The document discusses a nursing faculty tool kit for implementing the American Association of Colleges of Nursing's (AACN) Baccalaureate Essentials. It provides integrative learning strategies and resources to help faculty integrate the nine Essentials throughout the nursing curriculum. The nine Essentials outline outcomes for baccalaureate nursing programs and include liberal education, leadership, evidence-based practice, technology, policy, interprofessional collaboration, prevention, professionalism, and generalist nursing practice. Examples of integrative strategies are provided for each Essential, such as case studies, simulations, and reflective exercises.
The document discusses resources and strategies for faculty to implement the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout nursing curriculum. It provides integrative learning strategies and examples for each essential, such as unfolding case studies, simulation, reflective exercises, and interprofessional projects. The strategies are meant to actively engage students and integrate liberal education, nursing science, clinical reasoning, and ethics.
Baccalaureate Generalist Nursing Practice AACN Essentials.pdfbkbk37
The document discusses the AACN Essentials for baccalaureate nursing education. It provides an overview of the 9 essentials and examples of how to meet each essential through activities in didactic, skills lab, and clinical courses. For each essential, students are asked to provide a brief summary, example of how the essential was met, and citation of a scholarly source. The document also provides integrative learning strategies and examples of how to implement the essentials through collaborative, active learning approaches.
This document discusses strategies for integrating the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout a nursing curriculum. It provides examples of integrative learning strategies that can be used to address each essential, such as simulation exercises, case studies, and reflective assignments. The strategies are meant to actively engage students and combine liberal education, nursing science, clinical reasoning, and ethics. Examples given include community projects, leadership experiences, and quality improvement activities that can be implemented across multiple courses.
Generalist Nursing Practice Essentials Nursing Field.docxbkbk37
This document discusses the AACN Essentials for baccalaureate nursing education and provides examples of how to integrate them throughout the curriculum. It begins by outlining the 9 essentials, which focus on areas like leadership, evidence-based practice, healthcare policy, and clinical prevention. It then provides integrative learning strategies to help achieve the essentials, such as unfolding case studies, simulation exercises, and reflective practice. The strategies are meant to actively engage students and integrate liberal education, nursing science, clinical reasoning, and ethics. The document serves as a resource for nursing programs to implement the essentials through a well-integrated curriculum.
Portfolio My class is NURSING RESEARCH 28358.pdfsdfghj21
This document provides information about a Nursing Research Methods course. It includes the course description, objectives, topics, assignments and grading rubric. The course aims to help students achieve Program Learning Outcome 4 of demonstrating scholarly inquiry and reflection to advance nursing practice. Assignments include a literature review on a topic of the student's choice and an evidence-based practice paper to critically analyze research findings. The goal is for students to gain skills in searching literature, critically appraising evidence and integrating research into practice.
Nurs 710 CA and National Requirements for Nursing ProgramsNsarr
The document outlines the nine essentials that all nursing schools must fulfill according to the American Association of Colleges of Nursing to be eligible to teach a Baccalaureate Education for Professional Nursing Practice. Essential I discusses the importance of a liberal education foundation in sciences, arts, and humanities. Essential II covers organizational and systems leadership skills for quality care and patient safety. Essential III addresses the importance of scholarship and applying evidence-based practice.
Learning outcomes of programme & link to practicescphn99a
The document outlines the learning outcomes and objectives of the SCPHN (Specialist Community Public Health Nursing) programme. It aims to highlight how the learning objectives link to practice experience and ensure opportunities are available in practice learning environments. The programme consists of several modules focusing on areas like theory and practice of SCPHN, health promotion, research, and leadership. Students must demonstrate achievement of learning outcomes through both theoretical and practical aspects to reflect competencies for SCPHN qualifications.
Chapter 3 the essentials of the doctor of nursing practicestanbridge
The document discusses the history and development of the Doctor of Nursing Practice (DNP) degree. It provides an overview of the DNP, including that it is a practice-focused terminal degree recommended by AACN. It also summarizes the eight essential competencies for DNP graduates, including scientific underpinnings, organizational leadership, evidence-based practice, and interprofessional collaboration. The document emphasizes that DNP graduates must have a strong understanding of nursing theory and science to apply knowledge and close the theory-practice gap.
The document discusses resources and strategies for faculty to implement the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout nursing curriculum. It provides integrative learning strategies and examples for each essential, such as unfolding case studies, simulation, reflective exercises, and interprofessional projects. The strategies are meant to actively engage students and integrate liberal education, nursing science, clinical reasoning, and ethics.
Baccalaureate Generalist Nursing Practice AACN Essentials.pdfbkbk37
The document discusses the AACN Essentials for baccalaureate nursing education. It provides an overview of the 9 essentials and examples of how to meet each essential through activities in didactic, skills lab, and clinical courses. For each essential, students are asked to provide a brief summary, example of how the essential was met, and citation of a scholarly source. The document also provides integrative learning strategies and examples of how to implement the essentials through collaborative, active learning approaches.
This document discusses strategies for integrating the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout a nursing curriculum. It provides examples of integrative learning strategies that can be used to address each essential, such as simulation exercises, case studies, and reflective assignments. The strategies are meant to actively engage students and combine liberal education, nursing science, clinical reasoning, and ethics. Examples given include community projects, leadership experiences, and quality improvement activities that can be implemented across multiple courses.
Generalist Nursing Practice Essentials Nursing Field.docxbkbk37
This document discusses the AACN Essentials for baccalaureate nursing education and provides examples of how to integrate them throughout the curriculum. It begins by outlining the 9 essentials, which focus on areas like leadership, evidence-based practice, healthcare policy, and clinical prevention. It then provides integrative learning strategies to help achieve the essentials, such as unfolding case studies, simulation exercises, and reflective practice. The strategies are meant to actively engage students and integrate liberal education, nursing science, clinical reasoning, and ethics. The document serves as a resource for nursing programs to implement the essentials through a well-integrated curriculum.
