MSN Project Proposal



MSN Project ProposalGeorgia ElmassianFerris State UniversityAbstractMinimally invasive cosmetic injectables are performed on individuals looking to slow facial aging. These procedures are most often administered by registered nurses or nurse practitioners (Katz & Biesman, 2013). In the past decade, new technologies, innovative procedures, and anti-aging products have shifted the focus from surgical intervention to non-surgical procedures. With this comes the ever evolving role of the plastic surgical nurse whose practice concentration is that of cosmetic nursing. To ensure the delivery of safe and competent care, today’s nurses should not only possess a license for fundamental nursing skills, they should also possess a specialty certification that is obtained and acknowledged through national standardized testing. Nurse educators play an important role in facilitating the learning (Halstead, 2007) of highly skilled and competent cosmetic nurses. This paper will outline the development of a study guide that will tandem the exam for the cosmetic nurse injector who wishes obtain a national certification as an aesthetic nurse specialist. Key words: Non-surgical, aesthetic nurse specialist, study guide MSN Project Proposal The American culture has placed a noteworthy emphasis on health, wellness, and self-improvement. Both men and women are seeking ways to look and feel their best, and are actively pursuing preventative methods to seize the signs of aging. This quest includes cosmetic surgery and minimally invasive cosmetic options (Woodard, 2011). With the cost of cosmetic surgery surging upward, minimally non-invasive options are increasingly sought after by the baby boomer and now millennial generations (Onorati, 2013). According to the 2012 American Society of Plastic Surgeons (2013) statistics report, non-surgical facial procedures has experienced an upsurge across the United States. The expanded interest includes the administration of more than six million injections of Botulinum Toxin Type A (Botox? Cosmetic and Dysport?) and two million injections of soft tissue fillers (Restylane?, Juvederm? and Radiesse?). Katz and Biesman (2013) finds aesthetic injectables (neuromodulators and dermal fillers) are performed most often by registered nurses or nurse practitioners. Additionally, as more injectable product options become available, aesthetic industry experts predict the appeal for these procedures and products will only increase (International Association for Physicians in Aesthetic Medicine [IAPAM], 2014). To reflect the growth of the non-surgical cosmetic demand and the ensuing responsibility for patient safety (Brady, 2011), plastic surgery nurses have set their sights on establishing a set of nurse competencies for cosmetic injectors (American Society for Plastic Surgical Nurses [ASPSN], 2014). According to Hotta (2012), proficiency standards and the mission to nationally certify and credential nurses has become focused criteria for the safe administration of injectables in the cosmetic arena of plastic surgery, especially in the realm of non-surgical facial rejuvenation. In understanding the need for standardized nurse competencies, the importance of patient safety, and the significance of certification, the ASPSN along with the Plastic Surgical Nursing Certification Board (PSNCB) joined forces to provide the members of the ASPSN an opportunity to take a pilot examination for aesthetic nursing competencies in April 2013 (ASPSN, 2014). According to the national ASPSN office, there was a small successful pass rate for the initial examination (A. Denard, personal communication, February 5, 2014). Upon further discussion with the ASPSN national office, it was revealed there is no formal standardized study guide or review course other than the textbook, The Core Curriculum for Plastic Surgical Nursing (Hotta, 2013).? Thus, a need for a study guide was identified.To underscore the need for a standardized study guide, research has shown individuals who partake in an organized study group and or review course prior to a certification test or licensure exam will have a higher success score than persons who do not (Alcamo, Davids, Way, Lynn, & Vandre, 2010). Therefore, the purpose of this paper is to outline my scholarly project proposal, which involves developing a study guide to facilitate learning for cosmetic nurse injectors who seek a national certification as a CANS-certified aesthetic nurse specialist. Furthermore, this proposal will provide a view into the setting, goals, and objectives for this project, and will determine the preceptor, agency, and proposed time line, as well.SettingThe physical setting for the proposed project will not be limited to one area. In order to function as a nurse educator and fully facilitate learning competencies (National League for