SUNY Delhi MS in Nursing Education or Nursing Administration

Professional Nursing Standards and Guidelines Assignment

Name : Lauren George

Professional Nursing Standards and Guidelines Table

1 2 3 4
Graduate Nursing Course MSN Essentials (Both Ed NLN Core Competencies (Ed MSN Graduate Program
and Admin) only) Student Learning Outcomes
(or) AONE Competencies
(Essential and the expected (Admin only)
outcomes, by number,
followed by the example of (List Competency by number
the assignment and and the expected outcomes in
explanation) each standard, in brief)

NURS 501: Research Essential IV: Outcomes 1, 2, 5, 6 Competency 7-Engage in Student Learning Outcomes: 1, 5
Methods and Statistics (Both - Module 10 Ethics in Nursing Scholarship
Research In this course, I wrote an evidence Outcome #1- Advanced Nursing
Ed and Admin) -Module 12 Communicating research based paper that demonstrated skill Research knowledge on performing
findings in proposal writing for research and literature review, appraising articles
** Transfer from SUNY Outcome #1- Module 10 had an improvement of care to a specific to be used in research, developing
Upstate Medical University assignment of an evidence based population. This uses literature PICOT questions and presenting
NURS 616: Advanced paper due on a topic that was chosen review that in turn will reflect into evidence can be integrated to
in week one of the course, and you evidence based teaching practices.
Nursing Research taken were guided throughout the course improve healthcare in diverse
Spring 2013** on how to appropriately research Competency 6- Pursue Continuous settings and environments.
this, write a PICOT question and Quality Improvement in the Nurse
evaluate the research and how this Educator Role Outcome #5- Use of ethics, safety,
translated into practice. By Module Taking this course demonstrates education, and coordination helps as
12, you presented this project as a commitment to life-long learning on an educator to plan develop and
poster through PowerPoint that my part as the learner. Balances deliver optimal care to patients, their
included PICOT question, problem & scholarship and service demands that families, and communities in varying
purpose, findings, application to EB are a part of the role as an educator. environments.
model and implications to practice.
Outcome #2- Module 10 addressed
ethics in research and scholarship.
Modules 4, 5, and 9 all had
assignments to appraise a trial/study
that was assigned to the student for
review after.
Outcomes #5, 6- Modules 4, 5 and 9
as previously stated had assignments
that required appraisal of assigned
studies. This included a systematic
review, randomized control trial and
qualitative study. This taught me
how to critique evidence and
research that is found.
Essential IX: Outcome 2, 7, 8
-Module 8 EBP Models
-Module 10 Ethics in Research
Outcome #2- In Module 8 we had to
choose an evidence based practice
model and give an example of how
this can be applied to practice. This
would be used in our EBP project
due at the end of class.
Outcome #7- In Module 8 and 10
research was done to complete an
evidence-based paper that helped to
improve care of a particular
population/community.
Outcome #8- Core scientific and
ethical principles were demonstrated
 in Module 10 when we were required
to complete the CITI IRB course for
research ethics and compliance
training.
NURS 502: Advanced Essential III: Outcome 1 Competency 1- Facilitate Learning Student Learning Outcomes:
Nursing Research (Both Ed Research Proposal-Monitoring the This research proposal engages in 4,
Effects of Repeated Exposure to continued learning to improve
and Admin) Cytotoxic Agents in Oncology Nurses teaching practices and facilitate Outcome #4- Applying skills of
and Presentation learning through performing research communication, consultation and
Outcome #1- I analyzed information and writing a proposal. Maintains the collaboration in identifying a
and identified room for quality professional practice knowledge problem, room for quality
improvement in the screening and needed to help learners in their own improvement, performing the
monitoring of Oncology nurses when practice. Investigating quality research and being able to present
they have repeat exposure to improvement opportunities and this to groups for stakeholders and
cytotoxic agents with potentially life proposing research also demonstrates support in further research or action.
threatening side effects. The me as a role model of professional
institution I work for does not do nursing Outcome #6- In this class an
screening and this could improve innovative advance practice imitative
health outcomes for a large Competency 7- Engage in was created and supported by
population of staff. Scholarship teaching, learning and leadership to
Essential IV: Outcome 1, 3, 5, 6 The written proposal is a skill that is improve the care and health
Outcomes 1, 3, 5, 6- This research needed to help with not only research outcomes of a population.
proposal integrated theory, evidence, but also for resource acquisition,
and clinical judgment to identify a program and policy development.
gap in the care of Oncology nurses Learning the process of completing a
and aimed to identify what better proposal will benefit me as an
needs to be done in this situation. educator in any environment.
