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PURDUE UNIVERSITY NORTH CENTRAL

DEPARTMENT OF NURSING

BS NURSING PROGRAM

NURSING 353 NURSING INFORMATICS

COURSE SYLLABUS

Spring 2012

Professor Klosinski

TABLE OF CONTENTS

 

PAGE

COURSE OVERVIEW

3

UNIT OBJECTIVES & CONTENT OUTLINES

7

UNIT ONE

Building Blocks of Nursing Informatics

7

UNIT TWO

Perspectives on Nursing Informatics

8

UNIT THREE Nursing Informatics Administrative Applications

9

UNIT FOUR

Nursing Informatics Practice Applications

10

 

11

UNIT SIX

Imagining the Future of Health Care Informatics

12

APPENDIX

A: Course

13

APPENDIX B: Nursing Program Mission, Philosophy, Goals, & Educational Competencies……….19

Course Number: NUR 353

Course Title: Nursing Informatics

Class/Lab Scheduled Times: online-distance learning

Credit:

Credit 3, Class 3, Lab 0

Prerequisite: CPT/CNIT 107 or equivalent

Co requisite: CPT/CNIT 107 or equivalent

Faculty:

Karen Klosinski, MSN/Ed, RN Office: TECH 371 Office Phone: 785-5351

E-mail: KKlosins@pnc.edu or Blackboard email (preferred method for questions outside of class) Be sure to put class in subject line if not thru Blackboard Office Hours: Mon: 11am to 2pm & by appt.

Course Description:

A comprehensive approach to information technology is examined. Major concepts in health care informatics, trends, innovative strategies, and applications are introduced.

Course Objectives Corresponding to Program Goals and Competencies (See Appendix B) Program

Course Objectives

Program Goals

Competencies

Upon completion of this course the student will be able to:

  • 1. Discuss major foundations supporting health care informatics.

3, 5, 6

12

  • 2. Describe how technology enhances health care education.

2, 5, 6

10, 11, 12

  • 3. Analyze health care information systems.

2, 4,5,6,9

11, 12

  • 4. Examine the legal and ethical implications of health care informatics

2, 3, 4, 8

11, 12, 17

3

Required Textbook:

McGonigle, D & Mastrian, K., (2012). Nursing informatics and the Foundation of Knowledge. 2 nd Ed. Sudbury, Massachusetts: Jones and Bartlett. ISBN #978-1-4496-3174-1

Recommended Texts:

Hebda, T., Czar, P., & Mascara, C. (2005). Internet resource guide for nurses & health care professionals (3 rd edition). Upper Saddle River, New Jersey: Prentice Hall.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. (Update available online)

Recommended Websites/ Articles:

Navigating PNC library databases: http://www.pnc.edu/ls/ac/navigating.html

Surfing the Web- PNC internet search engine page: http://www.pnc.edu/ls/search.html

APA format guide, Purdue University:

Healthcare Information Management Systems Society: http://www.himss.org/

CARING (Capital Area Roundtable on Informatics in Nursing ): http://www.caringonline.org/

Evaluating health related web sites: http://www.sph.emory.edu/WELLNESS/instrument.html

Data mining:

10 Ways an Electronic Health Record can Help you:

Telemedicine example: acute stroke http://stroke.ahajournals.org/cgi/content/full/34/3/725

Nurses reach more patients with telehealth: http://www.nurseweek.com/features/00-

