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

NURS 501: Research
Methods and Statistics (Both
Ed and Admin)
** Transfer from SUNY
Upstate Medical University
NURS 616: Advanced
Essential IV: Outcomes 1, 2, 5, 6
- Module 10 Ethics in Nursing
Research
-Module 12 Communicating research
findings
Outcome #1- Module 10 had an
assignment of an evidence based
paper due on a topic that was chosen
in week one of the course, and you
Competency 7-Engage in
Scholarship
In this course, I wrote an evidence
based paper that demonstrated skill
in proposal writing for research and
improvement of care to a specific
population. This uses literature
review that in turn will reflect into
evidence based teaching practices.
Student Learning Outcomes: 1, 5
Outcome #1- Advanced Nursing
Research knowledge on performing
literature review, appraising articles
to be used in research, developing
PICOT questions and presenting
evidence can be integrated to
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
Nursing Research (Both Ed Research Proposal-Monitoring the
Effects of Repeated Exposure to
and Admin) Cytotoxic Agents in Oncology Nurses
and Presentation
Outcome #1- I analyzed information
and identified room for quality
improvement in the screening and
monitoring of Oncology nurses when
they have repeat exposure to
cytotoxic agents with potentially life
threatening side effects. The
institution I work for does not do
screening and this could improve
health outcomes for a large
population of staff.
Essential IV: Outcome 1, 3, 5, 6
Outcomes 1, 3, 5, 6- This research
proposal integrated theory, evidence,
and clinical judgment to identify a
gap in the care of Oncology nurses
and aimed to identify what better
needs to be done in this situation.
The proposal was meant for a variety
of audiences including nursing,
administration, physicians, and
regulatory agencies. This applied
what should be best practice and the
improved care environment for these
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
Competency 1- Facilitate Learning Student Learning Outcomes:
This research proposal engages in 4,
continued learning to improve
teaching practices and facilitate Outcome #4- Applying skills of
learning through performing research communication, consultation and
and writing a proposal. Maintains the collaboration in identifying a
professional practice knowledge problem, room for quality
needed to help learners in their own improvement, performing the
practice. Investigating quality research and being able to present
improvement opportunities and this to groups for stakeholders and
proposing research also demonstrates support in further research or action.
me as a role model of professional
nursing Outcome #6- In this class an
innovative advance practice imitative
Competency 7- Engage in was created and supported by
Scholarship teaching, learning and leadership to
The written proposal is a skill that is improve the care and health
needed to help with not only research outcomes of a population.
but also for resource acquisition,
program and policy development.
Learning the process of completing a
proposal will benefit me as an
educator in any environment.
Composing all of the information in a
poster and presenting the material is
something necessary for all educators
to be able to do when educating and
when teaching students in their own
professional practice.
 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
Pathophysiology (Both Ed Outcome #1- All modules in this
course offer a review of each system
and Admin) as well as potential disease processes
in each system this helps as an
** Transfer from SUNY educator of nursing students and in
Upstate Medical University the delivery of advanced nursing care
through University of in diverse populations
Essential VII: Outcome 1
Kentucky- Advanced Outcome #1- All modules in this
Pathophysiology taken Fall course offer a review of each system
2013 as well as potential disease processes
in each system. As an educator and
as an advanced practice nurse this
helps to review principles of
genetics, genomics, and
epidemiological data to deliver
evidence based care and appropriate
prevention interventions.
Essential IX: Outcome 7
Outcome #7- The knowledge in this
course on illness, and disease
processes down to the cellular level
will help to manage disease, provide
Competency 1- Facilitate Learning
This course allows me as an educator
to maintain the professional practice
knowledge base necessary to educate
learners that I am preparing to enter
into nursing practice. As an educator
of nursing students and those in
clinical practice it is important to
understand exactly what is happening
in the patient’s disease process that
causes the signs/symptoms we are
seeing. Thus allowing a thorough
explanation as to why the
interventions, medications, and
evaluations we perform work in the
plan of care for our patients.
Competency 6- Pursue Continuous
Quality Improvement in the Nurse
Educator Role
This course demonstrates my
commitment to life-long learning as
an educator. The information learned
allow me to increase my
Student Learning Outcomes: 1, 5
Outcome #1- Obtaining advanced
knowledge from pathophysiology to
influence the way I educate both new
nurses and nurses in the academic
setting to help improve healthcare in
diverse settings and environments.
Allows for better understanding of
the disease processes and
interventions.