The proposal was meant for a variety Composing all of the information in a
of audiences including nursing, poster and presenting the material is
administration, physicians, and something necessary for all educators
regulatory agencies. This applied to be able to do when educating and
what should be best practice and the when teaching students in their own
improved care environment for these professional practice.
nurses. The research proposal
included a critique of research that
has been completed and regulations
that are established.
Essential VIII: Outcomes 2, 5
Outcome #2- Through the research
proposal completed on cytotoxic
 exposure in Oncology Nurses I
evaluated the current practices of
clinical prevention interventions in a
population-based issue that does not
seem to have national regulations. I
included looking into NIOSH and
OSHA recommendations but
institutions are not mandated to
screen nurses.
Outcome #5- Proposal for clinical
prevention and population health of
oncology nurses to be better cared
for through a developed screening
process that is regulated and
universal, including continued
monitoring and interventions.
NURS 503: Advanced Essential I: Outcome 1 Competency 1- Facilitate Learning Student Learning Outcomes: 1, 5
Pathophysiology (Both Ed Outcome #1- All modules in this This course allows me as an educator
course offer a review of each system to maintain the professional practice Outcome #1- Obtaining advanced
and Admin) as well as potential disease processes knowledge base necessary to educate knowledge from pathophysiology to
in each system this helps as an learners that I am preparing to enter influence the way I educate both new
** Transfer from SUNY educator of nursing students and in into nursing practice. As an educator nurses and nurses in the academic
Upstate Medical University the delivery of advanced nursing care of nursing students and those in setting to help improve healthcare in
through University of in diverse populations clinical practice it is important to diverse settings and environments.
Essential VII: Outcome 1 understand exactly what is happening Allows for better understanding of
Kentucky- Advanced Outcome #1- All modules in this in the patient’s disease process that the disease processes and
Pathophysiology taken Fall course offer a review of each system causes the signs/symptoms we are interventions.
2013 as well as potential disease processes seeing. Thus allowing a thorough
in each system. As an educator and explanation as to why the Outcome #5- Integrating the
as an advanced practice nurse this interventions, medications, and concepts of the body’s
helps to review principles of evaluations we perform work in the pathophysiology both when healthy
genetics, genomics, and plan of care for our patients. and when dealing with a disease
epidemiological data to deliver process helps to manage care of the
evidence based care and appropriate Competency 6- Pursue Continuous individual, family and varying
prevention interventions. Quality Improvement in the Nurse community/population groups.
Essential IX: Outcome 7 Educator Role
Outcome #7- The knowledge in this This course demonstrates my
course on illness, and disease commitment to life-long learning as
processes down to the cellular level an educator. The information learned
will help to manage disease, provide allow me to increase my
 better care to varying populations, effectiveness in the role of educating
perform risk assessments and design nurses in any capacity be it clinically
appropriate plans of care. or in the academic setting
NURS 504: Advanced Essential I: Outcome 1, 2, 6 Competency 1- Facilitate Learning Student Learning Outcomes: 1, 5
Pharmacology (Ed only) -Pharmacology in a Family Nurse This course allows me as an educator
Practitioner Program to maintain the professional practice Outcome #1- Obtaining advanced
- Class 11 Medications in Critical knowledge base necessary to educate knowledge from pharmacology to
** Transfer from SUNY Care learners that I am preparing to enter influence the way I educate and
Upstate Medical University -Class 13 Drug effects on the into nursing practice. Medication improve healthcare in both the
NURS 604: Pharmacology geriatric population administration and the understanding clinical and academic setting with
taken Spring 2014** Outcome #1- The course covering of prescriptions are a large part of learners and my own practice.
