look forward to working with you. As a Nurse Educator Associate (adjunct faculty), you will play a very important role in facilitating student learning so they are prepared to meet the healthcare needs of the future. iii

5 Chapter I: Orientation, Mentorship, Supervision, Evaluation, And Position Descriptions Nurse Educator Associate Edition

6 Orientation, Mentorship, Supervision, And Evaluation Of Nurse Educator Associate (Adjunct Faculty) Nurse Educator Associates (Adjunct Faculty) are encouraged to participate in the Nurse Educator Associate (Adjunct Faculty) Development Program workshop; and to access information posted electronically on Blackboard, under Adjunct Resources. Nurse Educator Associates (Theory Adjunct Faculty) are oriented, mentored, and supervised by the Associate Dean of Nursing for Faculty and Program Development. Issues that cannot be resolved at the Associate Dean of Nursing for Faculty and Program Development level should be brought to the attention of the Dean of Nursing. Nurse Educator Associates (Clinical Adjunct Faculty) are oriented, mentored, and supervised by the Integrated Experiential Learning Coordinator of the course to which they are assigned. Issues, that cannot be resolved at the Integrated Experiential Learning Coordinator level, should be brought to the attention of the Associate Dean of Nursing for Faculty and Program Development. The Nurse Educator Associate (Adjunct Faculty) Liaison collaborates with the Associate Dean of Nursing for Faculty and Program Development and the Integrated Experiential Learning Coordinators to orient and mentor Nurse Educator Associates (Adjunct Faculty). The Liaison also assists Nurse Educator Associates (Adjunct Faculty) by identifying professional development needs and educational opportunities; communicating information concerning policy, procedure, and resources; and conveying concerns or issues to administration and faculty. Nurse Educator Associates (Adjunct Faculty) will be asked to complete the Evaluation of Support for Nurse Educator Associates (Adjunct Faculty) form to determine if the support we provided you was adequate. Nurse Educator Associates (Adjunct Faculty) will have the opportunity to participate in a general orientation to the School of Nursing. Prior to teaching their first online nursing course in the RN-BSN program, Nurse Educator Associates (Adjunct Faculty) are required to participate in an RN-BSN Distance Education Program online orientation. At the conclusion of the semester, the Nurse Educator Associate (Adjunct Faculty) completes the Evaluation of Nurse Educator Associate (Adjunct Faculty) Self-Appraisal form. The Associate Dean of Nursing for Faculty and Program Development completes the Evaluation of Nurse Educator Associate (Classroom Adjunct Nursing Faculty) by the Associate Dean of Nursing for Faculty and Program Development form for the Nurse Educator Associates (Adjunct Faculty) teaching theory. The Course Coordinator or Experiential Learning Coordinator completes the Evaluation of Nurse Educator Associate (Clinical Adjunct Faculty) by Course Coordinator/Experiential Learning Coordinator form for Nurse Educator Associates (Adjunct Faculty) teaching clinical. The evaluation and plans to improve performance are discussed with the Nurse Educator Associate (Adjunct Faculty). Nurse Educator Associate Edition

7 Nurse Educator Associate (Adjunct Faculty) Position Description Source: Linfield College Faculty Handbook IV. 5. ADJUNCT FACULTY Adjunct faculty are those employed for up to one year at a time on a part-time basis to teach particular courses. Unless the contract stipulates to the contrary, the job description includes instruction only (including some availability for conferences with students outside of class), not advising, professional development, or service activities. Rank is not accorded, and stipends are based only on teaching load and the individual s highest degree. In accordance with Linfield s Retirement Plan document plan, adjunct faculty are eligible to participate in the Plan on a voluntary salary reduction basis effective with the employee s date of employment. Otherwise, only those benefits required by law are provided. Normally, adjunct faculty are limited to no more than 18 load units in any given academic year, where 33 units is defined as full time (23 of teaching per se and 10 of other, such as advising and service functions). Included in the 18 is teaching within any division of the college. In no case will a load of more than 20 units be approved. Adjunct faculty employed in the school of nursing for clinical supervision and instruction will be hired under the same terms as other adjunct faculty except that pay rates may be somewhat higher than those applicable to other adjuncts based on prevailing rates for nurses in the Portland area. Adjunct faculty are not eligible for tenure, promotion in rank, or sabbatical leave. Reappointment is based on a departmental evaluation of teaching effectiveness. Each course taught by an adjunct faculty member must be evaluated using the college form for student evaluation of instruction. Addendum to the Linfield College Faculty Handbook pertinent to the Linfield-Good Samaritan School of Nursing: In compliance with the Oregon State Board of Nursing standards for educational programs in nursing, clinical adjunct faculty (Nurse Educator Associates) shall hold at least a Bachelor s Degree in Nursing with no less than two years of nursing experience. Theory adjunct faculty (Nurse Educator Associates) shall hold at least a Master s Degree in Nursing with no less than three years of nursing experience. Both clinical and theory adjunct faculty (Nurse Educator Associates) shall have licensure as a registered nurse in Oregon Nurse Educator Associate Edition

