Weber State University Annual Assessment of Evidence of Learning

Transcription

1 Weber State Univerity Annual Aement of Evidence of Learning Department/Program: School of Nuring Mater of Science in Nuring Date Submitted: 11/14/2014 Report author: Melia NeVille DNP, APRN, CPNP-PC Contact Information: Phone: A. Brief Introductory Statement: The Mater of Science in Nuring (MSN) program at Weber State Univerity prepare innovative nure expert who are capable of haping and advancing the practice and profeion of nuring. The curriculum i deigned to promote national guideline and competencie that enable graduate to make a ignificant contribution to education and healthcare environment. 1

2 The MSN program provide two curriculum track; nure adminitrator and nure educator. The Mater in Nuring Education prepare graduate to function in a variety of academic and clinical etting. MSN graduate are prepared to deign curriculum, develop evaluation trategie, implement innovative teaching trategie and educate tudent in both academic and clinical etting. The Mater in Nuring Adminitration prepare graduate to operate at the highet level of healthcare organization. MSN graduate are prepared to deign and etablih profeional practice environment, lead interdiciplinary care team, etablih bet practice tandard and etablih ytem and procee that focu on bet care for the patient and the bet environment for profeional nure to practice Student with a current mater in nuring degree who are looking to augment exiting nuring knowledge and advance employment opportunitie can apply for the Pot-Mater Degree Certification in Nuring Education and Nuring Adminitration. Currently we have two (2) tudent in the certificiate program. One (1) in nuring adminitration and one (1) in nuring education. There were 20 graduate in Spring Semeter In Fall Semeter 2014, the 7 th cohort coniting of 20 tudent began their program of Study. Ten tudent are regitered for the adminitrator track and ten tudent are on the educator track. The Evaluation Committee i now reponible for completing evaluation of the MSN program a part of the Accreditation Commiion for Education in Nuring (ACEN) requirement. Thi tion i alo ued for program review and proce improvement. Program evaluation tion i dieminated to faculty during monthly program meeting. Evaluation data i obtained from the following: (1) bi-annual tudent evaluation of coure, (2) bi-annual tudent evaluation of faculty performance evaluation, (3) annual tudent evaluation of end of program, (4) bi-annual coure review by coure chair, (5) graduation rate, (6) job attainment in related field of tudy, (7) evaluation of the tudent reidency, (8) certificate evauation and (9) employer atifaction. 2

3 In addition to tudent evaluation, an end of emeter coure evaluation and annual coure ummary i ubmitted by coure faculty chair at the concluion of each emeter. In addition, coure are preented to the MSN faculty and program director for review every two year. A newly deigned alumni urvey wa developed and will be ent out to MSN graduate ix month following graduation. Thi proce will begin in November, 2013 for the 5 th cohort of tudent who graduated in April Weber State Univerity School of Nuring MSN Program PROGRAM and TRACK COMPETENCIES SCHOOL OF NURSING CORE COMPETENCIES Patient Centered Care Recognize the patient or deignee a the ource of control and full partner in providing compaionate and coordinated care baed on repect for patient preference, value, and need. MSN Core Competencie Patient Centered Care Create and direct collaborative patient care environment that promote the development of nuring expertie that include the patient perpective. MSN Nure Educator Track Competencie Patient Centered Care Deign level-appropriate contemporary program outcome and curricula that prepare graduate to function effectively in the healthcare environment with a focu on the patient. MSN Nure Adminitrator Competencie Patient-Centered Care Deign and etablih the profeional practice environment and aociated taffing that upport interdiciplinary role, innovative workflow model, and patientcentered care. Teamwork & Collaboration Function effectively within nuring and inter-profeional team, fotering communication, mutual repect, and hared deciion-making to achieve quality patient care. Evidence-Baed Practice (EBP) Integrate bet current evidence with clinical expertie and patient/family preference and value for delivery of optimal health care. Teamwork & Collaboration Apply advanced communication trategie to upport high-functioning interdiciplinary team that upport high quality, afe patient care. Evidence-Baed Practice (EBP) Evaluate available evidence, expert opinion, and patient preference to determine bet practice. Evaluate the feaibility and appropriate evaluation method for planned EBP intervention. Teamwork & Collaboration Participate in interdiciplinary effort to contribute to the profeional tanding of nuring and addre the healthcare education need in local, national and international arena. Evidence-Baed Practice (EBP) Ue evidence to upport bet practice in teaching andragogy a well a the development of educational experience. Teamwork & Collaboration Deign high functioning interdiciplinary care team and lead initiative to improve patient care. Evidence-Baed Practice (EBP) Etablih tandard utilizing evidence baed practice a the foundation of nuring practice and patient care delivery. 3

4 Quality Improvement Ue data to monitor the outcome of care procee and ue improvement method to deign and tet change to continuouly improve the quality and afety of health care ytem, including participating in healthcare policy Patient Safety Minimize rik of harm to patient and provider through both ytem effectivene and individual performance Informatic Ue tion and technology to communicate, manage knowledge, mitigate error, and upport deciion making Quality Improvement Develop policie and procee baed on identification of bet practice that improve the quality and afety of nuring care provided by health care ytem. Patient Safety Incorporate patient afety principle into the development of comprehenive patient afety goal and afety education for nure. Informatic Formulate policie, procee, and/or educational plan that leverage tion technology to optimize tion management, reduce error, and upport clinical deciionmaking. Quality Improvement Incorporate quality improvement trategie in the development and evaluation of educational program. Patient Safety Incorporate national patient afety reource that promote patient and provider afety in the practice arena. Informatic Utilize tion technology to upport educational practice and incorporate the ue of tic to improve quality healthcare and innovative teaching. Competency Reference: Quality and Safety Education for Nure (QSEN). Retrieved from National League for Nuring. (2012). The cope of practice for academic nure educator: 2012 reviion. New York: NLN. Quality Improvement Develop efficient patient care model and policie that enure high quality care and compliance with regulatory requirement. Patient Safety Develop a culture of afety incluive of the interdiciplinary care team, the patient, and the family. Incorporate tranparency and provide tool and reource for the creation of a afe culture. Informatic Recommend and optimize tion technologie to upport evidence baed nuring practice, clinical deciion making, and adminitrative function. Summary of academic year: Coure and faculty evaluation data exceeded 3.5/5.0 benchmark for academic year. Overall tudent atifaction on End of Program Evaluation exceeded 3.5/5.0 benchmark for academic year. Marketing for certificate tudent occurred. Marketing for MSN program occurred Reviion of marketing brochure MSN program and certificate program Collaborative development of MENG 6810: Profeional Writing for graduate tudent 4