Pharmacology that was being taken nursing so to have the knowledge
by Family Nurse Practitioner base necessary to educate those Outcome #5- Use of safety
Program students integrated nursing entering the field require taking this education and management to help
into the delivery of advanced nursing one-step further. maintain appropriate care of the
care of diverse populations Competency 6- Pursue Continuous individual, family,
Outcome #2- The course covering Quality Improvement in the Nurse community/population groups.
the prescribing of medications to any Educator Role Information from this course allows
patient including specific This course demonstrates my me to better educate learners to
populations/communities such as the commitment to life-long learning as provide safe care as well.
geriatric population or in critical care an educator. The information learned
scenarios. allow me to increase my
Outcome #6- Course reviewed and effectiveness in the role of educating
taught how to evaluate the care of nurses in any capacity be it clinically
your patient and ensure safety for the or in the academic setting
individual and the communities
through safe prescribing, choice of
medications and resources as I-STOP
Essential II: Outcome 2
Class 1- Review of Prescribing
principles, Role of the NP, CNS
Outcome #2- Effectively
implementing patient safety was
demonstrated through this lesson as
safe practicing of prescribing
medications was reviewed, including
liability, expectations, legalities and
as an assignment we submitted a
“prescription” written on a form that
 imitated a prescription pad for review
on a requested medication.
Essential V: Outcomes 1, 3, 4
Class 1- Review of Prescribing
principles
Class 12- Writing Prescriptions,
Controlled Substances
Outcome #1, 3, 4- During Class 1
and 12 prescribing was discussed in a
general sense in class 1 regarding
safe practice and the very act of
writing a prescription. In Class 12,
this was taken a step further to
discuss prescribing of controlled
substances. This included the
discussion of I-STOP, which was at
the time a rather new technology
being used to control the over-
prescribing of controlled substances
going forward. This promotes a safe
practice environment and is used to
help improve patient outcomes and
decrease the abuse of prescription
medications.

NURS 505: Advanced Health Essential 1: Outcomes 1, 2, 3, 4, 5 Competency 1- Facilitate Student Learning Outcomes: 1, 2,
Assessment (Ed only) -Advanced Health Assessment Learning- This course allows me as 4, 5
Course for a Family Nurse an educator to maintain the
Practitioner Program professional practice knowledge base Outcome #1- Using the knowledge
** Transfer from SUNY -Objective Structured Clinical necessary to educate learners that I of advanced health assessment to
Upstate Medical University Examination (OSCE) - live “patient” am preparing to enter into nursing improve healthcare in any setting or
NURS 607: Advanced Health recorded and viewed by learner after practice. Nursing Assessment is the environment as an advance practice
Assessment taken Fall 2013** for self-evaluation and completion of key part of a nurse’s job and as an nurse.
SOAP note. educator, I must be equipped to be
Outcome #1, 2, 3, 4, 5: This course one-step beyond my learners and Outcome #2- Demonstrating
covers the assessment of a patient know what an advanced assessment competency through the OSCE and
including taking a history, looks like. This is an evidence of completion History & Physical and a
performing a physical, making a continued learning as a nurse and SOAP note on patients to educate
diagnosis and prescribing the furthermore as an educator. The use nursing on what to expect from the
appropriate treatment/interventions. of skilled oral, written and electronic
This allows for advanced nursing communication were used in this practitioners in the interdisciplinary
care to diverse populations, clinically course during the OSCE with the live team.
caring for individuals, families and patient and submitting the OSCE
communities. As an educator, this write up including SOAP note after. Outcome #4- Applying skills of
helps to prepare nurses in academia consultation, collaboration and work
and in practice to enhance skills and Competency 6- Pursue Continuous within an interprofessional team to
understand working in an Quality Improvement in the Nurse improve healthcare of any
interprofessional team. Educator Role population. This course taught
Essential V: Outcomes- 5, 6 This course demonstrates my assessments, interventions and the
OSCE- live “patient” recorded and commitment to life-long learning as practitioner side of things as stated in
viewed by learner after for self- an educator. The information learned Outcome #2- as an educator will help
evaluation and completion of SOAP allow me to increase my to better teach nurses about their
note. effectiveness in the role of educating expectations.
