Putting it all Together: Integrating Multiple Competencies to Redevelop … · · 2018-02-23Putting it all Together: Integrating Multiple Competencies to Redevelop ... 11 ©2015

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Item type Presentation

Format Text-based Document

Title Putting It All Together: Integrating Multiple Evidence-Based Core Competencies from across the Spectrum toRedevelop Community Health Online RN-BSN Courses

Authors Myers, Melissa D.; Schoenberg, Leslie B.

Downloaded 13-Jun-2018 08:19:48

Link to item http://hdl.handle.net/10755/603112

http://hdl.handle.net/10755/603112

©2015 Chamberlain College of Nursing, LLC. All rights reserved. 0815ccn

Putting it all Together:

Integrating Multiple

Competencies to Redevelop

an Online Community

Health RN to BSN Course

Melissa Myers, RN, MSN, CNE, CPN

Assistant Professor • Chamberlain College of Nursing

Leslie Schoenberg, RN, MSN, PHN, CPNP, CNE

Assistant Professor • Chamberlain College of Nursing


Disclosure

Melissa Myers, RN, MSN, CNE, CPN

Leslie Schoenberg, RN, MSN, PHN, CPNP, CNE

We have no sponsorship, commercial relationships

or conflicts of interest to disclose.

2


Session Objectives

1. Describe how the American Association of Colleges

of Nurses (AACN), Recommended Baccalaureate

Competencies and Curricular Guidelines for Public

Health Nursing (2013) can be integrated into an online

Community Health (CH) course for RN to BSN students.

3


Session Objectives (continued)

2. Examine the process of incorporating Best Teaching

Practices, Quality Matters and the Nurse of the Future

into an online RN to BSN CH course.

3. Demonstrate the use of concept mapping of the

CH course outcomes with Bachelor of Science in

Nursing (BSN) Essentials and core competencies.

4


Welcome & Introductions

Melissa Myers

– Earned Master of Science in Nursing (MSN) degree, University of Detroit Mercy, 2009

– Enrolled in Doctor of Nursing Practice (DNP) degree program at Chamberlain College of Nursing

– Full-time online faculty since 2010

– Subject Matter Expert for Community HealthNursing course

5


Welcome & Introductions

Leslie Schoenberg

– Earned Master of Science in Nursing (MSN) degree, University of California, Los Angeles, 1992

– Enrolled in Doctor of Nursing Practice (DNP) degree program at Chamberlain College of Nursing

– Full-time online faculty since 2013

– Subject Matter Expert for Community HealthNursing course

6


Overview of Competencies & Concepts

• AACN BSN Essentials (2008)

• AACN BSN Competencies and Curricular Guidelines

for Public Health Nursing (2013)

• Massachusetts Nurse of the Future Core

Competencies (2010)

• Best Teaching Practices (Bain, 2004)

• Quality Matters Program (2014)

7


AACN BSN Essentials (2008)

8

Putting it all together




I. Liberal Education for Baccalaureate Generalist

Nursing Practice

II. Basic Organizational and Systems Leadership

for Quality Care and Patient Safety

III. Scholarship for Evidence-Based Practice

IV. Information Management and Application

of Patient Care Technology

V. Healthcare Policy, Finance

and Regulatory Environments

9


AACN BSN Essentials (2008) (continued)

VI. Inter-professional Communication and Collaboration

for Improving Patient Health Outcomes

VII. Clinical Prevention and Population Health

VIII. Professionalism and Professional Values

IX. Baccalaureate Generalist Nursing Practice

10


Community Health Course Outcomes

• Apply principles of nursing theory to the public health

system by analyzing determinants of health and the

public health intervention wheel (Essential I)

• Assess the health needs of individuals, families,

aggregates, and communities using demographic and

epidemiological data to identify population health risks

(Essentials III & IV)

• Plan prevention and population-focused interventions

for vulnerable populations using professional clinical

judgment and evidence-based practice

(Essentials III, VII & VIII)

11


Community Health Course Outcomes (continued)

• Evaluate the delivery of care for individuals, families,

aggregates and communities based on theories and

principles of nursing and related disciplines (Essential II)

• Analyze the nursing roles in providing comprehensive care

in a variety of community health settings (Essential II)

• Utilize a systems-based and collaborative approach to

address factors that influence the health of a community

and population health problems (Essentials V & VI)

12


Community Health Course Outcomes (continued)

• Apply professional nursing standards and ethical

principles to provide spiritually and culturally appropriate

care (Essential VIII & IX)

• Demonstrate effective communication strategies and

teamwork in managing the healthcare of individuals,

families, aggregates and communities (Essential VI)

• Examine future trends in community health nursing

including the impact of information systems and

evidence-based practice (Essential III)

13



14

AACN BSN Competencies for Public Health Nurses


AACN BSN Competencies

for Public Health Nurses


15

AACN BSN

Essentials (2008)

AACN BSN Competencies and Curricular

Guidelines for Public Health Nursing (2013)

I. Liberal education

for baccalaureate

generalist nursing

practice

Utilize social and ecological determinants of health to work effectively

with diverse individuals, families and groups

Explain factors contributing to cultural diversity that affect

individuals and the family in society to diverse stakeholders including

policymakers, regulators, practitioners and community members

II. Basic organizational

and systems

leadership for

quality care and

patient safety

Apply systems theory to PHN practice with individuals,

families and groups

Participate with stakeholders to identify vision, values

and principles for community action

Maintain knowledge of current laws and policies relevant

to public health



16


Nurse

of the

Future


Nurse of the Future Nursing

Core Competencies (NOFNCC)


Nurse of the Future Nursing Core

Competencies (NOFNCC)

• Massachusetts Action Coalition:

– The Nurse of the Future Nursing Core Competencies

(2008) were developed by the Massachusetts

Department of Higher Education Nurse of the Future

Competency Committee, co-chaired by Maureen

Sroczynski and Gayle L. Gravlin.

