AVS Track - Advanced Adult Health Nursing Course/Patient Care Management Practicum Course Demonstration of Program Outcomes in Advanced Adult Health Nursing Course/Patient Care Management Practicum Course PO#2: Discussion boards - Students are given case scenario and are asked to complete approximately 6 questions related to care delivery, and answers must be supported by peer reviewed journal articles as well as the text. Case Studies - Use of Evolve case studies with case scenarios that require the student to respond giving appropriate nursing actions. Post conferences - we will discuss a patient case from the day and review medication safety, Morse fall scales, team work etc. PO#3: * Discussion boards - Same as PO2 including importance of documentation in real time to prevent medication errors as well as review to prevent omission errors * Email, phone, text to maintain communication with online student * Use of electronic medical record in clinical area - one on one assistance with proper documentation and utilization of "timed event" charting.
AVS Track - Adult Health Nursing Course Demonstration of Program Outcomes in Adult Health Nursing Course PO#2: Discussion boards - Students are given case scenario and are asked to complete approximately 6 questions related to care delivery, and answers must be supported by peer reviewed journal articles as well as the text. Case Studies - Use of Evolve case studies with case scenarios that require the student to respond giving appropriate nursing actions. Post conferences - we will discuss a patient case from the day and review medication safety, Morse fall scales, team work etc. PO#3: * Discussion boards - Same as PO2 including importance of documentation in real time to prevent medication errors as well as review to prevent omission errors * Email, phone, text to maintain communication with online student * Use of electronic medical record in clinical area - one on one assistance with proper documentation and utilization of "timed event" charting.
AVS Track - Transition Course Demonstration of Program Outcomes in Transition Course Program learning Outcomes (PLOs) Course Application for AVS Transition into Professional Nursing of Program Learning Outcomes: 1. PLO #2 - Integrate clinical decision-making that demonstrates evidence-based practice, competent delivery of care, and coordination of multidisciplinary teams to achieve safe patient centered outcomes. Online course discussion boards Online case studies and patient reviews Lab static simulation Lab lunch & learn Lab clinical activities Module & Achievement Exams 1. PLO #3 - Utilize technology to communicate and promote coordination of information to mitigate errors, apply knowledge when managing resources, and facilitate safe patient care. Online course discussion boards Online case studies and patient reviews Lab static simulation & Lab clinical activities Hospital Clinical
AVS Track - Maternal Child Course Demonstration of Program Outcomes in Maternal Child Course Program learning Outcomes (PLOs) Course Application for AVS Maternal Child Nursing of Program Learning Outcomes: Clinical pre & post conference 2. PLO #2 - Integrate clinical decision-making that demonstrates evidence-based practice, competent delivery of care, and coordination of multidisciplinary teams to achieve safe patient centered outcomes. Online course discussion boards Online case studies and patient reviews Lab static simulation & Lab clinical activities Hospital Clinical Clinical pre & post conference Module & Achievement Exams 3. PLO #3 - Utilize technology to communicate and promote coordination of information to mitigate errors, apply knowledge when managing resources, and facilitate safe patient care. Online course discussion boards Online case studies and patient reviews Lab static simulation & Lab clinical activities Hospital Clinical
Valencia Community College Division of Nursing Nursing Program Outcomes January 25, 2010 Upon successful completion of the Associate in Science Degree in Nursing, the graduate will 1. Perform entry level skills at a competent level. 2. Execute effective communication skills in the health care setting. 3. Structure a safe environment in the health care setting. 4. Formulate safe clinical decisions in the health care setting. 5. Practice professional behavior in the health care setting 6. Manage a plan of care for the client's health and wellness. Approved January 25, 2010