Outcome #5- Integrating the
concepts of the body’s
pathophysiology both when healthy
and when dealing with a disease
process helps to manage care of the
individual, family and varying
community/population groups.
 better care to varying populations,
perform risk assessments and design
appropriate plans of care.
NURS 504: Advanced Essential I: Outcome 1, 2, 6
Pharmacology (Ed only) -Pharmacology in a Family Nurse
Practitioner Program
- Class 11 Medications in Critical
** Transfer from SUNY Care
Upstate Medical University -Class 13 Drug effects on the
NURS 604: Pharmacology geriatric population
taken Spring 2014** Outcome #1- The course covering
Pharmacology that was being taken
by Family Nurse Practitioner
Program students integrated nursing
into the delivery of advanced nursing
care of diverse populations
Outcome #2- The course covering
the prescribing of medications to any
patient including specific
populations/communities such as the
geriatric population or in critical care
scenarios.
Outcome #6- Course reviewed and
taught how to evaluate the care of
your patient and ensure safety for the
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
effectiveness in the role of educating
nurses in any capacity be it clinically
or in the academic setting
Competency 1- Facilitate Learning
This course allows me as an educator
to maintain the professional practice
knowledge base necessary to educate
learners that I am preparing to enter
into nursing practice. Medication
administration and the understanding
of prescriptions are a large part of
nursing so to have the knowledge
base necessary to educate those
entering the field require taking this
one-step further.
Competency 6- Pursue Continuous
Quality Improvement in the Nurse
Educator Role
This course demonstrates my
commitment to life-long learning as
an educator. The information learned
allow me to increase my
effectiveness in the role of educating
nurses in any capacity be it clinically
or in the academic setting
Student Learning Outcomes: 1, 5
Outcome #1- Obtaining advanced
knowledge from pharmacology to
influence the way I educate and
improve healthcare in both the
clinical and academic setting with
learners and my own practice.
Outcome #5- Use of safety
education and management to help
maintain appropriate care of the
individual, family,
community/population groups.
Information from this course allows
me to better educate learners to
provide safe care as well.
 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
Assessment (Ed only)
** Transfer from SUNY
Upstate Medical University
NURS 607: Advanced Health
Assessment taken Fall 2013**
Essential 1: Outcomes 1, 2, 3, 4, 5
-Advanced Health Assessment
Course for a Family Nurse
Practitioner Program
-Objective Structured Clinical
Examination (OSCE) - live “patient”
recorded and viewed by learner after
for self-evaluation and completion of
SOAP note.
Outcome #1, 2, 3, 4, 5: This course
covers the assessment of a patient
including taking a history,
performing a physical, making a
diagnosis and prescribing the
appropriate treatment/interventions.
Competency 1- Facilitate
Learning- This course allows me as
an educator to maintain the
professional practice knowledge base
necessary to educate learners that I
am preparing to enter into nursing
practice. Nursing Assessment is the
key part of a nurse’s job and as an
educator, I must be equipped to be
one-step beyond my learners and
know what an advanced assessment
looks like. This is an evidence of
continued learning as a nurse and
furthermore as an educator. The use
of skilled oral, written and electronic
Student Learning Outcomes: 1, 2,
4, 5
Outcome #1- Using the knowledge
of advanced health assessment to
improve healthcare in any setting or
environment as an advance practice
nurse.
Outcome #2- Demonstrating
competency through the OSCE and
completion History & Physical and a
SOAP note on patients to educate
nursing on what to expect from the
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
and Technology in Assignment 2
Outcome #3- Through assignment
Healthcare (Both Ed and number 2 part 1 I identified a
Admin) population that was vulnerable being
African American and Hispanic
Women and their risk for cancer. In
this assignment, I evaluated the
healthcare delivery system and the
influence it has on the high
incidences of cancer in this patient
population. The gaps in the
healthcare system that are leaving
these women with higher rates of
cervical and breast cancer many
times because of their lack of access
to care.
Outcome #6- Through assignment 2
part 2 I investigated and discussed
gaps in legislation and current plans
that are causing this population to not
get the treatment they deserve.
Resources available that may not
being used as they should because of
lack of knowledge and how nurses
can get involved to better provide
access to care information and meet
these patients where they are.
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
Competency 5- Function as a
Change Agent and Leader
The Week 2 Discussion presentation
on Adults Receiving Recommended
Screening & Preventative Care
addressed interdisciplinary efforts to
address healthcare needs locally,
regionally, and nationally. Identified
what is available, the different
legislations making this available,
what barriers remain and how these
indicators are measured. This along
with assignment 2 help to develop
leadership skills to shape and
implement change.
