Escolar Documentos
Profissional Documentos
Cultura Documentos
Rebecca Pazzalia
NURS 602
Dr. Digger
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 2
The third student learning outcome is aligned with the first program outcome (Liberal
cultural, and political variables that influence the availability and utilization of healthcare
services, the student will be synthesizing principles learned in their science and humanities
courses into their nursing practice. The sixth student learning outcome is also aligned with this
program outcome because in order to exhibit professional and ethical behaviors consistent with
social policy and the scope and standards of nursing practice, the student must synthesize
concepts and principles learned in their science, humanities, and nursing courses into their
nursing practice.
Basic Organizational and Systems Leadership for Quality Care and Patient Safety
The second program outcome (Basic Organizational and Systems Leadership for Quality
Care and Patient Safety) is met by the first student learning outcome because applying concepts
derived from leadership and management theories into the provision of healthcare services
requires students to use acquired leadership skills in order to improve the quality of nursing care
provided to patients, families, and the community. This program outcome is also met by the
fourth student learning outcome because analyzing the provision of healthcare services using the
principles of quality management requires the student to apply their leadership skills in an effort
to enhance the quality of healthcare practices. The fifth student learning outcome also meets the
second program outcome because as the student develops confidence in and an increased
capacity for providing professional nursing care, they will be developing their leadership skills in
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 3
order to enhance health practices. By acting as a designer, manager, and coordinator of care, the
student will be demonstrating their leadership skills, while also improving the quality of nursing
The third program outcome (Scholarship for Evidence-Based Practice) is met by the
second student learning outcome because participating in the change process to influence nursing
practice and healthcare system policies and practices will require the student to critique research
findings for applicability to the provision of evidence-based nursing care. By participating in the
change process to influence nursing practice, the student will be able to provide professional
nursing care with an emphasis on illness prevention based on theory, research, and evidence-
based practice. Becoming knowledgeable about current research will allow the student to
implement nursing interventions at the primary, secondary, and tertiary levels of prevention in
order to improve the health and well-being of their patients and the community. The third
program outcome is also met by the fourth student learning outcome because analyzing a
particular aspect of healthcare using the principles of quality management and evidence-based
practice will require the student to critique research findings for applicability to the provision of
The fourth program outcome (Information Management and Application of Patient Care
Technology) is met by the second student learning outcome because in order to participate in the
change process and influence nursing practice and healthcare policies, the student must embrace
information management and incorporate patient care technology into their practice.
Incorporating new trends in patient care technology into their nursing practice will require the
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 4
student to continually evaluate new technologies and institute appropriate changes into their
practice in an effort to improve the provision of healthcare. The fifth student learning outcome
also meets this program outcome because by developing confidence in and an increased capacity
for enacting professional roles as provider, designer, and manager of care, the student will gain
an appreciation for meeting emerging health needs through the implementation of evolving
nursing roles. Developing a capacity for designing and managing care, in addition to providing
nursing care, will ensure that the student is aware of the diversity and evolution of nursing roles.
