The foundation of the Associate Degree Program in Nursing is solid and is grounded in the vision and values that are inherent in the college mission and in the practice of nursing.  The program curriculum begins with a philosophy that reflects the mission of the college, the mission of the department and the personal and professional beliefs of the faculty.  Major concepts were selected from the philosophy for emphasis throughout the curriculum and comprise the organizing framework for the Nurse Education program.  The organizing framework consists of three major theoretical concepts;  Dorethea Orem’s Theory of Self-Care, Erikson’s Psychosocial Theory of Human Development and the Nursing Process.  The organizing framework provides the structure for curriculum focus, course sequencing and content.  The curriculum threads that are woven throughout the program are the essential core components identified by the National League for Nursing Council of Associate Degree Nursing Competencies Task Force (2000) and are inherent in the primary roles of the Associate Degree Nurse.  The theoretical framework and the curriculum threads provide the direction for the development of course descriptions, course objectives, content and clinical experiences.  The program outcomes correspond to the eight core components and are the expected outcomes for each student at the time of graduation as well as those anticipated after six months to one year  of practice as a Registered Nurse.  The program outcomes are used as a measurement of student achievement of desirable behaviors essential for the practice of the associate degree nurse. 

The NLN core competencies were condensed and now include 10 program outcomes. 

Based on the programs cohesiveness, its design and the requirements relative to enhancing a student’s ability to achieve program outcomes, the Nurse Education curriculum is well positioned to respond to the current shortage of Registered Nurses.   

The curriculum is developed by the nursing faculty and flows from the nursing education unit philosophy through an organizing framework into a logical progression of course outcomes and learning activities to achieve desired program outcomes (Click here for table)

Listed below are the objectives of each Nursing Course so as to further identify the corresponding numbers on the illustrated table. This is followed by the NLN core competencies and a definition of each component

COURSE OBJECTIVES:  NURSING I            

1. Describe the role of the associate degree nurse in the current health care system. 

2. Assume responsibility and accountability for his/her own action related to ethical, legal, regulatory frameworks and standards of nursing practice 

3. Identify physical, emotional, environmental, and political influences that affect universal self-care requisites throughout the life cycle.

4.  Use the nursing process to assist clients in maintaining self-care agency. 

5. Use basic communication skills to interact effectively with clients, their families and members of the health team to assess therapeutic self-care demands. 

6. Use nursing skills to promote clients’ self-care agency. Identify need for teaching and learning with a diverse client population. 

7. Utilize basic principles of teaching related to activities of daily living.

8.  Demonstrates satisfactory performance in critical behaviors identified in evaluation tool.  

9. Demonstrate satisfactory performance of selected skills as outlined in the A.D.N. Lab Manual 

10. Personal and professional accountability for providing nursing care reflective of the individual’s rights

1. Use knowledge of pathophysiology and psychosocial dynamics with a developmental approach in the  care of selected adult clients with  interferences with therapeutic self-care demand.
2. Use the nursing process to assist adult clients experiencing inadequacies in self-care agency.
3. Apply therapeutic communication techniques in all phases of the nursing process. 
4. Collaborate with other members of the health care team to establish a therapeutic plan of care.
5. Administer selected medications to clients by applying concepts of pharmacodynamics.
6. Apply knowledge of ethical-legal standards of practice as the related to selected client situations.
7. Incorporate teaching into a plan of care for selected clients.
8. Demonstrate satisfactory level of performance in critical behaviors identified on the clinical evaluation tool.
9.  Assume personal and professional accountability for providing nursing care reflective of the client's rights
10. Demonstrate satisfactory level of performance of selected skills as outlined in the A.D.N. Lab Manual.
11. Apply principles from the natural and behavioral sciences to the nursing care of clients

