prelude: the laryngoscopes waking up is hard to do!!!!
TRANSCRIPT
Prelude:
The Laryngoscopes
Waking Up is Hard to Do!!!!
PN Curriculum Collaboration Project
Fall 2012/Spring 2013
April 16, 2013Health Educators Conference
Sue Field DNP, RN, CNEProject Manager
Special Thanks to:
• Regional Curriculum Committee
• Statewide Curriculum Committee
Regional Committee Members
O Itasca: Suzanne Aldrich MS, RNOLSC: Kristen Fenlason MS, RNOHennepin Tech: Jill Waletich MA, RNOAnoka Tech (fall): Kristine Simoni MSN, RNOAnoka Tech (spring): Victoria Dahlvang
MSN, RN OPine Tech: Dione Thoma BS, RNORiverland: Roschelle Manigold MSN, RNOCentral Lakes: Sarah Jennissen BSN, RN,
PHN
NW MN SW MN West and East Metro
NorthlandDonna Craigmile MSN, RN
Dorinda Sorvig MS, RN
RidgewaterDeann Ober MSN, RN
Cheryl Danielson MSN, RN, CNE
Hennepin TechJill Waletich, MA, RN
Kimberly Becker MA, RN
Northwest TechTeri Finn BSN, RN, PHN
Christy Cook BSN, RN, PHN
MnWestBrenda Pomerenke BAN, RNDonna Hage BSN, RN, PHN
MinneapolisJane Persoon MS, RN
MN StateShannon Dahms MSN, RNC
Tammy Hale MSN, RNDiane Wolden MPH, RN
Central LakesJessica Herron BA, RN
Sarah Jennissen BSN, RN, PHN
Anoka TechVictoria Dahlvang MSN,
RNKristine Simoni MSN, RN
ItascaSuzanne Aldrich MS, RN
Lynette How
South CentralAnne Cassens MS, RNC, IBCLC
Candy Mortenson-Klimpel MSN, CNE, CCRN
DakotaCarol Buttz, MSN, RN
Statewide Curriculum Committee MembersCentral SE MN NE MN
AlexandriaLarae Ziegelman BAN, RN
Kim Ziegler BSN, RN
Southeast TechSusan Priem MS, RN,
COHN-S/CM
FonDuLacMary Monson MS, RN,
CNS Joe Vork MSN, RN, APRN
Pine TechKristin Madigan MS, RN
Dione Thoma BS, RN
RochesterAmy Sands MSN/Ed, RNNancy Hust MS, RN, CNE
MesabiKarianne Hultman BSN, RN
Jeffrey Torrel BSN, RNSt. Cloud
Lenetta Reynolds BS, RNKristie Koval BS, RN, PHN
RiverlandRoschelle Manigold MSN, RN
Judy Hanscom MSN, RN, APRN
Lake Superior Kristen Fenlason MS, RN
Tracy Moshier MSN, RN, CCE Industry Partners:
Sharyl Rinkel (NWT)Kathy Kleen (NWT)Diane Grove (NCTC), Becky Gammon (SCTCC)Margaret Kippley MSN, RN (SCTCC)
Industry Partners: Chris Davis (FDLCC)Karen Treangen(SCTCC) Carla Olson (SCTCC)Katie Schultz (SCTCC), Kris Kruse (MnWest),
St. Paul Pepper McDonald MSN, RN
Wossen Tsegaw MSN, RN
The ProcessORegional Curriculum Committee
OMet via WEBEX every 2 weeksOMet 2 full days in fall and 2 full days
in SpringOCurriculum Committee
OMet 4 times via ITV in Fall and in Spring
OCompleted multiple surveys for feedback on work completed
ODr. Farmer National Consultant (NLNAC)OWonderful Feedback
ObjectivesAt the end of this session the participate will be able to:O Access online resources from the PN Curricular
Collaboration Project. O Explain how the Student Learning Outcomes direct
the PN Framework.O Track the Student Learning Outcomes and
Competencies throughout the framework.O Analyze and compare the curriculum and tools within
the PN Curricular Tool Chest to your own PN program. O Select tools from the Curriculum Tool Chest to discuss
with peers in your PN program.