The fifth program outcome (Healthcare Policy, Finance and Regulatory Environments) is
met by the second student learning outcome because participating in the change process to
influence nursing practice and healthcare system policies and practices will require that the
student has a basic understanding of healthcare policy, as well as the financial and regulatory
environments that influence nursing practice. The student will be unable to successfully
participate in the change process to influence nursing practice and healthcare system policies
without a basic understanding of current regulations and healthcare policies. This program
outcome is also met by the third student learning outcome because examining socioeconomic,
cultural, and political variables that influence the availably and utilization of healthcare services
will require the student to have a general understanding of healthcare policy, as well as the
Improving Health Outcomes) is met by the first student learning outcome because successfully
applying leadership and management theories in the provision of healthcare will require the
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 5
student to collaborate with other healthcare professionals in order to promote the health, safety,
and well-being of all. Successful application of concepts derived from leadership and
management theories requires the student to communicate and collaborate with other healthcare
professionals in an effort to improve the healthcare environment. This program outcome is also
met by the second student learning outcome, as participating in the change process to influence
nursing practice and healthcare system policies will require collaboration with other healthcare
professionals and will enable the student to meet emerging health needs by applying the change
process to the implementation of evolving nursing roles. The student must have an understanding
of the progression and diversity of nursing roles in order to collaborate with other healthcare
The sixth program outcome is also met by the fifth student learning outcome because
developing confidence in and an increased capacity for enacting professional roles as a provider,
designer, and manager of care requires the student to implement various nursing roles to meet the
emerging health needs of patients. The sixth student learning outcome is also aligned with this
program outcome because in order to exhibit behaviors consistent with professional nursing
values, ethical principles, social policy, and the scope and standards of nursing practice, the
health outcomes. As the student gains confidence in their role as a professional nurse, they will
increase their capacity to successfully collaborate with other members of the healthcare team in
The seventh program outcome (Clinical Prevention and Population Health) is met by the
first student learning outcome because by applying concepts derived from leadership and
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management theories in the provision of healthcare services to clients, families, and the
community, the student will be applying the nursing process to diverse client systems in a variety
of settings to achieve optimal health. Incorporating concepts from leadership and management
theories into their nursing care will enable the student to adapt to the varied needs of their
patients. The fourth student learning outcome is also aligned with this program outcome because
by analyzing the provision of healthcare based on the principles of quality management and
evidence-based practice, the student will be able to provide preventative nursing care based on
knowledge from theory, evidence-based practice, and research. Critiquing healthcare practices
based on current research findings will enable the student to institute nursing interventions aimed
The eighth program outcome (Professionalism and Professional Values) is met by the
fifth student learning outcome because developing confidence in and an increased capacity for
enacting professional roles as a provider of care and member of the nursing profession will
ensure that the individual is committed to holding themselves accountable for professional
standards of moral, legal, and ethical conduct. Embracing the role of professional nurse requires
the student to understand and adhere to the moral and ethical principles upheld by the nursing
profession. This program outcome is also aligned with the sixth student learning outcome
because exhibiting behaviors consistent with professional nursing values, ethical principles,
social policy, and the scope and standards of nursing practice ensures the students ability to
display professionalism and conduct themselves according to moral, legal, and ethical standards.
The ninth program outcome (Baccalaureate Generalist Nursing Practice) is met by the
first student learning outcome because applying concepts derived from leadership and
management theories will enable the student to communicate effectively with individuals and
groups. Leadership and management theories teach the student the importance of clear and open
met by the fifth student learning outcome because developing confidence in and an increased
capacity for enacting professional roles as a provider of care, manager of care, and member of a
profession will require the student to communicate effectively and demonstrate professional
behaviors in accordance with moral, legal, and ethical standards. This program outcome is also
met by the sixth student learning outcome because exhibiting behavior consistent with
professional nursing values, ethical principles, social policy, and the scope and standards of
nursing practice requires the student to communicate effectively with others, while also
displaying professionalism and demonstrating accountability for moral, legal, and ethical
standards. Honoring ones commitment to practice as a professional nurse requires the student to
display moral and ethical behavior in an effort to develop trusting, collaborative relationships
Knowledge. The first student learning outcome is aligned with the knowledge component
of the QSEN teamwork and collaboration competency because in order to apply concepts
derived from leadership and management theories in the provision of healthcare services, the
student must understand the impact of their own communication style on others and be able to
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 8
describe their own strengths, values, and limitations as a member of the healthcare team (Quality
and Safety Education for Nurses Institute [QSEN Institute], 2017). This competency is also met
by the fifth student learning outcome because to develop confidence in and an increased capacity
for enacting professional roles as a provider of care, manager of care, and member of the nursing
profession, the student must recognize the contributions of other individuals and groups in
helping the patient achieve their health goals (QSEN Institute, 2017). Concepts derived from
leadership and management theories provide students with an in-depth understanding of the
Skills. The first student learning outcome is aligned with the skills component of the
QSEN teamwork and collaboration competency because the successful application of concepts
derived from leadership and management theories requires the student to demonstrate a
commitment to team goals, solicit input from team members, and initiate actions to resolve
conflict (QSEN Institute, 2017). This competency is also aligned with the fifth student learning
outcome because in order to develop confidence in and an increased capacity for enacting
professional roles as a provider of care, manager of care, and member of a profession, the student
must integrate the contributions of others who play a role in helping the patient achieve their
health goals (QSEN Institute, 2017). By incorporating concepts derived from leadership and
management theories into their role as a professional nurse, the student will be demonstrating
their commitment to improving the health and well-being of their patients as a member of the
healthcare team.