Valencia College Division of Nursing Nursing Program Outcomes October 15, 2012 Upon successful completion of the Associate in Science Degree in Nursing, the graduate will 1. Foster open communication, mutual respect and shared decision making to achieve quality patient outcomes with respect to values, safety, preferences, needs and diversity for patient/family and multidisciplinary teams. (C,V,A) (NLN, QSEN,IOM, JC,AHRQ) 2. Integrate clinical decision-making that demonstrates evidence-based practice, competent delivery of patient care, and coordination of multidisciplinary teams to achieve safe patient centered outcomes. (T,V,C,A) 3. Utilize technology to communicate and promote coordination of information to mitigate errors, apply knowledge when managing resources, and facilitate safe patient care. (C,T,A) 4. Promote lifelong learning and professionalism through exploration of evidence-based practice and professional development. (V,A) Unanimously passed in Nursing Curriculum Meeting 10/15/2012
Generic Track - Nursing I Program Learning Outcomes Implementation and Support of Program Learning Outcomes: Course- Nursing I PLO # 2: Execute effective communication skills in the health care setting. First formal theory lecture, guest speaker Barbara Fickley (Nursing II) Presents theory content Communication and introduces the IPR. After learning the skill of Vital Signs in the lab, the students are introduced to a simulation scenario entitled Vital Signs and Communication. The goal of the simulation is for the student to obtain a set of Vital Signs while being interrupted by the patient, the task must be completed in a five minute time frame. The student is given the opportunity to practice therapeutic communication skills and organizational skills. All static skills demonstration competency check offs require the use of therapeutic communication by the student while interacting with the patient. Ready, Set, Rounds are skill rotations requiring the student to use both tactile skill sets and therapeutic communication skills. The Focused Grab Bag Assessment, all high fidelity simulations, all hands on skill practice sessions, the ACES simulation and the Situational Awareness simulation require the use of therapeutic communication skills. The use of on line discussion boards with research articles allows the students to communicate in professional interactions with peers within a topic driven discussion forum. The students are also responsible for presenting a nursing theory article orally in class and presenting a topic related to health promotion to educate the population on the Valencia College campuses. The Nursing I clinical rotation to the rehabilitation/long term care facilities introduce the student to actual communication in the live clinical setting, preparing for future interaction in future rotations. PLO #3: Structure a safe environment in the health care setting. Introduction to the QSEN pre-licensure competencies, all theory lecture content delivered with regard to concept of safety, Lecture on Patient Safety to introduce concept, implemented
with all Static Skill Demonstration competency checks with the critical elements for safety, incorporated into all skills taught in the lab, students are responsible to demonstrate the concept of providing safe care with all simulations, competency check offs and LA skill competency skill demonstrations. Clinical rotation for Nursing I students is in the Long Term/ Rehabilitation facilities with an emphasis on patient safety. Plan for PLO #1: Perform entry level skills at a competent level. Introduce all concepts of patient safety, education, infection control, documentation, accountability and responsibility, ethical and legal concepts in the theory lectures. Introduce all basic skills to Nursing I students and provide time during lab for students to practice these skills in the small groups with faculty and clinical lab adjuncts available to facilitate practice sessions. Students are responsible to demonstrate competency in all skills taught throughout Nursing I and demonstrate this competency with a return demonstration to faculty and clinical adjunct instructors in the lab setting. Students who are not successful with the competency checks must complete the mandatory remediation and have a supervised practice with an instructor or lab personnel signing off that they have met the requirement for a second attempt. All simulation exercises, Ready, Set Rounds activities allow the students multiple opportunities to practice and apply skills. Content is introduced in the theory lecture and the lab activities provide an avenue for students to have an anchor for the concepts. The Nursing I clinical rotation is Long Term Care/ Rehabilitation facilities, giving the students the opportunity to apply basic skills within a live clinical setting.