Outcome #5 & 6- Use of nurses in any capacity be it clinically
information and communication or in the academic setting. Outcome #5- Integration of concepts
technologies to perform a complete of planning, delivery, care
History & Physical, Diagnosis and coordination and the evaluation of
prescribe interventions for the the care provided to patients, their
“patient”. After completion as the families and communities with the
learner, I was able to watch the video basis of knowledge from this course.
of my practice for self-evaluation and
to take any notes I may have missed
to aid in completing my SOAP note
& OSCE write up that needed to be
submitted after. This is personal
practice of the use of clinical
simulation to teach and evaluate
critical thinking as an educational
method.
Essential VII: Outcomes 1, 2, 3, 4
-Advanced Health Assessment
Course for a Family Nurse
Practitioner Program
Outcomes #1, 2, 3, &4- This course
taught how the advanced
professional nurse functions as a
member of an interdisciplinary team.
As a leader of nursing, and educator
of patients. APRN’s work in
collaboration with many other
 disciplines including alongside
physicians, nursing, with social
work, PT/OT and make a safe plan
that is patient-centered.
ALHT 500: Health Policy Essential II: Outcomes 3, 6 Competency 5- Function as a Student Learning Outcomes: 3, 5
and Technology in Assignment 2 Change Agent and Leader
Outcome #3- Through assignment Outcome #3- Through the
Healthcare (Both Ed and number 2 part 1 I identified a The Week 2 Discussion presentation identification of gaps in healthcare
Admin) population that was vulnerable being on Adults Receiving Recommended and the need to improve policy and
African American and Hispanic Screening & Preventative Care legislation especially in the
Women and their risk for cancer. In addressed interdisciplinary efforts to vulnerable underserved populations. I
this assignment, I evaluated the address healthcare needs locally, learned the skills needed to identify
healthcare delivery system and the regionally, and nationally. Identified and investigate where the change is
influence it has on the high what is available, the different needed to improve population’s
incidences of cancer in this patient legislations making this available, healthcare.
population. The gaps in the what barriers remain and how these
healthcare system that are leaving indicators are measured. This along Outcome #5- Keeping in mind
these women with higher rates of with assignment 2 help to develop safety, ethics, education, leadership,
cervical and breast cancer many leadership skills to shape and planning, delivery and care of all
times because of their lack of access implement change. communities/ population groups
to care. there is room for improvement.
Outcome #6- Through assignment 2 Competency 8- Function within the Underserved populations such as
part 2 I investigated and discussed Educational Environment Hispanic and African American
gaps in legislation and current plans women who are at higher risk for
that are causing this population to not This course and the discussions Cervical and Breast cancer and how
get the treatment they deserve. assignments all prepare me for a we can improve the care provided to
Resources available that may not leadership role that advocates at these specific groups.
being used as they should because of various level of institutional and
lack of knowledge and how nurses political governance for patients and
can get involved to better provide colleagues. Understanding the affect
access to care information and meet government, policy and legislation
these patients where they are. have on many aspects of healthcare.
Essential V: Outcomes- 1, 3, 4, 5
Outcome # 1, 3, 4, 5- Assignment 2
in both parts as previously described
allowed me to evaluate a vulnerable
population and see how policies and
access to care affect them. Where the
gaps in healthcare are and what is
being offered and identified room for
 improvement. This includes
healthcare policy, legislation, local
resources being better advertised and
available. Part 2 explained how these
changes could happen and that it will
require advocacy and nursing
involvement to show improvement in
the care delivered to the population.
ALHT 501: Leadership and Essential I : Outcomes- 1, 6, 7 Competency 1- Facilitate Student Learning Outcomes: 1, 4,
Quality Improvement in QUIP- improving the care of the Learning: 5
febrile neutropenic patient at SUNY Week 1 discussion reflecting on the Outcome #1- Use of knowledge
Healthcare Systems (Both Ed Upstate leadership style survey (results: from nursing and other disciplines to
and Admin) Outcome #1, 6 & 7- The QUIP that I dominant and exacting) and social propose a healthcare improvement at
completed in this course pertaining to character questionnaire results SUNY Upstate University Hospital
consisted of a clinical pathway, (results: bureaucratic). This gave in the care of a specific patient
proposal, communication plan and an insight on who I am as a leader in the population.
action plan to improve the outcomes workplace and where this may have Outcome #4- Part 3 of the
of febrile neutropenic patients in this stemmed from and that I need to be QUIP/Discussion 5 where the
institution. aware of this when working with communication plan was presented
Essential III: Outcomes- 1, 3, 7, 8 others. This self-reflection and demonstrated the application of
QUIP- Improving the care of the continued learning aided in communication, and collaboration on
febrile neutropenic patient at SUNY improving my teaching practices and an interprofessional team to improve
Upstate in my facilitating of learning. outcomes.
