Running head: EVALUATION OF CURRICULUM THROUGH THE APPLICATION 1

Evaluation of Curriculum Through the Application of National Guidelines Narrative

Rebecca Pazzalia

Delhi State University of New York

NURS 602

September 21, 2017

Dr. Digger
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 2

Evaluation of Curriculum Through the Application of National Guidelines Narrative

Alignment of Student Outcomes with Program Outcomes

Liberal Education for Baccalaureate Generalist Nursing Practice

The third student learning outcome is aligned with the first program outcome (Liberal

Education for Baccalaureate Generalist Nursing Practice) because by examining socioeconomic,

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
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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

care provided to their patients.

Scholarship for Evidence-Based Practice

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

evidence-based nursing care.

Information Management and Application of Patient Care Technology

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.

Healthcare Policy, Finance and Regulatory Environments

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

financial and regulatory environments that influence nursing practice.

Interprofessional Communication and Collaboration for Improving Health Outcomes

The sixth program outcome (Interprofessional Communication and Collaboration for

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

professionals to influence nursing practice.

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

student must engage in interprofessional communication and collaboration aimed at improving

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

an effort to improve the health and well-being of their patients.

Clinical Prevention and Population Health

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

at improving population health through illness prevention.

Professionalism and Professional Values

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.

Engaging in behavior that upholds professional nursing values demonstrates a commitment to

ethical and moral principles.

EVALUATION OF CURRICULUM THROUGH THE APPLICATION 7

Baccalaureate Generalist Nursing Practice

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

communication, which is imperative to successful collaboration. This 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 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

with other healthcare professionals.

Quality and Safety Education for Nurses (QSEN) Competencies

Teamwork and Collaboration

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

importance of teamwork and collaboration in the provision of healthcare services.

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

the importance of interprofessional collaboration, value teamwork, contribute to conflict

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

engaged in clinical practice (QSEN Institute, 2017).

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

understand performance (QSEN Institute, 2017). Participating in quality improvement initiatives

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

participating in continuous quality improvement is essential for all healthcare professionals

(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

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 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

of care (QSEN Institute, 2017).

EVALUATION OF CURRICULUM THROUGH THE APPLICATION 11

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

will result in an increased appreciation for the provision of patient-centered care.

Evidence-Based Practice

Knowledge. The fourth student learning outcome meets the knowledge component of the

QSEN evidence-based practice competency 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 (QSEN Institute, 2017).

Analyzing a particular aspect of care in a selected healthcare setting using the principles of

evidence-based practice requires the student to have a comprehensive understanding of the

importance of quality management and nursing research.

Attitudes. The fourth student learning outcome meets the attitudes component of the

QSEN evidence-based practice competency 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 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

appreciates the importance of evidence-based practice.

Safety
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 12

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

knowledge of safe nursing practices.

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

the health and well-being of their patients.

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

protecting the patient from healthcare errors.

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
EVALUATION OF CURRICULUM THROUGH THE APPLICATION 13

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 impact of health informatics on healthcare reform.

Commission on Collegiate Nursing Education (CCNE) Standards

Student Learning Outcome One

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

education (Binghamton University [BU], 2017). By studying leadership and management

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

of individuals through education.

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

outcome. CCNE Standard IV-E requires program outcomes to demonstrate program

EVALUATION OF CURRICULUM THROUGH THE APPLICATION 14

effectiveness (CCNE, 2016). The ability of students to successfully utilize leadership skills to

improve healthcare quality indicates effectiveness of the nursing program.

Student Learning Outcome Two

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

health and treat illness (Decker School of Nursing [DSON], 2017).

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

curricula (CCNE, 2016).

Student Learning Outcome Three

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

expectations of the identified community of interest (CCNE, 2016). Examining the

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

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

to be in alignment with those of the parent institution (CCNE, 2016).

The fourth student learning outcome is also associated with CCNE Standard III-D, which

requires teaching-learning practices and environments to support the achievement of expected

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.

Student Learning Outcome Five

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

they may fill as BSN-prepared nurses.

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

curricula (CCNE, 2016).

Student Learning Outcome Six

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

baccalaureate program curricula to incorporate The Essentials of Baccalaureate Education for

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-

B is also aligned with the sixth student learning outcome.

Potential Causes of Assignment Failure by Students

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

would likely choose to neglect this assignment.

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.

In addition to student-related factors, the inability to obtain a passing grade on the

assignment could be related to faculty instruction. It is possible that students found the

information presented on this topic to be confusing or difficult to understand. Additionally, 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

are both aligned with the unmet student learning outcome.

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

teaching-learning practices and environments to support the achievement of expected student

outcomes (CCNE, 2016).

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

competencies at risk of not being met.

EVALUATION OF CURRICULUM THROUGH THE APPLICATION 20

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

improvement competency. 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, 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

evidence-based practice competency. 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 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.

Solutions to Address the Unmet 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

to meet the associated CCNE standards and QSEN competencies.

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

can be offered partial credit towards their failing assignment.

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

student learning outcomes.

EVALUATION OF CURRICULUM THROUGH THE APPLICATION 24

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

faculty (5th ed., pp. 423-442). St. Louis, MO: Elsevier.

Binghamton University. (2017). Vision, mission, values. Retrieved from

https://www.binghamton.edu/about/mission-vision-values.html

Commission on Collegiate Nursing Education. (2016). Standards for accreditation of

baccalaureate and graduate nursing programs: Supplemental resource. Retrieved from

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/