Nursing [NLN], 2012) for the cosmetic nurse injector, the development of the study guide will take place in a variety of venues. Due to the nature of the project and the location of my preceptor, office visits, phone conferences, email, and weekly Skype sessions will comprise the setting. It should be noted that due to the fact my preceptor is an independent contractor, the ASPSN executive leadership, who, fully endorses the proposed study guide is overseeing the project (L. DeSantis, personal communication, February 4, 2014,) as demonstrated in Appendix B of this paper.In order to more aptly prepare, write, and assemble learning principles and strategies for the proposed study guide, the variations of venue will enhance a more comprehensive approach. Interactions with the preceptor either through email, phone call, Skype or office visits will optimize relevant gathering of aesthetic nursing information from the ASPSN textbook, Core Curriculum for Plastic Surgical Nursing, and other professional peer-reviewed aesthetic journals. Time spent with the project preceptor during patient encounters will also provide a hands-on opportunity for the preceptor and I to collaborate in assessing, performing, and educating patients on facial cosmetic procedure options. Thus, the aggregate knowledge collected from this direct experience will contribute to the learning needs of diverse learners to be included in the study guide.It should be understood that cosmetic patient consultations and hands on non-surgical treatments will serve as the learning background for the case studies of the study guide. The office of Dr. Charles Boyd, where my preceptor independently practices in the role of aesthetic nurse practitioner, will serve as the physical setting for cosmetic consultations and non-invasive procedures. The office is located in Birmingham, Michigan and hosts full service cosmetic surgical and non-surgical services. This setting venue will serve as an ideal nurse educator environment in which to develop and integrate multicultural and field based learning (Halstead, 2007) that will be included in the study guide materials. Goals and ObjectivesState licensure for the registered nurse defines fundamental nursing competencies. On the other hand, certification “recognizes nurses’ advanced knowledge in specialty areas.” (Little, Vandenhouten, & De-Vance-Wilson, 2013, para. 1). Because of today’s rapidly changing healthcare environment and the increasing number of non-surgical minimally invasive cosmetic procedures, nurses’ knowledge, attitudes, and skills should be at the forefront of patient safety (Quality and Safety Education for Nurses [QSEN], 2013). Spear (2010) too, believes standardized assessment and evaluation of skills and competencies should be essential for the cosmetic injector who seeks certification as an aesthetic nurse specialist. Therefore, this project will be developed in alignment with the NLN core competencies for the nurse educator (NLN, 2012) where two goals for the study guide with listed objectives will be identified and defined. The first goal is to facilitate learning (NLN, 2012) for the cosmetic nurse injector and develop a relevant study guide that tandems the certified aesthetic nurse specialist exam. In order for the candidate to successfully pass the exam, the primary objective for the study guide is to gather and compile pertinent knowledge of applicable aesthetic concepts from the ASPSN Core Curriculum for Plastic Surgical Nurses, scientific aesthetic journals, and well-chosen aesthetic patient case studies. Moreover, the study guide will utilize Bloom’s taxonomy (Boland, 2012). Bloom’s taxonomy according to Boland, focuses on the cognitive, psychomotor, and affective domains of knowledge that resonate with education. In the cognitive domain, the learning significance is that knowledge integrates a higher order of thinking (Akyol & Garrison, 2011). The psychomotor domain deals with the formation of skills needed for competency and the affective domain deals with the attached value of the knowledge (Boland, 2012). Thus, by incorporating Bloom’s Taxonomy as a checklist for the relevant planning and design of the guide, optimal learning results. The building of knowledge [comprehension] in this realm includes understanding the pertinent facts, information, and description of skills needed in the field of aesthetic nursing and cosmetic facial enhancement. These competency depictions also determine the knowledge, skills, and attitudes needed to achieve a successful exam pass rate. The second goal will be to facilitate learner development and socialization (NLN, 2012) by posting the completed study guide as a link on the ASPSN website. In effect, members preparing to take the certified aesthetic specialist exam will be able to directly download the corresponding study guide. Providing