Professional Nursing Standards and Guidelines Table
1 2
Graduate Nursing Course
NURS 501: Research
Methods and Statistics (Both
Ed and Admin)
MSN Essentials (Both Ed
and Admin)
(Essential and the expected
outcomes, by number,
followed by the example of
the assignment and
explanation)
Essential VI: Outcomes # 1, 4:
Research Study. My research study
examined the differences in nurse
satisfaction with different types of
shift scheduling at two different
hospitals. One hospital employed a
rotating shift model, and the other
staffed permanent day shift and night
shift nurses. A Likert scale was
distributed to gather data on nurses’
satisfaction. Contrary to my research
hypothesis, no statistically significant
difference was found. Outcome #1:
This research study analyzed the
effects of staffing policies on nurse
satisfaction, an important concept in
the smooth functioning of an acute
care institution. Outcome #4: I
interpreted the results of my own
research and analyzed my findings
and reflections with nurse managers
of both units. Essential IX,
Outcomes # 1, 2: Research Study.
Outcome #1: I used these research
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)
Competencies 1, 5, 7: Research 2, 3: Research Study. 2: This study
Study. Competency 1: Self-analysis was conducted to produce evidence
and reflective, critical thinking were intended to guide changes in staffing
demonstrated in presentation of policy; due to study results, no
research findings contrary to my changes were made at either
hypothesis, and in an honest and self- institution. 3: This study was
critical discussion of these findings. conducted to advocate for
Competency 5: My research study institutional policy change as needed
drew attention from nurse managers, in order to increase nurse
who gained insight into nursing satisfaction.
satisfaction on their units. This
enhanced the visibility of staff nurses
and their concerns and demonstrated
leadership in these institutions.
Competency 7: A transparent
presentation and discussion of results
counter to my hypothesis
demonstrated scholarly integrity and
courage. The research project was a
successfully designed and
implemented scholarly activity.
 findings to assess the effects of shift
scheduling on nurse satisfaction, with
this evidence being used to guide
departmental policy. Analysis of
data was comprehensive and
systematic. Outcome #2: The
decision of unit leadership not to
change staffing models was made
due to evidence produced from this
study.
NURS 502: Advanced Essential IV: Outcomes # 1, 2, 3, 6: Competencies 3, 7: Research 2: Research Proposal, Qualitative
Nursing Research (Both Ed Qualitative Research Presentation, Proposal, Qualitative Research Research Presentation: Both
Research Proposal. I conducted Presentation. Competency 3: The projects demonstrated competencies
and Admin) original qualitative research for my research proposal drew on extant to develop, implement, and evaluate
presentation, interviewing three literature to develop the research evidence-based interventions and
women who have experienced both topic. The qualitative research study conduct scholarly inquiry, and aimed
hospital birth and home birth and demonstrated skill in the design and to develop innovative advanced
analyzing the experiences they use of tools to analyze qualitative practice initiatives and evaluation
discussed. My research proposal was data. Competency 7: Both projects strategies.
written on the topic “Wireless Fetal demonstrated a spirit of inquiry into
Monitoring and the Labor their respective clinical topics and
Experience,” and proposed necessitated the design of scholarly
qualitative inquiry into patients’ activities. Topics were chosen in my
experiences using wireless vs area of clinical expertise. Scholarly
traditionally wired fetal monitoring activity was implemented in the
equipment during labor. Outcome qualitative research study, and
#1: The research proposal drew upon creativity was demonstrated. The
existing evidence and my own theory research proposal demonstrated skill
and clinical judgment, and aimed to in proposal writing.
uncover findings that would improve
practice and health outcomes for
laboring women. Outcome #2: My
qualitative research adhered to
ethical guidelines, with participation
completely voluntary and
participants’ identities protected.
Outcome #3: Credibility of existing
evidence from scholarly sources was
presented as a basis for the research
proposed on wireless fetal
 monitoring. Outcome #6: Existing
evidence derived from academic
journals was critiqued when
evaluating grounds for wireless fetal
monitoring research. Essential VIII:
Outcome #3: Findings from the
qualitative study were analyzed, and
used to propose practice changes
designed to be patient-centered and
to improve the birth experience.