Required Textbook : McGonigle, D & Mastrian, K., (2012). Nursing informatics and the Foundation of Knowledge.http://www.pnc.edu/ls/ac/navigating.html  Surfing the Web- PNC internet search engine page: http://www.pnc.edu/ls/search.html http://owl.english.purdue.edu/handouts/research/r_apa.html  APA format guide, Purdue University:  Healthcare Information Management Systems Society: http://www.himss.org/  CARING (Capital Area Roundtable on Informatics in Nursing ): http://www.caringonline.org/  Evaluating health related web sites: http://www.sph.emory.edu/WELLNESS/instrument.html  Data mining: http://www.healthdatamanagement.com/HDMSearchResultsDetails.cfm?DID=18520  10 Ways an Electronic Health Record can Help you: http://www.himss.org/asp/ContentRedirector.asp?ContentId=43742  Telemedicine example: acute stroke http://stroke.ahajournals.org/cgi/content/full/34/3/725  Nurses reach more patients with telehealth: http://www.nurseweek.com/features/00- 04/tele.html Additional websites and articles may follow in relation to course topics presented Course Content : UNIT ONE Building Blocks of Nursing Informatics UNIT TWO Perspectives on Nursing Informatics UNIT THREE Nursing Informatics Administrative Applications UNIT FOUR Nursing Informatics Practice Applications UNIT FIVE Nursing Informatics: Education and Research Applications UNIT SIX Imagining the Future of Health Care Informatics 4 " id="pdf-obj-3-104" src="pdf-obj-3-104.jpg">

Additional websites and articles may follow in relation to course topics presented

Course Content:

UNIT ONE

Building Blocks of Nursing Informatics

UNIT TWO

Perspectives on Nursing Informatics

UNIT THREE Nursing Informatics Administrative Applications

UNIT FOUR

Nursing Informatics Practice Applications

UNIT FIVE

Nursing Informatics: Education and Research Applications

UNIT SIX

Imagining the Future of Health Care Informatics

4

Teaching/Learning Methodologies:

Lecture notes, online class discussion forums, on-line assignments, individual and small group learning activities, assigned readings and projects, and online presentations

Methods of Evaluation:

Oral presentations, Exams, etc. (See appendix A)

  • 1. Quizzes (5)

100 points

  • 2. Homework assignments

75 points

  • 3. Listserv assignment

30 points

  • 4. Web site evaluation project

20 points

  • 5. Informatics project paper

100 points

  • 6. On-line assignments (online days)

60 points (6 @ 10pts each)

  • 7. Patient education project

90 points 485 points

Grades for the course adhere to the standard Department of Nursing Scale.

A = 100-93%

485 451 points

B = 92-85%

450 412 points

C

= 84-76%

411 389 points

D

= 75-70%

387 340 points

F = 69% or below

339 or fewer points

5

Course Information & Requirements

Americans with Disabilities Act (ADA) Statement: “If you have a disability which will require testing, classroom, or laboratory accommodations, please see the instructor during the first week of classes”.

Classroom

Students are expected to be:

  • 1. Accountable for reading assignments before classes and participating in class discussion

  • 2. Respect other’s learning.

  • 3. Students are expected to interact with other classroom members in

a respectful and

collaborative manner

Attendance Policy Purdue University carries a “NO MISS” attendance policy even in online learning. Attendance and participation in this course is also expected. Please be aware that quizzes will be given and students WILL NOT be allowed to make up these points.

Academic Honesty A student who demonstrates dishonesty in course assignments will be given no credit for the assignment and disciplinary action will follow according to University policy. Refer to the statement on academic honesty in the Purdue University North Central Academic Catalog or Student Handbook

HIPAA Students are required to maintain privacy and confidentiality of class discussions and requirements of clinical agencies.

Progression Criteria Students must achieve course grade of 76% or higher in order to pass the course and progress to the degree.

**NEW Department of Nursing POLICY** regarding qualifications for passing classes. Only quiz grades totaling a 75.5% or greater will pass the class. Papers, projects, care plans, or other work will not count toward passing the course. Once quizzes and tests total 76%, other course work is added to achieve the final course grade.

Statement Concerning Missed Exams or Quizzes

  • 1. Students will NOT be allowed to make up missed quizzes.

  • 2. Course assignments are due on the dates scheduled. Late assignments will be subject to a 2 point reduction per late day and will not be accepted after 7 days has passed from due date.