Portfolio My class is NURSING RESEARCH 28358.pdfsdfghj21
This document provides information about a Nursing Research Methods course. It includes the course description, objectives, topics, assignments and grading rubric. The course aims to help students achieve Program Learning Outcome 4 of demonstrating scholarly inquiry and reflection to advance nursing practice. Assignments include a literature review on a topic of the student's choice and an evidence-based practice paper to critically analyze research findings. The goal is for students to gain skills in searching literature, critically appraising evidence and integrating research into practice.
Nurs 710 CA and National Requirements for Nursing ProgramsNsarr
The document outlines the nine essentials that all nursing schools must fulfill according to the American Association of Colleges of Nursing to be eligible to teach a Baccalaureate Education for Professional Nursing Practice. Essential I discusses the importance of a liberal education foundation in sciences, arts, and humanities. Essential II covers organizational and systems leadership skills for quality care and patient safety. Essential III addresses the importance of scholarship and applying evidence-based practice.
Learning outcomes of programme & link to practicescphn99a
The document outlines the learning outcomes and objectives of the SCPHN (Specialist Community Public Health Nursing) programme. It aims to highlight how the learning objectives link to practice experience and ensure opportunities are available in practice learning environments. The programme consists of several modules focusing on areas like theory and practice of SCPHN, health promotion, research, and leadership. Students must demonstrate achievement of learning outcomes through both theoretical and practical aspects to reflect competencies for SCPHN qualifications.
Chapter 3 the essentials of the doctor of nursing practicestanbridge
The document discusses the history and development of the Doctor of Nursing Practice (DNP) degree. It provides an overview of the DNP, including that it is a practice-focused terminal degree recommended by AACN. It also summarizes the eight essential competencies for DNP graduates, including scientific underpinnings, organizational leadership, evidence-based practice, and interprofessional collaboration. The document emphasizes that DNP graduates must have a strong understanding of nursing theory and science to apply knowledge and close the theory-practice gap.
The document discusses professional standards that can be applied to support peer education programs. It identifies three key sources of standards: the Accreditation Association for Ambulatory Health Care, the Council for the Advancement of Standards, and the Standards of Practice for Health Promotion in Higher Education published by the American College Health Association. The document outlines each standard and provides examples of how peer education programs can apply the standards to strengthen programming, collaboration, cultural competence, theory-based practice, and evidence-based practice.
1. The document discusses leadership and administration in patient safety. It outlines national and international goals for patient safety including reducing medical errors and healthcare associated infections.
2. India's National Patient Safety Implementation Framework aims to improve structural systems and establish a culture of safety. It includes objectives like ensuring a competent workforce and preventing infections.
3. Successful leadership in patient safety involves creating a culture that prioritizes safe, high-quality care and supports improvement efforts through resources, training and removing obstacles for clinicians.
Complementary and Alternative Health Care Essay 4.docxwrite31
1) The document provides guidelines for writing a course reflection essay on Complementary and Alternative Health Care. It lists 18 BSN essential sub-competencies that must be addressed in the reflection through examples from course readings, discussions, and applications.
2) Students are instructed to include a self-assessment of how the course helped develop their skills, knowledge, and abilities to meet the BSN essentials. Examples from the course must be used to support how each sub-competency was addressed.
3) A conclusion is required that identifies the main ideas and benefits of the BSN essentials and sub-competencies pertaining to evidence-based scholarship.
1. The document discusses strategies for disseminating evidence-based practice (EBP) in clinical settings.
2. Interactive teaching strategies and clinically integrated teaching strategies are used to educate nurses on EBP principles and develop research skills.
3. EBP mentors play key roles in building EBP knowledge, facilitating staff involvement in research, and sustaining an EBP culture.
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
Nursing is a practice discipline that includes direct and indirect.docxvannagoforth
Nursing is a practice discipline that includes direct and indirect care activities that affect health outcomes. As a baccalaureate nursing student, you are developing new competencies in leadership, and in order to achieve mastery, you must apply those competencies to live practice experiences and situations. This Leadership Learning Experience (LLE) is designed to allow you to choose a clinical focus (e.g., practice, policy, education, population) in which you apply your leadership problem–solving skills. The LLE requires engagement with other people within the setting to complete.
You will develop a project within a practice setting that allows you to develop these leadership skills. You will identify a problem area in a practice setting that you specifically want to address (e.g., practice, policy, population, education) that aligns with organizational priorities. Example sources for the problem area may include the following:
• Practice: joint commission standards, core measures as quality indicators, other, data, hospital organizational procedures, evidence-based practices (EBP), quality indicators (QI), meeting Joint Commission standards,
• Policy: legislation, staffing ratio, regulations from state boards, rule development, high-level professional nursing organizations, legislation or testimony related to a nursing practice,
• Population: children with diabetes, adult obesity, disaster response plan
epidemic (e.g., pertussis, West Nile), a particular patient demographic
• Education: future of nursing, Benner’s recommendations about nursing education, process or policy development, patient education, peer education, continuing education and professional development, Benner’s recommendations regarding nursing education
I choose patient education after inpatient rehab.
You will focus on a real-life solution for the problem. You should choose a topic that is timely, manageable, and realistic to the current healthcare environment. An external resource person (i.e., manager, clinical leader, clinical educator, policy expert, or population expert) must confirm the relevance of the selected project and your engagement in the setting as part of project completion. As with all projects, you should think how you, as a nurse, function in the following roles: detective, scientist, and manager of the healing environment.