5 Program prepared for 2014 accreditation with The Accreditation Commiion for Education in Nuring MSN elf-tudy developed with SON adminitration and MSN faculty MSN ytematic plan for evaluation completed and approved by adminitration and MSN faculty MSN reidency placement were formalized and contract igned. New reidency ite etablihed acro Development of MSN adminitration and track competencie occurred. The tudent learning competencie were adapted and leveled from the MSN Program (core) competencie. The ix core competencie are patient-centered care, teamwork and collaboration, tic, afety, evidence-baed practice and quality improvement. Thee competencie are addreed throughout the curriculum and tudent matery i determined through meaurable outcome. Dicuion regarding the need for a program-wide curriculum review occurred. Review cheduled for MENG 6810 (Advanced Writing for Nure) removed from curriculum. B. Miion Statement Our viion i to lead the nation in innovative learning environment which incorporate technology, challenge learner, develop educator, and tranform health care worldwide. Our viion tatement i future-oriented and upport the miion and philoophy of WSU SON. The WSU nuring faculty articulate a philoophy for the School of Nuring that i conitent with that of the univerity and the Dumke College of Health Profeion. The philoophy tatement define the faculty core value a they relate to profeional nuring education and practice. Thee core value include: Excellence in nuring education and practice; repect for elf and the diverity found within other; the creation of an incluive environment in which tudent can learn the practice of nuring; organizational and peronal accountability; and the promotion of a learning and nuring practice environment that exhibit integrity in both choice and action. C. Curriculum Program Map 5

6 SCHOOL OF NURSING CORE COMPETENCIES (MSN) DIFFERENTIATED CORE COMPETENCIES MSN CORE CURRICULUM NURSE ADMINISTRATOR CURRICULUM NURSE EDUCATOR CURRICULUM Patient Centered Care Patient Centered Care MSN 6141 MSN 6300 MSN 6520 Recognize the patient or deignee a the ource of control and full partner in providing compaionate and coordinated care baed on repect for patient preference, value, and need. Create and direct collaborative patient care environment that promote the development of nuring expertie that include the patient perpective. MSN 6160 MSN 6180 MSN 6340 MSN 6200 MSN 6324 MSN 6360 MSN 6540 MSN 6560 MSN 6580 Teamwork & Collaboration Teamwork & Collaboration MSN 6160 MSN 6300 MSN 6540 Function effectively within nuring and inter-profeional team, fotering communication, mutual repect, and hared deciion-making to achieve quality patient care. Apply advanced communication trategie to upport highfunctioning interdiciplinary team that upport high quality, afe patient care. MSN 6540 MSN 6600 MSN 6560 MSN 6200 MSN 6360 MSN 6324 MSN 6380 MSN 6560 MSN 6580 MSN 6600 MSN 6700 MSN 6400 MSN6500 Evidence-Baed Practice (EBP) Evidence-Baed Practice (EBP) MSN 6100 MSN 6340 MSN 6520 Integrate bet current evidence with clinical expertie and patient/family preference and value for delivery of optimal health care. Evaluate available evidence, expert opinion, and patient preference to determine bet practice. Evaluate the feaibility and appropriate evaluation MSN 6120 MSN 6141 MSN 6160 MSN 6324 MSN 6360 MSN 6540 MSN 6560 MSN

7 SCHOOL OF NURSING CORE COMPETENCIES (MSN) DIFFERENTIATED CORE COMPETENCIES MSN CORE CURRICULUM NURSE ADMINISTRATOR CURRICULUM NURSE EDUCATOR CURRICULUM method for planned EBP intervention. MSN 6540 MSN 6600 MSN 6600 MSN 6700 MSN 6560 MSN 6500 MSN 6800 Quality Improvement Quality Improvement MSN 6160 MSN 6300 MSN 6520 Ue data to monitor the outcome of care procee and ue improvement method to deign and tet change to continuouly improve the quality and afety of health care ytem, including participating in healthcare policy. Develop policie and procee baed on identification of bet practice that improve the quality and afety of nuring care provided by health care ytem. MSN 6180 MSN 6340 MSN 6360 MSN 6400 MSN6500 Patient Safety Patient Safety MSN 6160 MSN 6300 MSN 6520 Minimize rik of harm to patient and provider through both ytem effectivene and individual performance Incorporate patient afety principle into the development of comprehenive patient afety goal and afety education for nure. MSN 6180 MSN 6340 MSN 6324 MSN 6360 MSN 6540 MSN 6580 MSN 6500 Informatic Informatic MSN 6120 MSN 6300 MSN 6540 Ue tion and technology to communicate, manage Formulate policie, procee, and/or educational plan that MSN 6160 MSN 6340 MSN

