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Butler Department of Nursing
Curricular Framework

The nursing organizing framework was developed by the nursing faculty, guided by Butler Learning College Principles and the Nursing Mission and Philosophy. A process of mapping based on The Mapping Primer (Stiehl, 2005) was used. Mapping of programs is an initiative of the Butler Instructional Division.

Intended Learning Outcomes

Department of Nursing Educational Outcomes/Kansas ADN Outcomes

Look at the very right hand side of the map. The Department of Nursing intended learning outcomes for its students are the Kansas ADN Outcomes. These outcomes are the same for all Associate Degree programs in Kansas and were developed as part of the ADN Nursing Program Alignment by the Kansas Board of Regents with required implementation fall 2012. (KSBN, 2010) The graduate will be able to:

  1. Adapt through the use of the nursing process the ability to think critically and make safe effective clinical judgments incorporating evidenced-based practice.
  2. Integrate caring behaviors in practicing the art and science of nursing within a diverse population.
  3. Demonstrate effective communication methods to manage client needs and to interact with other health care team members.
  4. Collaborate with clients and members of the interdisciplinary health care team to optimize client outcomes.
  5. Implement professional standards and scope of practice within the legal, ethical and regulatory frameworks.
  6. Manage care and provide leadership to meet client needs using available resources and current technology.
  7. Generate teaching and learning processes to promote and maintain health and to reduce risks for a variety of clients.

Quality and Safety Education for Nurses Competencies (QSEN)

Nursing educators have always valued quality and safety, yet changes in nursing practice are requiring new approaches for preparing students to provide safe, quality care. Embedding QSEN competencies across nursing curricula, beginning with early clinical courses, is essential, so Butler Nursing Department includes the QSEN competencies as intended learning outcomes for the program. (Cronenwett, 2007).The graduate will be able to demonstrate the knowledge, skills and attitudes related to:

  1. Patient Centered Care
  2. Teamwork and Collaboration
  3. Evidence–based Practice
  4. Quality Improvement
  5. Safety
  6. Informatics

Butler‘s Learning PACT Skills

Butler prepares students to be principled, productive individuals who are responsible, involved lifelong learners. To accomplish this goal Butler has established a Learning PACT for the skills that learners need during their career and has integrated PACT skill–building activities and assessments through a variety of program coursework, extracurricular activities, and other learning opportunities.

The Butler Learning PACT consists of:
P = Personal Development Skills: Interpersonal Interaction, Discipline Specific
A = Analytical Thinking Skills: Critical Thinking, Discipline Specific
C = Communication Skills: Reception and Interpretation of Messages
T = Technological Skills: Discipline Specific

The Learning PACT Skills are vital for any adult to function successfully in the ever–changing world of the 21st century. Butler expects learners to be full partners in the learning process and as such to assume primary responsibility for their own choices. (Butler CC, n.d.).

Organizing Framework

Client Needs

The Kansas ADN Outcomes, the Butler Learning PACT skills and the QSEN competencies provide the outcomes of the Department of Nursing‘s organizing framework. Client needs from the National Council of State Boards of Nursing (NCSBN, 2010) organize the content within the framework, as does the ANA Standards of Practice and the QSEN Knowledge, Skills & Attitudes. There are 4 categories of client needs:

Client Need Definition
Safe and Effective Care Environment The nurse promotes achievement of client outcomes by providing and directing nursing care that enhances the care delivery setting in order to protect clients, family / significant others and health care professionals.
This client need includes 2 subcategories:
  • Management of care
    Providing and directing nursing care that enhances the care delivery setting to protect clients and health care personnel.
  • Safety and infection control
    Protecting clients and health care personnel from health and environmental hazards.
Health Promotion and Maintenance The nurse provides and directs nursing care of the client that incorporates the knowledge of expected growth and development principles; prevention and/or early detection of health problems; and strategies to achieve optimal health.
Psychosocial Integrity The nurse provides and directs nursing care that promotes and supports the emotional, mental and social well-being of the client experiencing stressful events, as well as clients with acute or chronic mental illness.
Physiological Integrity This client need includes 4 subcategories: The nurse promotes physical health and wellness by providing care and comfort, reducing client risk potential and managing health alterations.
  • Basic care and comfort
    Providing comfort and assistance in the performance of activities of daily living.
  • Pharmacological and parenteral therapies
    Providing care related to the administration of medications and parenteral therapies.
  • Reduction of risk potential
    Reducing the likelihood that clients will develop complications or health problems related to existing conditions, treatments or procedures.
  • Physiological adaptation
    Managing and providing care for clients with acute, chronic or life threatening physical health conditions.