8 Nurse Educator Associate (Adjunct Faculty) Liaison Position Description Source: Linfield-Good Samaritan School of Nursing Faculty Manual, edition Position Title: Nurse Educator Associate (Adjunct Faculty) Liaison Reports To: Dean of Nursing and Associate Dean of Nursing for Faculty and Program Development Full Time Equivalent (FTE): Determined by Dean of Nursing Date Approved: 07/15/12 Last Date Reviewed/Revised: Position Summary: The Nurse Educator Associate (Adjunct Faculty) Liaison collaborates with the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, Experiential Learning Coordinators, adn the Faculty Development Committee in meeting assigned responsibilities related to Nurse Educator Associate (Adjunct Faculty). Responsibilities: 1. In conjunction with the Administrative Assistant to the School of Nursing, provides oversight to the management of information regarding Nurse Educator Associates (Adjunct Faculty) for the generic BSN program. Current contact information Licensure as an RN in another state(s) in addition to Oregon Practice specialty areas and experience Availability for clinical teaching, as well as, other work commitments Number of hours committed and used in the academic year Preferred courses and record of teaching in past courses Performance review dates, completed evaluations, and summary of evaluation results Current signed contract for academic year Current mandatory education requirements (e.g., TB testing, CPR, Licensure) 2. Assists Integrated Experiential Learning Coordinators and the Associate Dean of Nursing for Faculty and Program Development with advertising for Nurse Educator Associates (Adjunct Faculty). 3. Develops and coordinates a general orientation for new Nurse Educator Associates (Adjunct Faculty); and collaborates with Integrated Experiential Learning Coordinators and the Associate Dean of Nursing for Faculty and Program Development to establish course specific orientations. 4. In collaboration with Integrated Experiential Learning Coordinators and the Associate Dean of Nursing for Faculty and Program Development, ensures Nurse Educator Associates (Adjunct Faculty) who are new to education are mentored on principles and strategies for teaching, grading, praxis, and simulated lab learning experiences. 5. Collaborates with the School of Nursing Faculty Development Committee and the Associate Dean of Nursing for Faculty and Program Development to identify professional growth and development needs of Nurse Educator Associates (Adjunct Nurse Educator Associate Edition

9 Faculty), and based on this needs assessment, collaborates with the committee and the Associate Dean of Nursing for Faculty and Program Development to develop and implement the annual Nurse Educator Associate (Adjunct Faculty) Development Program and other educational opportunities. 6. Communicates monthly with Nurse Educator Associates (Adjunct Faculty) regarding such items as applicable policies, College and School of Nursing information, and educational opportunities. In Collaboration with Integrated Experiential Learning Coordinators, other faculty, and administrators, serves as a liaison to Nurse Educator Associates (Adjunct Faculty) in interpreting policy and procedure, problem solving, and seeking resources. 7. Maintains a line of communication between Nurse Educator Associates (Adjunct Faculty) and the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, Integrated Experiential Learning Coordinators, and other faculty. 8. Collaborates with the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, and/or others to implement a system of recognition for Nurse Educator Associates (Adjunct Faculty). 9. Conducts, analyzes, and reports on the annual evaluation of support for Nurse Educator Associates (Adjunct Faculty). 10. Through discussions with Integrated Experiential Learning Coordinators, other faculty, and administrators; identifies Nurse Educator Associate (Adjunct Faculty) issues and ideas for improvement. Reports on Nurse Educator Associate (Adjunct Faculty) issues and recommendations for improvement at Nursing Faculty Assembly meetings. Qualifications: 1. Bachelor s Degree in Nursing 2. Licensure as a registered nurse in Oregon 3. Three years experience in clinical nursing 4. Excellent communication and interpersonal skills 5. Ability to establish effective working relationships with a variety of faculty, staff, and community contacts 6. Ability to manage multiple tasks and projects in an organized and productive manner 7. Proficiency in personal computer skills, Microsoft Office Nurse Educator Associate Edition

