SUNY Delhi MS in Nursing Education

Professional Nursing Standards and Guidelines

As you proceed through the graduate nursing program, you will engage in numerous learning activities
that relate to professional nursing standards and guidelines. This exercise provides an opportunity to link
your learning activities to the nursing standards. In the graduate nursing program these standards, among
others, provide the basis for the curriculum:
The Essentials of Masters Education in Nursing (AACN, 2011)
o http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf
National League of Nursing Nurse Educator Competencies

o Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St Louis: MO: Elsevier.

The learning outcomes for this assessment exercise are to:

Provide an understanding of the integration of professional nursing standards into the graduate
program curriculum,
Enable reflection of achievement of each professional standard as evidenced by learning activities in
the graduate program, and
Link the program outcomes to the learning activities throughout the graduate nursing program.
Graduate Program Student Learning Outcomes:

1. Integrate advanced knowledge and theories from nursing and related disciplines into the nurse educator role

2. Use scientific inquiry and quality principles to identify problems and individualize patient care designed to improve care
outcomes

3. Apply advanced knowledge of leadership and management to effect change, and influence health policy to transform care
delivery systems

4. Practice inter-professional collaboration for improving patient and population health outcomes

5. Demonstrate competence in the advanced nursing role to meet current and emerging health needs of a global changing society
 6. Apply teaching/learning principles with patients and/or students across the continuum of care in a variety of settings

The professional standards are provided below; you may refer to the sources above for the detailed
descriptions of the standards.
The Essentials of Masters Education in Nursing
Essential I: Background for Practice from Sciences and Humanities
Essential II: Organizational and Systems Leadership
Essential III: Quality Improvement and Safety
Essential IV: Translating and Integrating Scholarship into Practice
Essential V: Informatics and Healthcare Technologies
Essential VI: Health Policy and Advocacy
Essential VII: Interprofessional Collaboration for Improving Patient and Population Health Outcomes
Essential VIII: Clinical Prevention and Population Health for Improving Health
Essential IX: Masters-Level Nursing Practice

National League of Nursing Nurse Educator Competencies

Competency 1: Facilitate Learning
Competency 2: Facilitate Learner Development and Socialization
Competency 3: Use Assessment and Evaluation Strategies
Competency 4: Participate in Curriculum Design and Evaluation of Program Outcomes
Competency 5: Function as a Change Agent and Leader
Competency 6: Pursue Continuous Quality Improvement in the Nurse Educator Role
Competency 7: Engage in Scholarship
Competency 8: Function Within the Educational Environment

Name__Sarah Scobie _

Complete the following table in each course when you have completed an assignment that meets one or
more competency. This table will be submitted as an assignment in NURS 605: Graduate Practicum II. As
you fill in the table as you progress through the program, it will be almost complete when you begin the
final course.
Complete the table below in Columns 2, 3, and 4. In Columns 2 and 3 identify at least one Essential and/or
Core Competency, and provide at least one example of an assignment or learning activity that met this
standard. Identify the assignment and describe the outcome in 50-75 words. Provide a brief statement as
to how this met the standard. In Column 4, identify the number(s) of the Graduate Program Student
Learning Outcome (listed above) that links to these course activities.

Professional Nursing Standards and Guidelines

Graduate Nursing
Course
NURS 505: Advanced Health
Assessment:
Utilized Shadow Health online
simulation program: Simulated
health history, advanced health
assessment skills, and
enhanced therapeutic
communication skills with
client interactions.
MSN Essentials NLN Core MSN Graduate
Competencies Program Student
Learning Outcomes
Assignment one provided a Discussion two and three: #2 Meets SUNY Delhi MSN
grand rounds with a SOAP evaluated different mental Outcomes: 2, 4, 6.
note created to evaluate several health scenarios for teens.
differential diagnosis with an Mental health is an area in
example client that determines nursing identified as having a
the correct diagnosis for current disparity. Bickley and
outcome. Client treatment Szilagyl (2013) identifies that
plan and elimination of the approximately 20% of
incorrect differentials was primary care outpatients have
evaluated in detail. mental disorders but 50-75%
Comprehensive health history, of these disorders are
family history, and undetected and untreated
medications explored as well. (p.143). #3 Explored
Five differential diagnosis differential diagnosis in
explored with outcome treatment of a mental health
explored. Promoted critical disorder. Three evaluated
thinking skills of the advanced client case study and utilized