8 SCHOOL OF NURSING CORE COMPETENCIES (MSN) DIFFERENTIATED CORE COMPETENCIES MSN CORE CURRICULUM NURSE ADMINISTRATOR CURRICULUM NURSE EDUCATOR CURRICULUM knowledge, mitigate error, and upport deciion making leverage tion technology to optimize tion management, reduce error, and upport clinical deciion-making. MSN 6180 MSN 6600 MSN 6560 MSN 6324 MSN 6324 MSN 6580 MSN 6500 MSN 6600 Curriculum Map Department/Program Learning Outcome Communication Reearch Policy, Organization, and Health Care Financing Ethic Profeional Role development Theoretical Foundation of Nuring Practice Human Diverity and Social Iue Core Coure in Department/Program MSN 6100 Reearch Method U UA E U E U U MSN 6141 Advanced Nuring Theory U U E E E UA E 8

9 Department/Program Learning Outcome Communication Reearch Policy, Organization, and Health Care Financing Ethic Profeional Role development Theoretical Foundation of Nuring Practice Human Diverity and Social Iue Core Coure in Department/Program MSN 6180 Improving Patient care and Nuring Practice U U E U U E U MSN 6120 Reearch Statitic U U E E E E U MSN 6160 Evidenced Baed Practice U U U U U U U Adminitration Track E E E E E E E MSN 6200 Theoretical Foundation of Nuring Adminitration U U E U U E U MSN 6324 Financial Iue in Nuring Adminitration U U UA E U E E MSN 6340 Compliance with Legal and Regulatory Sytem U E U U U U E MSN 6360 Scope and Practice of Nuring Adminitration U E E E U E E MSN 6300 Quality Improvement, Patient Safety, and Rik Iue U U U U U E U in Patient Care Delivery MSN 6380 Retaining and Developing a Competent Workforce U U U U U E U MSN 6400 Nuring Adminitration Reidency U E E U UA E E MSN 6800 Mater Project (Development and Implementation) U U E E U U U Education Track MSN 6500 Theoretical Foundation of Nuring Education U UA E U E U E MSN 6520 Curriculum Development for Nure Educator U U E U E U E MSN 6540 Meaurement of Competence and Outcome in Nuring U U E U U E E Education. MSN 6560 Socialization in the Role of Nuring U E E E UA E E MSN 6580 Clinical Nuring Intruction in Higher Education and U E E E U E E Community Setting MSN 6700 Teaching Reidency U E E U UA E E 9

10 Department/Program Learning Outcome Communication Reearch Policy, Organization, and Health Care Financing Ethic Profeional Role development Theoretical Foundation of Nuring Practice Human Diverity and Social Iue Core Coure in Department/Program MSN 6800 Mater Project (Development and Implementation) U U E U U U U E: Emphaize U: Utilize UA: Aeed comprehenively 10

11 Program Outcome and Aement 80% of tudent will graduate from their program within 1 ½ time the length of the program Meaured in End of Program urvey at time of graduation 100% of graduate completed program within the 1 ½ time length of program 2. 80% of graduate and their employer will expre atifaction with the program on the End of Program Evaluation. Meaured in Employer Survey 6 month pot-graduation and End of Program Survey 100% of employer rated WSU graduate at excellent or very good (MSN graduate not culled out). 3. Student Evaluation of Faculty 100% of Educator rated program at: 3.5/5.0 or higher 100% of Adminitrator rated program at: 3.5/5.0 or higher 4. 80% of thoe eeking employment will be involved in role-related profeional practice at one year pot-graduation. Meaured in Alumni Survey one year pot-graduation. 100% of repondent reported employment in role-related practice 6-12 month following graduation 5. 80% of School of Nuring graduate repondent will rate their overall program of learning atifaction at or above 3.0 out of 5.0 on the SON Alumni Survey 6-12 month following graduation. 100% of repondent reported overall program of learning atifaction at or above a 3.5/5.0 11

12 6. The mater project i a captone coure and aement of tudent completion of MSN competencie. The MSN project demontrate he tudent kill in problem identification, critical thinking, tion retrieval and utilization, project planning and management, and change implementation. 7. MSN Adminitration and Educator tudent are required to complete an 85 hour reidency at the concluion of their program of tudy. The reidency i a captone learning experience that allow the Weber State Univerity graduate nuring tudent, with uperviion and mentoring, to apply knowledge and kill gained in the didactic portion of the tudent MSN Program courework. E. Evidence of Learning: General Education Coure: Not applicable to MSN program. F. Evidence of Learning: Coure within the Major Coure map developed for all MSN coure to how alignment with program and track competencie. Thi include alignment of unit, aignment, dicuion and in-cla activitie. How meaurement of tudent learning occur i available on thi map a well. Table 1: Coure Map A 12

13 SON Competencie Patient Centered Care Recognize the patient or deignee a the ource of control and full partner in providing compaionate and coordinated care baed on repect for patient preference, value, and need. Teamwork & Collaboration Function effectively within nuring and interprofeional team, fotering communication, mutual repect, and hared deciion-making to achieve quality patient care. Evidence-Baed Practice (EBP) Integrate bet current evidence with clinical expertie and patient/family preference and value MSN Differentiated Core Competencie Patient Centered Care Create and direct collaborative patient care environment that promote the development of nuring expertie that include the patient perpective. Teamwork & Collaboration Apply advanced communication trategie to upport highfunctioning interdiciplinary team that upport high quality, afe patient care. Evidence-Baed Practice (EBP) Evaluate available evidence, expert opinion, and patient preference to determine bet practice. Evaluate the feaibility and appropriate Coure Map A 6180 Coure Outcome (Lit ) 2. Examine ecurity and ethical principle related to the ue of tion technology in healthcare. 3. Evaluate ource of tion for data integrity and reliability. 5. Participate in the tion ytem lifecycle to develop application that upport quality nuring care. 6. Ae effectivene of care uing electronic healthcare databae. Outcome Addreed C 1-5 D 1 & 3 E 1,2, & 3 F 1-4 G- 3 H 1-4 M 1-6 N 1-6 D 3 G 1 & 2 I 1 & 2 J