10 Responsibilities Of Integrated Experiential Learning Coordinator Source: Linfield-Good Samaritan School of Nursing Faculty Manual, edition Some of the responsibilities of the Integrated Experiential Learning Coordinator include: 1. Coordinates the search process for Nurse Educator Associates (Clinical Adjunct Faculty) and forwards hiring recommendations to the Associate Dean of Nursing for Faculty and Program Development. 2. Orients Nurse Educator Associate (Clinical Adjunct Faculty) to the nursing curriculum; the course, including course outcomes, requirements of the course, and evaluation methods; and expectations about the role of the Nurse Educator Associate (Clinical Adjunct Faculty). Orients the Nurse Educator Associate (Clinical Adjunct Faculty) to the roles of the faculty, preceptor and student, if the adjunct is teaching in NURS 475 Integrated Experiential Learning IV. 3. Provides Nurse Educator Associate (Clinical Adjunct Faculty) with the course syllabus and access to the course textbook(s). 4. Coordinates implementation of course requirements, such as faculty and student completion of Health Passport and clinical agency requirements. 5. Assigns students and faculty to clinical sites, and supports faculty in nurturing and maintaining positive working relationships with the clinical agency staff. 6. Oversees implementation of course outcomes through frequent and clear communication with course faculty. 7. Provides guidance to the Nurse Educator Associate (Clinical Teaching Associate) with regard to clinical teaching and student evaluation issues. 8. Coordinates academic counseling of students in the course who are in academic jeopardy. 9. Submits clinical related academic alerts to students and submits final course grades. 10. Facilitates resolution of student grievances related to the course. 11. Maintains communication between course faculty and facilitates team meetings. 12. Submits contracts for reimbursement of Nurse Educator Associates (Clinical Adjunct Faculty) teaching in NURS 335, 375 or 435 in the BSN generic program for orientation to clinical sites they have not been assigned to previously. Informs Nurse Educator Associates (Clinical Adjunct Faculty) about the process for clinical travel reimbursement. Nurse Educator Associate Edition

11 13. Coordinates faculty and student evaluation of clinical agencies and Clinical Teaching Associates (preceptors), student evaluation of faculty and the course, and faculty evaluation of student clinical performance. 14. Writes a performance evaluation of the Nurse Educator Associate (Clinical Adjunct Faculty) that is shared with the adjunct. Nurse Educator Associate Edition

12 Chapter II: Curriculum Nurse Educator Associate Edition

13 Overview Of The Linfield-Good Samaritan School Of Nursing Program The Vision, Mission and Philosophy of the School of Nursing is derived from the College Mission Statement and provides a foundation upon which the curriculum is structured. The curriculum is designed to be applicable to both generic students with no previous preparation in nursing and the returning registered nurse seeking a baccalaureate degree. The School of Nursing provides a quality education derived from a liberal arts foundation and nursing theory and research, supplemented by content from other disciplines. The School prepares graduates to act as providers of care, designers/managers/coordinators of care and members of the nursing profession to meet the health needs of multidimensional individuals and families, groups and communities in a diverse and multicultural society. Analytical, critical, and creative thinking, as well as intuitive processes are developed as a basis for independent and collaborative decision making in the application of clinical judgment, which includes the nursing process. The curriculum is designed to expose the student to a variety of factors that contribute to the development of a professional worldview. Among these factors are an awareness of the historical and legal context of nursing, diverse professional and cultural values, social issues, and ethical concepts. Experiences are selected to motivate students toward understanding the needs of others, making creative and constructive contributions to society, and lifelong learning. Scholarly activity is promoted to prepare students for graduate study in nursing. Graduates are expected to be accountable in the practice of nursing and provide leadership in implementing changes necessary to meet the health needs of a complex and evolving society. The organization and internal consistency of the curriculum are demonstrated in the Linfield College Mission Statement, Vision/Mission/Philosophy Statement of the School of Nursing, Curricular Themes, Modes of Inquiry and Curriculum Conceptual Organization, and Program Outcomes. The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. The nursing program uses the following professional nursing standards and guidelines: AACN The Essentials of Baccalaureate Education for Professional Nursing Practice, which can be found at the following Web site: ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical obligations and duties of professional nurses and nursing students. It can be found at the following Web site: ANA Standards of Practice OSBN Nurse Practice Act Nurse Educator Associate Edition

