Founded on Jesuit Values and a <br>Commitment of Service to Others The Loretto Heights School of Nursing is committed to providing a high quality, values-centered, professional nursing education and to strengthen our students’ commitment to community service. In the Jesuit tradition, we challenge students of all cultural backgrounds to seek excellence in academic pursuits, and to think logically, critically, and creatively in formulating a global view of nursing and health care. We further encourage the application of knowledge and Judeo-Christian principles to search for better solutions, greater truth and a more just existence for the health and well-being of society. We seek to provide opportunities to identify personal values, to be socially responsible, and to develop competence in nursing practice and leadership in the provision and transformation of health care for the betterment of society. GoalsPhilosophyUndergraduate Nursing Program OutcomesGraduate Nursing Program Outcomes Inspired by the Regis University vision of leadership in the service of others, the Loretto Heights School of Nursing's goals are to: Provide a learning environment that is individualized, innovative, supportive, and motivating to a culturally diverse student population, Foster a holistic, values-centered approach to learning that integrates liberal arts and professional nursing education, Encourage meaningful interaction between faculty and students that enhances intellectual growth and professional development, Promote intellectual curiosity, creativity, critical thinking, cultural sensitivity, and a commitment to lifelong learning, Develop professional nursing competency based upon respect and caring for all individuals, Foster the development of written and verbal communication skills that are fundamental to the mission, and Support opportunities for faculty and students to contribute to the profession, and community. The Loretto Heights School of Nursing (LHSON) is housed within the Rueckert-Hartman College for Health Professions (RHCHP) of Regis University, Denver, CO. Regis University is an institution of higher education that embraces Jesuit principles including Ignatian pedagogy, responds to the changing needs of a global society, and values a team spirit and other-centeredness in striving for excellence in values-centered education. The LHSON philosophy supports the vision, mission, and values of the University and RHCHP and is derived from the nursing metaparadigm and professional directives (AACN BSN, MS, and DNP Essentials, professional and regulatory standards, and competencies). This philosophy serves as the underlying platform for the LHSON goals, curricula, and program outcomes. We the faculty believe in: Providing students with opportunities to develop as leaders in health care with the knowledge, skills, attitudes, values, and relationships needed for entry into and advancement within the nursing profession. Supporting career development that enables interprofessional collaboration and patient centered, evidence based, and culturally sensitive care. Facilitating the community of learners to answer the question at the heart of the Regis University mission: “How ought we to live?” Being responsive to the needs of student populations seeking beginning and advanced nursing education by providing programs for nursing students that fit diverse learning needs and lifestyles. Our philosophy centers on shared faculty beliefs about preparing a Regis University Nurse through definition and application of the following concepts: Education/Learning: Is a collaborative life-long process within a community of scholarly inquiry. Incorporates formal and informal processes and builds upon a broad base of life experiences. Requires context, experience, reflection, action, and evaluation consistent with Ignatian pedagogy (Traub, 2008). Is a dynamic process that embodies the continual search for truth, values, and justice as the means to achieve professional excellence. Is enhanced through practical and experiential learning activities that focus on application of theory to practice. Promotes personal growth through the regular practice of reflection. Uses diverse methods, technologies, and innovations designed to facilitate learning that fosters student progress toward desired competencies and outcomes. Flourishes in a supportive, respectful, responsible, and motivating educational environment in collaboration with the Regis University community. Person: Is the recipient of care, the client/patient, and includes individuals, families, groups, communities, and populations. Is an autonomous and unique entity with intrinsic worth valued throughout the lifespan. Has common needs as well as differences influenced by values, experiences, and knowledge. Has the capacity to grow, change and make individualized choices. Possesses diverse values and beliefs that are at the core of life choices. Shares responsibility for becoming knowledgeable in the maintenance of personal health. Health: Is a multidimensional and evolving concept existing along a continuum with illness resulting from disequilibrium in the person. Is defined in part by the person and consists of objective and subjective indicators. Includes the concepts of holism and well-being that reflect the person’s ability to maximize quality of life. Environment: Is a dynamic milieu in which the person interacts. Influences the health of the person in both positive and negative ways. Is impacted by the person and other internal and external forces. Can be positively influenced by nurses. Nursing: Is an evidence-based, theory-driven profession characterized by both art and science. Is grounded in clinical reasoning, reflection, compassion, spirituality, caring, ethics, and social responsibility. Involves professional engagement including stewardship, citizenship, and advocacy. Functions as a unique discipline on interprofessional health care teams by using the nursing process to support and promote the person’s optimal health and well-being during all health and illness states across the continuum of care. Is a multidimensional