a link on the ASPSN website would allow the test candidate to be actively involved in their own learning through a “doing” design, i.e., self-recall and processing information contained in the study guide. This format would encourage learner-centered education, where students to develop critical thinking, self-awareness, and analytical skills (Billings, 2012). The link would optimally allow the flexibility for test takers to study at one’s own pace in order to reason, reinforce, and supplement knowledge they already know for more test retention value (Weimer, 2012). Theory In order to facilitate learning (NLN, 2012) and foster the comprehension of safe cosmetic procedures for the nurse injector, it is imperative to remember that the target audience for the study guide will be the adult learner. Therefore, the study guide will be based on the adult learning theory. The adult learning theory is learner- centered in that it focuses on how adults’ best learn. Its foundation lies in the idea that adults bring their life experiences to the learning table and apply new knowledge to new information. The theory concludes that adults learn more if they find the information to be self-relevant (Candela, 2012). It also finds that individuals are capable of self-direction, which further enables learning and results in a supportive underpinning for the design and implementation of the study guide (Keating, 2011).According to Candela (2012), adult learners’ experiences provide a valuable source for learning and an eagerness to learn even more from life’s problems and responsibilities. She also believes that adults are “self-directed…they need and want to learn useful information that can be readily adapted” (p. 221) to any learning situation. Interestingly, Candela describes a relationship of the adult learning theory with that of the constructivism theory. The connection lies with prior learning and experience influencing new knowledge. Furthermore, Candela believes the adult learning theory is being seen and utilized more and more in nursing education. Therefore, in review of the aforementioned, this author believes that the proposed study guide is the correct tool the adult learner can use to best prepare for the certified aesthetic nurse specialist exam. As indicated above, there is a growing need for all practicing aesthetic nurses to be certified (Pettis, 2010; Spear, 2010). Therefore, a relevant study guide for aesthetic nurse specialists will provide the knowledge, skills, and attitudes needed to succeed on a national exam, thereby resulting in certification.PreceptorProfessional collaboration is paramount to the study guide project. Therefore, my preceptor, who is an accomplished advanced practice nurse will serve as a professional role model and valuable resource (NLN, 2012). Haley J. Wood, MSN, WHNP, CPSN, CANS will help to enable the assurance and aptitude I need to accurately engage and deliver the proposed study guide that will tandem the certified aesthetic nurse specialist national exam. Ms. Wood is a specialty MSN who holds further training as a Woman’s Health Nurse Practitioner. In addition, she holds two other national board certifications: one as a Certified Plastic Surgery Nurse and the other as a Certified Aesthetic Nurse Specialist. Currently, Ms. Wood practices in two private plastic surgeons offices as an Aesthetic Nurse Practitioner specializing in non-surgical cosmetic rejuvenation. She is also an adjunct professor of aesthetic nursing at Vanderbilt University in Tennessee. She also is a recognized education expert for two national aesthetic training companies (H. Wood, personal communication, February 10, 2014).Although Ms. Wood enjoys being an aesthetic nurse specialist and educator for two national aesthetic companies, her most rewarding role is that of adjunct faculty for the Vanderbilt University School of Nursing (H. Wood, personal communication, February 10, 2014). As an adjunct faculty member, as well as a national education trainer, Ms. Wood is familiar with learner-centered learning and how to best optimize the adult learning theory with students. Therefore, she will be an astute mentor and will be able to aid in the development of the proposed study guide for certified aesthetic nurse specialist. A succinct identification of Ms. Wood and her role as an advanced nursing specialist can be found in Appendix C of this paper.Activities and TimelineThe study guide project will commence with Ferris State University’s 2014 Summer Session. The activities for the scholarly project will apply the NLN’s core competencies for nurse educators one and two (NLN, 2012), in the development of the national exam study guide for aesthetic nurses. The study guide will “create opportunities for learners to develop their critical thinking and critical reasoning skills” (NLN, 2012, p. 