14 The Essentials Of Baccalaureate Education For Professional Nursing Practice The following nine Essentials address the key stakeholders recommendations and landmark documents such as the Institute of Medicine s recommendations for the core knowledge required of all healthcare professionals. The Essentials emphasize such concepts as patient-centered care, interprofessional teams, evidence-based practice, quality improvement, patient safety, informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity, professionalism, and practice across the lifespan in an ever-changing and complex healthcare environment. Essentials I-IX delineate the outcomes expected of graduates of baccalaureate nursing programs. Achievement of these outcomes will enable graduates to practice within complex healthcare systems and assume the roles: provider of care; designer/manager/coordinator of care/ and member of a profession. Essential IX describes generalist nursing practice at the completion of baccalaureate nursing education. This Essential includes practice-focused outcomes that integrate the knowledge, skills, and attitudes delineated in Essentials I-VIII. The nine Essentials are: Essential I: Liberal Education For Baccalaureate Generalist Nursing Practice A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic Organizational And Systems Leadership For Quality Care And Patient Safety Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care. Essential III: Scholarship For Evidence Based Practice Professional nursing practice is grounded in the translation of current evidence into one s practice. Essential IV: Information Management And Application Of Patient Care Technology Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential V: Health Care Policy, Finance, And Regulatory Environments Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. Nurse Educator Associate Edition

15 Essential VI: Interprofessional Communication And Collaboration For Improving Patient Health Outcomes Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical Prevention And Population Health Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential VIII: Professionalism And Professional Values Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Essential IX: Baccalaureate Generalist Nursing Practice The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. Learning opportunities, including direct clinical experiences, must be sufficient in breadth and depth to ensure the baccalaureate graduate attains these practice-focused outcomes and integrates the delineated knowledge and skills into the graduate s professional nursing practice. Clinical learning is focused on developing and refining the knowledge and skills necessary to manage care as part of an interprofessional team. Simulation experiences augment clinical learning and are complementary to direct care opportunities essential to assuming the role of the professional nurse. A clinical immersion experience provides opportunities for building clinical reasoning, management, and evaluation skills. (AACN, The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008.) Nurse Educator Associate Edition

16 Code Of Ethics For Nurses Provision 1: The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. Provision 2: The nurse s primary commitment is to the patient, whether an individual, family, group or community. Provision 3: The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. Provision 4: The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse s obligation to provide optimum patient care. Provision 5: The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. Provision 6: The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action. Provision 7: The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. Provision 8: The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. Provision 9: The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. (ANA Code of Ethics for Nurses with Interpretive Statements, 2001.) Nurse Educator Associate Edition

17 Standards Of Practice Standard 1. Assessment The registered nurse collects comprehensive data pertinent to the healthcare consumer s health or the situation. Standard 2. Diagnosis The registered nurse analyzes the assessment data to determine the diagnoses or issues. Standard 3. Outcome Identification The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation. Standard 4. Planning The registered nurse develops a plan of care that prescribes strategies and interventions to attain expected outcomes. Standard 5. Implementation The nurse implements the interventions identified in the plan. Standard 5A. Coordination of Care Standard 5B. Health Teaching and Health Promotion Standard 6. Evaluation The registered nurse evaluates progress toward attainment of outcomes. Standard 7. Ethics The registered nurse practices ethically. Standard 8. Education The registered nurse attains knowledge and competence that reflects current nursing practice. Standard 9. Evidence-Based Practice and Research The registered nurse integrates evidence and research findings into practice. Standard 10. Quality of Practice The registered nurse contributes to quality nursing practice. Standard 11. Communication The registered nurse communicates effectively in a variety of formats in all areas of practice. Standard 12. Leadership The registered nurse demonstrates leadership in the professional practice setting and the profession. Nurse Educator Associate Edition