Competency 8- Function within the
Educational Environment
This course and the discussions
assignments all prepare me for a
leadership role that advocates at
various level of institutional and
political governance for patients and
colleagues. Understanding the affect
government, policy and legislation
have on many aspects of healthcare.
Student Learning Outcomes: 3, 5
Outcome #3- Through the
identification of gaps in healthcare
and the need to improve policy and
legislation especially in the
vulnerable underserved populations. I
learned the skills needed to identify
and investigate where the change is
needed to improve population’s
healthcare.
Outcome #5- Keeping in mind
safety, ethics, education, leadership,
planning, delivery and care of all
communities/ population groups
there is room for improvement.
Underserved populations such as
Hispanic and African American
women who are at higher risk for
Cervical and Breast cancer and how
we can improve the care provided to
these specific groups.

ALHT 501: Leadership and
Quality Improvement in
Healthcare Systems (Both Ed
and Admin)
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.
Essential I : Outcomes- 1, 6, 7 Competency 1- Facilitate Student Learning Outcomes: 1, 4,
QUIP- improving the care of the Learning: 5
febrile neutropenic patient at SUNY Week 1 discussion reflecting on the Outcome #1- Use of knowledge
Upstate leadership style survey (results: from nursing and other disciplines to
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
teach. As patients are becoming
sicker, and living longer, new nurses
need to be able to think critically
when they begin, and with
confidence which can begin during
their education through simulation.
Outcome #6- Assignment 3 was a
literature review completed on the
use of clinical simulation to develop
critical thinking in nursing students.
This involved the review of evidence
from five articles identified through
MILO and Google Scholar.
Essential V: Outcomes- 5, 6
Voice thread PowerPoint on Clinical
Simulation to Develop Critical
Thinking in Nursing Students
Outcome #5 & 6- The presentation
regarding the use of Clinical
Simulation to teach critical thinking
to nursing students requires the use
of technology, to simulate an actual
patient care scenario. This is new and
emerging technology where
mannequins are used as the patient
and an instructor can sit behind the
scenes and “act as the patient” to
have students interact as they would
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
workforce. A challenge that they are
Competency 6- Pursue Continuous facing over the years is the demand
Quality Improvement in the Nurse to think critically immediately, which
Educator Role a skill that cannot be taught, but it
During the discussion post in week 3 can be facilitated through simulation.
addressing the two students cheating
on their paper I used this violation of
academic integrity to address an
ethical problem that has the potential
to translate over to clinical practice
post education. Discussion included
the responses to the students,
repercussions and remediation for
their misconduct according to SUNY
Delhi’s code of conduct and
academic integrity policies.
Competency 8- Function within the
Educational Environment
The presentation of evidence that
clinical simulation can aid in
fostering critical thinking and
reasoning skills in the new nurse
integrates the values to build a
climate that fosters the development
of both students and teachers. As
clinical simulation would require
ongoing learning of the teacher as
well with new strategies.
 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
of Teaching and Learning Designing of Lesson- Lesson
Outcome # 1, 3, 4- I used evidence,
(Ed only) clinical judgement, and research to
develop education on my chosen
topic of Oncologic Emergencies.
This education can be given to a
varying audience including nurses,
mid-level practitioners and
physicians. It offers signs/symptoms,
interventions and treatment in the
care of these patients. This education
could help to improve the care and
patient outcomes for those it pertains
to.
Essential IX: Outcomes 7, 11, 12,
15
Designing of A Lesson
Outcome #7, 11- The lesson I
designed regarding oncologic
emergencies used the knowledge I
have of illness and disease
management to provide evidence
based care for a specific population
that is at high risk of morbidity and
mortality. I designed an educational
program to help improve the care of
these patients.
Outcome #12- Designing a Lesson
Part A consists of the design,
implementation, learning outcomes,
Competency 1- Facilitate Learning
Week 5 Discussion about a personal
learning experience, involved
describing a strategy that was used
that helped me and that I hold
valuable. This is a part of my
personal attributes that I will carry
with me as an educator and likely
incorporate into my own practice as
an educator.
Competency 2- Facilitate Learner
Development and Socialization
Week 1 discussion about the
philosophy of teaching and my
nursing philosophy helps to
recognize the influence of different
teaching styles and how it can affect
the learner. This helps self-evaluate
and identify why I teach the way that
I do and what I carry with me as an
educator.