14). In effect, learning will be built upon knowledge. The planning guide for the proposed study guide project can be found in Appendix A. Included in the planning guide are activities, goals, objectives, and projected timeline dates. The intention of this proposed project is to have the study guide substantiated and available for download on the ASPSN website by August 13, 2014, the end of Ferris State University’s academic summer session.Evaluation ToolEvaluation involves the gathering of relevant information regarding learners’ achievements and abilities, including knowledge, skills, and attitudes. It is a process by which findings are utilized to make improvements on student outcomes, teaching strategies, and courses (Bourke & Ihrke, 2012). In order to assess the efficacy of the proposed study guide, an attitude scale method - the Likert scale, will be employed for the proposed project. The Likert scale will measure how the exam candidate felt about the study guide. According to the University of Northern Iowa (2014), the “Likert scale measures the extent to which a person agrees or disagrees with the question.” (para. 2). Therefore, upon completion of the study guide review, all candidates will be asked to complete a brief attitude evaluation. The findings will serve to supplement the continuous quality development of the study guide that correlates with the ASPSN certified aesthetic nurse specialist exam. A Likert scale example can be found in Appendix D.Additionally, a second evaluation tool will be used for the preceptor-student experience. A summative evaluation will address my learning and growth process throughout the assigned 120 hours. Instead of focusing on a single summary issue, a summative evaluation addresses an entire performance (Kirkpatrick & DeWitt, 2012). According to the University of Michigan’s Center for Research on Learning?and Teaching (2013), “summative evaluation involves making judgments about the efficacy of a program or course at its conclusion” (para. 1). Likewise, constructive criticism through the summative evaluation process will serve to aid my evolution as a nurse educator. A summative evaluation tool for both preceptor and student can be found in Appendices E and F.ConclusionAs previously stated, the development of the study guide will commence during Ferris State University’s 2014 academic summer session. Clearly, the goal for the MSN scholarly project is to facilitate optimal learning for the cosmetic nurse injector seeking national board certification and validation of her/his expertise as an aesthetic nurse specialist. The proposed study guide which corresponds with the national exam, will be realized in an active online learning format. The study guide will optimize critical thinking and problem solving skills, as well as evaluate and assess what cosmetic nurse injectors need to know and what they have learned (Billings, 2010; Weimer, 2012). The study guide will be accessible through the American Society of Plastic Surgical Nurses website for those nurses wishing to further their education as credentialed sub-specialists. After meticulous thought of my educational interest, I eagerly await this forthcoming challenge.ReferencesAkyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250. , A. M., Davids, A. R., Way, D. P., Lynn, J. D., & Vandre, D. D. (2010). The impact of a peer-designed and -led USMLE step 1 review course: Improvement in preparation and scores. Academic Medicine, 85(10), S45-S48. Association of Critical Care Nurses. (2014). What is nurse certification? Retrieved from Society of Plastic Surgeons. (2013). American society of plastic surgeons: 2012 plastic surgery statistics report. Retrieved from Society of Plastic Surgical Nurses. (2014). Retrieved from , D. M. (2012). Developing learner-centered courses. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 160-169). St. Louis, MO: Elsevier.Boland, D. L. (2012). Developing curriculum: Frameworks, outcomes, and competencies. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 138-159). St. Louis, MO: Elsevier.Bourke, M. P., & Ihrke, B. A. (2012). The evaluation process: An overview. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 422-440). St. Louis, MO: Elsevier.Brady, D. S. (2011). Using quality and safety education for nurses (QSEN) as a pedagogical structure for course redesign and content. International Journal of Nursing Education Scholarship, 8(1). , L. (2012). From teaching to learning: Theoretical foundations. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 202-243). New York, NY: Springer.Drenkard, K. (2013). Credentialing as a commitment to excellence. Journal of Nursing Administration, 43(3), 119-121. , T. (Ed.). (2007). Core curriculum for plastic surgical nursing (3rd ed.). Pensacola, FL: American Society of Plastic Surgical Nurses.Hotta, T. A. (2012). The plastic surgical nurse—A must for every plastic surgeons office. Plastic Surgical Nursing, 32(3), 91-92. , T. A. (2013). Certification. Plastic Surgical Nursing, 33(3), 105-106.International Association for Physicians in Aesthetic Medicine. (2014). Statistics confirm increased demand for Botox: Correlates to increase in Botox training. Retrieved from , M. E., & Biesman, B. S. (2013). Becoming an injector: How one practice did it successfully: Physician approach, nurse perspective. Journal of the Dermatology Nurses Association, 5(5), 257-260. , S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York, NY: Springer.Kirkpatrick, J. M., & DeWitt, D. A. (2012). Strategies for assessing and evaluating learning outcomes. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.) (pp. 441-463). St. Louis, MO: Elsevier.Little, B. B., Vandenhouten, C. L., & De-Vance-Wilson, C. (2013). Public health nursing certification exam on the verge of extinction? Act fast! Public Health Nursing, 30(2), 91-93. League for Nursing. (2005). The scope and practice for academic nurse educators. New York, NY: National League for Nursing.National League for Nursing. (2012). The scope of practice for academic nurse educators (Rev ed.). New York, NY: National League for Nursing.Onorati, H. (2013). VCS2013: Advancing the art, business of aesthetics. Retrieved from , J. (2010). Legislature increasingly recognizes need for credentialing of aesthetic nurses. Retrieved from Surgical Nursing Certification Board. (n.d.). Retrieved from and Safety Education for Nurses. (2013). Competencies. Retrieved from and Safety Education for Nurses Institute. (2014). About QSEN. Retrieved from , M. (2010). What are the necessary practice competencies for two providers: Dermal fillers and botulinum toxin type A injections? Plastic Surgical Nursing, 30(4), 226-246. of Michigan Center for Research on Learning and Teaching. (2013). Case-based teaching and problem-based learning. Retrieved from of Northern Iowa. (2014). SPSS techniques series: Statistics on Likert scale surveys. Retrieved from , M. (2012). Five characteristics of learner-centered teaching [Blog post]. Retrieved from , L. L. (2011). Baby boomers -- Be on the lookout for fountain of youth scams. Retrieved from AMSN Project Proposal Planning GuideTitle of Project: ASPSN Study Guide for the Certified Aesthetic Nurse SpecialistGoalsObjectivesActivitiesTimelineGoal 1:NLN Core Competency I: Facilitate LearningDevelop relevant study guide for the ASPSN Certified Aesthetic Nurse Specialist ExamGoal 2:NLN Core Competency II: Facilitate Learner Development and SocializationCompleted study guide with live link on ASPSN website1.1Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters1.2Review with preceptor aesthetic journals retrieved from Cinahl, PubMed, and Science Direct1.3Design study guide 2.1Implement preceptor approved study guide as a download on website1.1aSummarize content from aesthetic nursing chapters in Core Curriculum for Plastic Surgical Nursing 1.2aCategorize relevant information gathered from aesthetic journal articles for written study guide text 1.3aOutline written study text using relevant nursing materials found in aesthetic nursing chapter book and journal summaries. Review with preceptor.1.3bWrite study text include sample case studies and test question examples e.g., multiple choice, true and false. Review with preceptor1.3cGenerate reference list in study guide for additional reading 2.1aExecute hot link on ASPSN website2.1bTest link function on ASPSN website To be completed by June 9, 2014To be completed by June 9, 2014To be completed by July 11, 2014To be completed by August 1, 2014To be completed by August 4, 2014To be completed by August 8, 2014To be completed by August 11, 2014Appendix BFSU Graduate Nurse Student-Agency AgreementAgency Name: American Society of Plastic Surgical Nurses_ (ASPSN) __________Student Name: Georgia Elmassian_______________________________________Student Telephone # 517-339-2579______________________________________Agency Representative: Lindsay DeSantis_________________________________Agency Representative Title: ASPSN Executive Director_____________________Agency Representative Telephone # 978-927-8330__________________________ Agency Representative Email:_ldesantis@_________________________SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS AGREEMENT:Student: _Georgia Elmassian Date: February 6, 2014___Agency Representative: ___________Date: February 8, 2014The following goals, objectives and activities will be completed by the student during this project: ASPSN Study Guide for the Certified Aesthetic Nurse SpecialistGoal 1:NLN Core Competency I: Facilitate Learning Develop relevant study guide for the ASPSN Certified Aesthetic Nurse SpecialistObjectives:Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters and gather aesthetic