14 for delivery of optimal health care. evaluation method for planned EBP intervention Quality Improvement Ue data to monitor the outcome of care procee and ue improvement method to deign and tet change to continuouly improve the quality and afety of health care ytem, including participating in healthcare policy Patient Safety Minimize rik of harm to patient and provider through both ytem effectivene and individual performance Quality Improvement Develop policie and procee baed on identification of bet practice that improve the quality and afety of nuring care provided by health care ytem. Patient Safety Incorporate patient afety principle into the development of comprehenive patient afety goal and afety education for nure. Value the contribution of tic and tion technology in improving quality and afety of healthcare. Value the contribution of tic and tion technology in improving quality and afety of healthcare. 2. Examine ecurity and ethical principle related to the ue of tion technology in healthcare. A 1-3 B 1-3 C 1-3 D 2 G 1-4 H 1-4 J 3 A 1-3 B 1-3 C 1-3 G 1-4 H 1-5 J 3 2. L

15 Informatic Ue tion and technology to communicate, manage knowledge, mitigate error, and upport deciion making Informatic Formulate policie, procee, and/or educational plan that leverage tion technology to optimize tion management, reduce error, and upport clinical deciionmaking. Value the contribution of tic and tion technology in improving quality and afety of healthcare. 2. Examine ecurity and ethical principle related to the ue of tion technology in healthcare. 3. Evaluate ource of tion for data integrity and reliability. 4. Analyze taxonomic and terminology ytem developed locally and nationally to improve interoperability of ytem. 5. Participate in the tion ytem lifecycle to develop application that upport quality nuring care. 6. Ae effectivene of care uing electronic healthcare databae. A 1-3 B 1-4 C 1-3 G 1-4 H 1-5 J 3 2. L C 1-5 D 1 & 3 F 1-4 G- 3 H D 1 5. M 1-6 N D 3 G 1 & 2 I 1 & 2 J

16 Table 2: Coure Map B 6180 Coure Map B A: Introdu ction to Knowle dge Generati on in Nuring Outco me Examin e nuring tic a it relate to nuring cience. 2. Explain key compon ent of the Foundat Concept / Exempla r Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al behavior. 5. Collaborat ion. Student Preparation Aement Claro om Activitie Read: Chapter 1& 2 in McGonigle & Matrian (2015). Read Murphy, J. (2010). Nuring and technology: a love/hate relationhip. Nuring Economic, 28 (6) Dicuion Quetion: Chooe a clinical cenario from your recent experience and analyze it uing the Foundation of Knowledge Model Anwer the following quetion: How did you acquire knowledge? How did you proce knowledge? How did you ue feedback and what wa the effect of feedback on your knowledge? On- Campu Day Orientati on to coure. Lecture introduci ng ti c. Cour e Outc ome Addr eed 1,3 16

17 Coure Map B B: Introdu ction to Informa tic Outco me ion of Knowle dge Model. 3. Differen tiate data, tion, and knowled ge. Jutify the role of tic in the diciplin e of nuring. 2. Examin e the role of nure a Concept / Exempla r Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior 5. Collaborat ion Student Preparation Aement Claro om Activitie Read the introduction to Section II and Chapter 4, 6, 7, & 8 in McGonigle & Matrian (2015) Viit and explore the webite and ml What i the role of tion ytem in the upport of the Foundation of Knowledge Model? Dicuion Quetion: Part A: How can clinical tion ytem facilitate the development of widom? How do you ee cognitive cience being helpful in the development of nuring tion ytem? Part B: Thi chapter focue on the fact that nure are knowledge worker. How doe nuring move from a focu on meauring tak (ie. Meauring vital ign, tarting No on campu Cour e Outc ome Addr eed 1 17

18 Coure Map B Outco me knowled ge worker 3. Imagine the ue of clinical knowled ge and clinical deciion upport to upport nuring practice. 4. Examin e the relation hip between cognitiv e cience and nuring Concept / Exempla r Student Preparation Aement Claro om Activitie IV) to a focu on knowledge management? 2. Knowledge Paper (due week 3). Cour e Outc ome Addr eed 18

19 Coure Map B Outco me tic. Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed C: Introdu ction to Comput er Technol ogy Explain the eentia l hardwar e compon ent of comput er. 2. Identify the major type of comput er oftware commo nly ued in healthca re. Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior 5. Collaborat ion Read Chapter 3 in McGonigle & Matrian (2015) Viit and explore the following webite: c/baictut/ Watch the following video: =-FnnGouYpQQ&feature=related Dicuion Quetion: Dan P. i a firt-year tudent in graduate tudie in nuring. In the pat, he ha learned to ue hi family peronal computer to urf the Internet, exchange with friend, and play ome computer game. However, now he i realizing that the computer will be a vital tool for hi academic ucce and ha aved up enough money to purchae a laptop computer of hi own. He ha decided on a Pentium CPU ytem with 500 GB of torage and 4 GB of RAM. Dan now wihe to chooe appropriate oftware for hi ytem. He i on a limited budget, but want to make the mot of hi invetment. Which of the four categorie of oftware dicued in chapter 3 (operating ytem, productivity, creativity, or communication) would benefit Dan the mot in hi No on campu 3 19