COURSE OBJECTIVES:  NURSING III

1. Apply knowledge of pathophysiology and psychosocial dynamics to care of selected clients utilizing a developmental approach.
2. Utilize the nursing process to assist clients experiencing therapeutic self-care demand.
3. Discuss concepts of health promotion and developmental requisites and self-care as they relate to clients and families across the life span.
4. Apply concepts of diversity to the health and well being of individuals and families.
5. Apply communication skills to establish effective interpersonal relationships with clients, families and members of the health care team.
6. Identify methods of helping in collaboration with other members of the health care team.
7. Assume personal and professional accountability for providing nursing care.
8. Apply critical thinking skills in all phases of the nursing process.
9.  Identify the most common health deviations using a developmental approach incorporating maternal-newborn, children’s health and psychiatric-mental health nursing.
10. Incorporate teaching into a plan of care for selected clients/families.
11. Apply knowledge of ethical-legal standards of practice.
12. Demonstrate satisfactory level of performance of selected skills as outlined in the clinical evaluation tool.
13. Demonstrate proficiency in mathematical calculations related to medication administration.
14. Apply principles of pharmacodynamics in the administration of medications.
15. Identify own strengths and weaknesses in clinical performance through self-evaluation.
16. Implement nursing strategies to provide cost effective care.
17. Discuss principles of delegation related to aspects of client care.

 

COURSE OBJECTIVES:  NURSING IV 

 

1. Apply knowledge of pathophysiology and psychosocial-cultural principles in the care of selected clients with health care deviations who require partly compensatory, wholly compensatory and supportive educative nursing systems.  
2. selected medications including intravenous medication to clients by applying principles pharmacodynamics.   
3. Assess client’s capacity to engage in self care through use of critical thinking skills.  
4. Apply the nursing process to the care of clients with multiple health care deviations related to oxygenation, nutrition/metabolism, urinary elimination, and hazards to life.  
5. Demonstrate satisfactory clinical performance as outlined in the clinical evaluation tool.  
6. Apply knowledge to ethical-legal standards of practice as they relate to selected client care situations.
7.  Use therapeutic communication techniques with clients, families and health care professionals. 
8.  Assume personal and professional accountability for providing nursing care reflective of the client’s rights. 
9.  Demonstrate ability to use the supportive-educative nursing system with clients and families. 
10. Integrate discharge planning and/or teaching principles into care of clients in a variety of health care settings. 
11.  Seek learning experiences based upon self-identified strengths and weaknesses.  
12. Utilize principles of gerontological nursing to care for elderly clients in a variety of clinical settings. 
13.  In a group format, presents research related to an elderly community/cultural assessment topic to peers and faculty. 
14.  Apply Orem’s self-care framework to the care of clients/families experiencing chronic illness.  Demonstrate beginning management and leadership skills in caring for groups of patients.

COURSE OBJECTIVES: CURRENT CONCEPTS  IN HEALTH CARE

1. Describe the major historical developments experiencing the practice of nursing.  
2. Discuss the evolution of the Associate Degree Nursing Program.  
3. Compare and contrast the levels of preparation of nurses in the United States.  
4. Discuss the entry into practice issue as is currently being recommended by the American Nurses Association.  
5. Describe trends in the health care delivery system, which have implications for nursing.  
6. Discuss social and technological factors influencing contemporary nursing and health care.  
7. Discuss the role of professional nursing organizations and their impact on   nursing and society.  
8. Relate current trends and issues in nursing and nursing education to the future of nursing and delivery of health care.  
9. Describe ethical dilemmas arising from contemporary health care delivery, and develop a way of dealing with these concerns.  
10. Relate and apply the A.N.A. Code of Ethics to professional life.  
11. Describe the types of laws affecting nursing, and outline liability risks nurses face in various practice settings.  
12. Describe the purpose and process for initial and continued licensure for R.N. practice.  
13. Describe positions in the health care system for which the A.D. graduate is prepared.  
14. Create a written career plan including employment goals, resume, credentials and cover letter.  
15. Discuss health in the community and the impact nursing has on community health  
16. Assess personal life patterns, values and career goals.   
17. Identify the role of mentorship as it applies to nursing as it applies to effective communication and leadership   
18. Discuss Nursing Management differentiating between leadership and management  
19. Discuss methods to resolve conflict  Identify effective ways of communicating with other health care workers  
20. Identify time management strategies  
21. Participate in a service learning project that correlates with one of the above objectives (optional and selected students)       