Wireless fetal monitoring was chosen
as the topic for the research proposal
due to my hypothesis that it would
improve patient satisfaction and
allow for greater patient autonomy.
Essential IX: Outcome # 3. The
foci of both projects were women’s
birth experiences, with the goal of
using research evidence to advocate
for pregnant and laboring patients.
NURS 503: Advanced Essential I: Outcome #5: Competency 1: Multisystem 1, 2: Multisystem Disorders Paper.
Pathophysiology (Both Ed Multisystem Disorders Paper. The Disorders Paper. This paper 1: This assignment integrated
topic of my scholarly paper was demonstrated skilled written advanced knowledge of
and Admin) Type 2 diabetes. Outcome #5: communication to convey ideas as pathophysiology pharmacology, and
Foundational biologic science was well as critical and reflective nursing. 2: The writing of this
integrated with nursing concepts to thinking, and the research conducted research paper demonstrated
form recommendation for patient and for this paper enriched my own competency in conducting scholarly
population health. Essential IX: professional knowledge base. inquiry.
Outcome #2: The best available
evidence from scholarly sources was
used to determine Type 2 diabetes
treatment and prevention guidelines.
NURS 504: Advanced Essential I: Outcomes #1, 6; Competency 1: Assignment 3: The 1, 4, 5: Assignment 3: The Right
Pharmacology (Ed only) Assignment 3: The Right Bug for Right Drug for the Right Bug, Drug for the Right Bug, Diabetes
the Right Drug. Outcome #1: Diabetes Quizzes. Both of these Quizzes. 1: These assignments
Integrated background sciences and activities modeled critical and integrated advances knowledge of
current evidence-based guidelines to reflective thinking to arrive at and nursing and pharmacology to
select appropriate pharmacological explain appropriate answers. determine appropriate care. 4: Both
treatment for patient case studies. assignments necessitated stepping
Outcome #6: This assignment into the role of pharmacist and
 required analysis of disease
processes and pharmacokinetics to
determine application of appropriate
pharmaceutical interventions.
Essential IX: Outcome #1: Case
studies were comprehensively
assessed as the foundation for
choosing the correct drug therapy.
NURS 505: Advanced Health Essential I: Outcomes # 1, 2, 6:
Assessment (Ed only) ShadowHealth Assignments. The
ShadowHealth assignments were
spread throughout the course and
used a web-based program to
simulate head to toe patient
assessment at the level of an
advanced practice nurse. Outcome
#1: The work done in ShadowHealth
simulated advanced practice
assessment of patients of diverse
demographics and with varied
medical problems. Outcome #2:
Current genomics-based evidence
guided my diagnoses based on
known population risk factors for
specific racial, socioeconomic, and
age groups. Outcome #6: All patient
education and interventions were
based on current evidence-based
standards of quality care. Essential
IX: Outcomes # 1, 2, 13:
ShadowHealth Assignments,
Nursing Grand Rounds
Assignment. Outcome #1:
Comprehensive patient histories were
taken and physical assessments
performed on all ShadowHealth
patients. Outcome #2: The most
current and accepted evidence-based
Competency 6: Nursing Grand
Rounds Assignment. This
assignment required thinking on the
level of an advanced practice nurse to
present a patient’s case, prioritize
findings, and reflect on what was
learned from this patient.
Information was presented in the
SOAP format. Analysis of the
patient’s case and what was learned
reflects the value of lifelong
practitioner learning. The focus on
diagnostics and medical diagnoses as
opposed to nursing diagnoses reflect
role evolution and career
enhancement. Socialization into the
advance practice role occurred
through analysis of the case.
prescriber to understand the concepts
being studied, which enhances an
understanding of the role of other
members of the interprofessional
healthcare team. 5: Concepts of
prevention and safety served as a
foundation for drug selection in both
assignments.