Student Learning Outcomes: 4, 6
Outcome #4- Through this courses
designing of lesson I was able to
apply skills of communication and
collaboration to create a lesson on the
care of the patient with an oncologic
emergency that can help improve
outcomes of this high-risk
population.
Outcome #6- The lesson design
including determining student
outcomes, material, evaluation
methods gave me the ability to
develop a practice initiative that was
supported by theory,
teaching/learning, leadership and
healthcare needs.
**I used this presentation to educate
the nurses I work with and it is now
an institution wide education tool for
nurses in the ICU, ED, and Hem/Onc
inpatient and outpatient. I was able
to immediately put this into practice
as an educator.
 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
Development and Outcome #1- Through this course in
its entirety I was able to integrate
Instructional Design (Ed nursing and related sciences to learn
only) to educate and deliver advanced
nursing care to many populations.
Outcome #8- Through the Dick and
Carey Model of Instructional Design
presentation that I created I was able
to expand my thinking on how we
educate learners through a step by
step process of deciding our learners,
what we want them to learn, what we
want them to do and how to continue
to assess them
Essential V: Outcomes 1, 5, 6
Discussion Week 7
Outcome #1- This discussion post
included an evaluation at technology
in education and how there is
generational difference in how those
we educate using technology may be
learning. As an educator, we must
consider the difference in those that
are digital immigrants vs. digital
natives.
Outcome #5- The generational
divide with technology is something
we also must consider when
educating patients, which this
Competency 3- Use Assessment
and Evaluation Strategies
Assignment 3 the Voice thread
presentation on SAMR Model:
Teaching Respiratory Assessment.
This provided evidence-based
assessment and evaluation practices
to educate on how to perform a
respiratory assessment. Technology
identified and used to enhance the
teaching-learning process both for
me as a learner in the class.
However, as the practicing educator
planning a lesson.
Competency 4- Participate in
Curriculum Design and Evaluation
of Program Outcomes
Week 1 discussion involved choosing
a program and evaluating their
curriculum, looking into their
accreditation, and the mission, vision
and outcomes they function under. In
Week 2 discussion, the accrediting
bodies for educational institutions
were discussed. The outside
influences that impact curriculum
design and program revisions that are
continuous quality improvements for
programs.
Student Learning Outcomes 2, 6
Outcome #2- This course
demonstrated how as an educator you
develop lessons, revise them and
continuously evaluate curriculum to
provide the best education to the
learners. This is done with evidence-
based interventions to maintain
accreditation and meet regulations
that are set.
Outcome #6- theories of nursing,
teaching, learning, leadership,
healthcare/educational technologies,
and evaluation strategies are used to
have ongoing improvement
assessment and evaluation of
programs. This is an institution wide
collaborative effort that as an
educator you have a continuous
responsibility to partake in.
 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
and Evaluation in Nursing Outcome #5, 6- Assignment 1-
involved creating test questions and
Education (Ed only) you had to use non-traditional
questions as well. I included one that
had a picture of a thoracic cavity
where the student needed to identify
where a Pleurx catheter would go.
The use of new technology in test
questions as an educator is important
to know and use in support of
ongoing learning.
Essential IV: Outcome 15
Competency 3- Use of Assessment
and Evaluation Strategies
Assignment 1 had us create test
questions, and identify how they are
categorized by NCLEX standards,
and what level they are on Bloom’s
taxonomy. For this assignment, we
had to use a variety of strategies to
assess the learnings cognitive
domains. Assignment 2 we then did
test question analysis to better
understand what needs to happen as
an educator should questions need to
Student Learning Outcomes 4, 6
Outcome #4- Applying skills of
communication, consultation to test
questions that are created, results that
are then analyzed and revisions that
are necessary so as to make the
evaluation of the learners fair and
appropriate. As an educator, you are
a leader and as discussion, 1
elaborated on we must understand
the different kinds of assessment and
what feedback we are providing.
 Assignment 4 explored teaching
strategies and my personal
experiences. Being aware of where
my nursing and teaching philosophy
comes from helps me to integrate
into my advanced practice and to
continue to evolve it as I advance in
my career as an educator, taking on
different roles.