Client needs are also how the content on the National Licensure exam for professional nurses is organized.

ANA Standards of Practice

Integrated throughout the nursing courses are the American Nurses Association (ANA) Standards of Practice. "The Standards of Practice describe a competent level of nursing care as demonstrated by the critical thinking model known as the nursing process. The nursing process includes the components of assessment, diagnosis, outcomes identification, planning, implementation and evaluation. Accordingly, the nursing process encompasses all significant actions taken by registered nurses and forms the foundation of the nurse‘s decision–making." (ANA 2010, page 9)

QSEN Knowledge, Skills and Attitudes

QSEN knowledge, skills and attitudes also contribute to the organizing framework. They provide the environment for how Client Needs are taught.

Wellness – Illness Continuum

The first course in the nursing program focuses on the foundations of patient centered care as they relate to the concept of health promotion / health maintenance and simple altered health states in the adult and older adult. The second nursing course focuses on the same concepts but the clients change to children, mothers and families.

The third course moves to patient centered care and health restoration for individuals in high acuity medical - surgical and mental health environments. The final nursing course explores leadership and management in professional practice while caring for individuals with chronic or progressive irreversible altered health states.

The organizing framework moves the curriculum from the simple to complex altered health states of clients.

Influencing Factors

General Education Courses

These general education courses, also known as support courses, provide foundation content that is necessary for the success of the nursing student. Examples of these courses are English and Anatomy and Physiology.

Community / Stakeholders

The area outside the oval represents those agencies, individuals, communities and influencing factors on the organizing framework.

The Kansas State Board of Nursing (KSBN) is the regulatory agency for nursing. In addition to granting licensure to practical as professional nurses, it also oversees the schools of nursing in the state of Kansas. The Kansas Nurse Practice Act states what the requirements are for accredited nursing programs including curriculum guidelines, faculty qualifications, clinical resources, educational resources and student policies. Changes in the Kansas Nurse Practice Act influence the curriculum of the school.

The National League for Nursing Accrediting Commission (NLNAC) is a national organization that is responsible for accrediting nursing education programs. Butler Community College is accredited by NLNAC and will be going through its next reaccreditation process in spring 2016. "Accreditation is a voluntary, self–regulatory process by which non–governmental associations recognize educational institutions or programs that have been found to meet or exceed standards and criteria for educational quality. Accreditation also assists in the further improvement of the institutions or programs as related to resources invested, processes followed, and results achieved." (NLNAC,n.d.)

Clinical agencies provide feedback through Advisory Council meetings about changing health care needs and the educational needs of professional nurses. This feedback assists the department of nursing to keep the curricular content current and to better prepare our graduates for the workplace.

The Department of Nursing makes a commitment to be aware of community health care needs.

Summary

The Butler Department of Nursing organizing framework terminology is evident in all nursing classes. The four nursing courses implement the ANA Standards of Practice and the QSEN knowledge, skills and attitudes. Content is leveled using Client Needs. These nursing courses are designed for the student to achieve learning outcomes which demonstrate achievement of the Kansas ADN Outcomes, QSEN competencies, as well as document specific Butler Learning PACT skills.

Become familiar with these concepts to help you structure your learning in the program.

The Intended Learning Outcomes are what the department and you are striving to achieve. Best wishes to you on your journey to be a nurse!

References

American Nurses Association. (2010). Scope and standards of practice: Nursing. (2nd ed.). Silver Springs, Maryland: American Nurses Association.
Butler Community College. (nd). Learning PACT. Retrieved 5/8/12 from http://www.butlercc.edu/learningpact/index.cfm
Cronenwett, L. et. al. (2007). Quality and safety education for nurses. Retrieved from QSEN website: http://www.qsen.org/ksas_prelicensure.php
Kansas State Board of Nursing. (2010). ADN nursing program alignment. Retrieved 4/13/12 from http://ksbn.org/cne/ADNNursingProgramAlignment.pdf
National Council of State Boards of Nursing. (2010). 2010 NCLEX–RN detailed test plan. Retrieved from NCSBN website: https://www.ncsbn.org/2010_NCLEX_RN_Detailed_Test_Plan_Educator.pdf
National League for Nursing Accrediting Commission (n.d.). Mission. Retrieved 5/8/12 from http://www.nlnac.org/home.htm
Stiehl, R. (with Lewchuk, L.) (2005). The mapping primer: Tools for reconstructing the college curriculum. The Learning Organization: Corvallis, Oregon

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Last Updated: May, 2012