Health Force MN Website
Ohttp://www.healthforceminnesota.org/Resources/Nursing-Accreditation.php
OUsername: NursingOPassword: NursingOChoose the PN Curriculum Tab
Drawing!!!!“Take a few
capsules each morning before
you weigh yourself.
They’re filled with helium!”
Program of Study
Dione Thoma BS, RNPine Technical College
Program of StudyOSuggestion of Credits ONLY
ORevise to needs of your program. OProgram includes:
O2 Med/Surg courses (1 pertains to geriatrics)
O1 Foundations CourseO1 Pharmacology CourseO1 OB/Peds course combinedO1 Psych CourseO1 Transitions CourseO2 Clinicals
Courses (2 Semesters) Sem
Credit Type Lec/Lab/Clin
Credits
PN 100 Foundations of Practical Nursing 1 2 / 2-3 / 0 4- 5
PN 120 Nursing Care of Older Adults 1 2-3 / 1 / 0 3-4
PN 130 Pharmacology 1 1 / 0 / 0 1
PN 140 Clinical I (2 hrs to 1 cr or 3 hrs to 1 cr)
1 0 / 0 / 3-4 3-4
+ Possible Gen Eds (Biology ? Composition?) 1 7-8
Total: 18 – 22
PN 11-14
PN 210 Nurse Care of Adults 2 2-3 / 1 / 0 3-4
PN 220 Nursing Care of Women/Newborns/Children
2 2 / 1 / 0 3
PN 230 Leadership and Transition to Practice 2 1 / 0 / 0 1
PN 240 Psychosocial Nursing Care 2 1 / 0 / 0 1
PN 250 Clinical II 2 0 / 0 / 5-6 5-6
Plus Possible Gen Eds (Dev Psych?) 2 3-4
2nd Semester Totals: Total 16-19 PN 13-15
Program Totals with General Education Credits
34-41
Program Totals without General Education Credits
24 to 29
Courses (12 months) Sem Credit Type
Lec/Lab/ClinCredits
Biology/Composition Sum 6 to 8 6 to 8
PN 100 Foundations of Practical Nursing 1 2/2-3/0 4- 5
PN 120 Nursing Care of Older Adults 1 2 - 3/1/0 3-4
PN 130 Pharmacology 1 1/0/0 1
PN 140 Clinical I (2 hrs to 1 cr or 3 hrs to 1 cr)
1 0/0/3-4 3-4
Developmental Psychology ? 1 3 7-8
Total with Gen Eds: 14 to 17 PN 11-14
PN 210 Nurse Care of Adults 2 2-3/1/0 3-4
PN 220 Nursing Care of Women/Newborns/Children
2 2/1/0 3
PN 230 Leadership and Transition to Practice 2 1/0/0 1
PN 240 Psychosocial Nursing Care 2 1/0/0 1
PN 250 Clinical II 2 0/0/5-6 5-6
2nd Semester Totals: PN 13-15
Program Totals with General Education Credits
34-41
Program Totals without General Education Credits
24 to 29
Labs/ClinicalsO Labs in 4 courses (2 hours lab/1 credit)
O Labs correspond to NCLEX–PN 2011 Test-planO1st Semester:
O Foundations of Practical NursingO Care of Older Adults
O 2nd Semester: O Care of AdultsO Care of Women/Newborns/Children
O Clinical 1st and 2nd semester O 3 to 4 credits: 1st SemesterO 5 to 6 credits: 2nd Semester
ODetermined by 3/1 vs 2/1 hours for clinicals
PN Curriculum Framework
OPictorial Framework ODeveloped around NLNAC
Standard 4
OAll parts of the curriculum flow from the OStudent Learning Outcomes
(SLO’s)
PN Curriculum Framework
Drawing!!!! A hot fudge sundae counts as a salad if
you replace the cherry with a crouton!!!
Student Learning Outcomes
Suzanne Aldrich MS, RNItasca Community College
Student Learning Outcomes: Definition by NLNAC
O Statements of expectations written in measurable terms that express what a student will O know
O doO Or think O at the end of a learning experience;
characteristics of the student at the completion of a course and/or program.