REQUIREMENTS
Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).
A. Develop a written proposal by doing the following:
1. Identify a problem or issue related to practice, policy, population, or education that aligns with the organizational priorities you seek to solve.
a. Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.
2. Discuss your investigation of the problem or issue.
a. Provide evidence to substantiate the problem or issue (e.g., org ...
NSG6103 SU Week 3 The Essentials of Baccalaureate Education Project.docxstirlingvwriters
This document outlines the essential components of a baccalaureate nursing education program based on national standards set by the American Association of Colleges of Nursing (AACN). It discusses 9 essential areas that nursing program goals should align with, including liberal education, organizational leadership, evidence-based practice, technology, healthcare policy, interprofessional collaboration, prevention and health, professionalism, and generalist nursing practice. The document provides details on each essential area and expectations for clinical experiences.
The document discusses various clinical teaching methods in nursing. It begins by outlining the general and specific objectives of the seminar on clinical teaching methods. It then defines key terms and introduces different clinical teaching models like the teaching model, preceptor model, and CTA model. The document also describes the components and purpose of nursing care plans, and explains the phases of bedside clinics in detail. Finally, it lists some commonly used clinical teaching methods in nursing like nursing care plans, case studies, bedside clinics, rounds, process recording, and group/individual conferences.
Types of Complaints by Patients Staff Essay.pdfsdfghj21
This document outlines 9 essentials that are core components of all master's nursing programs. It discusses the transformation of healthcare and how master's education must prepare graduates to lead change, advance excellence through learning, build collaborative teams, integrate care services, design innovative practices, and translate evidence into practice. The essentials address background from sciences and humanities, organizational leadership, quality improvement, translating scholarship, informatics, health policy, interprofessional collaboration, population health, and advanced nursing practice.
Evidence-Based Project Update (CompleteIncomplete) ALL DOSubmi.docxturveycharlyn
Evidence-Based Project Update (Complete/Incomplete): ALL DO
Submit an update on your project. Include information on progress to date. Discuss any barriers and how you plan to overcome or have overcome. What are your plans for the completion of the project?
In your update, include how you will meet the course and EPSLO objectives (See section IV B in this syllabus- as follows)
END OF PROGRAM STUDENT LEARNING OUTCOMESCOURSE OUTCOMES1.Synthesize knowledge from nursing and the physical, behavioral, psychological and social sciences, and the humanities in the practice of professional nursing.Demonstrate an awareness of complex organizational systems including structure, mission, vision, philosophy, and values.Promote factors that create a culture of safety and caring. Demonstrate an awareness of complex relationship of safety and caring.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations.Use inter and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.2.Integrate global health and health care, its relevant issues and policies as they relate to professional nursing practice.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations. Demonstrate basic knowledge of healthcare policy, finance, reimbursement, and regulatory environments, including local, state, national, and global healthcare trends.Examine legislative and regulatory processes relevant to the provision of healthcare.3.Evaluate research in the exploration of the spectrum of health within the framework of evidence-based practice.Participate in the development and implementation of imaginative and creative strategies to enable systems to change.
NUR 4827 LEADERSHIP IN NURSING Use inter-and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.4.Synthesize standards of professional practice and care.Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives withinthe context of the inter-professional team.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practiceim.
This document discusses various models of collaboration between nursing education and clinical practice. It describes 8 models: 1) the clinical school of nursing model, 2) the dedicated education unit model, 3) the research joint appointment model, 4) the practice research model, 5) the collaborative clinical education model, 6) the collaborative learning unit model, 7) the collaborative approach to nursing care model, and 8) the bridge to practice model. The models aim to improve the relationship between academic and clinical settings to better prepare nursing students and enhance patient outcomes.
Syllabus on Nursing Leadership and Management based on CMO 14 Curriculum. Can be use for references for instructors and students and may serve as a guide in their study and for scholarly works.
Nursing has long included an educational component, with patient teaching recognized as a core nursing function. The nurse educator role has evolved in several ways, such as through the establishment of standards and mandates requiring patient education. While nurses face barriers to effective teaching like lack of time, their role as educator extends beyond patient teaching to include students, staff and the public. Ongoing issues involve ensuring education is tailored to diverse learners and coordinated between healthcare teams.
Nursing has long included an educational role in patient care. Major developments established patient education standards and recognized teaching as a nursing function. Current trends emphasize empowering patients through self-management education and preparing nurses for evolving health education roles. However, barriers like lack of time challenge effective teaching. Ongoing research aims to improve teaching methods and evaluate educational outcomes.
2 part task APA FormatPart 1The role of the nurse educator requ.docxsandibabcock
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
The document outlines the 9 essentials of a Master's education in nursing according to the American Association of Colleges of Nursing (AACN). The essentials are: 1) Background for practice from sciences and humanities, 2) Organizational and systems leadership, 3) Quality improvement and safety, 4) Translating and integrating scholarship into practice, 5) Informatics and healthcare technologies, 6) Health policy and advocacy, 7) Interprofessional collaboration, 8) Clinical prevention and population health, and 9) Master's-level nursing practice. The essentials guide nursing curriculum and prepare graduates for diverse areas of practice through advanced nursing knowledge and leadership skills.
Technologies applicable in the field of Nursing.pptxAnthonyKiiru2
The document discusses emerging trends in nursing education due to advances in technology. It covers the use of new tools in classroom and clinical settings like smartphones, tablets, and electronic medical records. It also addresses challenges with increasing diversity in students and strategies for cultural competence. Best practices are presented for topics like social media use, validating alignment of coursework and programs, and choosing learning management systems. The document provides an overview of how technology is changing nursing education.