NLN CORE COMPONENTS AND COMPETENCIES

Professional Behaviors

Professional behaviors within nursing practice are characterized by a commitment to the profession of nursing.  The graduate of an associate degree nursing program adheres to standards of professional practice, is accountable for her/his own actions and behaviors, and practices nursing within legal, ethical, and regulatory frameworks. Professional behaviors also include a concern for others, as demonstrated by caring, valuing the profession of nursing, and participating in ongoing professional development.

  Communication

Communication in nursing is an interactive process through which there is an exchange of information that may occur verbally, non-verbally, in writing, or through information technology.  Those who may be included in this process are the nurse, client, significant support person(s), other members of the healthcare team, and community agencies. Effective communication demonstrates caring, compassion, and cultural awareness, and is directed toward promoting positive outcomes and establishing a trusting relationship.  

Assessment 

Assessment is the collection, analysis, and synthesis of relevant data for the purpose of appraising the client’s health status.  Comprehensive assessment provides a holistic view of the client which includes dimensions of physical, developmental, emotional, psychosocial, cultural, spiritual, and functional status. Assessment involves the orderly collection of information from multiple sources to establish a foundation for provision of nursing care, and includes identification of available resources to meet client needs. Initial assessment provides a baseline for future comparisons that can be made in order to individualize client care. Ongoing assessment and reassessment are required to meet the client’s changing needs.  

 Clinical Decision Making 

Clinical decision making encompasses the performance of accurate assessments, the use of multiple methods to access information, and the analysis and integration of knowledge and information to formulate clinical judgments.  Effective clinical decision making results in finding solutions, individualizing care, and assuring the delivery of accurate, safe care that moves the client and support person(s) toward positive outcomes. Evidence based practice and the use of critical thinking provide the foundation for appropriate clinical decision making.  

 Caring Interventions 

Caring interventions are those nursing behaviors and actions that assist clients in meeting their needs. These interventions are based on a knowledge and understanding of the natural sciences, behavioral sciences, nursing theory, nursing research, and past nursing experiences. Caring is the “being with” and “doing for” that assist clients to achieve the desired results. Caring behaviors are nurturing, protective, compassionate, and person-centered. Caring creates an environment of hope and trust, where client choices related to cultural values, beliefs, and lifestyle are respected.   

  Teaching and Learning 

Teaching and learning processes are used to promote and maintain health and reduce risks, and are implemented in collaboration with the client, significant support person(s), and other members of the healthcare team. Teaching encompasses the provision of health education to promote and facilitate informed decision making, achieve positive outcomes, and support self-care activities.  Integral components of the teaching process include the transmission of information, evaluation of the response in teaching, and modification of teaching based on identified responses.   Learning involves the assimilation of information to expand knowledge and change behavior.   

Collaboration 

Collaboration is the shared planning, decision making, problem solving, goal setting, and assumption of responsibilities by those who work together cooperatively, with open professional communication.  Collaboration occurs with the client, significant support person(s), peers, other members of the healthcare team, and community agencies.  The nurse participates in the team approach to holistic, client-centered care across healthcare settings.  The nurse functions as advocate, liaison, coordinator, and colleague as participants work together to meet client needs and move toward positive outcomes.  Collaboration requires consideration of client needs, priorities and preferences, available resources and services, shared accountability, and mutual respect.   

Managing Care 

Managing care is the efficient, effective use of human, physical, financial, and technological resources to meet client needs and support organizational outcomes.  Effective management is accomplished through the processes of planning, organizing, directing, and controlling. The nurse, in collaboration with the healthcare team, uses these processes to assist the client to move toward positive outcomes in a cost efficient manner, to transition within and across healthcare settings, and to access resources.    

NLN Press: Educational Competencies for Graduates of Associate Degree Nursing Programs, Edited and revised by G. Coxwell and H. Gillerman, Jones & Bartlett Publishers, 2000.