17


Massachusetts Nurse of the Future Core Competencies

18

(Massachusetts Department of Higher Education, 2015)



19


Nurse

of the

Future

Best

Teaching

Practices


Principles Underlying Best Teaching Practices


Principles Underlying Best

Teaching Practices

Best practice was guided in the online

teaching environment using the

following principles:

1. Creating a natural critical learning environment

2. Grabbing students’ attention and keeping it

3. Focusing on the student rather than

the discipline

4. Securing commitment from students

20


Principles Underlying Best

Teaching Practices (continued)

5. Helping students learn outside of class

6. Engaging students in disciplinary thinking

7. Creating diverse learning experiences

(Bain, 2004)

21



22


Nurse

of the

Future

Best

Teaching

Practices

Quality

Matters


Quality Matters (QM) Program


Quality Matters (QM) Program (2014)

Three primary components

1. Peer review process

• Faculty-centered peer review process

2. QM Rubric

• Course design rubric

3. Professional development

• Provides on-site and web-based

learning opportunities

Certifies schools have met quality standards

in online courses through a formal review process.

23



24


Nurse

of the

Future

Best

Teaching

Practices

Quality

Matters



Environmental Health & Assessment Plan

• Two-part assignment

– Paper and letter

• Paper

– Identify an

environmental health

problem seen in

clinical experience

– Describe current

community resources

and interventions

– Propose an intervention

• Letter

– To a community leader

– Problem summary

• Cite bill, measure,

policy, environmental

justice if applicable

– Share intervention

proposal

25



AACN BSN Competencies and Curricular Guidelines

for Public Health Nursing (Essential VII):

• Participate effectively in activities that facilitate community

involvement in creating a healthy environment for

individuals, families and groups

• Collaborate with community partners to promote the

health of individuals and families within the population

26



AACN BSN Competencies and Curricular Guidelines

for Public Health Nursing (Essential VII):

• Practice evidence-based public health nursing to

promote the health of individuals, families and groups

• Partner effectively with key stakeholders and groups

in care delivery to individuals, families and groups

(AACN, 2013)

27



Massachusetts NOFNCC

• Teamwork & collaboration

• Evidence-based practice


28



Best Teaching Practices

• Help students learn outside of class (integration)

• Engage students in disciplinary thinking (relevance)

• Create diverse learning experiences (relevance)

(Bain, 2014)

Quality Matters

• Standard 3.1: The types of assessments selected

measure the stated learning objectives and are

consistent with course activities and resources

(Quality Matters, 2014)

29


Cultural Competency Discussion Thread

• Ongoing case study of nurse working

in a health department

• This segment focuses on the need to improve cultural

competency among the staff

• A “Think Cultural Health” initiative is being adopted

in the department

• Students review the 15 National Cultural and Linguistically

Appropriate Services (CLAS) Standards and discuss how

the standards could be implemented for a cultural group in

their community (Office of Minority Health, 2013)

30



AACN BSN Competencies and Curricular Guidelines for

Public Health Nursing (Essential I)

• Utilize social and ecological determinants of health to work

effectively with diverse individuals, families and groups

• Explain factors contributing to cultural diversity that affect

individuals and the family in society to diverse

stakeholders including policymakers, regulators,

practitioners and community members

(AACN, 2008; AACN 2013)

31



Massachusetts NOFNCC

• Professionalism


32



Best Teaching Practices

• Creating a natural critical learning environment

• Grabbing students’ attention and keeping it

(Bain, 2014)

Quality Matters

• Standard 5 course activities and learner interaction

• 5.2 Learning activities provide opportunities for interaction

that support active learning

(Quality Matters, 2014)

33



34


Nurse

of the

Future

Best

Teaching

Practices

Quality

Matters



Questions?

35


References

• American Association of Colleges of Nursing [AACN].

(2008). The Essentials of baccalaureate education for

professional nursing practice. Washington, DC: Author

• American Association of Colleges of Nursing [AACN].

(2013). Public Health: Recommended baccalaureate

competencies and curricular guidelines for public health

nursing. Washington, DC: Author

36


References

• Bain, K. (2004). What the best college teachers do.

Cambridge, MA: Harvard University Press.

• Council on Linkages Between Academia and Public

Health Practice. (2014). Core competencies for public

health professionals. Washington, DC: Public Health

Foundation. Retrieved from

http://www.phf.org/resourcestools/pages/core_public_healt

h_competencies.aspx

• Institute of Medicine. (2011). The future of nursing:

Leading change advancing health. Washington, DC:

Author.

37


References

• Massachusetts Department of Higher Education. (2010).

Nurse of the Future Core Competencies. Retrieved from:

http://www.mass.edu/currentinit/documents/NursingCoreC

ompetencies.pdf

• Massachusetts Department of Higher Education. (2015).

Nursing and allied health initiative: Competencies.

Retrieved from:

http://www.mass.edu/nahi/NofCompetencies.asp

38


References

• Office of Minority Health, Department of Health and

Human Services. (2013). National standards for culturally

and linguistically appropriate services in health and health

care: A blueprint for advancing and sustaining CLAS

policy and practice. Retrieved from

https://www.thinkculturalhealth.hhs.gov/Content/clas.asp#

clas_standards

• Quality Matters. (2014). Quality Matters higher education

rubric workbook: Design standards for online and blended

courses (5th ed.). Annapolis, MD: Author.

39


References

• Sroczynski, M., Gravlin, G., Route, P. S., Hoffart, N. &

Creelman, P. (2011). Creativity and connections: The

future of nursing education and practice: The

Massachusetts initiative Journal of Professional Nursing,

27(6), e64–e70.

40

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