Nursing Building an Evidence Based Study Discussion.docxstirlingvwriters
The document discusses the essentials of a Master's education in nursing. It outlines 9 essential areas that all nursing Master's programs should address: background from sciences and humanities, organizational and systems leadership, quality improvement and safety, translating research into practice, informatics, health policy, interprofessional collaboration, clinical prevention and population health, and advanced nursing practice. The essentials prepare graduates for roles in areas like leadership, research, education, management, public health and informatics.
Please select a nice and favorite topic in Digital Forensics and w.docxstilliegeorgiana
Please select a nice and favorite topic in Digital Forensics and write a paragraph on it. Minimum of 200 Words – 4$
Write a nice Abstract on Above topic. – 6$
REQUIREMENTS
· Write a reflective essay after completed Complementary and Alternative Health Care course.
· The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
· Follow the directions and grading criteria closely.
· The length of the reflection is to be minimum three pages excluding title page and reference pages (1000 words).
· APA format is required with both a title page and reference page. Time New Roman 12 Font. Double space.
Guidelines
I. Write a Course Reflection Essay following the required components
a. Write a reflective essay after completedComplementary and Alternative Health Carecourse.
b. Follow the requirements directions.
1) Introduction.
· Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
· Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.
2) Course Reflection.
· Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course.
· Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:
1. “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery
in a variety of settings.
2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team
3. Demonstrate an awareness of complex organizational systems.
4. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare teams.
6. Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical
questions and describe the process of changing current practice.
7. Promote factors that create a culture of safety and caring.
8. Promote achievement of safe and quality outcomes of care for diverse populations.
9. Apply quality improvement processes to effectively implement patient safety initiat ...
The document provides instructions for writing a 250-300 word paragraph analyzing a specific point from Okakura Kakuzō's essay "The Range of Ideals" to explain why his thesis that "Asia is one" is problematic. The paragraph should directly engage with one point Okakura makes, provide specific details on its logical or factual mistakes, acknowledge the diversity of Asian nations and cultures, and cite the specific page(s) being referred to.
Ralph Waldo Emerson was an American essayist and philosopher born in 1803 who is considered the father of American literature. He developed the philosophy of transcendentalism and emphasized nonconformity, self-reliance, and finding inspiration from nature. Emerson had a profound influence on writers like Thoreau, Whitman, Hawthorne, Poe, and Dickinson and developed a complicated relationship with Thoreau as his former student and friend.
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1. The document discusses leadership and administration in patient safety. It outlines national and international goals for patient safety including reducing medical errors and healthcare associated infections.
2. India's National Patient Safety Implementation Framework aims to improve structural systems and establish a culture of safety. It includes objectives like ensuring a competent workforce and preventing infections.
3. Successful leadership in patient safety involves creating a culture that prioritizes safe, high-quality care and supports improvement efforts through resources, training and removing obstacles for clinicians.
Complementary and Alternative Health Care Essay 4.docxwrite31
1) The document provides guidelines for writing a course reflection essay on Complementary and Alternative Health Care. It lists 18 BSN essential sub-competencies that must be addressed in the reflection through examples from course readings, discussions, and applications.
2) Students are instructed to include a self-assessment of how the course helped develop their skills, knowledge, and abilities to meet the BSN essentials. Examples from the course must be used to support how each sub-competency was addressed.
3) A conclusion is required that identifies the main ideas and benefits of the BSN essentials and sub-competencies pertaining to evidence-based scholarship.
1. The document discusses strategies for disseminating evidence-based practice (EBP) in clinical settings.
2. Interactive teaching strategies and clinically integrated teaching strategies are used to educate nurses on EBP principles and develop research skills.
3. EBP mentors play key roles in building EBP knowledge, facilitating staff involvement in research, and sustaining an EBP culture.
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
Nursing is a practice discipline that includes direct and indirect.docxvannagoforth
Nursing is a practice discipline that includes direct and indirect care activities that affect health outcomes. As a baccalaureate nursing student, you are developing new competencies in leadership, and in order to achieve mastery, you must apply those competencies to live practice experiences and situations. This Leadership Learning Experience (LLE) is designed to allow you to choose a clinical focus (e.g., practice, policy, education, population) in which you apply your leadership problem–solving skills. The LLE requires engagement with other people within the setting to complete.
You will develop a project within a practice setting that allows you to develop these leadership skills. You will identify a problem area in a practice setting that you specifically want to address (e.g., practice, policy, population, education) that aligns with organizational priorities. Example sources for the problem area may include the following:
• Practice: joint commission standards, core measures as quality indicators, other, data, hospital organizational procedures, evidence-based practices (EBP), quality indicators (QI), meeting Joint Commission standards,
• Policy: legislation, staffing ratio, regulations from state boards, rule development, high-level professional nursing organizations, legislation or testimony related to a nursing practice,
• Population: children with diabetes, adult obesity, disaster response plan
epidemic (e.g., pertussis, West Nile), a particular patient demographic
• Education: future of nursing, Benner’s recommendations about nursing education, process or policy development, patient education, peer education, continuing education and professional development, Benner’s recommendations regarding nursing education
I choose patient education after inpatient rehab.
You will focus on a real-life solution for the problem. You should choose a topic that is timely, manageable, and realistic to the current healthcare environment. An external resource person (i.e., manager, clinical leader, clinical educator, policy expert, or population expert) must confirm the relevance of the selected project and your engagement in the setting as part of project completion. As with all projects, you should think how you, as a nurse, function in the following roles: detective, scientist, and manager of the healing environment.