ALHT 500: Health Policy
and Technology in
Healthcare
Examined current healthcare
policy change needs,
disparities, and provides
insights into
population/geographic specific
healthcare needs.
ALHT 501: Leadership and
Quality Improvement in
Healthcare Systems
Evaluation of the identified
healthcare concern, methods to
evaluation successful
implementation of EMR,
continuing education,
practice role in differential
diagnosis.
Meets MSN Essentials: III,
VIII.
Assignment 1 & 2: Evaluates a
health care system burden.
Completed assignment on
burden of prescription drug
costs within the United States.
Non-compliance due to
financial burden regarding
prescriptions was explored
which significantly impacts
mortality rates within the
United States. Research
supports and identifies a need
for change within the current
healthcare system to make
medications more affordable.
Meets MSN Essentials: IV
Assignment one and two:
Examines an area of needed
quality improvement.
Completed assignment on
incorporating an electronic
medical record (EMR) system
into a site utilized for
practicum. Incorporated
several assessment and
evaluation tools. Discussion
promotes learning and
evaluation strategies.
Meets NLN Core
Competencies: 1, 3
Discussion six: Explored Meets SUNY Delhi MSN
popplets created and explored Outcomes: 4, 5
both options regarding
population health. Responses
specifically explored both
sides regarding the needs of a
specific population. This
allowed perspectives and
insights regarding individual
population needs. Focuses on
disparities as impact specific
areas: Alzheimers Disease in
the Syracuse New York Latino
population was one of the
popplet topics. Identifies the
importance of diversity within
the educator role.
Meets NLN Core
Competencies: 6
Assignment Three: Evaluated Meets SUNY Delhi MSN
the systems and incorporated a Outcomes: 1, 3, & 4.
Six Sigma Method to
successful complete the
proposed change project.
Integration of safety features
utilized with healthcare
informatics and training of
encouraging successful
implementation through
enhanced positive
communication. HIPPA and
client safety concerns with
EMR transition explored in
detail. Planned activities
before, during, and after
implementation to continue
ongoing quality improvement
process. Integrates theory and
successful change within a
facility (proposed).
NURS 600: Development of
the Nurse Educator
Professional development
plan. Projected timeframe and
resources required to
effectively complete Masters
Degree, cost and completion of
the Certified Nurse Educator
Examination (CNE).
Promoted planning of
attending and potentially
presenting at professional
seminars. Course syllabus
creation/ student contract for
the course. Enhancement of
transition into educator role
through having collaboration
and a positive mentor when
beginning as a novice
presentation creation and who
this assignment would be
presented to create a successful
integration of an EMR. Safety
and quality regarding
medication administration and
documentation was a focus of
this project. Integrates quality
improvement and change
within health care policy.
Meets MSN Essentials: V, VII,
and VIII.
Assignment one promotes
creation and reflection of an
individual nursing philosophy
from a personal perspective
and nurse educator
perspective. Important in self-
reflection with a goal for
practice as an educator and
evaluation of what
philosophies are professionally
identified with. Evaluates
theories within current
education and employment
values and if aligns with
personal professional practice
in nursing. Scholarship in
practice, integration of
informatics and technology.
Meets MSN Essentials: II, IV,
healthcare team in appropriate
utilization. Popplet creation
correlates all of the steps from
initial presentation through
integration and continued
evaluation for improved client
outcomes within this
healthcare facility. Learner
development and
intercollaboration of positive
policy changes.
Meets NLN Core
Competencies: 2, 3, 5, 6, 8.
Assignment Two: Assessment Meets SUNY Delhi MSN
of an identified research gap Outcomes: 3, 4, & 5
within an area of practice.
Integrated current evidenced-
based practices with
comparison of current
practices utilized within
wound care. Evidence
supported that current and
consistent management in
wound care is lacking creating
reduce healing rates,
increasing costs, and poorer
client outcomes. Wounds
effect 2% of the entire United
States population and is
identified as impacting both
quality of life and mortality
rates (Kim, Evans, Steinberg,
educator. and IX. Pollard, & Attinger, 2013, p.
1703).
Meets NLN Core
Competencies: 3, 5, & 6.
NURS 601: Principles of Assignment one focused on Assignment three: Provides Meets SUNY Delhi MSN
Teaching and Learning presentation creation and insights into a different college Outcomes: 3, 5
This course discussed choice timeframes utilized within student learning outcomes
of testing format and the lecture and case study creation. correlation with the program
evaluation utilized for the Assignment two focused on outcomes. This assignment the
wound course presented. the strategies utilized for this compares the program
Online test with instant grade presentation: An anticipation outcomes with the
provided to achieve a guideline, video/photo requirements of the accrediting
certificate instantly within the identification, and case studies body. Assignment then
course creation or within the to complete the interactive investigates potentially why
academic setting. Photo presentation on wound care. student learning outcomes are
matching as part of the Looks at lesson plan creation not met. Several aspects
examination was determined to utilizing new and interactive including how to attain
be an effective way to evaluate technology within the meeting the learning outcomes
course outcomes. classroom. are explored within the paper.
Meets MSN Essentials: IV, Meets NLN Core
VIII Competencies: 4, 5, & 6
NURS 602: Curriculum Creation of an SMAR model Curriculum Discussion Two: Meets SUNY Delhi MSN
Development and (assignment three) for Discuss accreditation process Outcomes: 1, 2, & 6
Instructional Design changing delivery of an within the collegiate nursing
Power Point presentation on existing skill to enhance the programs with inclusion of the
