Student-Centered Learning Objectives
Program outcomes are characteristics that students are expected to acquire by the end of the program (Billings & Halstead, 2012). Course outcomes are behavioral indicators of what students are expected to know, do, and value at the end of a course (Billings & Halstead, 2012). Student-centered unit learner outcomes place the student at the focal point of learning activities (Stanley & Dougherty, 2010). Outcomes should be written to reflect the core competencies of a registered nurse with categories such as professional values, clinical decision making, nursing interventions/skills, knowledge/cognitive competencies, communication/inter-personal relationships, and leadership/management/collaboration (Raurell-Torredà et al., 2015).
Medical-Surgical Content Focus: The specific content focus of a medical-surgical course for junior level BSN students is Geriatrics; this important course content will prepare students to meet the age-specific health needs of elders in all care-settings (Xiao et al., 2008).
Medical-Surgical Course Outcomes for BSN level students (Junior Year)-
Upon completion of this course, students will:
Upon completion of this unit, students will:
Jennifer Austin
(March 5, 2015)
Medical-Surgical Content Focus: The specific content focus of a medical-surgical course for junior level BSN students is Geriatrics; this important course content will prepare students to meet the age-specific health needs of elders in all care-settings (Xiao et al., 2008).
Medical-Surgical Course Outcomes for BSN level students (Junior Year)-
Upon completion of this course, students will:
- Determine the implications of providing care to clients with multi-system disease processes.
- Apply critical thinking and clinical-decision making in order to prioritize complex client care needs.
- Demonstrate nursing assessment skills in identifying the presence of normal and abnormal findings related to multi-system disease processes.
- Apply the nursing process to construct a comprehensive nursing care plan that meets the physical, psychosocial, spiritual, and cultural needs of clients and families.
- Use evidence based practice in planning health promotion strategies for clients and families.
- Demonstrate inter-personal communication skills via interactions with clients and families, and through interdisciplinary collaboration with members of the healthcare team.
Upon completion of this unit, students will:
- Discuss the implications of Geriatric syndromes (e.g. delirium, falls, urinary incontinence, etc.) related to the geriatric medical-surgical client (Understanding) (1)
- Use critical thinking and clinical decision making to prioritize care needs of geriatric clients with complex illnesses (Applying) (2)
- Demonstrate the use of evidence-based geriatric assessment tools (e.g. cognitive assessment, fall-risk, pressure-ulcer risk, pain assessment, etc.). (Applying, Evaluating) (3)
- Apply the nursing process to construct a comprehensive nursing care plan related to the complex needs of geriatric clients (Applying, Creating) (4)
- Plan client-education initiatives and health promotion strategies for geriatric clients (e.g. immunizations; vision and hearing screening; fall prevention; prevention of polypharmacy, etc.). (Creating) (5)
- Develop collaborative interdisciplinary strategies for treating a geriatric client with acute delirium in the medical-surgical setting. (Creating) (6)
Jennifer Austin
(March 5, 2015)