SUNY Delhi MS in Nursing Education or Nursing Administration

Professional Nursing Standards and Guidelines Assignment

The MS in nursing education program content, learning activities, and outcomes are guided by multiple sources of knowledge
including theory, evidence, and professional nursing standards and guidelines (PNSGs). The PNSGs used to design our graduate
programs provide expected competencies for advanced professional nursing roles and practice.

The learning activities you have completed throughout the program will be documented in a table in your final course |(NURS
605/610) to show linkage to the PNSGs and also our End-of-Program Outcomes. The table can be found in the MSN Student
Resources link under MSN Course Resources. It is recommended that you download the table early on in the program, and add to it
each time you complete a course so is will be mostly completed by the final practicum.

Note: This assignment is for students who are matriculated into the MS program in Nursing Education or Nursing
Administration. This is not applicable to non-matriculated students or those in certificate programs!

The learning outcomes for this assignment 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 linkage of learning activities
completed during the graduate program.
 Assess how the SUNY Delhi graduate nursing program outcomes have been met through the learning activities completed
during the graduate program.
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 within each essential 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. These professional standards identify 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
subcategories to identify outcomes as you identify how you met each competency, and include those in your detailed descriptions 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
Graduate Program Student Learning Outcomes:
1. Integrate advanced knowledge from nursing, related sciences, and humanities to influence and improve healthcare in diverse
settings and environments.
2. Demonstrate competencies to develop, implement, and evaluate evidence-based interventions and conduct scholarly inquiry.
3. Incorporate quality, education, and leadership principles to advocate for health policy and effect systems-level change within
populations, healthcare environments, and organizational systems.
4. Apply skills of communication, consultation, and collaboration on intra/interprofessional healthcare teams to promote
improved health outcomes in a global population.
5. Integrate concepts of prevention, cultural competence, ethics, safety, education, and leadership and management into the
planning, delivery, coordination, and evaluation of care to individual, families, and community/population groups.
6. Develop dynamic and innovative advanced practice initiatives supported by theories of nursing, teaching and learning,
leadership, healthcare/educational technologies, and evaluation strategies.

SUNY Delhi MS in Nursing Education or Administration

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 605/610: Graduate Practicum II. Complete Columns 2,
3, and 4 in the table below.

 Column 2: identify at least one MSN Essential and then list the outcomes (by number) that fit what you have done, and
describe how your work met this Essential. .
 Column 3: identify at least one NLN Core Competency (Education majors) or AONE Competency (Administration majors)
with associated outcomes (at least one outcome per standard), and then an example of an assignment or learning activity that
met this standard (in the sample below, the assignments are the same. If the assignment is different, please identify the
assignment). Complete this information in 50-75 words. Follow this with a brief statement as to how this met the standard.
 Column 4: identify the number(s) of the Graduate Program Student Learning Outcome (listed above) that links to these course
activities, and explain how it was achieved. All of the MSN Essentials, NLN Core or AONE Competencies, and Program
Outcomes should be represented in the table.
Name: Robin Mosher

Professional Nursing Standards and Guidelines Table

1 2
Graduate Nursing Course MSN Essentials (Both Ed
and Admin)
(Essential and the expected
outcomes, by number,
followed by the example of
the assignment and
explanation)
3 4
NLN Core Competencies (Ed MSN Graduate Program
only) Student Learning Outcomes
(or) AONE Competencies
(Admin only)
(List Competency by number
and the expected outcomes in
each standard, in brief)

NURS 501: Research Essential I: Outcomes 1 and Competency 7: Learning Outcomes 1, 2, 5