Outcome #1- recognizing that
improving the care of this population Competency 7- Engage in Outcome #5- Use of leadership and
involves many departments and areas Scholarship: management skills/style that was
including Hem/Onc, the ED and the The QUIP that was completed for reflected on in the week 1 discussion
entire institution. Outcome #3- this course had four parts that to then research, develop and propose
Designing the clinical pathway as a included literature being reviewed, a new clinical pathway to manage the
system to propose how the care of and evidence-based practices to care of the febrile neutropenic
these patients can be directed from design and implement in a proposal population.
presentation their presentation. in an area of expertise.
Outcome #7- The Action plan
completed for this QUIP explained
quality improvement methods to
promote safe, timely, effective,
efficient, patient-centered care.
Outcome #8- The QUIP in its
entirety was an improvement that
integrated many factors including
 nursing and healthcare services
delivery.
Essential VII: Outcomes- 3, 4
Discussion Week 5 & QUIP-
Improving the care of the febrile
neutropenic patient at SUNY Upstate
Outcome #3- The collaborative
strategies in the design, coordination
and evaluation were all explained
through part 4 of the QUIP were a
popplet was designed explaining all
of the above in systematic form.
Outcome #4- The use of effective
communication strategies was
addressed and planned out in part 3
of the QUIP/Week 5 Discussion
where the communication plan was
designed and presented in a Voice
thread explaining how to reach
physicians, and nurses through e-
mail, education, in-service, seminar
series and cancer care magazine.
NURS 600: Development of Essential IV: Outcomes 1, 3, 6 Competency 1- Facilitate Learning Student Learning Outcomes: 2, 6
the Nurse Educator (Ed Voice thread PowerPoint on Clinical The use of clinical simulation Outcome #2- Evaluation of
Simulation to Develop Critical proposes the use of various teaching evidence-based interventions and a
only) Thinking in Nursing Students strategies to improve learner scholarly inquiry were completed
Outcome #1- Week 2 Voice thread outcomes and aid in the development through a literature review. This
PowerPoint explaining how clinical of critical thinking during their identified that clinical simulation
simulations can enhance nursing education. This includes the use of would in fact help to foster critical
education and promote critical information technologies to help thinking and clinical reasoning skills
thinking in nursing students, a skill support the teaching-learning process in nursing students and improve their
that has always presented as a as simulation requires technology to education as well as patient outcomes
challenge in education. Through this reenact the scenarios learners can when they become practicing nurses.
knowledge, there would be an experience. Otherwise, the Outcome #6- Supported by theories
improvement in the care of the development of critical thinking and of nursing, teaching, learning and use
patients. critical reasoning skills can be and of healthcare/educational
Outcome #3- Clinical simulations has been a challenge in nursing technologies I investigated an
would again improve the practice of education because “real life” educational method that is new and
the new nurse, as it fosters critical experiences are limited during being used to better educate and
thinking in their education, which is clinical time to what may happen. prepare nursing students for the
something otherwise difficult to workforce. A challenge that they are
teach. As patients are becoming Competency 6- Pursue Continuous facing over the years is the demand
sicker, and living longer, new nurses Quality Improvement in the Nurse to think critically immediately, which
need to be able to think critically Educator Role a skill that cannot be taught, but it
when they begin, and with During the discussion post in week 3 can be facilitated through simulation.
confidence which can begin during addressing the two students cheating
their education through simulation. on their paper I used this violation of
Outcome #6- Assignment 3 was a academic integrity to address an
literature review completed on the ethical problem that has the potential
use of clinical simulation to develop to translate over to clinical practice
critical thinking in nursing students. post education. Discussion included
This involved the review of evidence the responses to the students,
from five articles identified through repercussions and remediation for
MILO and Google Scholar. their misconduct according to SUNY
Essential V: Outcomes- 5, 6 Delhi’s code of conduct and
Voice thread PowerPoint on Clinical academic integrity policies.