18 Standard 13. Collaboration The registered nurse collaborates with the healthcare consumer, family and others in the conduct of nursing practice. Standard 14. Professional Practice Evaluation The registered nurse evaluates her or his own nursing practice in relation to professional practice standards and guidelines, relevant statutes, rules and regulations. Standard 15. Resource Utilization The registered nurse utilizes appropriate resources to plan and provide nursing services that are safe, effective and financially responsible. Standard 16. Environmental Health The registered nurse practices in an environmentally safe and healthy manner. (ANA Scope and Standards of Nursing Practice, 2010) Nurse Educator Associate Edition

19 Linfield College Mission Statement Approved: 05/04/02 Linfield College advances a vision of learning, life, and community that: promotes intellectual challenge and creativity, values both theoretical and practical knowledge, engages thoughtful dialogue in a climate of mutual respect, honors the rich texture of diverse cultures and varied ways of understanding, piques curiosity for a lifetime of inquiry, and inspires the courage to live by moral and spiritual principle and to defend freedom of conscience. Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement Approved: 04/06/09 Vision Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship of the complex global society. Mission The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community of learning grounded in the liberal arts values of social justice and life-long learning. The program prepares caring nurses who are committed to the profession and responsive to the needs of the global community in an ever-changing healthcare environment. Evidence based practice and research guide student learning within a culture that promotes professional excellence and scholarship. Philosophy We believe that healthcare is a fundamental right that takes place within and among diverse and intersecting communities. Our diverse and inclusive learning environment fosters a commitment to social justice. Respect for multiple perspectives guides students and faculty to provide effective intercultural care, contribute to local and global efforts to eliminate health disparities, and advocate for vulnerable populations. Understanding that health and illness result from complex interrelated factors, nurses assume a leadership role in creating healthy communities by promoting health and healing, preventing disease, and influencing healthcare policy. Nurses develop collaborative partnerships with clients, healthcare providers, and other stakeholders to achieve healthcare goals in a variety of settings. Consistent with the foundational education principles of Linfield College, the School of Nursing promotes integrated learning, global/multicultural awareness, and experiential learning that fosters reflective practice essential for professional nurses in the 21 st century. We believe that learning centered education is best achieved within a supportive community that values individual learning styles and builds on previous knowledge and practical experience. Our curriculum is designed to facilitate the development of theory acquisition, clinical skill development, and socialization into the profession of nursing. The Linfield-Good Samaritan Nurse Educator Associate Edition

20 School of Nursing Curriculum Model provides a visual organizational structure for the curriculum. Linfield-Good Samaritan School Of Nursing Program Outcomes Approved: 04/06/09 Last Revised: 04/15/13 The graduate of Linfield-Good Samaritan School of Nursing: 1. Builds a professional practice informed by the mission of Linfield College and the vision, mission, and philosophy of the School of Nursing as well as the standards and values of the nursing profession. 2. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. 3. Communicates effectively and collaboratively in a professional practice. 4. Uses a range of information and clinical technologies to achieve health care outcomes for clients. 5. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. 6. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients in the community. 7. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. 8. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. 9. Incorporates a liberal arts based understanding of local and global healthcare issues to health promotion, risk reduction, disease and illness prevention and disease and health care management. Nurse Educator Associate Edition

