RN-BSN Completion Program

Course Descriptions:

This course [3220] is the first in a two course sequence that focuses on client assessment. It provides the knowledge, skills, and attitudes for competency that focuses on the role of the professional nurse in performing a comprehensive health history, physical, and psychosocial assessment. A variety of assessment tools and techniques are utilized. Further focus is on data collection and accurate documentation to communicate findings to the health care team. One-half semester course. Two credit hours.

This course [3230] is the second in a two course sequence that focuses on client assessment. It provides the knowledge, skills, and attitudes for competency that focuses on the role of the professional nurse in performing a comprehensive health history, physical, and psychosocial assessment. A variety of assessment tools and techniques are utilized. Further focus is on data collection and accurate documentation to communicate findings to the health care team. Students are STRONGLY encouraged to take the course immediately following NURS 3220. One-half semester course; Two credit hours.

Student Learning Outcomes:

1. 
   Incorporate evidence-based practices into health assessment (EBP)
   
2. 
   Document a systematic physical and psychosocial assessment on a patient (T/C)
   
3. 
   Collect data in patient assessment to improve quality of care (QI)
   
4. 
   Outline basic safety design principles when assessing the client with age appropriate medications from infancy throughout the lifespan (S)
   
5. 
   Demonstrate skills to conduct individual comprehensive patient focused assessment (PCC)
   
6. 
   Demonstrate the ability to communicate, collaborate, learn, and perform a health assessment in an electronic format (I)
   

This course explores knowledge, skills and attitudes associated with accessing, managing, and communicating information, particularly on the creation, structure, and delivery of health related information with the use of technology. Further emphasis is on the use of information technology to improve practice and support life-long learning. One-half semester course; Three credit hours.

1. 
   Demonstrate the use of basic computer and communication skills including:
   
   1. 
      Using word processing applications.
      
   2. 
      Using e-mail systems to communicate with other health care providers in a professional manner.
      
   3. 
      Demonstrating creation of multimedia presentations in the development of client education at the appropriate health literacy level.
      
   4. 
      Navigating in the MS Windows and Bb environment effectively and efficiently. (I)
      
2. 
   Conduct online and library database literature searches; distinguish between scholarly and non-scholarly sources and access and retrieve evidence based data related to decision-support and quality client care. (EBP, QI)
   
3. 
   Explore the interrelationship of concepts related to nursing informatics and evidence based nursing practice, and recognize the relevance of information and technology in nursing for improving practice and continued learning. (EBP, I)
   
4. 
   Acknowledge the advantage of nurse involvement on the team in the planning, implementation and evaluation of information systems in the healthcare environment. (T/C)
   
5. 
   Integrate the ANA Code of Ethics and HIPAA with regard to patient privacy and confidentiality related to electronic and computerized information. (S, PCC)
   
6. 
   Examine the use of computers and information technology for documentation, collaboration and networking. (T/C, I)
   

1. 
   Articulate the role of professional nurse in incorporating QSEN competencies into practice (S & EBP)
   
2. 
   Identify strategies to collaborate and effectively bring about change in a practice setting (T/C)
   
3. 
   Compare the characteristics of nursing as a profession to other health care disciplines (QI)
   
4. 
   Expound upon a personal philosophy incorporating nursing’s meta-paradigm (PCC)
   
5. 
   Demonstrate ability to effectively utilize information technology to add to existing knowledge base and communicate in a scholarly approach (I)
   

Course Description:

Provides an overview of knowledge, skills, and attitudes inherent in the nurse’s role as educator. Emphasis is on principles of teaching and learning in diverse populations to implement evidence based practices to improve outcomes. Assessment of learning needs of patients and communities will be explored. The course will culminate with students designing an integrated practice project as an avenue for nurses to advance health. One-half semester course; Four credit hours (3 credit theory; 1 credit lab).

1. 
   Incorporate evidence-based practices into education related to improved patient outcomes (EBP).
   
2. 
   Practice effective communication skills with patients, families, community members, and interdisciplinary teams to achieve quality patient outcomes (T/C)
   
3. 
   Design health promotion and teaching activities incorporating the preference, values, and needs of diverse groups (PCC).
   