20 Coure Map B Outco me 3. Evaluat e comput er network. 4. Contrat mainfra me, client erver, and thin client technolo gy. 5. Determi ne the importa nce of the humantechnolo gy interfac e Concept / Exempla r Student Preparation Aement Claro om Activitie tudie? How could he obtain the oftware in the mot cot-effective manner? 2. What impact will Dan' choice in hardware have on the amount/type of oftware he intall? What would your ideal ytem look like if you could purchae a new ytem today? Cour e Outc ome Addr eed 20

21 Coure Map B D: Data Manage ment and Quality Outco me Examin e effort toward tandar d vocabul ary develop ment in nuring. 2. Explain tion literacy. 3. Critique tic tool ued to collect and tore nuring data and Concept / Exempla r Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior 5. Col lab ora tio n Student Preparation Aement Claro om Activitie Read Chapter 23 & 24 in McGonigle & Matrian (2015) Explore the tutorial at: eearch/ubject/health/tut orial/ Watch the tutorial at: /cm/nuring/file/cinahl.ht m View and explore the following webite: Dicuion Quetion: Go to the Center for Nuring Claification and Clinical Effectivene webite at Univerity of Iowa School of Nuring Center for Nuring Claification and Clinical Effectivene A. Read the overview of NIC and NOC by clicking the link provided on the main page at the above URL. B. Review the following document: LabelDefinitionNIC5.pdf C. Decribe a recent encounter with a patient in your clinical practice. Find and decribe at leat 4 intervention that you ued in the encounter from the lit of intervention provided in the pdf file. D. Imagine that NIC wa implemented in your practice etting tomorrow. How would the No on campu Cour e Outc ome Addr eed 1,3, 4,6 21

22 Coure Map B Outco me tion. Concept / Exempla r Student Preparation Aement Claro om Activitie ue of uch a ytem help nure to define and document nuring practice? What are the advantage of uch a ytem? Cour e Outc ome Addr eed E: Uing Informa tion Technol ogy to Provide Patient- Centere d Care Determi ne the importa nce of health literacy on high quality patientcentered care. 2. Develop trategie to enhance caring while uing tion Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior Read: Chapter 17 & 27 in McGonigle & Matrian (2015) Dicuion Quetion: Imagine that you are dicharging a patient from your unit (real or imagined). Select a diagnoi that i frequently een on your unit. Identify a web ite that would be helpful to thi patient in their tranition to home. Anwer the following quetion. Why did you elect thi particular webite? How did you determine that the tion on the webite i reliable, current, and trutworthy? What trategie would you employ to aure that your patient i able to acce thi webite at home? No on campu meeting 1,2 22

23 Coure Map B Outco me technolo gie. 3. Examin e potentia l iue created by tion technolo gy that may interfere with the patientnure relation hip. Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed F: The Electron ic Health Record Summar ize the primary compon ent of the Electron Informatic 2. Safety 3. Quality Improvem ent Read Chapter 14 & 15 in McGonigle & Matrian (2015) Explore the following webite: -profeional/ehr- Dicuion Quetion: Utilize the tion provided on Select 5 item that are important documentation element or functionality related to nuring 3, 6 23

24 Coure Map B Outco me ic Health Record (EHR) 2. Invetig ate the advanta ge and diadva ntage of the EHR 3. Ae the barrier to implem entation of an EHR 4. Examin e current initiativ e to develop Concept / Exempla r 4. Profeion al Behavior 5. Collaborat ion Student Preparation Aement Claro om Activitie implementation-tep/tep-3- elect-or-upgrade-certified-ehr care and/or meaningful ue. Compare two nuring documentation ytem (from what you can learn from their web page). There are numerou ytem advertiing on the web (ex. Cerner, Eclipy, Epic, McKeon, Meditech) or compare one of them to the tion ytem at your facility. Which ytem provide the bet documentation for the five data element you elected? Why? Baed on your evaluation, which ytem i bet? Why? What urpried you about your evaluation? Cour e Outc ome Addr eed 24

25 Coure Map B Outco me the EHR. 5. Invetig ate method of optimizi ng workflo w and improvi ng complia nce with meanin gful ue when implem enting EHR. Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed G: Uing Clinical Informa tion Sytem Examin e the relation hip between Informatic 2. Safety Read Chapter 16 &18 McGonigle & Matrian (2015). Explore: Part A: Cae Study Analyi Read the G Cae Study in thi unit and anwer the quetion. Part B: Go the Patient Safety and No campu cla 1,3,6 25

26 Coure Map B (CIS) to Enhance Safety and Improve Quality Outco me the develop ment of clinical tion ytem (CIS) and the proviio n of high quality, afe healthca re. 2. Analyze quality auran ce and clinical outcome meaure that are upport ed by CIS. Concept / Exempla r 3. Quality Improvem ent 4. Profeion al Behavior 5. Collaborat ion Student Preparation Aement Claro om Activitie iue-and-new/ html Quality Healthcare Digital Archive link. Chooe an article that dicue an tic intervention related to improving quality and afety. Lit the citation and dicu (briefly) the main point of the report. Cour e Outc ome Addr eed 26

27 Coure Map B H:Electr onic Commu nication : to Tele health Outco me 3. Invetig ate technolo gie and iue related to conum er health tion. Ae the impact of tele health in nuring practice. 2. Examin e the role of the tele nure. 3. Apply the Concept / Exempla r Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior 5. Collaborat ion Student Preparation Aement Claro om Activitie Read Chapter 19, in McGonigle & Matrian (2015). Read Chen, H., Kalih, C. & Pagán, J. (2011). Telehealth and hopitalization for Medicare home healthcare patient. American Journal of Medical Care, 17 (6), e224-e230. Viit and explore the following web ite Dicuion Quetion: Conider a recent patient that you took care of (or elect an imaginary patient). How might thi patient have been cared for at a ditance? What training would be required? What equipment would be ued? How would the patient and family likely repond to the telemonitoring? Decribe the benefit and drawback of uing telehealth to care for thi patient. No campu cla Cour e Outc ome Addr eed 1 27