Attitudes. The first student learning outcome meets the attitudes component of the
QSEN teamwork and collaboration competency because in order to apply concepts derived from
leadership and management theories to the provision of healthcare, the student must appreciate
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 9
resolution, and respect the perspectives of other healthcare team members (QSEN Institute,
2017). Understanding concepts derived from leadership and management theories encourages
students to value the importance of teamwork and collaboration in the provision of healthcare.
Quality Improvement
Knowledge. The second student learning objective is aligned with the knowledge
component of the QSEN quality improvement competency because in order to participate in the
change process to influence nursing practice and healthcare policies, the student must describe
approaches for changing the processes of care (QSEN Institute, 2017). Participating in efforts to
improve nursing practice requires the student to have a general understanding of quality
improvement initiatives in healthcare. This competency is also aligned with the fourth student
learning outcome because analyzing a particular aspect of care in a selected healthcare setting
using the principles of quality management and evidence-based practice requires the student to
describe strategies for learning about the outcomes of care in the setting in which they are
Skills. The second student learning objective is aligned with the skills component of the
QSEN quality improvement competency because in order to participate in the change process to
influence nursing practice and healthcare policies, the student must seek information about
quality improvement projects in the healthcare setting and use quality improvement measures to
will result in the student engaging in the change process to influence nursing practice.
Attitudes. The second student learning objective is aligned with the attitudes component
of the QSEN quality improvement competency because in order to participate in the change
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process to influence nursing practice and healthcare policies, the student must appreciate that
(QSEN Institute, 2017). Engaging in the change process to influence nursing practice will ensure
that the student values quality improvement in healthcare. This competency is also aligned with
the fourth student learning outcome because analyzing a particular aspect of care in a selected
healthcare setting using the principles of quality management and evidence-based practice
requires the student to value measurement and its role in providing quality patient care (QSEN
Institute, 2017). Evaluating healthcare practices based on the principles of quality management
and evidence-based practice will result in an increased appreciation and respect for quality
improvement.
Patient-Centered Care
Knowledge. The third student learning outcome is aligned with the knowledge
socioeconomic, cultural, and political variables that influence the availability and utilization of
healthcare services requires the student to describe how diverse backgrounds function as sources
of patient, family, and community values (QSEN Institute, 2017). An increased awareness of the
many variables that influence the availability and utilization of healthcare services will result in
an increased appreciation for the importance of providing patient-centered care. This competency
is also met by the fifth student learning outcome because in order to develop increased
confidence in and capacity for enacting professional roles as provider, designer, and manager of
care, the student must examine nursing roles in assuring coordination, integration, and continuity
Attitudes. The third student learning outcome is aligned with the attitudes component of
the QSEN patient-centered care competency because examining the socioeconomic, cultural, and
political variables that influence the availability and utilization of healthcare services enables the
student to value viewing healthcare situations from the patients perspective (QSEN Institute,
2017). Examining the many variables that influence a patients utilization of healthcare services
Evidence-Based Practice
Knowledge. The fourth student learning outcome meets the knowledge component of the
care in a selected healthcare setting using the principles of quality management and evidence-
based practice, the student must describe reliable sources for locating clinical practice guidelines
and explain the role of evidence in determining the best clinical practice (QSEN Institute, 2017).