Other Information Students are encouraged to use the learning resources of the Campus, such as the library, writing center, and computer lab, in completing assignments

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Unit Objectives and Content Outlines:

Unit One:

Building Blocks of Nursing Informatics

Unit Objectives Upon completion of this unit the student will be able to:

Course Objectives

1

1)

Comprehend the history of health care informatics

2)

Describe major theories supporting health care informatics

3)

Define computer literacy, information literacy, and health care informatics literacy

4)

Explain the importance of databases in informatics

Weeks in this course start Monday at 12:01 am and end Sunday Night at 11:59pm. Any assignment due in that week is due by Sunday night at 11:59pm.

Unit

       

Evaluation

Objectives

Week of

 

Content

 

Learning Activities

Methods

 

1/9

The

development

of

healthcare

Ch 1 and 2

 

1

informatics

Online

Review syllabus

Discussion

 

Online cases

 

1/16

Major theories surrounding healthcare

Ch 3

 

2

informatics and computer basics

   

Discussion

 

Set up

groups in

online thread

 

1/23

Cognitive

Science

and

Human

Ch 4

Online work

3

technology interface

 

Join a Listserv

Discussion

 

1/23

Ethics and Informatics

 

Ch

5

 

4

   

Discussion

Work on

Web

site eval. project

7

UNIT TWO

Perspectives on Nursing Informatics

Unit Objectives Upon completion of this unit the student will be able to:

  • 1. Explain technological approaches to communication

Course Objectives

2

  • 2. Discuss the impact of the internet on health care providers and patients

  • 3. Describe the use of technology in both higher education and consumer health care education

  • 4. Identify teaching-learning principles for adult learners

  • 5. Understand administrative and clinical decision making in relation to health care informatics and delivering patient care

Unit

Week

     

Evaluation

Objectives

of

Content

 

Learning Activities

Methods

 

1/30

Overview of informatics

Ch 6

Discussion

1

 
 

1/30

Standard terminology and roles

 

Ch 7 and 8

 

2

Group discussion

 

2/6

Needs of nurses in the 21 st century

 

Ch 9

Homework

#1

3

Website evaluation

due

in

 

Blackboard

Discussion

Work on Website evaluation project

 

2/13

Legislative issues

Ch 10

Group discussion

4

WEBSITE EVALUATION PAPERS DUE

 

Work

on

Listserve

 

2/20

Professional development

Ch 11

Discussion

5

 

Research

article

critique

         

8

UNIT THREE Nursing Informatics Administrative Applications

Unit Objectives Upon completion of this unit the student will be able to:

Course Objectives

3

  • 1. Describe the purpose, structure, and function of health care information departments

  • 2. Describe applications for health care information systems

  • 3. Discuss the use of electronic health records

  • 4. Identify significant issues surrounding the use of electronic health records

  • 5. Discuss the key areas required for the development of an informatics strategic plan

  • 6. Explain the life cycle of a health care information system

Unit

       

Evaluation

Objectives

Date

Content

Learning Activities

Methods

  • 1 2/27

 

Healthcare Information Departments and

Ch 12 and 13

Discussion

their relationship with nursing

 

Homework #2

due

LISTSERV ASSIGNMENT DUE

 
  • 2 3/12

 

Healthcare information systems: facilitating

Ch 14 and 15

Discussion

quality patient care and supporting the needs of the facility

 

  • 3 3/19

 

Workflow

Ch 16

Discussion

9

UNIT FOUR

Nursing Informatics Practice Applications

Unit Objectives Upon completion of this unit the student will be able to:

Course Objectives

3

  • 1. Describe the impact of health care informatics on organizations

  • 2. Identify strategies for the successful implementation of health care informatics projects

  • 3. Discuss how human-computer interactions affect the implementation of health care informatics projects

Unit

       

Evaluation

Objectives

Date

Content

 

Learning Activities

Methods

  • 2 3/26

 

EHR and telehealth

Ch 17 and 19

Discussion

  • 1 4/2

 

Education and community needs

Ch 20,21,22

Work

on

Web

connection

Informatics

activities

project

 