Methods and Statistics (Both
Ed and Admin)
6
Assignments in this course Activities in this course were I utilized research methods and
focused on improving focused on the statistics of my knowledge from nursing to
understanding of research and research, which informs look at a topic that could
the relevance to nursing nursing education and impact the population in health
practice for improving decisions, as well as prevention, and how barriers
outcomes and developing professional development and preventing vaccination can
evidence-based practice. In commitment to life-long impact health.
my assignment of looking at learning.
school nurse perspectives on
human papilloma virus (HPV)
vaccination, I was looking at
how posing questions can
enhance nursing practice by
addressing barriers to care for
patients. Other assignments
were focused on increasing
knowledge in statistical data
which is the measurement to
 support research in making
informed assumptions.
NURS 502: Advanced Essential II (Outcome 6) and Competency 5 Learning Outcomes 1, 2, 5
Nursing Research (Both Ed Essential IV (Outcome 5)
and Admin) In my assignment work, my I incorporated leadership skills
Research Proposal Topic: research proposal topic looked and integrated knowledge to
Nurse Manager’s perceptions to implement strategies to improve nurse manager
of job satisfaction while improve nursing leadership satisfaction in a Magnet
working in an American satisfaction, which would facility, among my
Nurses’ Credentialing Center support an organizational organization peer colleague
(ANCC) Magnet designated change. group. I utilized research to
hospital. assess current satisfaction, and
to inform decisions on how
Brief Description: Magnet satisfaction could be improved.
designated hospitals are known
to be concerned with the job
satisfaction of staff nurses,
which is felt to have a direct
correlation with nurse
retention. There is limited
information related to Nurse
Manager Job satisfaction,
which could directly impact
overall nursing satisfaction.
The goal of this study would
be to examine nurse manager
perceptions on job satisfaction,
and identify themes that could
negatively impact a nurse
manager’s job satisfaction.
Rather than utilizing a
quantitative approach to
measure job satisfaction, I
would like to apply a
 qualitative design such as
Phenomenology or
Hermeneutics, to identify
themes that could present
which could negatively impact
a nurse manager’s satisfaction,
and which could then lead to
further research to address
those specific themes to
improve job satisfaction.
NURS 503: Advanced Essential I, Outcome 1 and Competency 1 Learning Outcome 1
Pathophysiology (Both Ed Essential IX, Outcomes 1, 2
and Admin) and 7 Coursework contributed to my Building my clinical
advanced practice nursing pathophysiology knowledge
Heart Failure: Multiple System knowledge base, which is base prepares me for an
Involvement with Advanced needed for my future educator advanced nursing educator
Disease role. role.
Multi-System Disorders
Popplet (Mind Map)- Heart
failure is the end-point of
many serious cardiac issues
over time. When these issues
have progressed to the point of
heart failure, many systems
within the body can be
negatively impacted. The
initial causes of heart failure,
can predict future system
involvement. Among these
systems, decompensation of
lung, renal, and liver function
can occur. By understanding
the origin of which portion of
heart dysfunction is causing
the heart failure, it can be
predictive of what other
systems will ultimately see an
impact. The following will
discuss the pathophysiology of
heart failure, and what systems
can decline as a result of this
prolonged disease process.

Case study work on multiple

systems including heart, lungs,
etc.

Essential V, Outcome 1:
Exploration of new medical
innovation devices: The
product that I chose to report
on, is the ECG-Check for
iphone, which is a product that
can turn your smartphone into
an essential tool to help with
diagnosis of intermittent, or
life threatening arrhythmias
(Medgadget, 2013). Although
this particular product first
surfaced in 2013, there have
been other companies that
have followed suit, and offer
similar technology.
Traditionally, trying to capture
an arrhythmia that is not
consistently present, has been a
 challenge for patients and
health care providers. The
method of applying a holter
monitor, generally for 24-48
hours, has only been effective
if the heart rhythm in fact
presents itself during that time.
However, many patients have
been met with the challenge of
presenting their arrhythmia to
their provider, only to not
successfully capture during a
specific period of time. With
my background in cardiac, I
have seen this many times. It
leads to frustration on the part
of the patient, as they attempt
to prove what they are
experiencing, and can be a
costly expenditure, when their
arrhythmias are intermittent,
and not successfully captured.
This product allows a patient
to successfully capture an
elusive arrhythmia, so that that
appropriate diagnosis and
therapy can commence.