1: ShadowHealth Assignments. I
integrated scientific knowledge to
provide care to a diverse cohort of
simulated patients. Advanced
clinical decision making was
demonstrated through the
prioritization of patient assessment
findings and exploration of
differential diagnoses. 2, 5: Nursing
Grand Rounds Assignment. I
utilized current evidence to guide
diagnostic and treatment decisions. I
educated the presented patient
regarding disease prevention and
family planning.
 research was used to guide diagnostic
decision-making for the patient
presented in the Nursing Grand
Rounds project. Outcome #13: The
ShadowHealth program required
thoughtful therapeutic patient
communication and education,
including reflective feedback and
emotional support of simulated
patients.
ALHT 500: Health Policy Essential VI: Outcomes # 1, 3, 5: Competency 5: Advocacy for 3, 4: Advocacy for Vulnerable
and Technology in Assignment #2: Advocacy for Vulnerable Populations Paper: The Populations Paper: My paper
Vulnerable Populations Paper. My scholarly paper explores and suggests included proposed interdisciplinary
Healthcare (Both Ed and scholarly paper discussing pregnant interdisciplinary ways to combat the initiatives that could be undertaken
Admin) women with opioid use disorder problem of OUD in pregnant women by nursing leadership to improve
(OUD) examined enacted and in Vermont; demonstrates leadership individual and population health for
theoretical policy interventions that skills via the formulation of policy women with OUD, advocating for
have or could have impacted this proposals that would redefine routine changes in health policy and
group. Outcome #1: This paper prenatal screening for this group; and collaboration with other healthcare
explored the impact of opioid and models cultural sensitivity to the professionals.
substance treatment coverage under vulnerable group by suggesting
the Affordable Care Act (ACA) on patient-focused, non-punitive, peer
rates of OUD in pregnant women. support groups. The use of social
Outcome #3: This paper discussed media as a touchstone for the group
how prescribing laws limit pregnant demonstrates innovation and a
women’s access to buprenorphine. creative perspective.
Outcome #5: Policies and nurse-led
initiatives to improve health
outcomes in this population were
suggested and defended. Essential
VIII: Outcomes # 1, 2, 4: Outcome
#1: Epidemiologic data on OUD and
neonatal abstinence syndrome were
examined to propose clinical
interventions and advocacy strategies
for the vulnerable group. Outcome
#2: Current prevention strategies and
policies were analyzed to determine
effectiveness on the target
population. Outcome #4: My

ALHT 501: Leadership and
Quality Improvement in
Healthcare Systems (Both Ed
and Admin)
NURS 600: Development of
the Nurse Educator (Ed
only)
proposal to expand prenatal
screenings for women with OUD
synthesized nursing and medical
sciences to recommend efficient
prevention services and policy
changes, with the goal of enhancing
population health for women with
OUD.
Essential III: Outcomes #2, 5, 8:
QUIP Project. The focus of my
four-part QUIP project was strategies
to improve nurse retention at Beth
Israel Medical Center, the hospital at
which I was working as a staff nurse.
Outcome #2: The importance of
nurse retention presented in the
project was based on extant
evidence-based research and related
to improved patient safety and
population health. Outcome #5: A
comprehensive communications plan
was formulated as an element of the
QUIP project, lending accountability
to nursing management,
recommending specific
communication between
management and nursing staff, and
encouraging a more cohesive
professional environment. Outcome
#8: The quality improvement plan
was designed to enhance nursing
satisfaction and, as a result,
improvement in nurse retention and a
safe environment in which to deliver
care.
Essential IV: Outcomes # 2, 3, 6:
Literature Review: My literature
review on the topic of gaming
simulation in nursing education
required advanced search techniques
Competencies 5, 6: QUIP Project.
Competency 5: The nurse retention
improvement plan evaluated
organizational effectiveness and
proposed strategies for improvement.
This project demonstrated leadership
skills and the ability to implement
organizational change. Competency
6: The QUIP activities engaged my
socialization into the role of a nurse
leader.