4. 
   Participate in Quality Improvement Initiatives to communicate outcome improvements with colleagues (QI).
   
5. 
   Assimilate best practices to support a culture of safety through patient and staff education (S).
   
6. 
   Use information technology as a tool to assess learning needs, plan, implement, and evaluate education programs for individuals and communities to advance health (I)
   

Course Description:

This course focuses on knowledge, skills, and attitudes that relate to factors affecting costs of health care. Students will research cost/benefit analyses related to quality outcomes in the business of health care. Current local, state and national health policy issues as they relate to patient centered care will be discussed from a nursing perspective. The integrated practice project will be completed. One-half semester course; Four credit hours (3 credit theory; 1 credit lab).

Student Learning Outcomes:

1. Utilize a cost/benefit analysis to justify implementation of evidence base practices to improve

outcomes. (EBP & QI)

2. Collaborate to create a budget or policy related to financial component in the provision of

health care. (T/C)

3. Examine costs associated with the delivery of patent centered care. (PCC)

4. Evaluate the cost and benefits of safety initiatives in healthcare delivery. (S)

5. Explore various methods of information technology and their influences on cost/benefits (I)

KNOWLEDGE	SKILLS	ATTITUDES	LEARNING ACTIVITIES
Know costs and factors in the business of healthcare and their relationship to patient centered care, evidence based practices and quality improvement. Grasp the importance of legal, fiduciary and ethical standards in financial matters. Within an interdisciplinary team apply sound fiscal best practices in the provision of patient care and health services. Explore economics aspects of healthcare accessibility, parity and policy.	Utilize information technology to establish and assess financial practices and effectiveness. Create budgets for the administration and provision of safe and cost effective patient centered care. Develop policies and procedures managing supplies, staffing and administration.	Act with integrity, professionalism and accountability in all financial matters. Practice and advocate for lifelong learning in the pursuit fiduciary responsibility. Be proactive in looking for cost effective processes while maintaining focus on providing patent centered, high quality care to all without limitations with regard to ability to pay, age, gender, race or cultural background and beliefs. Embrace the challenges in healthcare economics with openness to ideas and problem solving approaches from all members of the multi-disciplinary team. Model receptiveness and a positive attitude toward change.	Observe a health care process and describe efficiency. Engage in structured discussions of economic matters as they apply to healthcare. Formulate health policy decisions using cost-benefit analysis (spending limited funds, public decision making to protect interest of children, homeless population, clients with mental illness, etc.). Identify Health care problems prominent in various cultural groups. Examine the cost of navigation through the health care system related to a health concern using an illustrative map. Video presentation that relates to the illustrative map with emphasis on cost

NURS 3440 Research and EBP in Nursing

Prerequisite: PSYC 2310 or PSYC 2340 or SOCI 3381/3181 or STAT 2350 Prerequisite/Concurrent: NURS 3310.

This course provides an overview of scientific evidence integrated into nursing practice. The focus is on knowledge, skills and attitudes required for the research process, including evaluation and dissemination of best practices to improve health care outcomes. Further emphasis is on the significance of research as it contributes to the profession of nursing. An integrated practice project will be completed. One-half semester course; Four credit hours (3 credit theory; 1 credit lab).

1. Collaboratively investigate current research and its application to practice (PCC, T/C, & EBP)

2. Relate research processes to continuous quality improvement (QI)

3. Integrate evidence from a variety of sources to foster a culture of safety (S & EBP)

4. Apply ethical and legal standards as they relate to information technology and data security (I)

KNOWLEDGE	SKILLS	ATTITUDES	Learning Activities
Assessment of research areas related to EBP and define the term EBP	Access the online library to review literature	Fear and uncertainty about the role of research and EBP	Choose a QI topic with 3-5 peers in a group and search for evidence about the topic and define EBP.
Continuous quality improvement compared with the nursing research process	Use of the research process to produce an organized approach	Art appreciation in the design of poster toward using a research	Complete a poster as a team collaborative project
Recognize the safety needs to produce ethical and valid EBP	Understanding the IRB and other areas that develop the best practice as safety to participants in research studies	Act as participant advocate with a simple informed consent to promote safety to participants	Review of the ethics to promote safety in EBP reviewed and practiced