Analyzing a particular aspect of care in a selected healthcare setting using the principles of
Attitudes. The fourth student learning outcome meets the attitudes component of the
care in a selected healthcare setting using the principles of quality management and evidence-
based practice, the student must value the need for continuous improvement in clinical practice
based on new knowledge (QSEN Institute, 2017). Evaluating a specific aspect of care in a
selected healthcare setting using the principles of quality management ensures that the student
Safety
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Knowledge. The sixth student learning outcome is related to the knowledge component
of the QSEN safety competency because in order to exhibit behavior consistent with professional
nursing values and the scope and standards of nursing practice, the student must be capable of
describing factors that create a culture of safety and define general categories of errors in care
(QSEN Institute, 2017). Engaging in behavior consistent with professional nursing values,
ethical principles, social policy, and the scope and standards of nursing practice requires
Skills. The sixth student learning outcome is related to the skills component of the QSEN
safety competency because in order to exhibit behavior consistent with professional nursing
values, ethical principles, social policy, and the scope and standards of nursing practice, the
student must communicate observations and concerns related to hazards and errors to patients,
families, and the healthcare team (QSEN Institute, 2017). Exhibiting behaviors consistent with
professional nursing values requires the student to engage in safe nursing practices that promote
Attitudes. The sixth student learning outcome is related to the attitudes component of the
QSEN safety competency because in order to exhibit behavior consistent with professional
nursing values, ethical principles, social policy, and the scope and standards of nursing practice,
the student must value their own role in preventing errors (QSEN Institute, 2017). Upholding the
values of the nursing profession requires the student to develop an appreciation for their role in
Informatics
Knowledge. The fifth student learning outcome is related to the knowledge component of
the QSEN informatics competency because in order to develop confidence in and an increased
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capacity for the professional nursing role, the student must understand why information and
technology skills are essential to safe patient care (QSEN Institute, 2017). Developing an
increased capacity for the professional nursing role requires a comprehensive understanding of
The first student learning outcome permits successful achievement of CCNE Standard I-
A, which requires the programs mission, goals, and expected outcomes to be in alignment with
those of the parent institution (Commission on Collegiate Nursing Education [CCNE], 2016).
The first student learning outcome enables successful achievement of CCNE Standard I-A
because applying concepts derived from leadership and management theories in the provision of
healthcare services to clients, families, and the community is aligned with Binghamton
Universitys mission to enrich the lives of people locally and world-wide through discovery and
theories in order to provide healthcare to patients, families, and the community, students at the
Decker School of Nursing will be meeting Binghamton Universitys mission to enrich the lives
CCNE Standard IV-E is also aligned with the first student learning outcome because by
applying concepts derived from leadership and management theories in the provision of
healthcare services to clients, families, and the community, students will be using their
leadership skills to enhance the quality of nursing practices thereby meeting the second program
effectiveness (CCNE, 2016). The ability of students to successfully utilize leadership skills to
Student learning outcome two meets CCNE Standard III-A because students ability to
participate in the change process to influence nursing practice and healthcare policies
demonstrates that the curriculum contains clear statements of expected student outcomes that are
congruent with the programs mission and goals (CCNE, 2016). The second student learning
outcome supports the programs mission of advancing knowledge about healthcare to promote
By meeting the expected student learning outcome of participating in the change process
to influence nursing practices and healthcare policies, the student will be participating in efforts
to meet emerging health needs through the implementation of evolving nursing roles, thereby
acting in accordance with the sixth program outcome. Since the sixth program outcome is one of
the competencies from The Essentials of Baccalaureate Education for Professional Nursing
Practice, the second student learning outcome also enables students to achieve CCNE Standard
III-B, which requires CCNE Essentials to be incorporated into the baccalaureate program
The third student learning outcome of examining socioeconomic, cultural, and political
variables that influence the availability and utilization of healthcare services is aligned with
CCNE Standard III-F. CCNE Standard III-F requires the curriculum to consider the needs and
socioeconomic, cultural, and political variables that influence healthcare requires the student to
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 15
consider the diverse needs and expectations of the community, thereby meeting CCNE Standard
III-F.