28 Coure Map B Outco me Foundat ion of Knowle dge Model to tele health. 4. Examin e tele health applicati on utilized in nuring and healthca re. 5. Invetig ate bet practice for e- commu nication. Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed 28

29 Coure Map B I: Informa tion Technol ogy to Support Evidenc e-baed Practice Outco me Differe ntiate evidenc e-baed practice and tranlati onal reearch 2. Illutrat e the ue of tic to upport a model for introduc ing reearch finding into practice. 3. Examin e the relation hip Concept / Exempla r Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior 5. Collaborat ion Student Preparation Aement Claro om Activitie Read Chapter 25 & 26 in McGonigle & Matrian (2015). Explore the following webite: ov/recenttrend/recenttrend.html hdbk/ Dicuion Quetion Part 1: Practice extracting data from a databae at the National Cancer Intitute (NCI) State Cancer Profile web ite: ov/recenttrend/recenttrend.html a.compare data from at leat 2 different tate b.search for incidence by gender c.search for incidence by race/gender Summarize your finding. How could biotic play a role in thee databae? Part 2: Viit the National Guideline Clearinghoue web ite at a. Type nuring in the earch box to limit the reult to thoe that are No campu cla Cour e Outc ome Addr eed 6 29

30 Coure Map B Outco me between bioinfor matic and healthca re that i biomedi cal tic. Concept / Exempla r Student Preparation Aement Claro om Activitie within the boundarie of nuring practice. b. Chooe one of the guideline and decribe how it wa developed. Summarize the practice recommendation. c. Do the recommendation differ from thoe contained in your practice etting? How? Cour e Outc ome Addr eed J:Infor mation Technol ogy To Support Admini trative Functio n Ae and analyze the function of different type of tion technolo gy ued by nure admini trator. 2. Illutrat Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior 5. Collaborat ion 6. Health Care Sytem Read Chapter 11 in McGonigle & Matrian (2015) Read the following article: Simpon, R.L. (2013). Chief nure executive need contemporary tic competencie, Nuring Economic, 31(6), Dicuion Quetion: Select one of the following ytem and complete a hort ummary ( word) that include eential tion about tion ytem commonly ued in healthcare facilitie. Relate how the ytem i relevant to the nure adminitrator role. a. Clinical Information Sytem (CIS) b. Financial Information Sytem (FIS) No campu cla 6 30

31 Coure Map B Outco me e the ue of clinical tion ytem by nure admini trator to upport quality patient care. 3. Imagine how future technolo gie will be integrat ed into healthca re. 4. Relate tic Concept / Exempla r 7. Managing Care Student Preparation Aement Claro om Activitie c. Laboratory Information Sytem (LIS) d. Nuring Information Sytem (NIS) e. Pharmacy Information Sytem (PIS) f. Picture Archiving Communication Sytem (PACS) g. Radiology Information Sytem (RIS) h. Patient Tracking Sytem i. Infant Abduction Sytem Cour e Outc ome Addr eed 31

32 Coure Map B Outco me compete ncie to the nuring admini trator role. Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed K: Informa tion Technol ogy To Support Nuring Educati on Analyze nuring educatio n in relation to the Foundat ion of Knowle dge Model. 2. Examin e tion technolo gy Informatic 2. Safety 3. Quality Improvem ent 4. Profeion al Behavior 5. Collaborat ion Read Chapter 20, 21, & 22 in McGonigle & Matrian (2015). Read Petit dit Dariel, O., Wharrad, H. & Windle, R. (2012). Exploring the underlying factor influencing e-learning adoption in nure education. Journal of Advanced Nuring, 69(6), Doi: /j x Dicuion: What technology do you find mot beneficial to ue in an education etting? Why do you find thi tool ueful? From your perpective, how could thi tool be enhanced? You may dicu technology that you have learned on, taught on, or read about. Wiki Aignment Lecture/ Claroo m Activitie 1 32

33 Coure Map B Outco me utilized in nuring educatio n for knowled ge acquiiti on, delivery, and promoti on of active and collabor ative learning. 3. Identify trategie for knowled ge haring uing tion Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed 33

34 Coure Map B Outco me technolo gy. Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed L: Ethical and Legal Conide ration of Uing Informa tion Sytem Invetig ate ethical dilemm a in nuring tic. 2. Analyze practical olution to ethical dilemm a involvin g tion technolo gy by applying the Informatic 4. Profeion al Behavior 6. Legal Iue 7. Ethic Read Chapter 5, 9 & 13 in McGonigle & Matrian (2015). Read PAC_01_005.apx (Privacy Awarene Coure) Dicuion Quetion: Chooe one of the ethic cae in the handout in thi unit. Uing the ethical model ued in the text, anwer the quetion at the end of the cae. Each group member hould pick a different ethic quetion. Include the ethic cae in your poting. Privacy Awarene Coure No campu clae 2 34

35 Coure Map B Outco me ethical model. 3. Explain the primary compon ent of the HIPAA act of Devie method for anticipa ting and preventi ng threat to hopital tion technolo gy network. Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed 35