21 Linfield-Good Samaritan School Of Nursing Level Outcomes And Course Outcomes For Generic BSN Program And RN-BSN Program 100 and 200 Levels: Liberal Arts Support Courses 300 Level Outcomes 1. Explains the role of the nurse in responding to ethical issues including social justice encountered in clinical practice. 2. Provides safe, holistic client-centered care using evidence-based practice, clinical reasoning, and technology. 3. Engages in professional communication and collaborative relationships within the community of learning. 4. Applies principals of stewardship and clinical judgment to advocate for the health of clients within an organizational culture/system. 5. Applies knowledge of cultural values and intercultural differences to influence client health outcomes. 6. Implements nursing strategies that reflect an understanding of health and illness through integration of concepts from humanities, sciences and social sciences. 7. Incorporates concepts of health promotion and illness prevention and treatment in the care of clients. 8. Examines the impact of social and economic factors on the health care consumers, including clients from vulnerable populations. Semester 1: Foundations for Community-Based Nursing Education NURS 305: Foundations of Community-Based Nursing Practice (Course Outcomes) 1. Analyzes the historical development of the nursing profession 2. Explains the roles of the professional nurse. 3. Applies the concepts of community-based nursing related to health promotion principles. 4. Integrates cultural and diversity principles into community-based nursing practice. 5. Distinguishes the quality and safety practices required in the nursing profession. NURS 309: Transition to Professional Practice (Registered Nurse Students Only) (Course Outcomes) 1. Applies professional nursing roles of caring, advocacy, leadership, collaboration, client teaching, holistic assessment, and ethical decision-making. 2. Engages in critical thinking processes that consider the complex social, economic, cultural, and political factors influencing health outcomes. 3. Integrates evidence-based practice for delivery of optimal nursing care of clients, including those that are vulnerable or underserved. Nurse Educator Associate Edition

22 4. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. NURS 315: Professional Communication in Diverse Communities (Course Outcomes) 1. Applies effective therapeutic communication techniques and interviewing skills to produce positive nurse-client relationships with diverse clients across the lifespan. 2. Uses inter- and intra-professional communication and collaboration to produce positive working relationships. 3. Reflects upon one s beliefs and values as related to professional practice. 4. Demonstrates an awareness of culture in effective nurse-client relationships. NURS 320: Scholarship of Nursing (Course Outcomes) 1. Accesses appropriate information for evidence based practice. 2. Communicates effectively through scholarly writing. 3. Critically analyzes healthcare related literature. 4. Describes the body of science that informs nursing knowledge and practice. Linfield Curriculum Quantitative Reasoning Mode of Inquiry (Learning Outcome) 1. Frame contextual questions using mathematical representation. 2. Apply models to deduce consequences or make predictions. 3. Communicate quantitative arguments using clear prose. 4. Critique quantitative arguments with respect to assumptions, constraints, and logical coherence. NURS 335: Integrated Experiential Learning I (Course Outcomes) 1. Integrates theoretical concepts of professional communication into clinical experiences. 2. Applies principles of quality and safety required in nursing practice to the delivery of client care. 3. Integrates theoretical concepts of community-based nursing and health promotion into practice. 4. Demonstrates clinical judgment in the performance and analysis of individual and community assessments. 5. Uses evidence-based strategies to develop plans of care. 6. Provides culturally sensitive nursing care to individuals. 7. Applies professional standards of moral, ethical and legal conduct in reflective practice. Nurse Educator Associate Edition

23 Semester 2: Chronic Health NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions (Course Outcomes) 1. Describes the role of the nurse in care management of persons with chronic conditions. 2. Explains the factors that affect the quality of life for persons with chronic conditions. 3. Explores socioeconomic and ethical issues related to care management for persons with chronic conditions. 4. Analyzes how chronic conditions affect health function of the individual and role relationships within families. 5. Examines how developmental stages and culture influence a person s adaptation to a chronic condition. NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I (Course Outcomes) 1. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent chronic and mental health conditions. 2. Incorporates concepts of pathophysiology and pharmacology to teach clients with chronic and mental health conditions about conventional and integrative treatment plans. 3. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of clients with chronic and mental health conditions. 4. Describes how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent chronic and mental health conditions. NURS 395: Mental Health and Illness Across the Lifespan (Course Outcomes) 1. Explores socioeconomic and ethical issues related to nursing care management of vulnerable persons with mental illness. 2. Examines the impact of mental illness related to family role relationships. 3. Applies evidence-based strategies to promote mental health, screen and reduce risks related to mental health conditions. 4. Reflects on individual, community and societal attitudes and beliefs towards persons with mental illness. Nurse Educator Associate Edition