backwards design utilization in student understanding and NLN and IOM influence in
nursing education. Evaluated incorporate simulation and/or health care today. Exploration
creating an action plan when technology. Facilitates of internal factors in regards to
developing an education potential redefinition of the curriculum development and
course to begin with the end topic delivery which improves integration of technology
result and work from this the student outcomes. within healthcare. Evaluation
point. Thought that backwards Encourages evaluation of of more consistent
design is more student current content and appropriate standardized curriculum is
centered with focused student
objectives. Values active
learning and encourages to
have students teach others.
NURS 603: Measurement
and Evaluation in Nursing
Education
Exploring difficulties of space
constraints with test security
and utilization of rubrics
within nursing education.
Realistic scenarios explored in
challenges that educators will
face within nursing education.
Evaluation of a failing student
in the practicum setting.
Experience in providing a
realistic student evaluation
with a face-to-face scenario
provided on Voice Thread.
NURS 604: Graduate
Practicum I
Completion of the RAM
volunteer weekend provided
key insights regarding the
importance of giving back
within nursing as well as
insights into identifying
use of useful technology.
Meets MSN Essentials: V, IX
Assignment: Test Creation.
Practicing test creation directly
applies within masters level
nursing practice. This
assignment evaluated multiple
forms of test question creation
that promotes higher level of
thinking within Blooms
Taxonomy. Both creation of
exam questions and evaluation
of existing questions is
essential in transition into
nurse education role.
Incorporating appropriate
strategies to create higher level
thinking within the questions
enhances theory
understanding.
Meets MSN Essentials: III &
XI.
Attended Remote Area
Medical (RAM) volunteer
event in Knoxville, Tennessee.
This volunteer opportunity
provided free medical, dental,
and vision services to people
unable to afford basic
healthcare services. Learning
needed despite the guidelines
that are currently in place
(Billings & Halstead, 2015).
Meets NLN Core
Competencies: 4, 6, & 8.
Assignment Test Evaluation: Meets SUNY Delhi MSN
This assignment specially Outcomes: 1, 5, 6
evaluated a course test both in
data evaluation regarding
strength of questions as well as
identification of questions that
required revision to be
effective in student learning
outcomes. Assessment of test
questions is essential in
preparing students for
licensure examination.
Incorporated statistical and
outcome evaluation of a 25
question examination.
Meets NLN Core
Competencies 2, 3 & 4.
Care Map example creation in Meets SUNY Delhi MSN
a collaborative effort that is Outcomes: 1, 2, 3, 4, 5, 6.
currently utilized as an
example for students and new
nurse educators working with
associate degree students
(learning contract 3). Utilized
feedback from fulltime faculty
population needs (LC1-3 and
presentation). The critical
appraisal paper explored the
roles of advanced practice
nursing and the specialty
certification that aligns with
the role. The healthcare
population providing care at
RAM was diverse and a large
amount of student population,
yet positive collaboration led
to organized care.
NURS 605: Graduate
Practicum II
Positive preparation for
employment preparation, CV
creation (assignment one),
professional interview practice
(assignment four) integration
of advanced knowledge and
facilitation within the VLDD
course (learning contract and
journal reflections), quality
principles through
student/course evaluation.
Course revision to positively
impact delivery, inter-
professional collaboration,
instruction within an advanced
education role, and application
of teaching principles within
the course instruction. VLDD
contract assignments evaluated
the population health needs,
identified need for further
availability of services in the
US. Final discussion
presented the perspectives and
professional growth gained
from practicum experience.
Meets MSN Essentials: III, IV,
VII, VIII, XI.
Actual online experience in
online instruction of a virtual
learning delivery and design
(VLDD) course. This
innovative free course for
students promotes the
incorporation of technology
for those pursing nursing
education degrees. Revision
and online course experience
completion prior to graduation
provides real-time online
course experience.
Employment preparation
experiences that integrate
technology for both student
and instructor within the
VLDD course. (Learning
contract completion and voice
thread practicum reflection
regarding effectiveness of the
example and to evaluate of the
initial grade outcomes have
improved (Final discussion
assignment). Abstract creation
with peer review assignment
engages in preparation for
continued scholarship in the
educator role.
Meets NLN Core
Competencies: 2, 3, 4, 5, 6, 8.
Demonstration of facilitation Meets SUNY Delhi MSN
of student learning and Outcomes 1, 3, 4, 5, 6.
positive engagement of
instruction of the VLDD
course. Participation in course
revision and professional
collaboration in group
instruction of the course.
Assessment and evaluation of
students coursework as well
as reflection regarding
continued improvement of
course and meeting program
outcomes. Working as a
potential change agent within
this program being the first to
facilitate the VLDD course
with a preceptor being the
initial graduating class.
(Assignment six, portfolio
course aligns within the assignments). completion, and journal
constructivist theory utilized reflections).
within the SUNY Delhi School Meets Essentials I, II, IV, VII, Meets NLN 1, 2, 3, 4, 5, 6, 8.
of Nursing. IX.

Reference

Bickley, L. & Szilagyl, P. G. (2013). Bates guide to physical examination and history taking. (11th ed.). Philadelphia, PA: Wolters-
Kluwer.

Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.

Kim, P. J., Evans, K. K., Steinberg, J. S., Pollard, M. E., & Attinger, C. E. (2013). Critical elements to building an effective wound
care center. Journal of Vascular Surgery, 57(6), 1703-1709. doi: 10.1016/j.jvs.2012.11.112