REQUIREMENTS
Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).
A. Develop a written proposal by doing the following:
1. Identify a problem or issue related to practice, policy, population, or education that aligns with the organizational priorities you seek to solve.
a. Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.
2. Discuss your investigation of the problem or issue.
a. Provide evidence to substantiate the problem or issue (e.g., org ...
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This document outlines the essential components of a baccalaureate nursing education program based on national standards set by the American Association of Colleges of Nursing (AACN). It discusses 9 essential areas that nursing program goals should align with, including liberal education, organizational leadership, evidence-based practice, technology, healthcare policy, interprofessional collaboration, prevention and health, professionalism, and generalist nursing practice. The document provides details on each essential area and expectations for clinical experiences.
The document discusses various clinical teaching methods in nursing. It begins by outlining the general and specific objectives of the seminar on clinical teaching methods. It then defines key terms and introduces different clinical teaching models like the teaching model, preceptor model, and CTA model. The document also describes the components and purpose of nursing care plans, and explains the phases of bedside clinics in detail. Finally, it lists some commonly used clinical teaching methods in nursing like nursing care plans, case studies, bedside clinics, rounds, process recording, and group/individual conferences.
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This document outlines 9 essentials that are core components of all master's nursing programs. It discusses the transformation of healthcare and how master's education must prepare graduates to lead change, advance excellence through learning, build collaborative teams, integrate care services, design innovative practices, and translate evidence into practice. The essentials address background from sciences and humanities, organizational leadership, quality improvement, translating scholarship, informatics, health policy, interprofessional collaboration, population health, and advanced nursing practice.
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Evidence-Based Project Update (Complete/Incomplete): ALL DO
Submit an update on your project. Include information on progress to date. Discuss any barriers and how you plan to overcome or have overcome. What are your plans for the completion of the project?
In your update, include how you will meet the course and EPSLO objectives (See section IV B in this syllabus- as follows)
END OF PROGRAM STUDENT LEARNING OUTCOMESCOURSE OUTCOMES1.Synthesize knowledge from nursing and the physical, behavioral, psychological and social sciences, and the humanities in the practice of professional nursing.Demonstrate an awareness of complex organizational systems including structure, mission, vision, philosophy, and values.Promote factors that create a culture of safety and caring. Demonstrate an awareness of complex relationship of safety and caring.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations.Use inter and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.2.Integrate global health and health care, its relevant issues and policies as they relate to professional nursing practice.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations. Demonstrate basic knowledge of healthcare policy, finance, reimbursement, and regulatory environments, including local, state, national, and global healthcare trends.Examine legislative and regulatory processes relevant to the provision of healthcare.3.Evaluate research in the exploration of the spectrum of health within the framework of evidence-based practice.Participate in the development and implementation of imaginative and creative strategies to enable systems to change.
NUR 4827 LEADERSHIP IN NURSING Use inter-and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.4.Synthesize standards of professional practice and care.Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives withinthe context of the inter-professional team.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practiceim.
This document discusses various models of collaboration between nursing education and clinical practice. It describes 8 models: 1) the clinical school of nursing model, 2) the dedicated education unit model, 3) the research joint appointment model, 4) the practice research model, 5) the collaborative clinical education model, 6) the collaborative learning unit model, 7) the collaborative approach to nursing care model, and 8) the bridge to practice model. The models aim to improve the relationship between academic and clinical settings to better prepare nursing students and enhance patient outcomes.
Syllabus on Nursing Leadership and Management based on CMO 14 Curriculum. Can be use for references for instructors and students and may serve as a guide in their study and for scholarly works.
Nursing has long included an educational component, with patient teaching recognized as a core nursing function. The nurse educator role has evolved in several ways, such as through the establishment of standards and mandates requiring patient education. While nurses face barriers to effective teaching like lack of time, their role as educator extends beyond patient teaching to include students, staff and the public. Ongoing issues involve ensuring education is tailored to diverse learners and coordinated between healthcare teams.
Nursing has long included an educational role in patient care. Major developments established patient education standards and recognized teaching as a nursing function. Current trends emphasize empowering patients through self-management education and preparing nurses for evolving health education roles. However, barriers like lack of time challenge effective teaching. Ongoing research aims to improve teaching methods and evaluate educational outcomes.
2 part task APA FormatPart 1The role of the nurse educator requ.docxsandibabcock
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
The document outlines the 9 essentials of a Master's education in nursing according to the American Association of Colleges of Nursing (AACN). The essentials are: 1) Background for practice from sciences and humanities, 2) Organizational and systems leadership, 3) Quality improvement and safety, 4) Translating and integrating scholarship into practice, 5) Informatics and healthcare technologies, 6) Health policy and advocacy, 7) Interprofessional collaboration, 8) Clinical prevention and population health, and 9) Master's-level nursing practice. The essentials guide nursing curriculum and prepare graduates for diverse areas of practice through advanced nursing knowledge and leadership skills.
Technologies applicable in the field of Nursing.pptxAnthonyKiiru2
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Nursing Building an Evidence Based Study Discussion.docxstirlingvwriters
The document discusses the essentials of a Master's education in nursing. It outlines 9 essential areas that all nursing Master's programs should address: background from sciences and humanities, organizational and systems leadership, quality improvement and safety, translating research into practice, informatics, health policy, interprofessional collaboration, clinical prevention and population health, and advanced nursing practice. The essentials prepare graduates for roles in areas like leadership, research, education, management, public health and informatics.
Please select a nice and favorite topic in Digital Forensics and w.docxstilliegeorgiana
Please select a nice and favorite topic in Digital Forensics and write a paragraph on it. Minimum of 200 Words – 4$
Write a nice Abstract on Above topic. – 6$
REQUIREMENTS
· Write a reflective essay after completed Complementary and Alternative Health Care course.