NLNAC Standard 4.1O4.1 The curriculum incorporates
established Oprofessional standards,
Oguidelines, Oand competencies, and has
O clearly articulated Ostudent learning outcomes and Oprogram outcomes (NCLEX, Retention,
etc). consistent with O contemporary practice.
Student Learning Outcomes
O Developed from the following standards: O NFLPN Standards (2003) O NAPNES (2007) O QSEN (2007)O NLN (2010)O The Massachusetts Nurse of the Future
(2010) O Minnesota Workforce Health Care
Assessment (2012)
Concepts/Definitions/SLO
OEight Professional ConceptsOEach Concept Defined
OStudent Learning Outcomes Developed
OSurveyed for input from O340 Industry, Faculty, and
StudentsOOctober, 2012
SurveyO53% Long Term
Care O22% Staff NursesO19% Administrators O14% PN InstructorsO14% AD InstructorsO9% Hospital Setting O6% StudentsO3% Clinic Setting
O(More than 1 role could be chosen)
OConceptsODefinitionsOStudent
Learning Outcomes
Student Learning Outcomes (SLO)
OConcept: Informatics/TechnologyOSLO: Utilize information
technology in the health care setting.
OConcept: Leadership SkillsOSLO: Utilize leadership skills
in the provision of safe, quality, patient centered care.
OConcept: Nursing Judgment/Evidence Based CareOSLO: Utilize evidence based nursing judgment
when providing and prioritizing care and promoting the health of patients across the lifespan.
OConcept: Patient-Relationship Centered CareOSLO: Demonstrate therapeutic communication
skills to practice holistic nursing that is patient and family centered, culturally sensitive and based on the physiological, psychosocial and spiritual needs of patients across the lifespan.
OConcept: Professional Identity and BehaviorOSLO: Demonstrate professional behaviors
and accountability to legal and ethical nursing practice standards.
OConcept: Quality ImprovementOSLO: Participate in quality improvement
by recognizing opportunities for improvement and collaborating with the health care team to enhance effective and cost efficient health care services.
OConcept: SafetyOSLO : Promote quality care, recognize
complications and provide a safe environment for patients, self, and others.
OConcept: Teamwork and CollaborationOSLO: Serve as a member of the inter-
professional team using open communication, mutual respect, and shared decision making to promote safe, quality, patient centered care.
Drawing!!!
Philosophy
Victoria Dahlvang MSN, RN Anoka Technical College
NLNAC Standard 4: Curriculum
OCriteria 4.2 The student learning outcomes (SLO’s) are used to: Oorganize the curriculum,
O guide the delivery of instruction, O direct learning activities, and
O evaluate student progress.
SLO and Philosophy
Philosophy
OAll 8 Student Learning Outcomes are embedded in the Philosophy Statement.
OPhilosophy Statement can be found on HealthForce MN Website
Role Specific Graduate Competencies
Standard 6: EvaluationOCriteria 6.1
OThe systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following:OStudent learning outcomes;ORole-specific graduate competencies…
Role Specific-Graduate Competencies Definition
OExpected measurable levels of graduate performance that integrate knowledge, skills, and abilities.
OCompetencies may include specific knowledge areas, clinical judgments, and behaviors based upon the role and/or scope of practice of the graduate.