Simulation to Develop Critical
Thinking in Nursing Students Competency 8- Function within the
Outcome #5 & 6- The presentation Educational Environment
regarding the use of Clinical The presentation of evidence that
Simulation to teach critical thinking clinical simulation can aid in
to nursing students requires the use fostering critical thinking and
of technology, to simulate an actual reasoning skills in the new nurse
patient care scenario. This is new and integrates the values to build a
emerging technology where climate that fosters the development
mannequins are used as the patient of both students and teachers. As
and an instructor can sit behind the clinical simulation would require
scenes and “act as the patient” to ongoing learning of the teacher as
have students interact as they would well with new strategies.
in situations they may otherwise miss
the opportunity to encounter.
Essential VI: Outcome- 3
Discussion in Week 3 was a case
study about two nursing students
where on allowed another to “copy”
her paper and only a few statements
were changed and both were
submitted.
Outcome #3- This case study
addresses a violation of academic
 integrity. Unethical behavior as a
student can transfer to unethical
behavior as a nurse if not addressed
appropriately. Through this
discussion, the approach of handling
the situation as well as repercussions
and remediation were presented to
regulate nursing practice, delivery
and outcomes in the future.
NURS 601: Principles Essential IV: Outcomes 1, 3, 4 Competency 1- Facilitate Learning Student Learning Outcomes: 4, 6
of Teaching and Learning Designing of Lesson- Lesson
Outcome # 1, 3, 4- I used evidence, Week 5 Discussion about a personal Outcome #4- Through this courses
(Ed only) clinical judgement, and research to learning experience, involved designing of lesson I was able to
develop education on my chosen describing a strategy that was used apply skills of communication and
topic of Oncologic Emergencies. that helped me and that I hold collaboration to create a lesson on the
This education can be given to a valuable. This is a part of my care of the patient with an oncologic
varying audience including nurses, personal attributes that I will carry emergency that can help improve
mid-level practitioners and with me as an educator and likely outcomes of this high-risk
physicians. It offers signs/symptoms, incorporate into my own practice as population.
interventions and treatment in the an educator.
care of these patients. This education Outcome #6- The lesson design
could help to improve the care and Competency 2- Facilitate Learner including determining student
patient outcomes for those it pertains Development and Socialization outcomes, material, evaluation
to. methods gave me the ability to
Essential IX: Outcomes 7, 11, 12, Week 1 discussion about the develop a practice initiative that was
15 philosophy of teaching and my supported by theory,
Designing of A Lesson nursing philosophy helps to teaching/learning, leadership and
Outcome #7, 11- The lesson I recognize the influence of different healthcare needs.
designed regarding oncologic teaching styles and how it can affect
emergencies used the knowledge I the learner. This helps self-evaluate **I used this presentation to educate
have of illness and disease and identify why I teach the way that the nurses I work with and it is now
management to provide evidence I do and what I carry with me as an an institution wide education tool for
based care for a specific population educator. nurses in the ICU, ED, and Hem/Onc
that is at high risk of morbidity and inpatient and outpatient. I was able
mortality. I designed an educational to immediately put this into practice
program to help improve the care of as an educator.
these patients.
Outcome #12- Designing a Lesson
Part A consists of the design,
implementation, learning outcomes,
 description, teaching strategy,
evaluation and outline of the module
to educate an individual or groups in
any setting on this topic.
Outcome #15- Week 1 discussion
contained our philosophy on teaching
and nursing philosophy, which as an
educator it is important to know your
philosophy and continue to evolve it
in your nursing practice.