36 Coure Map B Outco me 5. Examin e iue of copyrig ht and fair ue a they apply to tion technolo gy Concept / Exempla r Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed M: The Informa tion Sytem Lifecycl e Illutrat e the phae of the tion ytem develop ment life cycle. 2. Explain Informatic 2. Managing Care 3. Health Care Sytem 4. Quality Improvem ent Read Chapter 10 & 12 and review Chapter 14 in McGonigle & Matrian (2015). Read: Smith, D., Morri, A., & Janke, J. (2011). Nuring atifaction and attitude with computerized oftware implementation. Computer, Informatic, Nuring, 29(4), doi: /ncn.0b013e3181f9dcf a Nure are increaingly participating on team developing healthcare tion technologie olution. Dicu one way that nure participate in each major tep of the lifecycle. Why i it important that a nure fulfill the role? What rik can be reduced or eliminated by nure participation in the lifecycle? Selection Cae Study No campu clae 5 36

37 Coure Map B Outco me the purpoe of the workflo w analyi and deign. 3. Determi ne rik factor that can negative ly impact an tion ytem implem entation. 4. Recom mend method to evaluate Concept / Exempla r 5. Communi cation 6. Safety Student Preparation Aement Claro om Activitie Cour e Outc ome Addr eed 37

38 Coure Map B N:Emer ging Technol ogie in Health Care Outco me tion ytem. 5. Analyze problem related to the humantechnolo gy interfac e. plain ngful ue related tem opment. Dicu emergin g healthca re technolo gie. 2. Predict the Concept / Exempla r Informatic 2. Managing Care 3. Health Care Sytem Student Preparation Aement Claro om Activitie Read Chapter 28 & 29 in McGonigle and Matrian (2015). Dicuion Quetion: Think of a difficult tak at your clinical workplace (or think of one from your pat experience in clinical care). How could technology be ued to make thi tak eaier and more reliable? Ha uch a technology already been invented? If o, give a brief decription. If not, imagine what thi technology Cour e Outc ome Addr eed 5 38

39 Coure Map B Outco me impact of new technolo gie on knowled ge generati on in nuring. 3. Ae how knowled ge generati on and nuring tic contribu te to the practice of nuring. Concept / Exempla r 4. Quality Improvem ent Student Preparation Aement Claro om Activitie would look like and how it would work. The kie the limit! Cour e Outc ome Addr eed 39

40 Program Learning Goal Poe the knowledge and kill required to communicate in both a written and verbal form and preent pertinent tion in a cholarly manner uing multi-media, to a variety of audience. MSN 6140 Nuring Leaderhip: Conceptual Bai of Profeional Socialization G. Evidence of Learning: Coure within the Major Method of Meaurement MSN 6180 Improving Patient Care and Nuring Practice through Information Sytem *all meaurement are rubric baed Examination/Quizze Scholarly paper Group activitie Selected reading Critical thinking exercie Finding Linked to Learning Outcome Performance on all aement meaure meet rubric requirement a evidenced by a minimum grade of B- on the coure. Interpretation of Finding Student uccefully demontrated verbal and written kill a well a ue of many form of technology. Action Plan/Ue of Reult MSN 6560 Socialization in the Role of Nure Educator MSN 6600 Nuring Intruction in Higher Education and Community Setting 40

41 7: Utilization of lecture and dicuion in promoting learning 9. Utilization of group work in promoting learning 11: Utilization of team building promoting learning 2. Poe the knowledge and kill to acce current and relevant reearch data to anwer quetion that arie in hi or her area of practice, utilize new cientific knowledge to initiate change and improve practice, employ tion ytem, oftware, and comprehenive databae to retrieve, organize, and tore tion; and MSN 6100 Reearch Method MSN 6120 Reearch Statitic MSN 6180 Improving Patient Care And Nuring Practice Through Information Sytem MSN 6160 Evidence Baed Practice MSN 6560 Socialization in the Open book quizze 2. Critical analyi of reearch report 3. Statitical analyi exercie 4. Workbook activitie 5. Evidence-baed innovation plan Performance on all aement meaure meet rubric requirement a evidenced by a minimum grade of B- on the coure. Student can acce, utilize and interpret reearch tudie and utilize them in their workplace. No change needed at thi time 41

42 identify a problem, review the reearch and literature related to the problem, critically analyze the problem and current knowledge, and develop a trategy for the incorporation of the reearch into the practice etting. Role of Nure Educator 15: 3. Poe the knowledge and kill to analyze policy reearch relevant to health care delivery, comprehend and utilize legilative and regulatory procee to enure quality patient care, undertand the interaction between regulatory control and quality control within the practice etting, evaluate the local, tate and MSN 6300 Quality Improvement, Patient Safety, and Rik Iue in Patient Care Delivery MSN 6324 Financial Iue in Nuring Adminitration MSN 6340 Compliance with Legal and Regulatory Sytem in Patient Care Delivery MSN 6380 Retaining and Developing a Examination/Quizze Scholarly paper Group activitie Selected reading Critical thinking exercie Performance on all aement meaure meet rubric requirement a evidenced by a minimum grade of B- on the coure. Student can recognize health care iue a they relate to nuring practice on many level and evaluate them for effectivene. No change needed at thi time 42

43 national ocioeconomic and health policy iue and trend, make high quality, cot-effective choice in the ue of health care and nuring education reource. Competent Workforce in Nuring 3: Analyze human reource iue and policy 14: Analyze labor-management topic uch a collective bargaining, grievance, and arbitration 15: Analyze the impact of the Labor Relation Act within the field of healthcare MSN 6560 Socialization in the Role of Nure Educator 8: Analyze political influence impacting nure educator role 9: Catalogue financial funding of 43