· The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
· Follow the directions and grading criteria closely.
· The length of the reflection is to be minimum three pages excluding title page and reference pages (1000 words).
· APA format is required with both a title page and reference page. Time New Roman 12 Font. Double space.
Guidelines
I. Write a Course Reflection Essay following the required components
a. Write a reflective essay after completedComplementary and Alternative Health Carecourse.
b. Follow the requirements directions.
1) Introduction.
· Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
· Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.
2) Course Reflection.
· Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course.
· Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:
1. “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery
in a variety of settings.
2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team
3. Demonstrate an awareness of complex organizational systems.
4. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare teams.
6. Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical
questions and describe the process of changing current practice.
7. Promote factors that create a culture of safety and caring.
8. Promote achievement of safe and quality outcomes of care for diverse populations.
9. Apply quality improvement processes to effectively implement patient safety initiat ...
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1. Nursing Theories Aacn Essentials Question CC
Nursing Theories Aacn Essentials Question CCNursing Theories Aacn Essentials Question
CCFaculty Tool Kit NURSE FACULTY TOOL KIT FOR THE IMPLEMENTATION OF THE
BACCALAUREATE ESSENTIALS February 19, 2009 Table of Contents Page Overview 2
Integrative Learning Strategies Essential I Essential II Essential III Essential IV Essential V
Essential VI Essential VII Essential VIII Essential IX 3 4 4 5 6 6 7 8 8 10 Opportunities for
Program Enhancement 11 Helpful Web links, including Stakeholders 19 AACN
Presentations 22 References/Bibliography 23 1 OVERVIEW The purpose of the
Baccalaureate Essentials Tool Kit is to provide resources and exemplars to assist faculty
with the implementation of the Essentials of Baccalaureate Education for Professional
Nursing Practice (2008). The tool kit provides integrative learning strategies, opportunities
for program enhancement, and resources that will assist faculty with the integration of the
Baccalaureate Essentials throughout the nursing curriculum. This tool kit includes a review
of the nine Baccalaureate Essentials followed by Integrative Learning Strategies,
Opportunities for Program Enhancement, Web Links, AACN Presentations, and References.
Baccalaureate Essentials Essentials I through IX delineate the outcomes expected of
graduates of baccalaureate nursing programs. Achievement of these outcomes will enable
graduates to practice within complex healthcare systems and assume the roles: provider of
care; designer/manager/coordinator of care; and member of a profession. The nine
Essentials are: • Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
o A solid base in liberal education provides the cornerstone for the practice and education
of nurses. • Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety o Knowledge and skills in leadership, quality improvement, and patient safety
are necessary to provide high quality health care. • Essential III: Scholarship for Evidence
Based Practice o Professional nursing practice is grounded in the translation of current
evidence into practice. • Essential IV: Information Management and Application of Patient
Care Technology o Knowledge and skills in information management and patient care
technology are critical in the delivery of quality patient care. • Nursing Theories Aacn
Essentials Question CCORDER NOW FOR CUSTOMIZED, PLAGIARISM-FREE
PAPERS Essential V: Healthcare Policy, Finance, and Regulatory Environments o Healthcare
policies, including financial and regulatory, directly and indirectly influence the nature and
functioning of the healthcare system and thereby are important considerations in
professional nursing practice. • Essential VI: Interprofessional Communication and
Collaboration for Improving Patient Health Outcomes o Communication and collaboration
2. among healthcare professionals are critical to delivering high quality and safe patient care. •
Essential VII: Clinical Prevention and Population Health o Health promotion and disease
prevention at the individual and population level are necessary to improve population
health and are important components of baccalaureate generalist nursing practice. 2 • •
Essential VIII: Professionalism and Professional Values o Professionalism and the inherent
values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to
nursing. Essential IX: Baccalaureate Generalist Nursing Practice o The baccalaureate-
graduate nurse is prepared to practice with patients, including individuals, families, groups,
communities, and populations across the lifespan and across the continuum of healthcare
environments. o The baccalaureate graduate understands and respects the variations of
care, the increased complexity, and the increased use of healthcare resources inherent in
caring for patients (AACN, 2008). INTEGRATIVE LEARNING STRATEGIES Achievement of
outcomes delineated in the Essentials of Baccalaureate Education for Professional Nursing
Practice (2008) is enhanced through the intentional use of active, collaborative, and
integrative learning strategies. The American Association of Colleges & Universities (AAC&U
2004) defines Integrative Learning Strategies as powerful, active, and collaborative
instructional methods that thread general education concepts throughout the major.