24 NURS 375: Integrated Experiential Learning II (Course Outcomes) 1. Uses clinical judgment to provide safe and effective nursing care to individuals with mental and chronic health conditions across the lifespan. 2. Uses ethical decision making to advocate for vulnerable individuals and populations. 3. Analyzes the lived experience of individuals with mental and chronic health conditions and their families. 4. Participates on interdisciplinary and collaborative teams managing the care of persons with mental and chronic health conditions, their families, and caregivers. 5. Applies evidence-based strategies to assist clients in meeting collaborative health outcomes. 400 Level Outcomes 1. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients. 2. Uses a range of information and clinical technologies to achieve health care outcomes for clients. 3. Communicates effectively and collaboratively to provide client-centered nursing care in various healthcare communities. 4. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. 5. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. 6. Incorporates a liberal arts based understanding of local and global healthcare issues to promote health, prevent disease and facilitate healing of clients across the lifespan. 7. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. 8. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. Semester 3: Acute Health NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care (Course Outcomes) 1. Analyzes the nursing care management of the pregnant woman, the woman giving birth, and persons at end of life. 2. Integrates concepts and methods of ethical decision making into nursing care of diverse clients during pregnancy, birth and end of life. 3. Examines the role of the nurse within interdisciplinary and collaborative teams in caring for persons and their families during pregnancy, birth and end of life. Nurse Educator Associate Edition

25 NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II (Course Outcomes) 1. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent acute health conditions and episodic events. 2. Incorporates concepts of pathophysiology and pharmacology to teach clients with acute health conditions and episodic events about conventional and integrative treatment plans. 3. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of prevalent acute health conditions and episodic events. 4. Explains how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent acute health conditions and episodic events. NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions (Course Outcomes) 1. Analyzes the role of the nurse in providing safe and effective care of acutely ill children, adults and older adults. 2. Prioritizes nursing care of acutely ill children, adults and older adults. 3. Adapts the plan of nursing care for acutely ill children, adults and older adults based on culture and developmental stages. 4. Explains how organizational policies impact direct patient care in the acute care setting. NURS 435: Integrated Experiential Learning III (Course Outcomes) 1. Applies professional ethical and legal standards when providing nursing care. 2. Demonstrates specialized physical and functional assessment skills in acutely ill children, adults and older adults. 3. Uses clinical judgment in providing safe and effective evidence-based nursing care. 4. Demonstrates skill in utilizing clinical technologies in performing patient care procedures. 5. Participates on interdisciplinary and collaborative teams managing the care of persons with prevalent acute conditions and episodic events. 6. Demonstrates effective professional communication with patients, families and team members. 7. Applies concepts of care delivery to varied cultures and diverse populations. Nurse Educator Associate Edition

26 Semester 4: Stewardship for Health NURS 460: Population-Based Nursing in a Multicultural and Global Society (Course Outcomes) 1. Explores public health principles and their application to multicultural, domestic and global populations. 2. Explains the contextual complexity of multicultural, domestic and global community partnerships. 3. Identifies as a global citizen in the practice of professional nursing. NURS 470: Leading and Managing in Nursing (Course Outcomes) 1. Prepares for the role of the professional nurse as a leader and change agent in healthcare. 2. Analyzes the impact of policy, finance and regulatory environments on healthcare. 3. Examines ethical behavior in healthcare organizations. 4. Integrates scholarship into professional writing and presentations. NURS 475: Integrated Experiential Learning IV (Course Outcomes) 1. Uses ethical reasoning to provide healthcare for diverse clients and populations. 2. Integrates appropriate information and technologies to achieve effective healthcare outcomes. 3. Communicates effectively and collaboratively to provide client-centered nursing care in health care communities. 4. Applies principles of stewardship, management and leadership to support healthcare quality and safety within complex organizational systems. 5. Provides nursing care that incorporates diverse values and perspectives. 6. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. 7. Employs evidence-based strategies to provide holistic nursing care. 8. Integrates knowledge of policies, finance, and regulatory environments to influence health care. Nurse Educator Associate Edition

