Quality Improvement Concepts • American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. • American Nurses Association. (2016). Pain Management Nursing: Scope and Standards of Practice. (2nd ed.). American Nurses Association and the Association of Pain Management Nursing. • Institute for Healthcare Improvement. (2019). Transforming Care at the Bedside . http://www.ihi.org/ engage/initiatives/completed/TCAB/Pages/Materials. aspx • Institute of Medicine. (2003). The future of the public’s health in the twenty-first century. National Academies Press. • Josiah Macy Jr. Foundation. (2015). Enhancing health professions education through technology: Building a continuously learning health system. https:// macyfoundation.org/assets/reports/publications/jmf_ execsummary_final.pdf • National League for Nursing. (2019). Advancing care excellence for seniors. http://www.nln.org/professional- development-programs/teaching-resources/ace-s • Quality and Safety Education for Nurses. (QSEN). (2019). QSEN competencies. http://qsen.org/competencies/pre- licensure-ksas/ • TIGER Initiative. (n.d). Collaborating to integrate evidence and informatics into nursing practice and education: An executive summary.https://www.himss.org/file/1308891/ download?token=C12Qjpt6 • The Joint Commission. (2019). National patient safety goals effective January 2019. Hospital Accreditation Program. Author. https://www.jointcommission.org/ assets/1/6/NPSG_Chapter_HAP_Jan2019.pdf • World Health Organization (2010). Framework for action on interprofessional education and collaborative practice. Curriculum Theory Students entering the RN-BSN program bring knowledge and experience with them to the program as a licensed professional nurse. The program increases critical thinking and nursing clinical decision making, builds on previous knowledge and incorporates best practices and national initiatives which are woven throughout the curriculum. The program prepares and encourages graduates to continue education to master’s level or higher. Adult learning theories: • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Prentice Hall Regents. • Teaching Excellence in Adult Literacy. (2011). Adult learning theories. TEAL Center Fact Sheet,
11. American Institutes for Research. United States Department of Education. The curriculum is organized to include the assumptions of the American Association of Colleges of Nursing (2008) assumptions. The baccalaureate generalist graduate is prepared to: • Practice from a holistic, caring framework • Practice from an evidence base • Promote safe, quality patient care • Use clinical/critical reasoning to address simple to complex situations • Assume accountability for one’s own and delegated nursing care • Practice in a variety of healthcare settings • Care for patients across the health-illness continuum • Care for patients across the lifespan • Care for diverse populations • Engage in care of self in order to care for others; and • Engage in continuous professional development The final course Baccalaureate Generalist Nursing Practice include a practicum experience including direct and in-direct contact with patients while working with a nurse mentor. During this experience the essentials of “OMEGA-7” provide the conceptual framework for critical thinking in approaching health and the nursing process.
• Orientation • Medications • Emergency • Gait • Allergies
22 Sumner College Nursing Handbook
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