This student learning outcome is also aligned with CCNE Standard IV-E, as examining
the socioeconomic, cultural, and political variables that influence healthcare enables the student
to meet the first program outcome (synthesizing concepts and principles from science, nursing,
and humanities into nursing practice) and the fifth program outcome (exhibiting basic knowledge
of healthcare policy, finance, and regulatory environments that influence nursing practice).
Therefore, successful achievement of the third student learning outcome demonstrates successful
achievement of two separate end of program outcomes indicating program effectiveness (CCNE,
2016).
Student learning outcome four requires students to analyze a particular aspect of care in a
selected healthcare setting using principles of quality management and evidence-based practice.
The fourth student learning outcome is aligned with CCNE Standard I-A because it is congruent
with Binghamton Universitys mission, which includes a dedication to research and innovation
(BU, 2017). CCNE Standard I-A requires the programs mission, goals, and expected outcomes
The fourth student learning outcome is also associated with CCNE Standard III-D, which
student outcomes (CCNE, 2016). The teaching-learning practices that require students to apply
the principles of quality management and evidence-based practice ensure that the educational
environment supports the achievement of the seventh expected program outcome of applying
knowledge from theory, evidence-based practice, and research to the provision of preventative
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 16
nursing care. Therefore, since the fourth student learning outcome promotes the achievement of
the seventh program outcome, this student learning outcome is also aligned with CCNE Standard
III-D.
The fifth student learning outcome of developing confidence in and an increased capacity
for enacting professional roles as a provider, designer, and manager of care meets CCNE
Standard III-A, which ensure that student outcomes are congruent with the roles for which the
program is preparing its graduates (CCNE, 2016). By teaching students to develop confidence in
and an increased capacity for a variety of nursing roles, including provider, designer, and
manager of care, this student learning outcome is preparing graduates for the diverse roles that
The fifth student learning outcome is also aligned with CCNE Standard III-B because
meeting this learning outcome will allow the student to achieve multiple program outcomes,
including the sixth program outcome which requires the student to participate in efforts to meet
emerging health needs through the implementation of evolving nurse roles. The ability of this
student learning outcome to meet several program outcomes, which are based on The Essentials
of Baccalaureate Education for Professional Nursing Practice, is aligned with CCNE Standard
III-B because this standard requires the incorporation of CCNE Essentials into the nursing
Student learning outcome six ensures that students exhibit behaviors consistent with
professional nursing values, ethical principles, social policy, and the scope and standards of
nursing practice. This student learning outcome is aligned with CCNE Standard III-A because by
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 17
preparing nurses to exhibit ethical behaviors consistent with the scope and standards of nursing
practice, this student learning outcome prepares graduates to function effectively in their role as
a BSN-prepared nurse (CCNE, 2016). Ensuring that graduates exhibit professional and ethical
behaviors is consistent with the programs mission which promotes a culture of respect and the
provision of socially just and competent care to all persons (DSON, 2017).
