Health Care Environment
This section aligns the Ferris State University Masters of Nursing outcomes with the National League of Nursing Core Competencies while delineating how my practice has met both outcome and competency. To navigate to these pages, simply hover over the page title in the contents above and click on the outcome you wish to view.
Ferris State University Masters of Nursing Outcome: Health care Environment Facilitate Change to improve quality outcomes National League of Nursing Core Competencies for Nurse Educators Competency IV: Participate in curriculum design and evaluation of program outcomes Competency VI: Pursue continuous quality improvement in the nurse educator role In order to facilitate change to improve quality outcomes in academia, it is imperative for the nurse educator to immerse herself in curriculum design and evaluation of the program outcomes as well as seek out continuous improvement in the nurse educator role. Further evaluation of core competency VI explores the multidimensional aspect of the role of nurse educator and the commitment required to pursue quality improvement (NLN, 2012). Further evaluation of core competency IV explores the necessary traits that influence the programs and curriculum that surround nursing education (NLN, 2012). Assessment of an existing curriculum allows faculty to identify the underlying philosophy, the external and internal factors affecting the curriculum, the key components, and whether the curriculum meets the needs of the students and the profession while staying true to the mission of the university. Fluidity of learning can be analyzed as well as continuity and consistency. I have had the opportunity to evaluate curriculum from an academic standpoint and participate in curriculum revisions. I was fortunate enough to be able to make the recommendation of adding community experiences into the existing clinical rotations which would create a broader base of experiences, expose the students to a greater range of nursing opportunities, shift the focus away from acute care, and create a true school of nursing-community partnership. The curriculum map below was the result of this. I completed a literature review regarding stagnate versus rotating clinical groups and created the PICOT poster below, which led to the rotation of groups within the undergraduate BSN program at Ferris State University. I explored the multi-dimensional role of the educator, which can be seen in the teaching role components concept map. Finally, I completed a literature review to assist in the creation of a drug policy within the School of Nursing, which is still in progress. Reference: Ferris State University School of Nursing. (2015). Ferris State University Graduate Nursing Program Outcomes. Retrieved from: https://fsulearn.ferris.edu/webapps/blackboard/execute/displayLearningUnit?course_id=_18536_1&content_id=_981576_1# National League for Nursing. (2012). The Scope of Practice for Academic Nurse Educators. New York: National League for Nursing.
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