Integrative learning strategies, as used in this document, expand on this definition and
includes the integration of: • liberal education throughout the nursing curriculum •Nursing
Theories Aacn Essentials Question CCpractice with theory • practice knowledge and theory
across essentials • active learning strategies throughout the curriculum • interprofessional
learning opportunities; and • learning activities across academic disciplines The purpose of
this document is to provide nursing programs with examples of educational approaches
that actively engage the learner and integrate liberal education, nursing science, clinical
reasoning, and ethical considerations into both classroom and clinical learning. These
examples are provided as a starting point to develop learning activities for the preparation
of entry-level professional nurses and may be relevant to more than one essential. The
learning strategies include a variety of methods, such as unfolding case studies, simulation,
and reflective practice exercises to assist with implementation of a well-integrated
curriculum based on the AACN’s Baccalaureate Essentials. By their nature, integrative
learning strategies listed in this document may address more than one of the Baccalaureate
Essentials. The following integrative learning strategies were developed by the American
Association of Colleges of Nursing (AACN) Task Force on the Revision of the Essentials of
Baccalaureate Education for Professional Nursing Practice with input from participants at
regional meetings held across the Unites States in 2007-2008. These strategies are
consistent with the work of the AAC&U (2007) and the Carnegie Foundation’s (In press)
ongoing work on education in the professions. 3 Examples of Integrative Learning
Strategies Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice • • • •
• • • • • • • Provide local, national, and international experiences, framed by reflective
questions, in a variety of cultures, organizations, and communities. Promote activities and
projects with students from the arts, humanities, and sciences to address community issues
or problems. Use collaborative learning projects to build communication and leadership
skills. Engage in community-based activities to promote ethical reasoning, advocacy,
3. collaboration, and social justice. Nursing Theories Aacn Essentials Question CCProvide
opportunities to reflect on one’s own actions and values to promote ongoing self-
assessment and commitment to excellence in practice. Provide guided exploration of
diverse philosophies, ways of knowing, and intellectual approaches to problem solving. Use
simulation exercises and case-based scenarios with students from other academic
disciplines such as history, religion, business, and engineering. Provide direct experiences
integrating artistic ways of knowing such as the arts, cinema, poetry, literature, and music
to enhance the practice of nursing. Provide opportunities to observe and participate in
various cultures through study abroad. Participate in interprofessional service learning
activities such as health promotion and disease prevention projects for diverse populations.
Use writing intensive assignments to promote reflection, insight, and integration of ideas
across disciplines and courses. Essential II: Basic Organizational and Systems Leadership for
Patient Safety and Quality Care • • Provide leadership experiences in a variety of
organizations and communities. Provide opportunities for students to: o Engage in practice
settings to build communication and leadership skills. o Communicate with recognized
leaders to solve healthcare practice problems. o Develop a leadership or quality
improvement project that spans several courses (e.g., review literature about a practice
problem in one course, propose a practice change based on an evidence-based model in a
second course, and then present the practice change to appropriate stakeholders in a third
course). o Shadow a leader and reflect on the experience. o Engage in quality
improvement/patient safety activities to promote an understanding of the organizational
process, unit application, and evaluation process. 4 o Participate in quality improvement
activities and/or required regulatory reporting systems. o Participate in interprofessional
performance improvement team currently working on implementation/evaluation of
national patient safety goals. o Propose an innovative solution to a system-related patient
care problem identified in one’s clinical practice. o Conduct a mock root cause analysis on a
near miss and share results with staff or shared governance council. o Participate in an
actual Root Cause Analysis (RCA) and/or Failure Mode Effects Analysis (FMEA). o Role-play
with nursing and medical students using Situation, Background, Assessment,
Recommendation (SBAR) communication o Attend a professional nursing organization
meeting and identify personal development opportunities. o As students examine various
microsystem committees, identify one for more in-depth exploration. Essential III:
Scholarship for Evidence-Based Practice • • • • • • • • Nursing Theories Aacn Essentials
Question CCAsk students to select a clinical topic, search for evidence, and identify the level
of evidence for each sample of evidence. Create journal clubs where students critique a
primary nursing research article and its relevance to their clinical practice. Group students
according to a clinical issue of interest, conduct a systematic review, and debate the rigor of
selected research studies. Use controversial case studies to promote discussion about
decision making and the evidence that supports those decisions (e.g., If you dropped the
patient’s last pill, and each pill costs $35 …would you use it? or if a terminally ill patient asks
you if he is dying, would you be truthful?). Collaborate with librarians to conduct
comprehensive and efficient searches on clinical topics. Provide a sample of nursing
journals and ask students to identify a research article and determine the type and level of
4. evidence included. Assign student peer review of a student colleague’s paper. Provide
opportunities/assignments for student to: o Identify clinical questions in PICO (Patient
problem, Intervention, Compare, Outcome) format and conduct searches for current
evidence using the PubMed PICO search feature. o Examine the evidence for an existing
policy or procedure using multiple sources (e.g. Cochrane, AHRQ, CINAHL, PubMed). o
Apply specific criteria to evaluate health information resources for lay and professional use
as well as to discuss the ethical implications of commercial sources that target laypersons. 5
o Collaborate with clinical partners to identify practice problems, formulate evidence-based
conclusions and recommendations, and present findings in poster format to staff and class.
o Apply evidence-based practice models to assess the applicability and feasibility of new
findings to practice. o Cite sources of evidence for planned interventions. o For assigned
patients, compare observed practices with published practice standards. o Link how
individual nursing actions are related to recognized nurse sensitive quality indicators.
Essential IV: Information Management and Application of Patient Care Technology •
Provide opportunities/assignments for students to: o Use information and patient care
technology to communicate effectively with members of the healthcare team. o Use clinical
evidence and research to base and validate practice decisions related to information
management and patient care technology. o Participate in quality improvement activities
and required regulatory reporting through information systems. o Employ a range of
technologies that support patient care, such as electronic health and medical records,
patient monitoring systems, and medication administration systems. o Use simulation and
electronic medical records to access and analyze data relevant to the patient situation. o Use
information technology resources such as Wiki, Second Life simulation, or SkyScape.com to
communicate with other healthcare professionals or students in other disciplines regarding
a joint project. o Develop a professional e-portfolio. Essential V: Healthcare Policy, Finance,
and Regulatory Environments •Nursing Theories Aacn Essentials Question CCProvide
opportunities/assignments for students to: o Observe a state board of nursing hearing and
reflect on how the state practice act protects the welfare and safety of the citizens. o
Participate with national or state nursing associations in activities such as “lobby day”. o
Review proposed legislation affecting health care and provide written comments. o Attend
national or state congressional hearings on healthcare issues. o Observe testimony at a state
legislative or regulatory hearing on a healthcare issue focusing on access to care or patient
advocacy. 6 o Provide written or verbal feedback on the ethical, financial, and social
implications of the testimony observed and recommended policy changes. o Compare the
costs of common diagnostic tests, procedures, and medications charged to insurance
companies vs. self-pay patients. o Explore the costs and availability of care options for
patients with dementia or a psychiatric/mental health illness in your local community.
