MATRIX OF RELEVANT QUALIFICATIONS TO COURSE OUTCOMES

Transcription

1 MATRIX OF RELEVANT QUALIFICATIONS TO COURSE OUTCOMES This matrix is used to demonstrate how a faculty member s experience and expertise contribute to effective teaching and student learning outcomes. Provide information about the faculty member s education, certifications, awards, professional memberships, publications, work experience and other competencies in the areas of the matrix. Be specific in matching these demonstrated competencies to the appropriate student learning outcomes. THIS FORM MUST BE COMPLETED AND SUBMITTED WITH THE FACULTY LETTER OF EXCEPTION. The Letter of Exception should explain how the faculty member is qualified by exception given the evidence cited in the Matrix. Faculty Member: Alaina Daigle, BSN, RN Department: Nursing College: Nursing and Allied Health COURSE to be TAUGHT NURS 225 Basic Nursing NURS 226 Health Assessment Student Learning Outcomes of Course to be Taught See Attached Student Learning Outcomes for NURS 225/226 Coursework Completed BSN at Nicholls State University in spring of 2004; currently in process of applying to MSN program with Nurse Educator concentration. Term: 14S RELEVANT QUALIFICATIONS Certifications / Professional Consulting and Awards and Publications/ Professional Honors Memberships Licensed as Registered Nurse in LA; BLS, PALS, ACLS certified. Is a member of Sigma Theta Tau International Honor Society of Nursing, Xi Zeta Chapter. Graduated with Honors. Work Experience/ Expertise Has nearly 10 years of clinical nursing experience in CICU/cardiac intensive care unit; home health, and outpatient surgical care. Currently working as needed in the outpatient surgical care environment at Gulf Coast Surgical Center in Houma, LA. The extensive experience garnered provides the basis for

2 providing comprehensive nursing care to a broad scope of patient populations and illnesses. Providing, managing, and leading comprehensive patient care in such settings aligns with meeting the needs of the program and the outcomes of the nursing courses; is proficient with electronic health record documentation and med-dispense unit/bar coding systems as well as computer physician order entry system; Proficient in computer skills applications. Has functioned in preceptor role with Nicholls BSN senior students alongside faculty in the hospital setting.

3 Alaina Daigle, BSN, RN Visiting Instructor of Nursing Faculty Exception Courses Assigned: NURS 225, Basic Nursing Process (Supervise students in lab and clinical) NURS 226, Health Assessment and the Adult Client (Supervise students in lab) Coursework: Completed Bachelor of Science in Nursing (BSN) at Nicholls State University in spring of 2004; Approved by the Louisiana State Board of Nursing as an Exception to Faculty Qualifications, beginning January Enrolled in MSN program summer of Anticipated graduation date is May Ms. Daigle has completed 21 hours of graduate course work. See official transcript. Licensed as Registered Nurse in LA; American Heart Association Health Care Provider Certified, Pediatric Advanced Life Support certified, and Advanced Cardiac Life Support certified. Completed Quality Matters certification. Professional: Active member in Sigma Theta Tau International Honor Society of Nursing, Xi Zeta Chapter; hold officer position of Treasurer (August 2015 present). Graduated with Honors BSN, Work Experience/Expertise as relates to Student Learning Outcomes: Ms. Daigle has 10 years of clinical nursing experience to include the areas of CICU/cardiac intensive care unit; home health, and outpatient surgical care. The extensive experience garnered provides the basis for providing comprehensive nursing care to a broad scope of patient populations and illnesses. Providing, managing, and leading comprehensive patient care in such settings aligns with meeting the needs of the program and the outcomes of the assigned, respective, nursing courses. Additionally, Ms. Daigle is experienced and proficient with electronic health record (EHR) documentation and med-dispense unit/bar coding systems as well as computer physician order entry system. Students are exposed to the EHR in the clinical setting for which patient care documentation, information, lab results, etc. are included in the planning of patient care. Proficiency in computer skills applications is requisite. Ms. Daigle has also functioned as a preceptor for Nicholls BSN senior students. Each area of nursing worked and experience gained, fundamentally, aligns with the nursing process to include patient assessment and nursing diagnosis, and is in direct alignment with the student learning outcomes of with the first two courses of the BSN program Basic Nursing Process and Health Assessment. Students learn basic patient care principles and practices to include inclusive head to toe assessment based on patient-centered care in order to provide safe, quality, patientcentered, evidence-based care. Other skills include: Vital Signs, Body Mechanics, Wound Care, PPE, and Insertion of indwelling catheters. This aligns with the BSN Program Conceptual Model, the BSN curriculum, and the course student learning outcomes for NURS 225 and 226.

4 As stipulated by the Louisiana State Board of Nursing, Ms. Daigle is supervised by the course coordinator of each course who must hold a higher degree; both course coordinators are master s prepared. Lab days and clinical days are scheduled accordingly during the semester. Fall 2015 Course Coordinator for Nursing 225 is Mr. Shane Robichaux, MN, RN. Mr. Robichaux has nearly 23 years of nursing experience and began his tenure at the university in fall of Fall 2015 Course Coordinator for Nursing 226 is Ms. Alison Bergeron, MN, RN, FNP- BC. Ms. Bergeron has over seven years of nursing experience and is also credentialed as a Primary Care-FNP-BC. Student Learning Outcomes: Nursing 225, Basic Nursing Process Course Student Learning Outcomes: 1. Identify knowledge of the nursing process while demonstrating respect for patient preferences, values, and needs to provide safe, quality, patient-centered, evidence-based care governed by professional, ethical, and legal standards in all settings and at all levels of health. 2. Describe how informational and clinical technology are essential tools in critical thinking for clinical reasoning and quality improvement to communicate, manage knowledge, mitigate error, and support decision making. 3. Discuss professional values for functioning as provider of care, designer/manager/coordinator of care, and member of the profession in all areas of nursing practice with a commitment to lifelong learning through continuous self-evaluation. 4. Identify risks to patients and providers in the health care environment and its impact in order to determine patient safety needs. 5. Recognize the nursing knowledge and skills necessary to work within organizational systems as a leader in nursing and inter-professional teams fostering open communication, mutual respect, and shared decision making to provide quality care. 6. Discuss the impact of legal and ethical responsibilities on economic and political dynamics in the context of health care and participates in the shaping of health care policy. Course Student Learning Outcomes: Nursing 226, Health Assessment of the Adult Client Course Student Learning Outcomes: 1. Demonstrate a knowledge base of the assessment of the adult patient while incorporating safe, quality, patient-centered, evidence-based care governed by professional, ethical, and legal standards. 2. Discuss how the assessment of the adult patient utilizes information and technology as essential tools in critical thinking for clinical reasoning and quality improvement to communicate, manage knowledge, mitigate error, and support decision making. 3. Identify the three roles of provider of care, designer/manager/coordinator of care, and member of the profession necessary to assess health needs in all areas of nursing practice with a commitment to lifelong learning through continuous self-evaluation. 4. Recognize risk factors during an adult assessment and their impact to determine patient safety needs. 5. Identify knowledge and skills while functioning as an inter-professional team member

5 within an organizational system for the collection of assessment data that fosters open communication, mutual respect, and shared decision making to provide quality care. 6. Describe the impact of economic and political dynamics on assessed needs in the context of health care and participate in the shaping of health care policy.