27 Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of Inquiry, And Curriculum Conceptual Organization Curricular Themes: Communication Community Diversity Ethics Health Stewardship Modes of Inquiry: Evidence Based Practice/Scholarship Reflective Practice Praxis Curriculum Conceptual Organization: Each semester is organized around a central theme: 100 and 200 levels: Liberal Arts Support Courses 300 level Semester 1: Foundations for Community-Based Nursing Practice Semester 2: Chronic Health 400 level Semester 3: Acute Health Semester 4: Stewardship for Health Curricular themes and modes of inquiry weave through all the courses becoming more complex and building on previous knowledge and skills. A cohesive clinical experience each semester builds on skills and knowledge and integrates the theory included in concurrently taught courses. Progressive learning from semester 1 to semester 4: Basic clinical skills to complex/invasive to synthesis More supervision to more independence Increasing complexity among and within curricular themes Increasing facility with the modes of inquiry Increasing engagement and competence with implementing the clinical reasoning model Increasing progression towards program outcomes Nurse Educator Associate Edition

28 Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. The model reflects the dynamic relationship between global and local communities and the community of learning. Central to this community of learning is a focus on learning centered education, which engages students in the practice of health promotion, illness prevention and treatment and reflects the value of social justice. The curriculum is grounded in a liberal arts education that includes integrative learning, inclusive excellence, and experiential learning. The curricular themes of communication, community, diversity, ethics, health, and stewardship provide a foundation of the program s design and are developed throughout the program. Professional education includes nursing knowledge (what the student needs to know), clinical skills (what the student needs to do) and socialization into nursing practice (the student s being as a professional nurse). The ways in which the student engages in a process of inquiry include evidence based practice, praxis, and reflective practice. Nurse Educator Associate Edition

29 Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education Approved: 05/18/09 Nurse Educator Associate Edition

30 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Nursing faculty adopted a Clinical Reasoning Model as a tool to help students think systematically about their clients and their client s stories, as well as the issues clients share. Nurse Educator Associate Edition

31 Clinical Reasoning Model Reflection Judgment Actions Client State Reasoning Client Story Nursing Collaborative Risk for Expected Outcome State Testing Present State Primary Issue(s) Filters: Age Gender Family Culture Beliefs Medical Diagnosis Environment Illness/Health Trajectory Adapted from: Outcome Present State Test (OPT) Model; Pesut & Herman, 1999 Nurse Educator Associate Edition

32 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Definition And Terms Approved: 05/21/12 Client Story In this section, the student should jot down the relevant facts of the story. This is the opportunity to describe the uniqueness of the person; it will include some details of the medical condition and the nursing care needs that can be determined from an analysis of that condition. It should give the reader a vivid picture of the client and his/her current situation. This is the starting point for the clinical reasoning process. It gathers the subjective and objective data that will be used in all the other steps. Data are collected from a variety of sources besides from the client, such as client records, lab reports, x-rays, or nursing notes. In calling it a story it humanizes the process beyond data collection and emphasizes that the client is a unique human being. Reasoning Filters (age, gender, family, culture, beliefs, medical diagnosis, environment, illness/health trajectory): The filters are specific known areas that impact how a student thinks about the client story. By filtering the story through these different aspects the student begins to group the data into categories or by criteria that helps to streamline the student s thinking about that client. For example, if the client story is a person with a broken femur, the student begins to think about that client situation differently if the client is a 2-year old, 8-year old, 25-year old, or an 85-year old person with a broken femur. The student may think about child abuse in the case of a 2-year old with a fractured femur, a motor vehicle/bicycle accident as the cause for a broken femur in an 8- year old, or a fall in the 85-year old with a fractured femur. Another example would be that the client is someone who is a diabetic. What the student thinks about the needs of the client may be different if the client is a newly diagnosed diabetic or a DM Type 2 that is not being managed well on oral agents and now needs insulin, or someone with an insulin pump. Here is where the student simplifies the complex client story into primary issues. The student needs to cluster the data in the client story into meaningful groups or patterns. The student does not list each individual piece of data. The idea of clustering data is to help the student see the big picture of the data and how the data relate to one another in a group and how that group of information relates to another group of data. Using nursing diagnostic statements for each cluster of data helps to focus on the nursing needs of the client and will later drive the outcome and actions the student takes to help clients. The student is encouraged to use a NANDA format when formulating the nursing diagnostic Nurse Educator Associate Edition