(What does private health insurance cover? Medicaid? Medicare?). o Develop a lobbying
plan for an identified issue that includes a concise (30 seconds or less) oral synopsis for a
decision maker and a one-page policy memo. o Participate in advocating for change in
policy related to a selected healthcare issue at the local, state, or national level. o As an
interprofessional group, role play a legislator, proponent and opponent for a healthcare or
professional issue. o Analyze a hospital bill for one day of care in an acute setting and
5. identify where nursing services are embedded. o Compare one or more healthcare systems
in other countries with the U.S. system, including costs, services provided, and outcomes,
(e.g., pre-and postnatal care, role of midwife and other healthcare professionals/workers,
insurance coverage, maternity/paternity leave). o As an interprofessional group, develop a
policy (new or revised) to address an issue identified in a practice setting. Delineate
processes for getting policy adopted and implemented within that practice setting. Essential
VI: Interprofessional Communication and Collaboration for Improving Patient Health
Outcomes • Provide opportunities/assignments for students to: o Engage in case study
discussions/dialogue with a variety of healthcare and other professionals. o Nursing
Theories Aacn Essentials Question CCParticipate in interprofessional collaboration (e.g.,
grand rounds, community coalition meetings). o Work in interprofessional and
intraprofessional teams on course projects/assignments. o Engage in interprofessional and
intraprofessional care in simulation labs. o Develop interprofessional community projects. o
Assess group dynamics of an interprofessional or intraprofessional group . o After attending
a professional meeting of another healthcare profession, compare and contrast professional
perspectives. o Participate on interprofessional teams at national competitions (e.g., Clarion
Interprofessional Team Case Competition at the University of Minnesota, National Student
Nurses Association). o Participate in campus-wide student governance and committees. o
Organize activities for National Primary Care Week as a student ambassador. 7 Essential
VII: Clinical Prevention and Population Health for Optimizing Health • Provide
opportunities/assignments for students to: o Analyze health behavior(s) of self or others
using models or theories. o Participate in individually-focused clinical prevention activities
such as: ƒ teaching about and providing immunizations ƒ improving adherence to
tuberculosis chemoprophylaxis through health teaching and directly observed therapies ƒ
providing health counseling regarding smoking cessation, stress management, exercise, and
diet ƒ teaching about and encouraging cancer screening ƒ conducting basic environmental
exposure history regarding pesticides ƒ conducting basic genetic health screening and
referring high risk individuals to genetic services ƒ assessing a home environment and
health counseling to prevent falls in older adults ƒ identifying and intervening in elder
abuse; o Use clinical practice guidelines for planning and/or evaluating clinical prevention
interventions. o Participate in community or population-focused assessment. o Participate
in development of plans and policies to effectively prepare a community for disasters or to
protect vulnerable populations during disasters. o Help organizations and communities
create healthy environments such as smoke- free workplaces. o Teach vulnerable
populations about avoiding environmental risks. o Collaborate with institutions, such as day
care centers or homeless shelters, to develop and implement policies to minimize
transmission of communicable diseases. o Participate in a community disaster drill. o
Develop a policy memo to address a health issue identified in the community. o Advocate
for policy change regarding a health issued identified in the community. o Initiate an
interprofessional going-green campaign to improve environmental health. Essential VIII:
Professionalism and Professional Values • Provide opportunities/assignments for students
to: oNursing Theories Aacn Essentials Question CCWrite a letter to the editor or opinion
editorial about the role of nursing in improving health care and submit the letter to a local
6. newspaper for publication. 8 o Observe and respond to focused questions about the
proceedings of ethical review committees, IRB, nursing practice councils, and state board of
nursing meetings and/or hearings. o Participate in professional or community-based
organizations that advocate for quality and access to care. o Use simulated vignettes that
address ethical, legal. and moral patient care situations such as: ƒ provider abandonment of
a patient ƒ decision-making about reporting to work in the event of a disaster ƒ reporting
sexual assault or abuse ƒ suspected drug use by a colleague ƒ end-of-life decision-making ƒ
identification of a spiritual crisis ƒ withdrawal of life support o Participate in
interprofessional service-learning projects such as student visits to secondary schools,
school career days, summer health camps, or vulnerable populations in homeless shelters
or homes for battered women and children. o Partner with a nursing school from another
country to gain global perspective; use the internet for global experiences. o Engage in
legislative state house visits to articulate professional nursing role/perspective. o Work
with legislative staff at various levels. o Participate in values clarification exercises, using
poems, literature, and video clips that illustrate bias, such as the “See Me Nurse” video on
aging (Southern Region Coalition). o Participate in rounds with chaplains or other spiritual
care professionals. o Develop a self-care improvement plan. For example, use a tool such as
the “Circle of Human Potentials” (Dossey & Keegan, 2009) ) to conduct a self-assessment
and develop a self-care improvement plan that includes measurable outcomes. o Conduct a
self-assessment in one or more of the following areas: physical, emotional, spiritual,
cultural, relationships, communications, and learning style. Based on this assessment,
develop an improvement plan that includes measurable outcomes.Nursing Theories Aacn
Essentials Question CC