Nursing Seminar I, Advanced Health Assessment

Nursing Seminar I, Advanced Health Assessment

QUESTION ONE

When you review various curricular plans, you may see a variety of terms. Some programs use the term “program outcomes” while others use the term “terminal objectives” for those actions that the student is expected to accomplish upon graduation. The same is true for individual courses. Some programs call the knowledge and skills that a student should master by the end of the course “course outcomes” while others use the term “course objectives.” All of the terms have a specified definition in literature and according to accreditation agencies. What are the similarities and differences between the terms according to the literature and to accrediting agencies? Select a program or course (other than GCU) and critique their use of these terms. Do they use them in a manner consistent with the literature and/or accreditation agencies or do they use them differently? Include your review of the program in your response to this discussion question. Support your response with literature. Your critique could be at the program level or at the course level. You do not need to do both levels Nursing Seminar I, Advanced Health Assessment.

QUESTION TWO

What would be important for you to know about the program’s philosophy, mission, and goals if you were interviewing for a position at that university? Why? Support your response with literature.

PLEASE ADD TO REFERENCES BOT BOTH QUESTIONS

  1. Teaching in Nursing: A Guide for Faculty

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier-Saunders. ISBN-13:9780323290548

  1. Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators

Halstead, J. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing. ISBN-13: 9781934758380

Question 1

Notably, program outcomes refer to the measurable statements that determine key behaviors as well as competencies that a certified graduate should have in possession upon completing their education program. According to the American Association of Colleges of Nursing, there are four primary goals and fourteen objectives that guide their program expectations (Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine, & Institute of Medicine, 2014). Most of the nursing program outcomes are modeled in line with the AACN. That said, it becomes important to note that it is the outcomes and goals that are crucial anticipations of the nurses once they step out of an accredited nursing school.

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The University of Louisiana forms part of the Inter-Collegiate in the Masters of Science program for the nursing group. The group of schools shares common goals and outcomes. The arrangement has made it easier for the students coming from the rural areas can acquire their master’s degree programs from the schools they feel comfortable in and closest to. The University of Louisiana’s goals is intended to create critically thinking students who engage in scholarly investigations through making use of the current research materials and inventions to improve healthcare outcomes for the people, their families, populace and systems (Halstead, 2007). Based on this presentation, it is evident that the goal is in line with the first goal of AACN, that is, to be the lead innovator per excellence insofar as the academic nursing is concerned. This is especially so when it comes to the team based as well as inter-professional healthcare (Halstead, 2007)Nursing Seminar I, Advanced Health Assessment.

Furthermore, the other University of Louisiana at Lafayette is to produce practitioners and educators as well as leaders who can engage in any professional discourse that might require their attention through the verbal and written venues (Halstead, 2007). This second goal is also in line with the second goal of the AACN. The goal is to create and nurture leaders that are capable of tilting the nursing landscape professionally. This is aimed to take shape at all academic levels, and see the advancement insofar as the improvement of healthcare and other higher education programs are concerned (Billings, & Halstead, 2016).

The ULL’s goal is to ensure that it develops the nursing professionals who can advance the nursing culture with regards to excellence and best practices in the healthcare sector. It aims to achieve this through the professional practice, lifelong learning and interdisciplinary collaborations (Billings, & Halstead, 2016).  This goal is in line with the fourth goal of generating knowledge while supporting development, and assessment of nursing education as well as the general nursing fraternity (Billings, & Halstead, 2016).

The final goal of the ULL is to ensure that it creates nursing leaders who can lead inter-professional nursing teams in advanced nursing practices, in education and advanced nursing roles in healthcare, making sure to improve the quality of life and healthcare services (Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine, & Institute of Medicine, 2014). This last goal is in line with the third goal of AACN which is to advocate for the inclusivity and diversity in the nursing profession and ensure that its roots for the attraction of all ethnicities and root for the increment of the underrepresented in the nursing profession (Halstead, 2007)Nursing Seminar I, Advanced Health Assessment.

From my standing, I am firmly convinced that ULL has utilized the definition of the term “program outcomes” in the same fashion that the AANC has done it on their website. The similarity of the outcome is vital in the sense that the schools represent the vision and mission as well as the standards of the accrediting agency (Halstead, 2007).

Question 2

It would be in the best interest of the organization I represent as the interviewer to understand the program’s mission, goals, and philosophy to be able to ascertain if the interviewed persons are up to the task and if they have compliance standards.

Understanding of the university’s mission, goals, and philosophy help the interviewee to narrow down on the choices of the available programs and which schools to apply for where they will genuinely be content and happy about their choices. It also helps tell the interviewer if the interviewee can best fit into the position they are applying for in the institution. It will also help the interviewee to establish if there is a match between the goals of the interviewee and that of the institution. To this end, what matters is whether there is a connection in understanding of the mission, goals and philosophies between the students and the institution as it creates a culture of unison in terms of the overall expectations.

References

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier-Saunders. ISBN-13:9780323290548

Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine, & Institute of Medicine. (2014). The future of nursing: Leading change, advancing health.

Halstead, J. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing. ISBN-13: 9781934758380 Nursing Seminar I, Advanced Health Assessment.

 

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