practice that has an interactive nature as reflected in its communication and collaboration with the person/recipient of care and all members of the health care team. Integrates leadership within a variety of roles in nursing practice, health care delivery, and health education. Social justice: Is working together to meet world challenges for the common good (Traub, 2008). Enhances leadership abilities through service to others. Is understood through involvement in service learning that addresses human and community needs while transforming people through serving others. Ignatian Pedagogy: Answers the Regis University question, How ought we to live? Is based on The Spiritual Exercises of St Ignatius of Loyola, and is an educational strategy for developing the whole person using reflection with the purpose being the formation of men and women of competence, conscience, and compassion” (Traub, 2008, p 403). Is embedded with guided reflection questions that contain five key elements: context, experience, reflection, action, and evaluation. Examines personal values and beliefs grounded in the concept of Cura Personalis or care of the whole person Provides for self-examination and leads toward doing more; the Magis References: Traub, G. W. (2008). A Jesuit education reader: Contemporary writings on the Jesuit mission in education, principles, the issues of catholic identity, practical applications of the Ignatian way and more. Chicago: Loyola Press. Approved by NFO, April 24, 2014 The undergraduate curriculum is designed to develop nurses who are able to provide generalist professional nursing services to the community of interest, be they individuals, families, groups, communities, and/or health care organizations. With this aim in mind, the undergraduate curriculum is framed around four arms that embrace Professional Values, Core Knowledge, Role Development, and Core Competencies. Professional Values: Personal values, experiences, and knowledge influence our students' Professional Values; and Students have the capacity to grow, to change, and to make choices about their values. Professional Values: Respect for human dignity, the inherent worth of individuals and populations; Holism, the inseparability of mind, body and spirit; Autonomy, the right of clients' self-determination; Integrity, acting in accordance with one's personal and professional code of ethics and nursing standards of practice; Professional accountability, behavior supportive of an effective nurse-client relationship including respect, dependability, appearance, demeanor, and responsibility for one's actions; Leaders in Service to others, in the Ignatian tradition, Social Justice, demanding from each individual all that is necessary for the common good and; Spirituality, the meaning one places on life, purpose, and God are prominent threads throughout the curriculum. Core Knowledge: (Includes cognitive, affective and psychomotor knowledge and skills essential to the safe practice of nursing): Health Promotion / Risk Reduction / Disease Prevention enables a nurse to identify and reduce health risks, prevent illness and injury and promote a sense of well-being; Illness / Disease Management assists the health care team in maintenance, curative, restorative and rehabilitative interventions and are essential to implementation of the nursing process in clinical practice; Health Care Technology includes information technology and technologies that aid assessment and support human function and are the cores to the delivery and language of care; Study of Ethics is values, codes, and principles that govern decisions and behaviors and their application as individuals and a profession that underpin the ongoing practice of nursing; Evidence-Based Practice is using best practices in health care, including research, patient preferences, professional standards and conventional wisdom, to provide optimal care; Human diversity emphasize the respect of the individual as a member of society with similarities and differences according to one's culture and belief system; Global Health develops an understanding of the health, disease, and justice implications of living in a connected world; and Health Care Systems / Policy is knowledge of the organizations and environments in which nursing and health care are provided and is integral to providing access to quality nursing care within the constraints of the realities of cost; now and in the future. Role Development: Care Provider uses theory and research-based knowledge in direct and indirect care with patients in partnership with other health care professionals; Care Designer / Manager / Coordinator provides guidance to patients, families, groups, and communities in navigating the health care system with professional care givers in the application of outcome-based care models; Life-long Learner is ongoing personal, professional, and spiritual development; and Member of the Profession internalizes professional values and acts accordingly. Core Competencies: Critical Thinking is a deeper level of thinking that involves information gathering, questioning, interpreting, logic, applying, analyzing, synthesizing, reasoning, evaluating, intuition, and creativity. Assessment is the gathering of information in order to understand the patient, family, group, or community as well as using data from health care organizations systems in planning care; Implementation is the process of providing nursing interventions competently and compassionately based upon assessment data, critical thinking and decision making, knowledge of standards of nursing practice. It involves both technical skills and therapeutic communications; Decision-Making is analyzing and synthesizing assessment data in making judgments, solving problems and, in nursing, setting health outcomes; Evaluation is drawing conclusions based on data in relation to planned outcomes; Technical Skills include the psycho-motor, communication, and cognitive skills essential to the performance of health assessment and nursing interventions as well as teaching, delegating and supervising the performance of skilled tasks by