NURS 602: Curriculum Essential I: Outcomes 1, 8 Competency 3- Use Assessment Student Learning Outcomes 2, 6
Development and Outcome #1- Through this course in and Evaluation Strategies
its entirety I was able to integrate Assignment 3 the Voice thread Outcome #2- This course
Instructional Design (Ed nursing and related sciences to learn presentation on SAMR Model: demonstrated how as an educator you
only) to educate and deliver advanced Teaching Respiratory Assessment. develop lessons, revise them and
nursing care to many populations. This provided evidence-based continuously evaluate curriculum to
Outcome #8- Through the Dick and assessment and evaluation practices provide the best education to the
Carey Model of Instructional Design to educate on how to perform a learners. This is done with evidence-
presentation that I created I was able respiratory assessment. Technology based interventions to maintain
to expand my thinking on how we identified and used to enhance the accreditation and meet regulations
educate learners through a step by teaching-learning process both for that are set.
step process of deciding our learners, me as a learner in the class.
what we want them to learn, what we However, as the practicing educator Outcome #6- theories of nursing,
want them to do and how to continue planning a lesson. teaching, learning, leadership,
to assess them healthcare/educational technologies,
Essential V: Outcomes 1, 5, 6 Competency 4- Participate in and evaluation strategies are used to
Discussion Week 7 Curriculum Design and Evaluation have ongoing improvement
Outcome #1- This discussion post of Program Outcomes assessment and evaluation of
included an evaluation at technology Week 1 discussion involved choosing programs. This is an institution wide
in education and how there is a program and evaluating their collaborative effort that as an
generational difference in how those curriculum, looking into their educator you have a continuous
we educate using technology may be accreditation, and the mission, vision responsibility to partake in.
learning. As an educator, we must and outcomes they function under. In
consider the difference in those that Week 2 discussion, the accrediting
are digital immigrants vs. digital bodies for educational institutions
natives. were discussed. The outside
Outcome #5- The generational influences that impact curriculum
divide with technology is something design and program revisions that are
we also must consider when continuous quality improvements for
educating patients, which this programs.
 discussion opened up as a possibility.
Learning can be stressful if we add
an element of a method that is also
foreign as the content is we may not
be as effective in our educating.
Outcome #6- We are using current
and emerging technologies as
educators and curriculums are using
them as well which is what we
should for continuous learning as all
nurses are expected to do.
Essential IX: Outcome 5
Outcome #5- Assignment 1 that
evaluated the Castlefield College of
Nursing Case Study where there was
a need for curriculum revision and
leadership needed to take a stance to
get all faculty on board. As an
educator, it is a part of responsibility
to coach and mentor other members
as well and work collaboratively in
all instances including academia and
keeping up with accreditation and
national standards.

NURS 603: Measurement Essential V: Outcomes- 5, 6 Competency 3- Use of Assessment Student Learning Outcomes 4, 6
and Evaluation in Nursing Outcome #5, 6- Assignment 1- and Evaluation Strategies
involved creating test questions and Assignment 1 had us create test Outcome #4- Applying skills of
Education (Ed only) you had to use non-traditional questions, and identify how they are communication, consultation to test
questions as well. I included one that categorized by NCLEX standards, questions that are created, results that
had a picture of a thoracic cavity and what level they are on Bloom’s are then analyzed and revisions that
where the student needed to identify taxonomy. For this assignment, we are necessary so as to make the
where a Pleurx catheter would go. had to use a variety of strategies to evaluation of the learners fair and
The use of new technology in test assess the learnings cognitive appropriate. As an educator, you are
questions as an educator is important domains. Assignment 2 we then did a leader and as discussion, 1
to know and use in support of test question analysis to better elaborated on we must understand
ongoing learning. understand what needs to happen as the different kinds of assessment and
an educator should questions need to what feedback we are providing.
Essential IV: Outcome 15
 Assignment 4 explored teaching be changed and revised based on Outcome #6- through the creation of
strategies and my personal students’ results and understandings. evaluation tools, material, data
experiences. Being aware of where analyses and providing feedback to
my nursing and teaching philosophy Competency 4- Participate in learners we as educators are
comes from helps me to integrate Curriculum Design and Evaluation supported by theories of nursing,
into my advanced practice and to of Program Outcomes teaching and learning, leadership and
continue to evolve it as I advance in Assignment 2 after evaluating data to strategies to be effective in the
my career as an educator, taking on determine the P Value, and D-Value feedback we provide and the material
different roles. for test questions this helped to look they are evaluated on.
at program outcomes and design
better questions/tools for assessing
the learners. If the majority
misunderstands the questions, a
revision needs to happen. Learner
goals are kept in mind and all
assessments are evidence based.