Competencies 3, 7: Literature
Review Project. Competencies 3,7:
I utilized extant literature to evaluate
use of simulation technology in
nursing education with a spirit of
1, 2, 3, 4: QUIP Project. 1: My
QUIP project sought to improve
nurse retention with the end goal of
improving the healthcare
environment for both patients and
nurses. 2: Creation of this quality
improvement proposal demonstrated
competency to evaluate issues and
develop evidence-based
interventions. 3: This project drew
upon leadership principles to
advocate for systems-level change at
Beth Israel Medical Center. 4:
Communication skills were
formulated based on an
understanding of the points of view
of nursing management and staff
nurses, and applied to the
communication plan.
2: Literature Review Project: My
work on this project demonstrated
capability of scholarly inquiry and
thoughtful evaluation of evidence-
based research.
 of library databases, evaluation of inquiry about teaching and learning.
research studies performed on this Competency 8: Literature Review,
topic, summarizing of the studies’ Knovio Presentation: I evaluated
findings, and evaluation of the current trends in the use of gaming
studies’ roles in the literature review. simulation technologies to make
Outcome #2: This review of the recommendations about further
body of research necessitated inquiry into their potential as a tool
evaluation of methodologies in nursing education. I explored my
including ethical considerations and own professional goals and roadmap
integrity of studies. Outcome #3: to achievement of these goals in the
The credibility of research studies Knovio presentation.
and their relevance to the selected
topic were evaluated and presented.
Outcome #6: The literature review
required critique and evaluation of
research studies retrieved by
searching library databases including
but not limited to CINAHL, Google
Scholar, and the Journal of Nursing
Education through the MILO library
portal. Essential IX: Outcome # 15:
Knovio presentation. The online
presentation platform Knovio was
used to present career goals and a
five-year professional plan bridging
the time frame plotting career goals
in nursing education and how they
will be achieved, as well as
professional strengths and
weaknesses. Creation of this plan
and presentation required drawing
upon personal nursing philosophy
NURS 601: Principles Essential V: Outcomes # 5, 6: Competencies 1, 3, 4: Designing a 1, 6: I drew upon current guidelines
of Teaching and Learning Designing a Lesson Project, Part Lesson Project, Parts A, B, C. for fetal monitoring and interventions
C. Part C of the curriculum design Competency 1: All material to formulate lesson module and
(Ed only) project produced a fetal monitoring covered in the module was retrieved implement associated assessment
education module for ADN based in from scholarly sources to support tool.
Kahoot!, an interactive gaming evidence-based practice. A variety
technology for smartphone use. of teaching strategies such as an
Outcome #5: Use of Kahoot! interactive game, lecture, and visual
 demonstrated use of educational
technology to teach nursing students.
Outcome #6: The Kahoot!
technology used in this module was
chosen to captivate students by being
new and interesting, and delivers
knowledge students will use in the
clinical setting. Essential VII:
Outcomes #2, 5: Designing a
Lesson Project, Parts A and B.
Part A of this project was the
creation of an outline of course
content. Part B was a VoiceThread
presenting a sample of the lesson as
it would be delivered to the intended
students. Outcome #2: This outline
was created to be appropriate for the
ADN students’ preexisting
knowledge and entry-level scope of
practice. Outcome #5: The lesson
delivery was designed to be engaging
and encouraging as it delivered
content to students entering the
nursing profession.
NURS 602: Curriculum Essential IX, Outcome #12:
Development and Assignment 3, SAMR
VoiceThread. This project explored
Instructional Design (Ed uses of educational technologies to
only) enhance the delivery of content,
thereby enhancing educational
quality. My VoiceThread explored
the use of various technology
platforms to change concept map
assignments. Outcome #12: The
SAMR presentation applying
principles of teaching and learning to
formulate creative, engaging
methods for health education
programs.
aids were implemented in creation of
the module. Careful written and oral
material was prepared for the lesson.
I showed enthusiasm for teaching
through creation of Kahoot! game.
