Overview of Proposed RN- BSN Curriculum Start Date May 2010



Overview of Proposed RN- BSN Curriculum Start Date Summer 2010

Submitted to SON Curriculum Committee October 20, 2009

Task Force Members

Chair: Laura Blank

Members: Vicki Black-Bishop, Laura Crouch, Karine Crow, Sally Doshier,

Ro Haddon, Susan Rieck and Debera Thomas

Rationale for Proposing a New Curriculum /Plan Change

In the spring semester of 2009, the Dean of the School of Nursing appointed a task force to review the RN- BSN program for currency and responsiveness to market demand. The task force conducted an extensive review of current BSN courses using the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education (2008), the current School of Nursing Baccalaureate Program Outcomes, and Analysis of BSN Program Outcomes and Recommendations for Curricular Improvement. Both theory and clinical syllabi were reviewed. Results were tabulated and compiled. In addition, a secondary review of the proposed curriculum/plan change and syllabi was conducted by the appropriate content expert among the faculty to ascertain currency, as well as scope and depth of content or clinical application.

Areas for curricular improvement and efficiency were identified in this process. Course/content sequencing, level and depth of coverage, and consistency of course content were examined. Questions about responsiveness to a competitive market became evident during the examination process.

Analysis of the curriculum has been ongoing. However, a systematic review using latest AACN Essentials of Baccalaureate Education (2008) was necessary. Along with content areas, other forces have relevance to the curriculum and are considered in the analysis.

Analysis

Program evaluation data and recommendations indicated the following areas for curricular improvement

• Clarifying personal and professional values and analysis of ethical situations and caring practice.

• Introductory courses to the RN-BSN program (NUR 302/304).

▪ Non-Healing Community College graduates were required to take both courses (NUR 302/304). Analysis did not demonstrate improved outcomes, just additional units required. Decision made to have one introductory course for all students.

• Genomics, gerontology, health care policy, informatics and palliative care are addressed in short courses. With this approach, students were unable to achieve a coordinated approach to integration or application of this content.

• Revised standards from AACN dictate a review of the curriculum in terms of meeting the new essentials for baccalaureate nursing education

• Increased competition for students and student demand for shorter programs due to the rising cost of education indicate the need to decrease the number of credits and shorten the length of the program. In addition, the Arizona Board of Regents (ABOR) supports innovative programs that shorten the time to graduation.

Highlight of Proposed Curricular/Plan Change

• Program plan allows students to graduate with 30 credits in nursing within 12 months.

• NUR 320 Palliative Care will increase by one unit and will add patient educational content according to the AACN Essentials of Baccalaureate Education, providing a better context for application.

• NUR 321 Gerontology will increase by one unit and will add patient educational content according to the AACN Essentials of Baccalaureate Education, providing a better context for application

• NUR 330 Nursing as a Discipline and Profession will address the need for more content in personal and professional values clarification and analysis of ethical situations and caring practice.

• NUR 420 Family Nursing Roles explores the role of nurses working with families, including application of theories to understand how families function and cope with stress. It will include genomics, providing a better context for application.

• NUR 424 Manager of Care/Health Care Systems provides the RN an overview of healthcare policy, finance and regulatory environments and how the application of information technology affects quality nursing care outcomes. This course combines the short courses of health policy and informatics, providing a better context for application.

“Mapping” of Proposed Course to the Essentials for Baccalaureate Education (AACN, 2008) and School of Nursing Program Outcomes

|Proposed Course |Baccalaureate Essentials |SON Outcomes |

|BIO 201, 202, 205, and 320 (15 hours) |Essential I: | |

|PSY 101 and 240 (6 hours) | | |

|NTS 256 or NTS 135 (3 hours) |Liberal Education for Baccalaureate Generalist | |

|STA 270 or PSY 230 (3-4 hours) |Nursing Practice | |

|NUR 320 Palliative Care |Essential II: |Leadership-Management |

| | | |

|NUR 321 Gerontology |Basic Organizational and Systems Leadership for |Integrate established principles of |

| |Quality Care and Patient Safety |management and leadership into professional |

|NUR 420 Family Nursing Roles | |practice. |

| | | |

|NUR 424 Manager of Care/Health Care Systems | | |

| | | |

|NUR 427 Public Health Nursing | | |

| | | |

|NUR 450 C Advanced Applied Nursing | | |

| | | |

|NUR 408 Fieldwork | | |

|NUR 320 Palliative Care |Essential III: |Critical Thinking |

| | | |

|NUR 321 Gerontology |Scholarship for Evidence Based |Integrates the essential aspects of critical |

| |Practice |thinking towards reflective professional |

|NUR 390 Evidence-Based Practice and Nursing Research | |practice |

| | | |

|NUR 420 Family Nursing Roles | | |

| | | |

|NUR 424 Manager of Care/Health Care Systems | | |

| | | |

|NUR 427 Public Health Nursing | | |

| | | |

|NUR 450 C Advanced Applied Nursing | | |

|NUR 424 Manager of Care/Health Care Systems |Essential IV: |Leadership-Management |

| |Regulatory requirements through electronic data | |

| |monitoring systems |Integrate established principles of |

| | |management and leadership into professional |

| | |practice. |

|NUR 450 C Advanced Applied Nursing |Information Management and Application of Patient | |

| |Care Technology | |

|NUR 408 Fieldwork | | |

|NUR 424 Manager of Care/Health Care Systems |Essential V: |Culture |

| | | |

|NUR 427 Public Health Nursing |Healthcare Policy, Finance, and Regulatory |Incorporate cultural competency into |

| |Environments |professional practice in diverse settings. |

| | | |

| | |Leadership-Management |

| | | |

| | |Integrate established principles of |

| | |management and leadership into professional |

| | |practice. |

|NUR 427 Public Health Nursing |Essential VII: |Clinical Competency |

| | | |

| |Clinical Prevention and Population Health |Synthesize theory and evidence-based research|

| | |in the direct and indirect delivery of care |

| | |within professional practice. |

| | | |

| | |Culture |

| | | |

| | |Incorporate cultural competency into |

| | |professional practice in diverse settings. |

| | | |

| | | |

| | | |

| | | |

| | | |

|NUR 330 Introduction to Nursing as Discipline and |Essential VIII: |Accountability |

|Profession | | |

| |Professionalism and Professional Values |Incorporate ethical and legal principles and |

|NUR 427 Public Health Nursing | |professional standards in practice. |

| | | |

|NUR 450 C Advanced Applied Nursing | | |

| | | |

|Professional values in every course | | |

|NUR 307 RN Health Assessment |Essential IX: |Clinical Competency |

| | | |

|NUR 320 Palliative Care |Baccalaureate Generalist Nursing Practice: This |Synthesize theory and evidence-based research|

| |Essential includes practice focused outcomes that |in the direct and indirect delivery of care |

|NUR 321 Gerontology |integrate the knowledge, skills, and attitudes |within professional practice. |

| |delineated in Essentials I - VIII into the nursing | |

|NUR 420 Family Nursing Roles |care of individuals, families, groups, communities,| |

| |and populations in a variety of settings. | |

| | | |

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