Organizational Framework RN-BSN Program Organizational Framework is consistent with: • Accrediting Bureau of Health Education Schools (ABHES). (2017). Accreditation manual. (17th ed.). https://www. abhes.org • American Association of Colleges of Nursing. (2011). Core competencies for interprofessional collaborative practice. Report of an expert panel. Interprofessional Education Collaborative • American Association of Colleges of Nursing. (n.d.). Expectations for practice experiences in the RN to baccalaureate curriculum. • American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. • American Nurses Association. (2015). Nursing scope and standards of practice. (3rd ed.). • Association for Prevention Teaching and Research. (2019). Clinical prevention & population health curriculum framework. https://www.aptrweb.org/page/CPPH_ Rationale • Institute of Medicine. (2011). The future of nursing: Focus on education. • Institute of Medicine. (2016) . Assessing progress on the Institute of Medicine report the future of nursing.: The National Academies Press. • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers . Prentice Hall Regents. • McEwen, M. & Wills, E. M. (2019). Theoretical basis for nursing. (5th ed.). Wolters Kluwer. • National Council of State Boards of Nursing (NCSBN). (2018). Report of findings from the 2017 RN nursing knowledge survey. Nursing Research Brief, 73. https:// www.ncsbn.org/2017_RN_KSA_final.pdf • Oregon State Board of Nursing (OSBN). (2017). Division 45: Standards and scope of practice for the licensed practical nurse and registered nurse.https://secure.sos.state.or.us/ oard/viewSingleRule.action?ruleVrsnRsn=216342 • Wiley, K. (2013). Effects of a self-directed learning project and preference for structure on self- directed learning readiness. Nursing Research , 32(4), 181–185. • World Health Organization (2013). Transforming and scaling up health professionals/ education and training. https://whoeducationguidelines.org/content/download- guidelines
Curriculum Design The American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice (2008) serves as the framework for the curriculum. The Essentials provide the curricular elements and framework for professional nursing education for the twenty-first century and have guided the development of the program. Nursing generalist practice includes both direct and indirect care for patients, which includes individuals, families, groups, communities, and populations. Nursing practice is built on nursing knowledge, theory, and research. In addition, nursing practice derives knowledge from a wide array of other fields and professions, adapting and applying this knowledge as appropriate to professional practice (AACN, 2008, p. 7). The curriculum includes a solid base in liberal education including the biological, mathematics, social sciences, and the humanities. Knowledge from liberal education supports critical decision making of the professional nurse. The professional nurse cares for diverse populations across the lifespan. A liberal education assists in the development of personal values and goals supporting ethical clinical judgment throughout their practice working with a variety of populations and cultures (AACN, 2008). As members of the healthcare team the baccalaureate prepared nurse utilizes concepts of organizational and systems leadership, quality improvement and safety to assess for risk and advocate for improvements in quality and safety. Leadership is a process of influence in which nurse leaders guide others toward goal achievement skills to enhance patient safety and improve quality of patient outcomes. Concepts are included in the curriculum to provide knowledge of health care policy, finance, delivery systems and regulatory environments needed in decision making and demonstrate professional standards of moral, ethical, and legal nursing practice (AACN, 2008). The World Health Organization (2014) recommended that educational institutions should consider using educational pathways that are streamlined for the advancement of practicing health professionals. As discussed in the Institute of Medicine report (2011), the program serves as an educational pathway to the attainment of graduate degrees in nursing. Continued education and professional development are encouraged and expected of students and nursing faculty. The students are introduced to a wide range of concepts and theories including community and global health, leadership, and quality improvement. Recommendation 7 calls upon nursing education programs to “integrate leadership theory and business practices across the curriculum” (IOM, 2011, p. 5). Leadership and management concepts are included throughout the curriculum. As an online program Quality Matters found at https://www. qualitymatters.org/ is utilized for guidance in providing insight into quality of teaching learning practices in the online learning environment.
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