44 health and nuring education: continuing education, private organization 10: Catalogue financial funding of health and nuring education: health department, health inurance and public aitance 11: Catalogue financial funding of health and nuring: grant writing 4. Poe the knowledge and kill to identify and analyze common ethical dilemma and way in which thee dilemma influence patient care, evaluate ethical deciion making from both a MSN 6140 Nuring Leaderhip: Conceptual Bai of Profeional Socialization 2: Impact of political, ociocultural, environmental, ethical, and Examination/Quizze Scholarly paper Group activitie Selected reading Critical thinking exercie Performance on all aement meaure meet rubric requirement a evidenced by a minimum grade of B- for the coure. Graduate level nure are capable of practicing in an ethical manner. No change needed at thi time 44

45 peronal and organizational perpective, and undertand how thee two perpective may create conflict of interet, and aume accountability for the quality of one own practice. economic, influence on nuring 4: The ue of value ytem on profeional nuring 11: Morality and ethic in nuring practice MSN6180 Improving Patient Care and Nuring Practice Through Information Sytem 12: Examine legal and ethical iue related to tion ytem MSN 6560 Socialization in the Role of Nure Educator 6: Jutify the role of faculty in higher education: 45

46 legalitie and ethic in teaching 7: Jutify the role of faculty in higher education: academic freedom 5. Poe the knowledge and kill required to tranition into an advanced nuring role, provide leaderhip in the delivery of health care and/or nuring education, provide leaderhip in the etablihment of collaborative relationhip within the clinical and/or academic etting, demontrate profeional aertivene, engage in profeional activitie, exert MSN 6140 Nuring Leaderhip: Conceptual Bai of Profeional Socialization 8: Role theory and role conflict MSN 6500 Theoretical Foundation of Nuring Education MSN 6560 Socialization in the Role of Nure Educator 1: Analyze role differentiation: Examination/Quizze Scholarly paper Group activitie Selected reading Critical thinking exercie Performance on all aement meaure meet rubric requirement a evidenced by a minimum grade of B- for the coure. Graduate are able to enter the workplace at an advanced level demontrating appropriate leaderhip abilitie. No change needed at thi time 46

47 leaderhip when change i needed within the health care ytem and/or academic program of tudy. Teacher in a learning environment 2: Examine role differentiation: mentor, role model, advior, lifelong learner 6. Po Poe the knowledge and kill required to tranition into an advanced nuring role, provide leaderhip in the delivery of health care and/or nuring education, provide leaderhip in the etablihment of collaborative relationhip within the clinical and/or academic etting, demontrate profeional aertivene, engage in profeional activitie, exert leaderhip when MSN 6160 Evidence Baed Practice 3: Conceptual Framework uing EBP MSN 6500 Theoretical Foundation of Nuring Education MSN 6700 Theoretical Foundation of Nuring Adminitration MSN 6540 Meaurement of Examination/Quizze Scholarly paper Group activitie Selected reading Critical thinking exercie Performance on all aement meaure meet rubric requirement a evidenced by a minimum grade of B- for the coure. Graduate are able to implement nuring theory in their profeional practice. No change needed at thi time 47

48 change i needed within the health care ytem and/or academic program of tudy.. Competence and Outcome in Nuring 1: Examine evaluation theorie, tool and example 7. Poe the knowledge and kill required to etablih a practice and/or educational environment reflective of global awarene, cultural diverity, and population-baed enitivity; and exert leaderhip in the definition, deign, and implementation of practice that demontrate a repect for the wide diverity of ub-cultural influence on human behavior. MSN 6380 Retaining and Developing a Competent Workforce in Nuring 2: Create a taff development trategy 3: Analyze human reource iue and policy 15: Analyze the impact of the Labor Relation Act within the field of healthcare MSN6500 Theoretical Foundation of Nuring Education 4: Ae adult learning theorie including age and Examination/Quizze Scholarly paper Group activitie Selected reading Critical thinking exercie Performance on all aement meaure meet rubric requirement a evidenced by a minimum grade of B- for the coure. Graduate will be able to practice in a culturally enitive manner. No change needed at thi time 48

49 tage theory by Piaget, cognitive development by Hunt, and functional theorie by Lindeman MSN 6560 Socialization in the Role of Nure Educator 13. Ae nuring education opportunitie and challenge in a global community 14: Explore the role of the nure educator in the education of diadvantage tudent MSN 6580 Clinical Nuring Intruction in Higher Education and Community Setting 49

50 1: Aeing tudent learning need H. Summary of Artifact Collection Procedure Artifact Learning Outcome Meaured When/How Collected? Where Stored? Mater Project The tudent will demontrate kill in problem identification, critical thinking, tion retrieval and utilization, project planning, and management, and change implementation. Lat emeter of program Hard copy in Adminitrative Office 50

51 A. Reflecting on thi year aement, how doe the evidence of tudent learning impact your faculty confidence in the program being reviewed; how doe that analyi change when compared with previou aement evidence? Summative and formative evaluation trategie have recently been implemented to evaluate tudent progre and attainment of MSN competencie. The coure map provide a viual diplay of tudent achievement of learning through aignment, dicuion, paper, quizze, etc. Analyi and trending of the previou year, how conitency in grade ditribution and graduation rate. Analyi and trending of tudent atifaction related to coure, faculty and program atifaction, how conitency in elf-report related to meeting program competencie. B. With whom do you hare the reult of the year aement effort? Aement data i hared with MSN faculty a part of our monthly meeting, the WSU SON Program Chair, and the Adminitrative Council (compoed of SON program director and committee chair). The Program Chair decide what tion to hare with our Adviory Board which i compoed of community member C. Baed on your program aement finding, what ubequent action will your program take? There were no ubtantive change that needed to be made to the program. Overall atifaction wa exceptional. Faculty atifaction wa acceptable. Interet in the program wa high enough to fill o no change were anticipated. 51