NURS 604 or NURS 610: Essential II: Outcomes- 1, 2
Graduate Practicum I (Both Outcome #1, 2- As part of my time
spent with the nurse educator I was
Ed and Admin) able to develop an education plan for
the institution on Oncologic
Emergencies that I spoke of from
NURS 601. The use of leadership
skills to present this education, the
need for it in varying departments get
buy in from trainers, managers, and
directors, approval to move forward.
Development of test questions for
evaluation and determining how
often this education should be done.
This gave me a true leadership role in
healthcare team coordination and in
the end, this education is being given
across many disciplines.
Essential VIII: Outcomes- 1, 2
Outcome #1- Through my practicum
with a Clinical Nurse Educator I
joined the Substance Abuse Disorder
Committee. This committee is
responsible for tackling the opioid
be changed and revised based on
students’ results and understandings.
Competency 4- Participate in
Curriculum Design and Evaluation
of Program Outcomes
Assignment 2 after evaluating data to
determine the P Value, and D-Value
for test questions this helped to look
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.
Competency 2- Facilitate Learner
Development and Socialization
Through this courses practicum
update discussion posts I had the
ability to self-reflect on my
practicum experiences and what I
was gaining from them, as well as
my contribution to my education. My
learning contract was a way for me to
self-evaluate my experience along
with the assistance of my preceptors.
Competency 5- Function as a
Change Agent and Leader
While implementing the new
education for Oncologic
Emergencies we also identified an
area that was missing in the
Oncology Alert Cards that many
other institutions give to their
patients for their presentation to the
ED. These cards were designed and
added to the education, this became
Outcome #6- through the creation of
evaluation tools, material, data
analyses and providing feedback to
learners we as educators are
supported by theories of nursing,
teaching and learning, leadership and
strategies to be effective in the
feedback we provide and the material
they are evaluated on.
Student Learning Outcomes: 1, 4
Outcome #1- Through advanced
knowledge of Oncology patients in
this practicum I was able to use my
nursing experience, and experiences
with social work and other
disciplines to identify a need to better
care for our oncology patients when
coming through the emergency
department. This led to a quality
improvement project,
implementation of a new oncology
alert card and education for many
departments that should improve the
healthcare provided to this
population.
Outcome #4- I used the skills of
communication, consultation, and
collaboration to develop, and
promote improved health outcomes
for patients.

NURS 605 or NURS 611:
Graduate Practicum II (Both
Ed and Admin)
epidemic and our institutions mark
on this problem. This is a
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.
Essential V: Outcome- 5, 6
Outcome #5 & 6- My practicum was
with the BSN program at SUNY
Delhi Epidemiology class. This used
information and communication
technologies and resources to teach
the learners. Assignments included
voice threads, discussions, papers,
YouTube videos. A section titled Epi
news promoted lifelong learning by
having students see what is current in
the new pertaining to epidemiology
and how important it is day to day.
Essential IX: Outcome- 5
Outcome #5- My practicum was
with the BSN program at SUNY
Delhi Epidemiology class. Using
leadership skills, I taught and
facilitated discussion weekly with
students on the lessons on hand. I
was available for questions should
and organizational wide change that
was new and innovative.
Competency 3- Use Assessment
and Evaluation Strategies
Weekly in the class, I had two
students to evaluate. If there was a
discussion, I was responsible to
respond to their discussion posts to
facilitate learning and further
thinking, then grade them with the
rubric, submit to my preceptor and
then review the grading together. If it
was an assignment, I had two
students that I would again evaluate,
complete the rubric and send to my
preceptor to review together.
Competency 6- Pursue Continuous
Quality Improvement in the Nurse
Educator Role
I used feedback gained by myself,
my preceptor, the students and
formal evaluations to improve in my
role as an educator. I engaged in
Student Learning Outcomes- 4, 6
Outcome #4- Through this practicum
teaching epidemiology online I used
my skills of communication and
collaboration with my preceptor to
engage in teaching the students and
facilitate them thinking further into
their weekly discussion posts beyond
just answering the questions. We
discussed global health issues and
brought attention to the bigger
healthcare picture beyond just the
assignments on hand.
Outcome #6- I developed advanced
practice skills in educating in the
academic setting and evaluating.
With the use of theories from
nursing, teaching and learning along
with the support of my preceptor, I
grew in my role as an educator and as
a leader. I also completed my
they have any regarding the master’s
program as a mentor as well.
activities such as meetings to further
my socialization into the role.
curriculum vitae, a sample cover
letter and letter of recommendation
in recognition of career advancement
and experience gained in this role as
the advance practice nurse.