Online discussion

10

UNIT FIVE

Nursing Informatics: Education and Research Applications

Unit Objectives Upon completion of this unit the student will be able to:

Course Objectives 2, 4

  • 1. Discuss professional health care informatics standards

  • 2. Analyze the implications of information technology for research

  • 3. Discuss implications of accreditation and governmental regulations for health care informatics

  • 4. Describe legal and policy implications for health care informatics in protection of health care information

Unit

       

Evaluation

Objectives

Date

 

Content

Learning Activities

Methods

1

4/9

Healthcare

informatics

&

nursing

Ch 23 and 24

discussion

education

   
 

4/9

simulation

Ch 25

Discussion

2

 

Homework

#4

due

 

WORK ON PRESENTATIONS

   
 

4/16

Data collection and research

 

Ch 26 and 27

Class discussion

3

4/23

The future of nursing informatics

 

Ch 28, 29, 30

Discussion

11

UNIT SIX

Imagining the Future of Health Care Informatics

Unit Objectives Upon completion of this unit the student will be able to:

  • 1. Discuss the future of health care informatics education

Course Objectives

2

  • 2. Identify future directions and trends in health care informatics

Unit

     

Objectives

Date

Content

Learning Activities

 

4/23

PATIENT EDUCATION PROJECTS- websites and pamphlets must be sent as attachments to kklosins@pnc.edu before due date.

 

Evaluation Methods

Patient education project

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Appendix A

Quizzes (100 points): Individual Assignment

Five quizzes will be administered throughout the class based on readings for that week. Refer to the Blackboard schedule for applicable chapters as well as dates of days when the quiz will be given. Quizzes cannot be made up. The quizzes will be given thru Blackboard. Announcements will be posted as to the dates the quiz will be available as well as the chapter(s) it covers. After the availability time for the quiz has ended, no one will be able to complete the quiz, so please make sure you take the quiz while it is available. Please remember to leave time to take the quiz in case you have problems with your internet access, which means that waiting until the last few minutes could cause you to miss taking the quiz if you run into problems. In an online course, it is the student’s responsibility to have and maintain internet access. If you are having problems, you are expected to come to campus to complete assignments or quizzes thru PNC computers.

Homework assignments (75 points): Individual Assignment

Students will be given short homework assignments for various chapters and discussions. Assignments can be turned in any time, but must be in before the date on the syllabus they are due. They should be done using Microsoft Office Word and sent to the course instructor as an attachment thru Blackboard assignment drop box. Each question will be worth the stated amount of points. These will not be accepted as late assignments.

Listserv assignment ( 30 points): Individual Assignment

Join a nursing listserv and review either a nursing web discussion board or newsgroup. Post a description in the appropriate discussion thread in Blackboard regarding the resources you visited, the type of discussions conducted and your reaction. A list serve is a discussion format such as Allnurses.com or similar website.

  • List the name of the listserv and the address

  • What was the topic you were interested in?

  • Summarize the type of discussions

  • Did this listserv provide information regarding the topic you were interested in?

  • How many messages did you get each day?

  • Would you recommend this resource to your colleagues?

  • Overall comments

On-line assignments (60 points; 10 points per online discussion): Individual Assignment

Successful completion of six on-line discussions is required. The discussion questions will be posted on Blackboard at the start of the online class date on Monday (by 1pm) and are due by the start of the subsequent Sunday night (11pm).

Requirements:

The student is required to provide at least a 100 word response to the question(s).

Expectations are that all students will use APA references to cite any material used in the course.

Students are required to post a response to a minimum of two other classmates that is substantial in nature. In other words, the student must not only agree/disagree, but must support their viewpoint with examples or references.

All students must post to the discussion threads at least 3 times!!

To receive full credit, the student will be graded not only on completion of the assignment, but also the degree of participation in the discussions. As these assignments replace the 3 hours of lecture, expect the assignment to take a

minimum of 3 hours as well. However, you will be able to complete the assignment at your leisure on your own time. This is an ‘all or none’ assignment, meaning that you must meet all criteria outlined above to receive a grade. If you do not complete all of the criteria, you will be marked as absent for the class with a loss of 2 points per day as well as lost points

for the assignment.