Competency 3: My work on this
project demonstrated skilled use of
assessment tools. I drew upon
scholarly sources and evidence-based
guidelines from obstetric authorities
when crafting evaluation tool.
Competency 4: The module
curriculum was designed to meet
current needs of pregnant population
and function as entry-level nurses in
today’s complex hospital
environment.
Competencies 1, 2: Assignment 3: 4: Assignment 3, SAMR
SAMR VoiceThread. Competency VoiceThread. The SAMR
1: The SAMR VoiceThread VoiceThread applied communication
examined the benefits of novel skills to improve educational
educational technologies for meeting outcomes.
the needs of diverse learner groups,
used informational technology,
demonstrated skill oral and electronic
communication skills, and showed
enthusiasm for teaching and learning.
Competency 2: The SAMR Project
recognizes the need for utilizing a
variety of educational tools to meet
different learning styles.
Competency 4: Assignment 2:
Curriculum Evaluation. The

NURS 603: Measurement Essential IV, Outcome #3.
and Evaluation in Nursing Assignment 1, Objective Tests:
Design and Considerations. This
Education (Ed only) project required creation of a set of
unique multiple format NCLEX
questions, with answers and
explanations of correct and incorrect
options. Outcome #3: The
formulation of correct answers to
NCLEX questions drew upon
evidence-based sources and clinical
practice guidelines, and articulated
the rationale for these answers.
Essential VII, Outcome #2.
Clinical Failure Video. The clinical
failure video presentation allowed for
practicing the role of nurse educator
in the difficult position of having to
give a student a failing grade.
Outcome #2: My unique test
questions were created with an
understanding of the appropriate
level of knowledge required for ADN
students preparing for entry-level
nursing practice.
syllabus for NURS 400, a course in
SUNY Delhi’s BSN program, was
evaluated for this program. Learning
activities and their alignment with
both student learning outcomes
(SLOs) and program outcomes were
examined. This exercise ensured that
curriculum reflected institutional
mission and demonstrated an
understanding of program outcomes
and learning activities.
Competencies 1, 2: Clinical Failure 2: The formulation of original
Video. Competency 1: Careful complex test questions demonstrated
attention to tone as well as focus on competency in the evaluation and
positive attributes and constructive application of evidence-based,
criticism in the clinical failure video scholarly sources.
showed respect for the learner and
ability to foster collegial working
relationships with students.
Competency 2: The clinical failure
video demonstrated an appreciation
of thoughtful interpersonal
interactions on learner outcomes and
encouraged the learner to engage in
reflective self-evaluation.
Competencies 3, 4: Objective
Tests: Design and Considerations.
Competency 3: The NCLEX test
questions were developed from
current evidence-based literature, and
designed appropriately for the
intended learners and learning goals.
Competency 4: Selection of material
for test questions appropriate for an
ADN program demonstrated
understanding of aligning curriculum
materials to program outcomes.
NURS 604: Graduate Essential II: Outcome #2.
Practicum I (Both Ed and Assignment 2, Conference
Abstract Submission. A conference
Admin) abstract submission was created to
present use of Kahoot!, an interactive
smartphone gaming platform, as a
tool for delivering educational
updates to inpatient nurses.
Outcome #2: I proposed new
methodology for continuing
education of inpatient nurses with
goal of sharing methodology and
results with peers at abstract
conference. Use of an engaging,
interactive delivery of continuing
education demonstrated leadership
and commitment to quality
improvement in patient care.
Essential V: Outcomes # 5, 6:
Assignment 2, Conference
Abstract Submission. Outcome #5:
I proposed use of communication
technology to provide continuing
education to nursing staff. Outcome
#6: Kahoot! is an emerging
educational technology tool.
Essential VII, Outcomes # 2, 6:
IPC Interview Paper. I interviewed
the andrologist for the fertility
practice I worked with. I learned
about her professional background,
and we discussed communication
issues and interprofessional practice
in our professional setting. Outcome
#2: I learned a great deal about my
colleague’s role on the team as well
as her education and training, and
gained additional knowledge into her
role on the team and the details of
her work. This enhanced my
Competencies 1, 2, 7. Assignment 6: The abstract proposal
2, Conference Abstract demonstrated capability of
Submission. Competency 1: The developing dynamic and innovative
Kahoot! education proposal teaching initiatives.
demonstrated inventive use of
educational technology, enthusiasm
for teaching, and desire to promote a
positive learning environment.