NURS 504: Advanced Essential I (Outcome 1) and Competency 1 Learning Outcome 1

Pharmacology (Ed only) Essential IX (Outcomes 2
and 7) Coursework contributed to my Advanced pharmacology
advanced practice nursing builds on my current
knowledge base, which is knowledge, and provided a
 Assignments correlated with needed for my future educator means to gain deeper
advanced practice thinking role. understanding and knowledge
regarding pharmacology. on an advanced level, which
Assignments included current prepares me for an advanced
recommendations regarding practice nursing educator role.
Asthma treatment, as well as
practice guidelines for
hypertension and cholesterol
management in regards to
pharmaceuticals. With
Assignment 2, I researched on
current trends and
recommendations for pain
management. Assignment 3
provided practice of choosing
the right medication/antibiotic
for the right medical condition,
and Assignment 4 provided
practice in prescribing and
filling out prescriptions.
NURS 505: Advanced Health Essential I (Outcomes 1 Competency 1 Learning Outcomes 1, 2, 5, 6
Assessment (Ed only) through 8); Essential VIII
(Outcomes 1 through 5); and Coursework contributed to my Advanced health assessment
Essential IX (Outcomes 1 advanced practice nursing built on previous assessment
through 9) knowledge base, which is knowledge, though added the
needed for my future educator level of advanced nursing
In addition to simulated role. clinician. This course allowed
advanced practice/provider me to move beyond my current
physical assessment practice, nursing level, to view patient
an assignment entitled Grand assessment on the level of a
Rounds allowed me to present provider. Advanced practice
a patient case scenario using a course work continues to
SOAP note approach, with prepare me for an educator role
 proposed treatment in nursing, and improves my
recommendations and plan. critical thinking skills
These activities built upon pre-
existing nursing knowledge,
though escalated to a higher
level of thinking for the
advanced practice nursing role,
to include diagnosis and
treatment recommendations.
Mental health was also
included in the focus of this
course.
ALHT 500: Health Policy Essential V (Outcomes 1 Competency 5 and 6 Learning Outcomes 3, 5, 6
and Technology in through 6); and Essential VI
Healthcare (Both Ed and (Outcomes 1 through 5) Coursework provided Through policy education, as
Admin) knowledge in the importance well as education on the
Assignments for this course of health care policy, and how Affordable Care Act and social
focused on developing an nursing can advocate for determinants of health
understanding of the change. In competency 6, the coursework improved
professional nurses’ role in importance of professional knowledge in health for
health care policy advocacy responsibility in regards to populations. The importance
and development, as well as health policy is addressed, as of incorporating heath
how information technology well as a commitment to life- technology was also addressed,
has impacted healthcare long learning. Incorporating which can promote patient
delivery. In looking at the technology in health care also safety and inform evidence-
Affordable Care Act, we also supports the role of a change based care for patient
examined the impact of social agent to improve healthcare population.
determinants of health and process and patient outcomes.
health disparities on patients
receiving the care needed for
health and well-being.
 In my Assignment 1, I created
a power point presentation on
how information technology
has impacted healthcare
delivery by means of clinical
decision supports built into
electronic health records, and
bar code scanning for
improved medication delivery
safety.

For Assignment 2, I chose to

look at the vulnerable
population of homeless in New
York state, and available
resources for assistance and
advocacy.

In addition, I created
presentations on childhood
pediatric obesity, and the
Affordable Care Act.
ALHT 501: Leadership and Essential II and III- Competencies 1,2,3,4,5,6,7,8
Quality Improvement in Registered to take Spring
Healthcare Systems (Both Ed 2019 second session
and Admin)

NURS 600: Development of Essential IV (Outcome 1); Competency 1, 2, 6, 7, 8 Outcomes 2, 6

