SUNY Delhi MS in Nursing Education

Professional Nursing Standards and Guidelines Assignment

The MS in nursing education program content and outcomes are guided by multiple sources of knowledge including theory, evidence,
and professional nursing standards and guidelines (PSNGs). Professional nursing standards provide expectations for advanced
professional nursing roles and practice. Throughout the graduate program you will engage in learning activities that will enable you to
acquire and meet these standards; these activities will be documented in a final assignment at the culmination of the graduate program
to show linkage to the PSNGs. This learning exercise provides an opportunity to reflect on how a variety of learning activities helped
you to meet the PSNGs and the graduate program outcomes. The table will be submitted during the final graduate practicum course
(NURS 605), and is posted in each course as a reminder and to provide you with an opportunity to document how you met various
standards in that course, as you complete each course. Save the table and add to it each time you complete a course!

The learning outcomes for this assessment exercise are to:

 Provide an understanding of the integration of professional nursing standards into advanced professional nursing practice.
 Enable reflection of achievement of each professional nursing standard as evidenced by learning activities completed during
the graduate program.
 Assess how the SUNY Delhi graduate nursing education program outcomes have been met through the learning activities
completed during the graduate program.

Sources for the professional nursing standards and guidelines:

 The Essentials of Master’s Education in Nursing (AACN, 2011)

 o http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf
 National League of Nursing Nurse Educator Competencies (NLN, 2007)
o http://www.wgec.org/resources/art/nursing-core-competencies.pdf
o Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St Louis: MO: Elsevier
(pp. 10-11).

The Essentials of Master’s Education in Nursing

There are nine essentials of graduate nursing education that identify the core expectations, skills, and competencies for master’s
program graduates, across the continuum of care in a variety of settings. Within each essential element there are between 5-15
expected outcomes for master’s level graduates in nursing. Refer to these outcomes as you identify how you met each essential, and
include those met in the assignment table below.

Essential I Background for Practice from Sciences and Humanities

Essential II Organizational and Systems Leadership
Essential III Quality Improvement and Safety
Essential IV Translating and Integrating Scholarship into Practice
Essential V Informatics and Healthcare Technologies
Essential VI Health Policy and Advocacy
Essential VII Interprofessional Collaboration for Improving Patient and Population Health Outcomes
Essential VIII Clinical Prevention and Population Health for Improving Health
Essential IX Master’s-Level Nursing Practice

National League of Nursing Nurse Educator Competencies

There are eight competencies for preparation of the nurse educator. This professional standard identifies the core expectations, skills,
and competencies for master’s program graduates who will enter into nurse educator roles in a variety of settings. Within each
competency there are between 6-14 expected outcomes for master’s level graduates in nursing education. Refer to these outcomes as
you identify how you met each competency, and include those met in the table below.

Competency 1 Facilitate Learning

Competency 2 Facilitate Learner Development and Socialization
Competency 3 Use Assessment and Evaluation Strategies
Competency 4 Participate in Curriculum Design and Evaluation of Program Outcomes
Competency 5 Function as a Change Agent and Leader
Competency 6 Pursue Continuous Quality Improvement in the Nurse Educator Role
Competency 7 Engage in Scholarship
Competency 8 Function Within the Educational Environment
 SUNY Delhi MS in Nursing Education

Professional Nursing Standards and Guidelines Assignment

Complete the following table as you progress through the MS program, when you have completed an assignment that meets one or
more of the standards. This table will be submitted as an assignment in NURS 605: Graduate Practicum II. Complete Columns 2, 3,
and 4 in the table below.

In Columns 2 and 3, identify at least one Essential (including outcomes) and/or Core Competency with associated outcomes (at least
one outcomes per standard), and then an example of an assignment or learning activity that met this standard. Identify the assignment,
describe the assignment focus and outcome in 50-75 words, followed by a brief statement as to how this met the standard.

In Column 4, identify the number(s) of the Graduate Program Student Learning Outcome (listed above) that links to these course
activities. All of the MSN Essentials, Core Competencies, and Program Outcomes should be represented in the table.