The sixth student learning outcome is also aligned with CCNE Standard III-B because by
successfully achieving this student learning outcome, the student meets several expected
program outcomes, including the eighth program outcome of demonstrating professionalism and
accountability for moral, legal, and ethical standards. CCNE Standard III-B requires the
Professional Nursing Practice (CCNE, 2016). The program outcomes that are associated with the
sixth student learning outcome are based on the CCNE Essentials; therefore, CCNE Standard III-
When reviewing course grades, it is noted that many students did not achieve a passing
grade on one of the assignments resulting in failure to meet the fourth student learning outcome
(analyze a particular aspect of care in a selected healthcare setting using principles of quality
management and evidence-based practice). There are many possible causes of students not
meeting a passing grade on the assignment. One possible cause is that the assignment due date
coincided with other assignment due dates, resulting in students being overwhelmed with the
amount of work that needed to be completed. If students had several assignments due within a
short time frame and failed to plan ahead, they may have been unable to devote the amount of
time required to successfully complete the assignment. When several assignments are due in one
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 18
week, students that struggle with time management skills and procrastination may have difficulty
completing all of their assignments. Additionally, students are likely to devote the most time to
the assignment with the greatest weight on their overall grade; therefore, if this assignment was
worth less of a percentage of the total grade than the other assignments that were due, students
The students personal commitments may have also impacted their ability to be
successful on the assignment. For example, if the assignment was due during the week of
Thanksgiving, students may have been unable to devote a substantial amount of time to the
assignment due to traveling and family obligations. Another possible cause for why many
students were unsuccessful in achieving a passing grade on the assignment may be related to the
assignment topic. If students were uninterested in the assignment topic, they may have lacked the
motivation necessary to be successful on the assignment. This lack of motivation could translate
to a lack of effort which could account for a poor grade on the assignment.
assignment could be related to faculty instruction. It is possible that students found the
assignment instructions may not have been clearly written resulting in misinterpretation by
students (Billings, 2016). Lack of clarity in instruction can result in poor grades as a result of
students not understanding the instructors expectations for the completed assignment.
CCNE Guidelines
Since many students did not meet a passing grade on a specific assignment they did not
meet the fourth student learning outcome (analyze a particular aspect of care in a selected
healthcare setting using principles of quality management and evidence-based practice). CCNE
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 19
standards are now in danger of not being met subsequent to the fourth student learning outcome
not being met. CCNE Standard I-A and III-D are both in danger of not being met because they
CCNE Standard I-A requires that the mission, goals, and expected program outcomes are
aligned with those of the parent institution (CCNE, 2016). Since the fourth student learning
outcome is aligned with Binghamton Universitys dedication to innovation and research, failure
to meet the fourth student learning outcome leaves CCNE Standard I-A in danger of not being
met.
The fourth student learning outcome is also associated with CCNE Standard III-D, which
requires that teaching-learning practices and environments support the achievement of expected
student outcomes (CCNE, 2016). The fourth student learning outcome is aligned with three
separate program outcomes, including the seventh expected program outcome of applying
knowledge from theory, evidence-based practice, and research to the provision of preventative
nursing care. Failure to meet the fourth student learning outcome and the associated expected
program outcomes results in CCNE Standard III-D being at risk of not being met since it requires
QSEN Competencies
Many students did not achieve a passing grade on a specific assignment and, therefore,
these students did not meet the fourth student learning outcome (analyze a particular aspect of
care in a selected healthcare setting using principles of quality management and evidence-based
practice). Failure to meet this student learning outcome has placed several associated QSEN
Quality Improvement
Knowledge. The first QSEN competency at risk of not being met is the knowledge
component of the quality improvement competency because analyzing a particular aspect of care
in a selected healthcare setting using the principles of quality management and evidence-based
practice is aligned with this competency. Meeting the fourth student learning outcome requires
the student to describe strategies for learning about the outcomes of care in the setting in which
they are engaged in clinical practice thereby meeting the knowledge component of the QSEN
quality improvement competency (QSEN Institute, 2017). Failure to meet the fourth student
learning outcome places the student in danger of not meeting the associated knowledge
component of the quality improvement QSEN competency since it is aligned with this student
learning outcome.
Attitudes. The second QSEN competency at risk of not being met as a result of not
achieving the fourth student learning outcome is the attitudes component of the quality
using the principles of quality management and evidence-based practice requires the student to
value measurement and its role in providing quality patient care, thereby meeting the attitudes
component of the QSEN quality improvement competency (QSEN Institute, 2017). Failure to
meet the fourth student learning outcome places the associated attitudes component of the QSEN
quality improvement competency at risk of not being met since it is aligned with this student
learning outcome.