the Nurse Educator (Ed Essential V (Outcomes 5 and
only) 6); and Essential IX
(Outcome 15)
As the beginning course in the
nurse educator specific This course served as the
curriculum, coursework began beginning course where we
the process of assessing our looked at examining our
 This was our introductory
course specific to the nurse
educator role, where various
skills and topics were
introduced. Assignment 1:
Advance skills in online
research, formal literature
review, and scholarly writing;
Assignment 2: Develop our
personal philosophy of nursing
education; Assignment 3:
Create an annotated
bibliography. Week 2
discussion a power point was
created entitled the Rising use
of technology in education:
Expectations for faculty.
NURS 601: Principles Essential VII (Outcomes 1
of Teaching and Learning through 3); and Essential IX
(Ed only) (Outcomes 12, 14, and 15)
Designing a lesson: 3 parts - In
Part A of the assignment we
identified the type of
curriculum, the course, topic
and setting (Developed
learning module outline that
included: Module description;
Timing; Objectives; and
Teaching strategies. The
second step was to develop the
content that included
PowerPoint slides and speaker
own philosophy on educating,
and began the process of
identifying what is expected as
a nurse educator in regards to
teaching in general, as well as
professional development.
Competency 1, 2, 3, 4
Coursework looked at the
initial process of designing a
lesson. Activities were to
develop a module learning
plan, including learning
objective that were measurable
and could be achieved within a
specified time. Teaching
strategies were reviewed and
developed to include in the
module, and evaluation plans
were included on how to
measure outcome achievement.
personal teaching
philosophies; learning how to
perform advanced literature
reviews and enhancing our
scholarly writing practices.
We also looked at how nursing
education has advanced from
traditional onsite classrooms,
to incorporate technologies and
online education. Content also
reviewed how changes in
curriculum delivery have
impacted the nurse educator
role.
Learning Outcome 6
Utilizing advanced practice
knowledge which included
evidence-based theory and
practice related to teaching and
learning, we began learning
how to develop an educational
teaching module for students,
as well as how to evaluate
whether learning objectives
and outcomes were met.
 notes and the presentation of
the information. For the last
portion, we also developed
how the activity would be
evaluated.

Other assignments included

creating a Care Coordination
Powerpoint; creating a weebly
portfolio website; and
reviewing the topic of
technology in higher
education, with included
reviewing various reports.

NURS 602: Curriculum Essential I (1,8), IV (6), V Competency 1, 2, 3, 4, 5, 6, 7, Learning Outcomes 1, 2, 5, 6

Development and (3,5,6), VII (4,6), VIII (3,4,5), 8
Instructional Design (Ed and IX (Outcomes Utilizing knowledge from
only) 1,2,8,11,12,14, and 15) Assignments aligned with how nursing, quality and safety
to develop curriculum that met standards, and standards of
Course content covered the various standards for various other professional
many aspects of what goes into appropriate instructional organizations, assessments
curriculum development and design and content. Attention were completed on nursing
design. These included was given to meeting standards program requirements, and
incorporating information from of content that would support how to bring about curriculum
stakeholders, organizations knowledge needed to developments to represent up-
such as the National Council of adequately prepare students for to-date best practice in nursing
State Boards of Nursing, and the RN-NCLEX exam, as well education.
RN-NCLEX pass rate data; as baseline knowledge needed
QSEN recommendations to prepare new nurses for safe
regarding quality and safety; patient practice. We utilized
Credentialing and certification assessments models to
organizations such as the NLN,
American Association of
Colleges of Nursing.
Assignment 1 included
reviewing a case study of a
nursing education program,
and how to effectively bring
about needed curriculum
design changes to enhance and
improve a program outcome.
incorporate various methods of
technology into curriculum, as
well as new technology for
presenting curriculum and
incorporating assessment and
evaluation tools into
presentations for students to
measure achievement of
learning outcomes.

For Assignment 2, an actual

nursing program (Rutgers) was
reviewed through the
application of the national
guidelines. In Assignment 3
the SAMR Model for
Classroom Technology
Integration was utilized when I
applied this to CPR instruction
for my paper entitled Using
Technology to Enhance
Cardiopulmonary
Resuscitation Training
I presented on the ADDIE
model of instruction design,
and we were introduced to
another form of instruction
technology through ED Puzzle,
where we learned to include
questions in various formats,
into our presentation designs.
NURS 603: Measurement Essential I (1), IV (6), V Competency 2,3, 5, 6 7, 8 Learning Outcomes 1, 2, 6
and Evaluation in Nursing (3,5,6), VIII (3,4,5), and IX
Education (Ed only) (Outcomes 1,2,8,11,12,14, Course work contributed to the In creating appropriate nursing
and 15) process of learner development test questions, I had to
through our practice of integrate my knowledge of
Course content developed a developing appropriate test nursing and related sciences. I
knowledge base of how to questions, as well as enhanced utilized the cognitive stages of
develop a quality objective test learning for evaluating the Bloom’s Taxonomy and other
question for evaluation, as well effectiveness of questions. By reputable sources including
as how to analyze the strength creating questions with evidence-based resources for
through proven methods of consideration of Bloom’s test question development.
scoring. For assignment 1 we Taxonomy, and the NCLEX-
developed our own objective RN categories, I was actively
test questions that would be participating in curriculum
similar to ones acceptable for a design. Evaluation methods
NCLEX-RN test. These also included scoring and
questions expanded beyond assessment of strength of
multiple choice and covered questions. By reviewing the
other methods. Questions validity of test questions, I
were then reviewed for engaged in continuous quality
alignment with cognitive stage improvement in the educator
of Bloom’s Taxonomy, and role. Scholarship and
category of the National functioning within an
Council Licensure educational environment was
Examination for Registered achieved through learning
Nurses (NCLEX-RN) testing activities.
which cover the four main
client needs categories
including safe and effective
care environment; health
promotion and maintenance;
psychosocial integrity; and
 physiological integrity, and
sub-categories.