SLO and Competencies
SLO’s and Competencies
ODeveloped Competency Statements for each SLO
OBased on National Standards OCompetency Statements address the:
ONLN and QSEN Apprenticeships of: OKnowledgeOSkills/Practice Know HowOAttitudes/Ethical Comportment
SLO’s and Competencies
O SLO: Informatics/Technology
O Documentation/Confidentiality
O Informatics/Technology
O SLO: Leadership
O Leadership Skills
O Assignment/Delegation
O SLO: Nursing Judgment/Evidence Based Care
O Prioritization of Care
O Nursing Judgment
O SLO: Patient/Relationship Centered Care
O Nursing Process
O Communication
O Learning Needs
SLO’s and CompetenciesOSLO: Professional
Identify and BehaviorOEthical/LegalOProfessionalism
OSLO: Quality ImprovementOPatient Care
ConcernsOSystems
OSLO: SafetyOPatient
Complications O Safe Nursing
Practice
OSLO: Teamwork and CollaborationOCommunication OConflict Resolution
Drawing
SLO Organize the Curriculum
Kristen Fenlason MS, RN Lake Superior College
SLO Organize the Curriculum
Criteria 4.2 The student learning
outcomes (SLO’s) are used to:
1. organize the curriculum,
2. guide the delivery of instruction,
SLO’s and Course Outcomes
SLO’s and Course Outcomes
O1. Leveled at the end ofO Semester 1 O Semester 2
O2. Leveled by Bloom’s Taxonomy
O3. Leveled by Apprenticeships
SLO’s and Competencies Direct…
OCourse Outcomes specify the OSLO that relates to it.
OPN 120 Nursing Care of Older Adults
Clinical Courses
O Clinical Courses O Leveled at the end of 1st Semester O Leveled at the end of 2nd Semester
OLeveling of Clinical CoursesOBy Apprenticeship and BloomsOThis is ONLY a framework
OLearning does not always fall in this order.
Drawing!!!Feeling a bit overwhelme
d? ??
SLO Direct Learning Activities and
Measurement ToolsJill Waletich MA, RN
Hennepin Technical College
SLO Direct Learning Activities and
Measurement ToolsCriteria 4.2 The student learning
outcomes (SLO’s) are used to: 3. direct learning activities, and
4. evaluate student progress.
SLO’s Direct Learning Activities and Measurement Tools
SLO’s Direct Learning Activities & Measurement Tools
OClinical EvaluationsODeveloped Daily Evaluations
around our SLO’s and our CompetenciesO1st Semester Daily O2nd Semester Daily
OClinical EvaluationsODeveloped Midterm/Final Clinical
EvaluationsO1st Semester Daily - Midterm/FinalO2nd Semester Daily – Midterm/Final
Learning Activities
OLearning Activities directly related to SLO’s and CompetenciesODeveloping Rubrics for Grading
OExamples
Drawing!!!
Remember the good old
days???? Some of you
will !
Concept Based Learning
Rochelle Manigold MSN, RNRiverland Community College
Concept Based CurriculumO Taught either conceptually or the traditional
medical model. O Concept Based cuts down on content. O Assists students to learn how to deal with
patients with a particular alteration such as “gas exchange”.
O The student is able to apply the interventions for that concept to other disease models
O Uses “exemplar” diseases as examples. O Does not cover ALL diseases.
Concept Tool Chest
OConcepts introduced 1st semesterOReinforced at a higher level 2nd
semesterOConcept Tools that have been
developed: O22 Concepts and Definitions
O8 Professional (SLO’s)O14 Health and Illness
OExemplar (Diseases)OSyllabi with concepts
Concepts
O Giddens, Jean (2012)OBook on Concepts for Nursing
PracticeOConcepts developed using Gidden’s
bookOElsevier
OSpiral bound booklet OShows where the concepts are
found in the curriculum mapped to Gidden’s book.
NCLEX-PN 2011Test Plan
NCLEX-PN Tool Chest
OLab Table using the NCLEX-PN 2011 Test Plan
ONCLEX-PN 2011 Test Plan Identified in: OUnit Objectives
NLNAC Standard 4
NLNAC Standard 4
ONLNAC Standard 4OTemplate in Curriculum BookOComments from Dr. Farmer
(Consultant) incorporated in book.
OFound on HealthForce MN Website
ATI and the Curriculum Mapping Program
O$500 a year if you do not change the curriculumOAll reports are up in the
HealthForce MN website. O$1500 for this next year where
you can use the statewide curriculum OMake changes as needed for
your program.
Workshop in AugustO Tentative Agenda:
O Program Redesign to 40 credits or lessO Student Learning Outcomes and Syllabi
to display flow throughO Clinical Evaluation Tools
O Assignments and rubrics for gradingO Clinical Grading
O The “how to’s” of what happens in clinical stays in clinical.
O Grading within the clinical setting.