Evidence-Based Practice
Knowledge. Failure to meet the fourth student learning outcome also places the
knowledge component of the QSEN evidence-based practice competency at risk of not being
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 21
met. This is because in order to analyze a particular aspect of care in a selected healthcare setting
using the principles of quality management and evidence-based practice, the student must
describe reliable sources for locating clinical practice guidelines and explain the role of evidence
in determining the best clinical practice, thereby meeting the knowledge component of the QSEN
evidence-based practice competency (QSEN Institute, 2017). However, not meeting the fourth
student learning outcome places the knowledge component of the QSEN evidence-based practice
competency at risk of not being met since it is aligned with this student learning outcome.
Attitudes. The final QSEN competency at risk of not being met subsequent to students
failure to meet the fourth student learning outcome is the attitudes component of the QSEN
care in a selected healthcare setting using the principles of quality management and evidence-
based practice, the student must value the need for continuous improvement in clinical practice
based on new knowledge, thereby meeting the attitudes component of the QSEN evidence-based
practice competency (QSEN Institute, 2017). However, failure to meet the fourth student
learning outcome places the attitudes component of the QSEN evidence-based practice
competency in jeopardy of not being met since it is aligned with the fourth student learning
outcome.
As is evident, failure to meet the fourth student learning outcome can have detrimental
consequences on students ability to achieve the associated CCNE standards and QSEN
competencies. Therefore, the instructor must make an effort to address the unmet student
learning outcome. One strategy to address the unmet learning outcome would be to briefly
review the assignment topic in class and create supplemental materials that further clarify the
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 22
topic for students to review on their own. This strategy is aimed at addressing the need by
students to have the topic clarified, while also ensuring that too much class time is not devoted to
reviewing previously discussed topics, as this can result in the inability to teach critical new
information and can affect future student learning outcomes. After clarifying the information and
providing appropriate resources for students to review, the instructor can include questions on
this topic on the next scheduled exam in order to ensure that students achieve the unmet student
learning outcome.
An additional strategy to address the unmet student learning outcome would be to receive
student feedback on the assignment to help determine the reasons for students poor grades on
the assignment. After discussing the assignment with students and clarifying the assignment
requirements, the instructor can allow students to resubmit the assignment for partial credit.
Having students resubmit the assignment will provide them with an additional opportunity to
meet the fourth student learning outcome. By giving students an additional opportunity to meet
the fourth student learning outcome, the instructor will also be providing students with the ability
An additional solution would be to create a new assignment to address the unmet student
learning outcome. For example, the instructor can allow students to write a paper on the topic in
order to meet the fourth student learning outcome. Students that choose to complete the paper
Regardless of which strategy is chosen, it is important that the instructor addresses the
unmet student learning outcome. This is because failure to meet this learning outcome places the
student in jeopardy of not meeting the associated end of program outcomes, CCNE standards,
and QSEN competencies. Additionally, the instructor should incorporate student feedback to
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 23
help make future classes more successful in achieving the fourth student learning outcome. For
example, if students stated that the assignment instructions lacked clarity, the instructor should
revise the directions before using them for another class. Additionally, if student feedback
indicated that too many assignments were due in a short period of time, the instructor should
attempt to spread out the assignment due dates throughout the course to increase the likelihood
that future students will be successful in achieving the fourth student learning outcome. Overall,
every effort must be made to support students and promote successful achievement of expected
References
Billings, D. (2016). Developing and using classroom tests: Multiple-choice and alternative
format test items. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide for
https://www.binghamton.edu/about/mission-vision-values.html
http://www.aacnnursing.org/Portals/42/CCNE/PDF/Supplemental-Resource.pdf
Decker School of Nursing. (2017). Mission, vision and philosophy. Retrieved from
https://www.binghamton.edu/dson/about/mission-vision.html
Quality and Safety Education for Nurses Institute. (2017). QSEN competencies. Retrieved from
http://qsen.org/competencies/pre-licensure-ksas/