Generic Track - Nursing II Demonstration of Program Outcomes in Nursing II Outcome #2: Mental Health - Classroom Grand Rounds have increased the integration of mental health concepts into the med surg environment. Students complete a mental health clinical preparation sheet based on review of current literature/ text to include; signs and symptoms, etiology, treatment strategies for clients with anxiety, depression, bipolar and substance abuse prior to caring for the client. Students develop concept care maps which correlate knowledge of psychopathology to planned interventions for client's experiencing mood, anxiety and substance abuse disorders. The concept care map is the basis for their patient presentations in post conference. IPR's are utilized to determine areas of strength and weakness in determining use of therapeutic interventions in clients with anxiety, mood and substance abuse disorders. Med/Surg utilization of Grand rounds in the classroom setting to assist the student in understanding the multidisciplinary approach to the care of the patient. Concept maps implementation for medications and disease process in the class and clinical environment has assisted the student to develop their critical thinking related to the care of the individual patient. Working with the staff on the unit and observing the interaction between nurses and patients as well as nurses and health care providers. Outcome #3: Mental Health - Students provide a safe and supportive environment by monitoring clients for self-injury risk and remedy any potential safety breeches in the clinical environment. Students write, perform and film a simulated teaching session about AA- this assignment encourages students to assess their ability to teach clients in various setting as well as assess their knowledge of the role of AA. Med/Surg Students provide and support patient populations found on their unit and assist in the daily care of the patient. The students work with the nursing team found on the unit and developing the communication skills to interact which each level found depending on their unit. Simulation is used to reinforce and evaluate the skills developed in the first few weeks of the course and that which was retained from the prior term.
Generic Track - Nursing III Demonstration of Program Outcomes in Nursing III 1. PLO #2 - Integrate clinical decision-making that demonstrates evidence-based practice, competent delivery of patient care, and coordination of multidisciplinary teams to achieve safe patient centered outcomes. Grand rounds in collaboration with multidisciplinary teams in OB and pediatrics integrating case presentations and chart reviews in the clinical setting. Students participate in clinical decision-making during class through the use of case studies. For example coordinating pathophysiology with lab results and medications for an infant with cardiac disease, a child with respiratory and gastrointestinal problems, as well as, a high risk obstetric scenario. Peer reviewed research article (evidenced based) regarding current practice and discussion/presentation of the article in the clinical setting. Evidenced based practice introduced during the theory component and processed by the class throughout the course. Clinical objectives in Nursing III include safe, competent delivery of patient care to patients in pediatrics, obstetrics, women s health and the community. Twenty four (24) Hours of simulation serves to reinforce theory concepts in a safe environment as well as provide students with experience in delivery of competent care. 2. PLO #3 - Utilize technology to communicate and promote coordination of information to mitigate errors, apply knowledge when managing resources, and facilitate safe patient care. Formative evaluation for application of knowledge utilizing clicker technology in the classroom. Communication through the use of cell phones to rank group responses in the classroom. Discussion boards to share information about community site experiences through the use of BlackBoard. Computerized examinations through Nursing Program approved software as well as HESI nationalized specialty exams. Computerized charting in the clinical arena to include verification of patients and their ordered medications, research of data such as history & physicals and labs, and order entry. Use of an online, adjunctive group course that contains learning activities, lecture slides, and grade book
Generic Track - Nursing IV Demonstration of Program Outcomes in Nursing IV General Course Information Common Course Number: NUR 2204C Course Title: Nursing IV Prerequisite(s): Prerequisite: Minimum grade of C in NUR 1401C Contact Hour Breakdown: CR 9 CLASS 5 LAB 12 Discipline: Nursing Catalog Description: Analyzes human responses to specific alterations in physiological and psychosocial integrity. Applies the complex processes involved in making clinical decisions. Provides reinforcement of the theory of a safe, effective care environment that promotes and maintains health for complex alterations in adults. Enhances skill in use of communication theory and use of computer-driven technology in the clinical and classroom setting. A grade of satisfactory in the clinical/lab is required (Special Fee $114.50). Major Topics/ Concepts/ Skills/ Issues Acid-Base Balance Respiratory Disorders Cardiac Disorders/Surgeries Gastrointestinal Disorders Complex Renal Disorders Neurological Disorders Trauma Blood Disorders Immune Disorders End of Life Issues Mental Health Disorders Major Learning Outcomes with Evidence, Core Competencies and Indicators 1. Foster open communication, mutual respect and shared decision making to achieve quality patient outcomes with respect to values, safety, preferences, needs and diversity for patient/family and multidisciplinary teams. (C,V,A) (NLN, QSEN,IOM, JC,AHRQ) Corresponding Evidence of Student Learning a. Utilize the teaching and learning process to promote and maintain health and to reduce risk. b. Implement effective interactive skills during verbal, non- verbal, written or information technology communications with patients, family/significant others, peers, and members of the healthcare team. c. Demonstrate caring, compassion and cultural awareness in the establishment of a trusting relationship and in the promotion of positive outcomes d. Explain the procedures relating to patient care that are performed in the clinical setting e. Anticipate, recognize, and analyze patient s ways of thinking, communicating, feeling, and acting f. Establish a caring environment of hope and trust that is respectful of patient s family s/significant others values, beliefs and lifestyle. g. Explain the potential physiological and pscychosocial responses to drug therapy h. Provide nursing care respectful of patients choices related to culture, values, beliefs, and lifestyles. i. Apply the concepts related to expected stages of growth and development when providing care to patients and their family/significant others j. Employ the nursing process to assist patients and their family/significant others to cope with and adapt to stressful events and changes in health status.