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Web site evaluation project (20 points): Individual Assignment

Choose two web sites that focus on the same health related topic of your choice to evaluate using the evaluation tool found at the following site:

http://www.sph.emory.edu/WELLNESS/instrument2.html There are 3 pages to the complete evaluation tool. The web sites should target health consumers and may focus on health promotion, disease prevention, or health problems/ specific diseases (i.e. STDs, heart disease, cancer, etc.). Use the data gathered with the evaluation tool to determine if these sites would be good sources of health information to recommend to your clients. Write a post to the discussion thread in Blackboard Vista that includes a detailed description of the following points:

  • 2 Points for each of the following topics:

describe in detail the health related topic (what the topic is, statistics regarding the topic),

discuss where & how patients obtain information,

the web site information (title of each site, author and/or sponsor of site, web site addresses, intended audience,

objective or purpose of the site, etc.), Discuss recommendation of the web sites to clients or not and why,

importance of why we need to evaluate internet sources (including any supporting evidence/statistics),

Advantages/disadvantages of clients utilizing the sites, etc.

include the evaluation checklist for each website The tool must be filled out and pasted into your paper.

  • 6 Points:

Correct APA references for any web sites, textbooks, or evaluation tools cited/used in this project.

Clarity and organization of content as well as evidence of critical thinking.

This is due on the date noted in the syllabus. It will be counted as late if posted after 11pm CST into Blackboard.Vista. Hint: It would be to the student’s benefit to also look at the patient education project. Evaluate websites that you will use for the education project.

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Healthcare Informatics Project Paper (100 points) Group project

A healthcare informatics project paper will be completed by students. Research information from the required textbook and current professional literature (books, journals, web sites) to propose a healthcare informatics project for facilitating the delivery of healthcare. The project may focus on clinical, administrative, or educational strategies in hospital/clinic, home health, public health, or educational settings. Utilize the nursing process and concepts of change theories to plan, analyze, design, and implement the project. The proposal should include aspects of project definition described in your text and identify benefits and limitations of the project. Implications and/or outcomes the project may have for nursing practice, patients, education, research, administration, etc. should be addressed.

Possible topics:

Communication technologies: PDAs, wireless mobile phones, pagers, voice recognition

Telehealth: store and forward applications (ie cameras for wound care), two-way interactive television, home

monitoring systems and/or peripherals (digital scales, telephonic stethoscope, continuous blood glucose monitor) Administrative technologies: scheduling software, videoconferencing

Nursing or Client education: videoconferencing, CAIs (computer assisted instruction)

Clinical nursing: PDAs, specific PDA programs, iPads, electronic health record, physician order entry, eICU

telemonitoring system, “Smartcards”, home monitoring for patients (CHF/cardiac, preemies, etc.), patient safety

(bed alarms/sensors, bar codes on meds, etc.)

The project is not limited to these topics. Please have your topic approved by the course instructor before you begin.

Suggested paper outline:

I.

Title page

II.

Introduction/Analysis

III.

Plan/Project Definition

IV.

Implementation

V.

Conclusion

VI.

References

  • THE FOLLOWING OUTLINE WILL BE USED TO GRADE YOUR PAPER:

INTRODUCTION (15 points)

Describe the organization involved

  • Employee breakdown/description of those involved with and impacted by the implementation of the project

  • Type of clients served by the organization and those clients who will directly benefit from the

implementation of the project

  • Etc

Problem statement

  • Identify and describe the problem (ie med errors)

  • Provide any supporting research or statistics to define your problem and reference these

Project identification

  • Identify the solution to the problem using the proposed project, i.e. what is the technology to be used

  • Discuss how this product will help address the problem you described earlier and facilitate the delivery of healthcare

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PLAN/PROJECT DEFINITION (30 points)