journals for relevant aesthetic nursing conceptsDesign study guide Activities:Summarize, aesthetic nursing chapters in Core Curriculum for Plastic Surgical Nursing and relevant information from aesthetic journals to use in writing the ASPSN study guideOutline written study text using relevant nursing materials found in aesthetic nursing chapter book and journal summaries. Review with preceptor.Write study text include sample case studies and test questions e.g., multiple choice, true and false. Review with preceptorWrite sample case studies and test questions e.g., multiple choice, true and false. Review with preceptorGenerate reference list in study guide for additional reading with preceptor approvalGoal 2:NLN Core Competency II: Facilitate Learner Development and SocializationCompleted study guide with live link on ASPSN websiteObjectives: Implement preceptor approved study guide as a download on ASPSN websiteTest link function on ASPSN website ActivitiesExecute hot link on ASPSN websiteTest link function on ASPSN website Appendix CFSU Graduate Nurse Student-PreceptorStudent Name: Georgia Elmassian_______________________________________Student Telephone # 517-339-2579______________________________________Preceptor Name: Haley J. Wood, MSN, WHNP, CPSN, CANS________________Preceptor’s Title: Aesthetic Nurse Practitioner_____________________________Preceptor Telephone # 615-939-9082_________________________ Preceptor Email:_haleyjohnstonwood@______________SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS AGREEMENT:The following goals, objectives and activities will be completed by the student during this project: ASPSN Study Guide for the Certified Aesthetic Nurse SpecialistGoal 1: Goal 1:NLN Core Competency I: Facilitate Learning Develop relevant study guide for the ASPSN Certified Aesthetic Nurse SpecialistObjectives:Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters and gather aesthetic journals for relevant aesthetic nursing conceptsDesign study guide Activities:Summarize, aesthetic nursing chapters in Core Curriculum for Plastic Surgical Nursing and relevant information from aesthetic journals to use in writing the ASPSN study guideOutline written study text using relevant nursing materials found in aesthetic nursing chapter book and journal summaries. Review with preceptor.Write study text include sample case studies and test questions e.g., multiple choice, true and false. Review with preceptorWrite sample case studies and test questions e.g., multiple choice, true and false. Review with preceptorGenerate reference list in study guide for additional reading with preceptor approvalGoal 2:Completed study guide with live link on ASPSN websiteObjectives: Implement preceptor approved study guide as a download on ASPSN websiteTest link function on ASPSN website ActivitiesExecute hot link on ASPSN websiteTest link function on ASPSN websiteAppendix DThis survey will take approximately 3-5 minutes to complete. Your feedback is critical for the ongoing quality improvement of the ASPSN and its study guide for the Certified Aesthetic Nurse Specialist, as the Society continues to adjust to meet the needs of its membership. Study Guide Evaluation: Following the key:Strongly agree, Agree, Neutral, Disagree, and Strongly disagree, Please respond to each of the following statements upon completion of the self-paced CANS study guide.CONTENT??StronglyAgree?Agree?Neutral?DisagreeStronglyDisagree1.The content was interesting to me.2.The content extended my knowledge of the topic.3.The content was consistent with the objectives.4.The content was related to my job.5.Objectives were consistent with purpose/goals of activity???INSTRUCTIONAL METHODS???StronglyAgree?Agree?Neutral?DisagreeStronglyDisagree1.The instructional material was well organized.2.The instructional methods illustrated the concepts well.3.The materials provided are likely to be used as a future reference. (ASPSN, 2014)Appendix ESummer Project 2014 Summative Evaluation-Preceptor Based on the core competencies of nurse educators, as stated in the National League for Nursing Scope and Practice for Academic Nurse Educators (2012), please evaluate the role performance of Georgia Elmassian as nurse educator in compiling the ASPSN Certified Aesthetic Nurse Specialist Study Guide using the below form as your guide.Please use the numeric scale score rating:3 = meets expectations2 = needs improvement1 = unsatisfactory Competency Score Additional CommentsMSN student integrates evidence-based aesthetic practices into study guide for the safe delivery of non-surgical cosmetic proceduresStudy guide content reflects opportunities for learners to utilize critical thinking and reasoning skills Completed study guide incorporates varying teaching strategies e.g., case studies, problem solving, and integrates cultural awarenessStudy guide content