Name ______Dara Yastrzemski, RN BSN_______________________________________

1 MSN Essentials NLN Core Competencies MSN Graduate Program

Student Learning Outcomes
(Essential and the expected (Competency by number and
outcomes, by number) the expected outcomes, in
brief)
Graduate Nursing Course
NURS 501: Research
Methods and Statistics
NURS 502: Advanced
Nursing Research

NURS 503: Advanced

Pathophysiology

NURS 504: Advanced

Pharmacology

NURS 505: Advanced Health Essential 3 and 8: Competencies 3 & 5: 1, 2, 4, 5, & 6

Assessment Outcomes: 1 & 3 Using SIMs to determine the
Assignment of physical psychosocial and physical
assessment via SIM lab outcomes for patient diagnosis
supports the psychosocial, and assessment. This learning
physical and diagnostic criteria opportunity allowed for
for clinical interventions as autonomy and was an effective
appropriate. learning tool for an online
Outcome 3: Data driven program.
assessment that will determine
the strategies for health
care/patient education
ALHT 500: Health Policy
and Technology in
Healthcare

ALHT 501: Leadership and

Quality Improvement in
Healthcare Systems

Professional Nursing Standards and Guidelines Table

NURS 600: Development of Essential 2 Organizational Competency 2: 1&6

the Nurse Educator and Systems Leadership
 Outcomes: 4 & 6 Facilitate learner development
Outcome 4: and socialization
I examined the different I applied my theory to my
learning theories and I applied lesson plan and was able to
the learning-centered theory to facilitate the student
my design and evaluation development
Outcome 6: Applying
teaching/learning techniques
with students learning
continuum
NURS 601: Principles Essential: 1 & 3 Background Competency 4: 1, 5, & 6
of Teaching and Learning for Practice from Sciences Participate in Curriculum
and Humanities. Quality Design and Evaluation of
Improvement and Safety Program Outcomes
Outcomes: 1, 3, 4, 5, & 6 In my lesson plan, I was able
Outcome 1: Designing a to incorporate educational
lesson plan was challenging principals and learning
Outcome 3 I was able to objectives and activities that
integrate all aspects of nursing the student would accomplish
science and concepts for safe
use of equipment and care of
the patient
Outcome 4: Clinical reasoning
incorporated
Outcome 5: Demonstrated
competency in the changing
health needs of the aging
population and their changing
needs
Outcome 6: Applying
teaching/learning techniques
with students learning
continuum
NURS 602: Curriculum Essential 2: Organizational
Development and and System Leadership
Instructional Design Outcomes 4 & 6
Outcome 4: In applying the
SAMR method other
technology, I was able to apply
theory to increase the student
knowledge and understanding
of concepts being delivered
through clinical reasoning
Outcome 6: Using technology
to deliver information
improves student
comprehension and patient
care
NURS 603: Measurement Essential 3: Quality
and Evaluation in Nursing Improvement and Safety
Education Outcomes: 5 & 6
Outcome 5: patient-centered
care and effective
communication within the
team. Achieves accountability
& communication skills
Outcome 6: Improves patient
safety, and evaluation of the
healthcare plan that is
delivered
NURS 604: Graduate Pending: Course scheduled
Practicum I for Fall 2018 completion
Competency 2: 1, 2 5, & 6
Facilitate learner development
and socialization
My SAMR PowerPoint/VT
project allowed me to research
and develop insight to be more
sensitive to the learning needs
and styles of different type of
learners. By following the
SAMR model, I am able to
integrate technology into my
teaching style to promote
student learning.
Competency 3: Meaningful 1, 4, 5, & 6
evaluation of performance in
the clinical area is an integral
part of nursing education
programs. Minimizing
subjectivity will provide
learners with feedback that is
specific and highlights areas
that are performed well, while
also providing feedback to
areas needing growth
NURS 605: Graduate Essentials 1-9 : Competencies 1- 8: 1,2,3,4,5 & 6
Practicum II Organizational and System Apply teaching/learning
Leadership principals with students across
Outcomes: 1, 3, 4, 5, & 6 the continuum in the online
Outcome 1: Preparation of educational setting
professional CV through Grading and evaluation of
Optimal Resume. Review of student work for the course as
my nursing experiences and well as communication via
skills class announcements and
Outcome 3: Apply my nursing emails.
skills to the education domain Attendance of committee and
to promote myself as an faculty meetings to fully assess
educator the scholarship aspect of the
Outcome 4: Promote my skills academic role of the nurse
via my CV and cover letter to educator
show my inter-professional
skills as applied to academia
Outcome 5: Demonstrate my
leadership abilities via my CV,
CL, and letter of
recommendations
Outcome 6: Apply teaching
skills as demonstrated in my
online co-teaching of two
students for course NURS 300
Intergradation of technologies
and alignment of the
constructivist theory utilized
by SUNY Delhi School of
Nursing programs
References

AACN Essentials. (2011). The essentials of master's education in nursing. American Association of Colleges of Nursing. Retrieved
from http://www.aacnnursing.org/Education-Resources/AACN-Essentials

Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.

NLN. (2013). Nurse educator core competency. Nation League for Nursing. Retrieved from http://www.nln.org/professional-
development-programs/competencies-for-nursing-education/nurse-educator-core-competency