Describe the proposed project in detail

  • What is it

  • Purpose/use

  • Benefits to users, consumers, administrators, patients

  • Cost

  • Provide any supporting evidence (statistics, research) to show the effectiveness of the project/technology to be implemented and reference this; if you absolutely cannot find any research to support the project, then please propose what type of research might be done to prove it’s effectiveness either in this section OR your conclusion

  • Discuss the usability aspects of this project in relation to the organization and employees involved **refer to your text and reference your information

  • Perform a brief task analysis and identify any limitations of the project/technology proposed **may need to refer to your text and reference any material used to describe what this means and why it is necessary

IMPLEMENTATION (30 points)

Identify and reference a change theory of your choice and describe how it would apply to the implementation of your project in relation to the organization itself and the employees involved. Why is this important?

What training will be necessary?

Are trial runs necessary, why or why not, and how would they be carried out?

How will the project be converted or “go live”?

How will you evaluate the effectiveness of the project? **don’t forget to explain any evaluation tools or methods used and reference where they came from

CONCLUSION (15 points)

Summarize the implications and/or outcomes that implementation of the project may have for nursing practice, patients, education, administration, etc.

Suggestions for future research studies involving the technology

General comments regarding the project, etc.

REFERENCES (5 points)

The paper should be 6 to 10 typewritten pages in length (excluding title page and reference page) and will also be evaluated

for clarity/organization, use of APA format, and grammar/spelling (5 points).

CHECKLIST:

  • Did I address all of the issues described in the outline?

  • Did I include statistics and background information to define the problem or issue being discussed?

  • Did I make appropriate transitions between each topic in the paper, i.e. describe what usability is and what the attributes of usability are according to your textbook and/or handouts, REFERENCE the info within the body of the text, and then apply the information to YOUR project

  • Did I include statistics and background information to support the effectiveness of the proposed project?

  • Did I check APA format, spelling, and grammar?

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Patient education informatics project (90 points) Group project

CONTEXT:

Dr. Feelgood is the director of a very busy family practice/internal medicine clinic. Recently, he has

received numerous requests from the patients requesting that he develop a health education website from which they may

retrieve information regarding various health and illness issues. Dr. Feelgood has asked you, his nurse manager, to spearhead this task. Given your expertise in nursing informatics, you readily agree!!

Form groups of 2-4, with similar interests in working on this activity. Select a health related issue, either wellness or illness, to develop educational materials for the patients. Research the topic using internet sources, databases, journals or textbooks on the topic. Utilizing the principles of adult learning and principles of quality web-based courses, create a web-based tutorial and corresponding pamphlet for the topic using Microsoft Publisher. The web site should be a minimum of 3 pages and contain at least two working links to appropriately related resources for your patients to link onto. The website and pamphlet must be emailed as an attachment to my email kklosinski@pnc.edu

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Homework assignments Turn in thru blackboard drop box as Word attachment

Homework #1

  • A. Create a basic timeline that depicts the major historical developments in technology and computers

which have helped to shape present day health care informatics (5 points)

  • B. Define the concepts of data, information, knowledge, and wisdom. Explain how they relate to one another. Provide health care related examples of each in your answer(5 points)

Homework #2

  • A. Formulate a healthcare question concerning either a patient care or personal health/illness issue. Look for answers to the question using two different online search tools (i.e. Google, MSN Explorer, Ask Jeeves, etc). You may use this activity to search the internet for potential sites for your web site evaluation project if you wish. Identify the healthcare question you searched for answers to, the search engine used, the number of results each engine provided, and how relevant the results were to what you searched for. Was one engine easier to use than the other? How long did it take for you to find an answer? Were the same sites found using both search engines or did they provide different sites? Any other thoughts or comments? (10 points)

  • B. Identify an Internet database available for retrieving healthcare information. Please provide the web address and a brief description of information provided on the database. Perform another search for information on the health-related topic you chose in the previous activity and describe your experience. Was it easier to the online search engines or the online database? Did one provide better information than the other? (10 points)