is current and applicable to aesthetic nursing practiceSignature of PreceptorSignature of Student______________________________________________________________________________DateAppendix FSummer Project 2014 Summative Evaluation-Student Based on the core competencies of nurse educators, as stated in the National League for Nursing Scope and Practice for Academic Nurse Educators (2012), please evaluate the role as nurse educator in compiling the ASPSN Certified Aesthetic Nurse Specialist Study Guide using the below form as your guide.Please use the numeric scale score rating:3 = meets expectations2 = needs improvement1 = unsatisfactory Competency Score Additional CommentsDevelopment and design of ASPSN Study Guide reflects applicable aesthetic nursing conceptsStudy guide content reflects opportunities for learners to utilize critical thinking and reasoning skillsCompleted study guide incorporates varying teaching strategies e.g., case studies, problem solving, and integrates cultural awarenessStudy guide content is current and applicable to aesthetic nursing practiceSignature of PreceptorSignature of Student______________________________________________________________________________DateBibliographyAkyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250. , A. M., Davids, A. R., Way, D. P., Lynn, J. D., & Vandre, D. D. (2010). The impact of a peer-designed and -led USMLE step 1 review course: Improvement in preparation and scores. Academic Medicine, 85(10), S45-S48. Association of Critical Care Nurses. (2014). What is nurse certification? Retrieved from Society of Aesthetic Plastic Surgeons. (2013). Cosmetic procedures increase in 2012. Retrieved from Society of Plastic Surgeons. (2013). American society of plastic surgeons: 2012 plastic surgery statistics report. Retrieved from Society of Plastic Surgical Nurses. (2014). Retrieved from , D. M. (2012). Developing learner-centered courses. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 160-169). St. Louis, MO: Elsevier.Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.Boland, D. L. (2012). Developing curriculum: Frameworks, outcomes, and competencies. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 138-159). St. Louis, MO: Elsevier.Brady, D. S. (2011). Using quality and safety education for nurses (QSEN) as a pedagogical structure for course redesign and content. International Journal of Nursing Education Scholarship, 8(1). , L. (2012). From teaching to learning: Theoretical foundations. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 202-243). New York, NY: Springer.Drenkard, K. (2013). Credentialing as a commitment to excellence. Journal of Nursing Administration, 43(3), 119-121. , T. A. (2012). The plastic surgical nurse—A must for every plastic surgeons office. Plastic Surgical Nursing, 32(3), 91-92. , T. A. (2013). Certification. Plastic Surgical Nursing, 33(3), 105-106.International Association for Physicians in Aesthetic Medicine. (2014). Statistics confirm increased demand for Botox: Correlates to increase in Botox training. Retrieved from , M. E., & Biesman, B. S. (2013). Becoming an injector: How one practice did it successfully: Physician approach, nurse perspective. Journal of the Dermatology Nurses Association, 5(5), 257-260. , S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York, NY: Springer.Klein, C. J., & Fowles, E. R. (2009). An investigation of nursing competence and the competency outcomes performance assessment curricular approach: Senior students’ self-reported perceptions. Journal of Professional Nursing, 25(2), 109-121. , B. B., Vandenhouten, C. L., & De-Vance-Wilson, C. (2013). Public health nursing certification exam on the verge of extinction? Act fast! Public Health Nursing, 30(2), 91-93. League for Nursing. (2012). The scope of practice for academic nurse educators (Rev ed.). New York, NY: National League for Nursing.Onorati, H. (2013). VCS2013: Advancing the art, business of aesthetics. Retrieved from , J. (2010). Legislature increasingly recognizes need for credentialing of aesthetic nurses. Retrieved from Surgical Nursing Certification Board. (n.d.). and Safety Education for Nurses. (2013). Competencies. Retrieved from and Safety Education for Nurses Institute. (2014). About QSEN. Retrieved from , M. (2010). What are the necessary practice competencies for two providers: Dermal fillers and botulinum toxin type A injections? Plastic Surgical Nursing, 30(4), 226-246. , M. K. (2008). The quality chasm series: Implications for nursing. In Patient safety and quality: An evidence-based handbook for nurses. Retrieved from , M. (2012). Five characteristics of learner-centered teaching [Blog post]. Retrieved from , L. L. (2011). Baby boomers -- Be on the lookout for fountain of youth scams. Retrieved from Project Proposal ................
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