NURS 604 or NURS 610: Essential II: Outcomes- 1, 2 Competency 2- Facilitate Learner Student Learning Outcomes: 1, 4
Graduate Practicum I (Both Outcome #1, 2- As part of my time Development and Socialization
spent with the nurse educator I was Through this courses practicum Outcome #1- Through advanced
Ed and Admin) able to develop an education plan for update discussion posts I had the knowledge of Oncology patients in
the institution on Oncologic ability to self-reflect on my this practicum I was able to use my
Emergencies that I spoke of from practicum experiences and what I nursing experience, and experiences
NURS 601. The use of leadership was gaining from them, as well as with social work and other
skills to present this education, the my contribution to my education. My disciplines to identify a need to better
need for it in varying departments get learning contract was a way for me to care for our oncology patients when
buy in from trainers, managers, and self-evaluate my experience along coming through the emergency
directors, approval to move forward. with the assistance of my preceptors. department. This led to a quality
Development of test questions for improvement project,
evaluation and determining how Competency 5- Function as a implementation of a new oncology
often this education should be done. Change Agent and Leader alert card and education for many
This gave me a true leadership role in While implementing the new departments that should improve the
healthcare team coordination and in education for Oncologic healthcare provided to this
the end, this education is being given Emergencies we also identified an population.
across many disciplines. area that was missing in the
Essential VIII: Outcomes- 1, 2 Oncology Alert Cards that many Outcome #4- I used the skills of
Outcome #1- Through my practicum other institutions give to their communication, consultation, and
with a Clinical Nurse Educator I patients for their presentation to the collaboration to develop, and
joined the Substance Abuse Disorder ED. These cards were designed and promote improved health outcomes
Committee. This committee is added to the education, this became for patients.
responsible for tackling the opioid
 epidemic and our institutions mark and organizational wide change that
on this problem. This is a was new and innovative.
multidisciplinary approach with
members from many different
backgrounds trying to determine how
best to care of this epidemiological
issue at hand.
Outcome #2- The plan for this group
is to screen every patient entering
any part of this institution, at an
outpatient appointment in the ED etc.
This committee is determining the
screening tools, using Health
information technology and national
resources to care for this population.

NURS 605 or NURS 611: Essential V: Outcome- 5, 6 Competency 3- Use Assessment Student Learning Outcomes- 4, 6
Graduate Practicum II (Both Outcome #5 & 6- My practicum was and Evaluation Strategies
with the BSN program at SUNY Weekly in the class, I had two Outcome #4- Through this practicum
Ed and Admin) Delhi Epidemiology class. This used students to evaluate. If there was a teaching epidemiology online I used
information and communication discussion, I was responsible to my skills of communication and
technologies and resources to teach respond to their discussion posts to collaboration with my preceptor to
the learners. Assignments included facilitate learning and further engage in teaching the students and
voice threads, discussions, papers, thinking, then grade them with the facilitate them thinking further into
YouTube videos. A section titled Epi rubric, submit to my preceptor and their weekly discussion posts beyond
news promoted lifelong learning by then review the grading together. If it just answering the questions. We
having students see what is current in was an assignment, I had two discussed global health issues and
the new pertaining to epidemiology students that I would again evaluate, brought attention to the bigger
and how important it is day to day. complete the rubric and send to my healthcare picture beyond just the
preceptor to review together. assignments on hand.
Essential IX: Outcome- 5
Outcome #5- My practicum was Competency 6- Pursue Continuous Outcome #6- I developed advanced
with the BSN program at SUNY Quality Improvement in the Nurse practice skills in educating in the
Delhi Epidemiology class. Using Educator Role academic setting and evaluating.
leadership skills, I taught and I used feedback gained by myself, With the use of theories from
facilitated discussion weekly with my preceptor, the students and nursing, teaching and learning along
students on the lessons on hand. I formal evaluations to improve in my with the support of my preceptor, I
was available for questions should role as an educator. I engaged in grew in my role as an educator and as
a leader. I also completed my
they have any regarding the master’s activities such as meetings to further curriculum vitae, a sample cover
program as a mentor as well. my socialization into the role. letter and letter of recommendation
in recognition of career advancement
and experience gained in this role as
the advance practice nurse.