Homework #3

  • A. Examine whether or not technology isolates people or brings them closer together and why. Can social networking sites play a role in healthcare? Provide examples in your discussion. (10 points)

  • B. Explore the advantages and disadvantages of using eHealth in the delivery of health care. (10 points)

  • C. Discuss three effective ways of using technology to teach in a face-to-face classroom and explain the impact of this use of technology on student learning. Support your view with references. (10 points)

Homework #4

  • A. Identify three advantages and three disadvantages of using an electronic health record? Compare and contrast each. (15 points)

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Appendix B

Purdue University North Central Nursing Program Philosophy

The Nursing Faculty articulates a philosophy for the Nursing Program congruent with the mission statement of Purdue University North Central that defines their beliefs regarding the concepts of person, environment, health, and nursing as follows:

Person which includes individuals, families and communities, is uniquely holistic body-mind-spirit. Each person chooses and participates in health decisions.

Environment is an ever changing unity of systems and processes in which a person lives.

Health is the harmony of mind-body-spirit. It is the living of optimal well being and quality of life

Nursing as a discipline, is the holistic study of person, health, and environment. The nursing profession utilizes a unique body of knowledge to care for the person.

The graduate provides quality nursing care guided by nursing theory, research, and professional standards. Graduates function autonomously and collaboratively with interdisciplinary teams.

Unique nursing knowledge is enhanced by the humanities and the biological, physical, and social sciences to form the foundation of nursing practice. The teaching-learning process is a mutual effort of faculty and students that fosters critical thinking, personal, and professional growth. The teaching learning process proceeds from simple to complex concepts. Accountability of the educational process is demonstrated by assessment of student learning outcomes.

The Associate Degree Nursing Program prepares graduate for entry level nursing staff positions and upper division undergraduate studies by providing a foundation in general studies, sciences, and nursing. The graduate is prepared to provide and manage holistic, evidence-based nursing care of individuals across the life span in a variety of structured settings.

The Baccalaureate Degree Nursing Program prepares graduates for practice, leadership roles, and graduate study. The graduate is prepared to utilize theory and research-based knowledge in the provision of holistic care to the individual, family, and community in a global environment.

Purdue University North Central Nursing Program Mission

The Purdue University North Central Department of Nursing programs provide educational opportunities for both traditional and non-traditional students leading to the granting of the Associate of Science degree and the Bachelor of Science degree in Nursing. The Associate Degree Program prepares men and women for beginning careers in the field of nursing and for licensure as registered nurses. The Baccalaureate Degree program prepares registered nurses to be nurse generalists, to assume beginning leadership roles, and to qualify for advanced graduate study.

The nursing faculty is committed to:

  • 1. Nursing as a discipline and a profession.

  • 2. Providing, assessing, and enhancing the elements of learning and discovery, and engagement through personal and professional growth and life long learning.

  • 3. Educational programs that prepare university educated nurses who have acquired the essential elements of general education as defined by Purdue University and the essential nursing knowledge and professional education necessary for excellence in the practice of nursing.

  • 4. Sustained efforts to enhance student learning and professional development with an emphasis on integration of general education and nursing science as a guide to nursing practice toward improving health and quality of life for society.

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Traditional and emerging nursing paradigms will provide inclusive, active, and creative teaching-learning processes; holistic, evidence-based nursing care of clients across the life span in a variety of structured and unstructured settings and communities; and insure leaders of change toward health and quality of life for diverse individuals and communities.

Appendix I (cont.)

PURDUE UNIVERSITY NORTH CENTRAL ASSOCIATE OF SCIENCE DEGREE WITH A MAJOR IN NURSING (AS) PROGRAM

PROGRAM GOALS:

  • 1. Utilize the holistic approach to identify client needs towards maximizing human potential.

  • 2. Identify evolving societal and health care delivery trends that impact on providing optimal client care.

  • 3. Utilize the nursing process to provide individualized care for culturally diverse clients of all ages with consideration for their relationship within a family, group and/or community.

  • 4. Provide evidence based client care that is supportive of optimal health.

