Organizing Framework and Program Outcomes Guidelines

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OrganizingFramework and Program Outcomes Guidelines

OrganizingFramework and Program Outcomes Guidelines

Thisorganizing framework has been developed to provide direction for thenursing curriculum in addition to providing an opportunity foroptimal student learning. It is based on the organization’sphilosophy that this organizing framework has been derived so as toprovide a basis for the content and sequence of courses. Thisuniversity draws students from diverse backgrounds that come from farand wide areas which makes the composition of the learners to be frommulticultural backgrounds. The university offers diverseopportunities to learners that is further enriched by the exposurethe university provides to the learners through community-based andinternationally known healthcare facilities. The learning of theuniversity is anchored on regular progress assessment providedthrough the specially designed curriculum that aims at enhancingcritical thinking ability and imparting knowledge that is based uponconcepts of self-care for individuals, families, groups, and society.This is in line with the missionstatement:“Itis the belief of this University that a student’s education shouldprovidesensitivityand the&nbspresponsiveness to societal needs and&nbspthe right ofevery person to get a quality education in an environment that cansee each student provide maximum potential results. Students shall betaught to provide holistic care to all populations. We feel that byproviding values, ethics, and evidenced-based practice, our goalswill be accomplished” and the philosophystatementis “Theuniversityis sensitiveand the&nbspresponsive to societal needs and&nbspthe right of everyperson to get a quality education and an environment that can seeeach student provide maximum potential results in his or her studies.This university believes that nursing education should provide theopportunity for students to grow and advance so that they enrich thenursing profession and create the basis for evidenced-based practicelearning. We feel that by incorporating evidenced-based practice setforth by our professors, our goals will be accomplished.”

Sequencingand Priorities

Thisorganizing framework is informed upon the foundation of DorotheaOrem’s Self-Care Deficit theory of nursing which postulates thatindividuals function is the maintenance of life, health, andwell-being through self-care (Butts, &amp Rich, 2013). It is basedon this that the degree courses offered are formulated and developed.The different courses are organized in a way that the learners startwith the simpler concepts which progress to more complex concepts asthey progress. The undergraduate level of the course, criticalthinking is given most focus and is seen to move progressivelythrough the curriculum which includes nursing process, clinical andethical decision-making and the research process. Consequently, aslearners progress, so does their cognitive function which progressesfrom just description and identification to application, synthesisand praxis (Nahum-Shani et.al., (2014).

KeyConcepts

Thisorganizing framework incorporates concepts regarding health, person,environment, and nursing.

Healthrefers to a dynamic state among society, environment and thebiopsychosocial and spiritual needs that are influenced by inheritedcharacteristics, environment and life experiences. While health showsprogressive movement towards the achievement of an individual’spotential, illness results from an unbalanced state when individualsfail to meet their self-care needs and therefore health is theoptimal level of function for each individual.

Personalternatively referred to as an individual is a unique and complexbiopsychosocial spiritual being existing within the structure of afamily, culture, society and environment. Every person isself-sufficient with the potential for growth and development towardsmeeting their own needs and assisting others meet their self-careneeds as well (Bryant‐Lukosiuset.al., 2016).

Environmentisthe context through which individuals experience social experienceand relations and includes among many other things personal, social,social, global, national and beyond global dimensions.

Nursingrefersto the art and science associated with the formulation ofevidence-based practice from diverse theories to promote, maintainand restore optimal functioning. In collaboration with other diversedisciplines, nursing identifies problems and comes up with solutionsto individual and community health problems.

ProgramOutcomes Incorporating Changes in Demographics and Technology

Outcome:Effective and successful integration of technology in differenthealthcare settings and scenarios

Thecompletion of the course should be able to guarantee that thegraduates are able to use information and technology forcommunication, management of knowledge, error mitigation and insupporting decision-making. The necessary skills for successfulachievement of this outcome include the ability to use informationmanagement tools to monitor outcomes of care processes, the knowledgeand ability to use high quality electronic sources of health-careinformation, the ability to navigate electronic health records andskills for documentation and planning patient care in an electronichealth record (Nahum-Shani et.al., 2014).

Outcome:Provision safe and patient-centered care in different demographicsettings

Fromthe knowledge gained, graduates are expected to understand andrespect the fact that different demographics presents differentpatient preferences, values and needs due to a variety of settingsand should cooperate in providing compassionate and coordinated careirrespective of the demographic setting.

ProgramOutcomes Demonstrating Flow from the Program Philosophy

Outcome:Make clinical decisions based on sound medical evidence

Withthe knowledge acquired throughout the course, learners should be ableto integrate the best current evidence with clinical expertise inaddition to the values and preferences exhibited by their patients tomake appropriate clinical decisions about healthcare (Bryant‐Lukosiuset.al., 2016).

Outcome:Application of safe practice and quality improvement process toguarantee patient safety and desired clinical outcomes

Successfulcompletion of the course should guarantee that the learners are ableto use data to monitor the outcomes of care processes and the learnedimprovement methods for designing and testing changes aimed atcontinuously improving the quality and safety of health care systemswhich not only guarantees minimized risks of harm to patients, butalso guarantees system effectiveness and great individualperformance.

ProgramOutcomes Describing the Qualities or Characteristics of Graduates

Outcome:Strong Leadership and management skills while serving under differentroles as either nursing roles provider of care, manager of care, oras a member of the profession

Withthe completion of the course, graduates will be expected exhibitcharacter traits of a both a leader and a manager where as a leaderhe will be expected to not only inspire, but also empower thehealthcare team towards converting the vision into reality (Butts, &ampRich, 2013). As a manager, the graduate will be required toconcentrate on achieving the organizational goals.

Outcome:Professional and effective communication and collaboration with thehealthcare delivery team

Uponcompleting the course, the learners are expected to functioneffectively within nursing and inter-professional teams both verballyand non-verbally to ensure teamwork and improvement of patientoutcomes.

ProgramOutcomes Reflecting Expectations Defined by ProfessionalOrganizations, Government Agencies and Reports and Accrediting Bodies

Outcome:Graduates will function within the required regulatory frameworks andto the ethical and professional expectations of the professionalorganizations, government agencies and reports and accreditingbodies.

Thelearners are expected to have in-depth knowledge regarding theexpectations of the numerous stakeholders especially as regards theirprofessional and ethical conduct as they perform their duties.

References

Bryant‐Lukosius,D., Spichiger, E., Martin, J., Stoll, H., Kellerhals, S. D.,Fliedner, M., … &amp Schwendimann, R. (2016). Framework forevaluating the impact of advanced practice nursing roles.&nbspJournalof Nursing Scholarship,&nbsp48(2),201-209.

Butts,J. B., &amp Rich, K. L. (2013).&nbspPhilosophiesand theories for advanced nursing practice.Jones &amp Bartlett Publishers.

Nahum-Shani,I., Smith, S. N., Tewari, A., Witkiewitz, K., Collins, L. M., Spring,B., &amp Murphy, S. (2014). Just in time adaptive interventions(jitais): An organizing framework for ongoing health behaviorsupport.&nbspMethodologyCenter technical report,(14-126).