2. Integrate clinical decision-making that demonstrates evidence-based practice, competent delivery of patient care, and coordination of multidisciplinary teams to achieve safe patient centered outcomes. (T,V,C,A) Corresponding Evidence of Student Learning a. Manage and provide care in prevention and early treatment of alterations in health. b. Accurately perform a comprehensive physiological and psychosocial assessment of an adult patient with multi system problems. c. Perform functional status assessment and determine the learning needs of an adult patient with multiple system failure. d. Analyze assessment data and formulate priority nursing diagnoses. e. Plan and implement nursing interventions designed to meet the healthcare needs of the patient. f. Provide care and comfort when implementing strategies directed toward the attainment of healthcare goals. g. Evaluate the progress toward outcomes and adjust the plan of care as needed. h. Explain how pharmacology can be used to prevent and treat alterations in health. i. Demonstrate safety by utilizing the rights of medication administration. j. Analyze data that would be necessary prior to administration of medications. k. Evaluate patient outcomes following administration of medications. l. Anticipate, recognize and analyze physiological responses and adaptations during patient care. m. Provide care and comfort when making clinical decisions that assist patients. 3. Utilize technology to communicate and promote coordination of information to mitigate errors, apply knowledge when managing resources, and facilitate safe patient care. (C,T,A) Corresponding Evidence of Learning a. Student will be able to Classify the growth and development theories that affect the acceptance of medication protocols b. Student will be able to Classify protocols that are necessary in the delivery of safe and effective medication delivery c. Student will be able to Begin to utilize leadership qualities to manage human, physical, functional and technological resources in an efficient and effective manner. d. Student will be able to Demonstrate effective documentation during the care of patients. e. Student will be able to Analyze how written and information technology is important to identifying safety parameters for delivery of medications f. Student will be able to perform accurate documentation of patient care that are performed in the clinical setting g. Student will be able to Apply accurate documentation procedures related to the provision of care and administration of medications in the clinical setting h. Student will be able to Collaborate with patient, significant support person, and members of the healthcare team to solve problems and to achieve patient goals and outcomes. i. Student will be able to Begin to advocate for and protect patients, family/significant others and other healthcare personnel from physical and psychosocial factors that may negatively influence or affect their well-being j. Student will be able to Consider physiological, psychological and knowledge needs in the preparation for and during the delivery of nursing care. 4. Promote lifelong learning and professionalism through exploration of evidence-based practice and professional development. (V,A) Corresponding Evidence of Learning a. Student will be able to Practice within the ethical, legal, and regulatory frameworks of nursing b. Student will be able to Adhere to standards of professional nursing practice. c. Student will be able to Demonstrate accountability, responsibility and advocacy for nursing judgments and actions d. Student will be able to Develop and implement a plan to meet required self- learning needs. e. Student will be able to Identify supportive community service activities. f. Student will be able to Explain the practice of nursing within the ethical and legal framework as it relates to preparation and delivery of medications. Shared Assessment(s) in this Course multiple choice exams simulation observation Clinical Practice