  • 5. Utilize outcome measurements to assure cost effective quality care for a group of clients.

  • 6. Interact with clients, families, significant others, and interdisciplinary health team members to maintain effective communications in client care management activities.

  • 7. Utilize information technology in delivery of health care.

  • 8. Demonstrate accountability for practice within the legal and ethical parameters of the nursing profession.

PURDUE UNIVERSITY NORTH CENTRAL

BACHELOR OF SCIENCE DEGREE IN NURSING PROGRAM

PROGRAM GOALS:

  • 1. Utilize a holistic approach to identify needs of individuals, families, and communities toward maximizing positive health outcomes.

    • 2 Incorporate evolving social, cultural, and health care delivery trends in the provision of optimal health care to individuals, families, and communities.

      • 3. Apply theory guided, evidence-based practice to provide quality care to individuals, families, and communities.

      • 4. Evaluate outcomes to provide quality care in collaboration with individuals, families, and communities.

      • 5. Demonstrate effective communication in collaboration with individuals, families, communities and the interdisciplinary team members.

      • 6. Integrate teaching-learning processes in the delivery of health care to individuals, families, and communities.

      • 7. Articulate personal goals for professional development.

      • 8. Demonstrate accountability for practice within the legal and ethical standards of the nursing profession.

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9.

Demonstrate leadership in coordination of health care and management of resources, technology, finance, and personnel.

10. Utilize continuous improvement processes to promote positive health outcomes and quality of life.

Appendix I (cont.)

Goal

BSN Educational Competencies

  • 1 1, 2, 3, 7, 9

  • 2 1, 4, 10, 15, 21

  • 3 4, 5, 6, 7, 9, 17, 20, 21

  • 4 4, 6, 7, 8, 9, 20

  • 5 1, 4, 6, 10, 11, 12, 14, 16

  • 6 10, 12

  • 7 9, 17, 19

  • 8 9, 14, 16, 17, 18

  • 9 5, 12, 13, 14, 15, 20

    • 10 7, 8, 12, 13, 20, 21

BSN EDUCATIONAL COMPETENCIES

  • 1. Use a systematic and holistic approach to collect comprehensive client data of individuals/families/communities from multiple sources.

  • 2. Diagnose actual and potential health needs of individuals/families/communities based on analysis of collected data.

  • 3. Prioritize the identified health care needs with the client.

  • 4. Collaborate with the client and interdisciplinary team to establish expected outcomes that are based on current research /clinical expertise, and that reflect the client’s values and culture.

  • 5. Utilize theoretical principles, evidence-based findings, and risk-benefit analysis to plan interventions for promotion towards optimal health.

  • 6. Collaborate with the client and interdisciplinary team to implements a plan of care in a timely and safe manner.

  • 7. Conduct a systematic, ongoing, and criterion-based evaluation of progress toward predicted outcomes.

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8.

Revise the diagnoses and the plan of care as needed to reflect evaluation of the actual outcomes.

  • 9. Evaluate own thinking strategies in applying nursing process.

    • 10. Provide health teaching utilizing teaching strategies appropriate to the client’s learning needs and culture.

    • 11. Demonstrate effective communication in collaboration with individuals, families, communities and the interdisciplinary team members. Verbal and nonverbal Written Interpersonal

  • 12. Utilize information technology in delivery of health care.

  • 13. Utilize cost-benefit analysis and variance data in delivering care.

  • 14. Demonstrate responsibility and accountability for delegation activities.

  • 15. Incorporate community resources in provision of care.

  • 16. Coordinate client health care across settings and among care givers.

  • 17. Demonstrates accountability of nursing practice in relation to relevant statutes, rules, regulations, and professional standards.

  • 18. Provide nursing care that is consistent with the framework of ANA Code of the Ethics for Nurses.

  • 19. Articulate personal goals for professional development.

  • 20. Utilize results from evaluation of quality and effectiveness of health care services.

  • 21. Advocate for change that promotes health for individuals, families and communities

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