For Assignment 2, we
practiced analyzing objective
questions using scoring, and
offered recommendations for
improvement or strengthening
of test questions. Assignment
3 covered learning how to
calculate weighted grades by
hand, and Assignment 4
provided experience with
grading written assignments
utilizing a grading rubric, and
offering constructive feedback.
An assignment was also
completed where we provided
a video recording of providing
verbal communication to a
student regarding a clinical
failure.

NURS 604: Graduate Essential I (Outcomes Competency 1, 2, 3, 4, 5, 6, 7 Learning Outcomes 1, 2, 3, 4,

Practicum I 1,3,4,5,6,7); II (1,2,3,4,6,7);
III (1-8); IV (1-6); V (1-6);
VI (3-5); VII (1-6); VIII (1-
5); IX (Outcomes 1 through
15)
First of two practicum courses
– Focus on the advanced
I utilized assessment and
evaluation skills in providing
patient care in a clinical
setting, under the supervision
of my preceptor. Activities
brought forth previously
learned nursing skills, and
5, 6
With a clinical focus, I was
able to participate in learning
about the role of an advanced
practice nurse who acts as a
care provider in a clinical
setting. Learning met all
 practice nursing role with a advanced practice clinical and graduate program learning
clinical focus, as well as inter- assessment skills developed outcomes.
professional collaboration with during this program. Other
other health care team activities looked at the role of
members. In addition to the advanced practice nurse,
clinical hours in patient care and how this role is impacts
setting where I participated in nursing education and
providing care on a provider professional development and
level, assignments focused on scholarship.
understanding the advanced
practice nursing role.
Assignment 1: Inter-
professional collaboration
(IPC) interview with SW (IPC
competencies for collaborative
practice); Assignment 2:
Create an educational
conference abstract on Finding
a common ground: Teaching
strategies to bridge the
generation gap among students
in nursing education;
Assignment 3: Review and
score a conference abstract
submission.
NURS 605: Graduate Essential I (Outcomes Competency 1, 2, 3, 4, 5, 6, 7, Learning Outcomes 1, 2, 3, 4
Practicum II 1,3,4,5,6,7); II (1,2,3,4,6,7); 8
III (5,6,7); IV (1,2,3,5,6); V For this practicum, I have had
(1,5,6); VI (4,5); VII (1-5); Course work and practicum to integrate knowledge of
VIII (1-5); IX (Outcomes 1 experience have allowed me to nursing, as well as knowledge
through 15) facilitate learning activities for learned throughout the
myself, as well as the students. program to effectively work
Activities covered all NLN with students in the clinical
Second and final practicum core competencies. I was setting. I have applied skills
course with a focus on the allowed to participate in related to communicating
actual nurse educator role. evaluation of student effectively with students and
Practicum activities are outcomes, function as a leader other healthcare professionals
working with a nurse educator, in the clinical setting, and in the clinical setting, and
in a clinical setting with effectively function in an collaborating for positive
students, to build on skillset educational environment, patient care outcomes.
for future nurse educator role. where I applied skills learned
Course work also includes and developed throughout the
preparing the nurse educator program.
for employment, by learning
how to create a CV, cover
letter, and letter of reference.
A practice interview will be
conducted for a nurse educator
position in a virtual setting.
Completion of program
portfolio and discussions
related to academic integrity
were also completed.