Competency 2: Proposal of an
interactive game as a tool for in-
service education delivery shows
appreciation for the interest of the
adult professional learner, fosters a
learning environment based on
interpersonal interactions, and
encourages learner self and peer
evaluation based on game results.
Competency 7: My abstract
submission sought to disseminate
educational information to peers, and
the proposal required educational
vitality and creativity. Creation of the
abstract submission demonstrates
proposal writing.
 understanding of the time and
resources she needed to perform her
work. Outcome #6: The IPC
interview provided me with greater
insight into what was needed for a
healthier and more respectful
functioning of our team.
NURS 605: Graduate Essential IV: Outcome #3, 6:
Practicum II (Both Ed and Practicum Experience. My
graduate practicum was spent
Admin) assisting one of SUNY Delhi’s
professors in teaching Health
Promotion, a class in the RN to BSN
online program. This involved
communicating with students in
discussion forums, via email,
managing the Questions and
Answers forum, and grading
classwork such as PowerPoint
presentations, scholarly papers, and
discussion sections. Outcome #3:
My participation in the discussion
forums and feedback provided in
grading rubrics emphasizes to
students the importance of evidence-
based practice and evaluation of
scholarly resources in their work.
Outcome #6: My replies to students
in the discussion forums drawn on
evidence-based resources and
scholarly sources retrieved from
CINAHL and Google Scholar
databases. Essential IX: Outcomes
#5, 14: Practicum Experience.
Outcome #5: As an instructor in this
course, part of my role was to teach
and coach students via discussion
forums and grading rubric feedback
on all assignments in the course
syllabus. Outcome #14: My
Competencies 1, 2, 3, 6: Practicum 6: Practicum Experience. My
Experience. Competency 1: experiences in practicum, stepping
Throughout my practicum experience into the role of online nursing
teaching under a SUNY Delhi educatory, helped me to develop
professor, I have engaged in self- dynamic and innovative
reflection and continued learning to communication and education
improve my teaching practices, used techniques, utilize educational
technology to support the educational technologies such as Moodle, and
process, practiced skilled written comprehensive evaluation strategies
communication to students, urged such as detailed assignment rubrics.
students to develop critical thinking The constructivist theory of learning
skills, demonstrated interest and employed by the department of
respect for learners, and developed a nursing served as the framework for
collegial working relationship with my educational and evaluative
the students I interact with as well as strategies, honoring the unique
my preceptor. Competency 2: I contributions that all students bring
have tailored communication to the course by way of their unique
techniques to meet individual backgrounds and prior experience.
learning styles when communicating
with students, engaged in effective
advisement and counseling of
students via email and rubrics to
improve their work quality, fostered
socialization into the role of BSN-
prepared nurse in my interactions
with students and encouraging
appropriate depth of work,
recognized the importance of positive
interpersonal outcomes on learners,
and used assignment feedback to lead
learners towards constructive self-
evaluation. Competency 3:
Appropriate assessment and
graduate practicum experiences have
led me to reflect on my own
educational and professional goals,
and to operate on a higher level of
practice as a teacher.
evaluation practices were employed,
closely following course rubrics.
Constructive feedback was given to
students within time frames defined
in course syllabus. Competency 6:
My practicum experiences have led
me to revise my career goals and
continuing education needs, and
identify areas of strengths and
weaknesses to target future
professional development. I
balanced teaching and scholarship by
learning the role of educator while
actively participating in the teaching
of the course. Feedback was
provided by my preceptor, and used
to improve my performance. The
practicum experience helped to
socialize me to the role of educator
through weekly Zoom meetings with
my preceptor and the unique insight
into the role that was gained from
working alongside her and
interviewing her about her role.