others; Communication involves verbal and nonverbal interactions with others including clients and families, groups and communities, in which it forms a therapeutic relationship supportive of and essential to nursing assessment, interventions and evaluation. Compassion is empathetic understanding of others. Collaboration is working jointly with others in the spirit of cooperation. LHSON Program Outcomes The graduate nursing program outcomes for the Master of Science in Nursing (MS) reflect the beliefs stated in the Regis University mission as well as the LHSON mission and philosophy. In addition, educational experiences described in the University’s Core Philosophy Statement and knowledge, values, competencies, professional roles identified in the Curriculum for the graduate Nursing Program are operationalized. In order to emphasize the synergy between University and nursing outcomes, the LHSON intertwines its program outcomes with University Outcomes (highlighted in bold lettering). These outcomes provide direction for students, faculty and administrators engaged with the Master of Science in Nursing (MS) curriculum. In-depth knowledge of a discipline or content area. Integrate the standards of professional nursing practice in a variety of leadership roles that include both direct and indirect nursing care components. Intervene at the system level through the policy development process and to employ advocacy strategies to influence health and health care at the local, state, and national level. Synthesize an advanced level of nursing knowledge and relevant sciences to influence health care outcomes for individuals, populations, or systems. Knowledge of diverse cultures, perspectives and belief systems. Integrate broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations. Knowledge of arts, sciences, and humanities. Assimilate scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organization sciences for the continual improvement of nursing care across diverse settings. Synthesize concepts from arts and humanities into various direct and indirect practice environments. Ability to think critically. Demonstrate critical thinking and diagnostic reasoning skills in practice decision making. Translate scholarship into practice by applying research outcomes within the practice setting, resolving practice problems, working as a change agent, and disseminating results. Critically analyze and utilize existing knowledge to provide high quality health care, initiate change, and improve nursing practice. Ability to communicate effectively. Initiate collaborative relationships as a member and leader of interprofessional teams, while communicating, collaborating, and consulting with other health professionals to manage and coordinate care. Demonstrate ability to professionally present ideas both orally and in written form in an articulate, scholarly, literate, and organized manner. Ability to use contemporary technology. Use patient care and communication technologies to deliver, enhance, and coordinate care. Commitment to ethical and social responsibility. Apply ethical principles to practice in a variety of health care and/or educational settings using an ethical decision making model. Exemplify a philosophy of nursing and health care based upon personal and professional standards of values, ethics, social responsibility, and service to others. Commitment to leadership and service to others. Employ quality improvement and safety methods, tools, performance measures, and standards in an organization. Execute organizational and systems leadership skills within the interprofessional health care team to maximize individual and population health. Commitment to learning as a life-long endeavor. Contribute to professional leadership in nursing and society through continuing research, critical writing, oral presentation, and participation in and leadership of professional organizations. Demonstrate accountability for continued personal and professional growth. Program Outcomes Specific to Focus Areas, and Specializations In addition to the MS program outcomes above, each focus area has unique outcome statements. Leadership in Health Care Systems - Management Focus Outcomes Program outcomes for the Leadership in Health Care Systems: Management Focus maintains that graduates are prepared to: Utilize effective communication and relationship-building skills in the management of a diverse work force. Evaluate organizational structures, operational systems, leadership styles, fiscal management and their alignment with the institution’s mission, vision, and goals. Use analytical frameworks, systematic inquiry, and evidence-based data for strategic planning and designing innovative nursing and health care practices. Critique the impact of ethical, legal, and health care policy decision on health care outcomes within the practicum environment. Appraise health care environments for cutting edge models of safe clinical systems, policies, and procedures, and quality improvement processes. Examine health care system uses of metrics, information management, and technology in the provision and evaluation of health care. Collaborate with preceptor and other health care providers in the implementation of an appropriate management project. Engage in dialogue about the role of the nurse leader in managing organizational change that uses system thinking, divergent viewpoints, and shared decision making. Synthesize advanced graduate education knowledge and evidence-based nursing management practices to contribute to the re-design of patient care systems that are responsive to changing health care, societal, and nursing needs. Leadership in Health Care Systems - Education Focus Outcomes Program outcomes for the Leadership in Health Care Systems: Education focus maintains that graduates are prepared to: Engage in creating an environment in classroom, virtual, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. Critique the impact of ethical, legal, and health care policy decisions on nursing and health care education. Utilize evidence-based assessment of learning needs in designing educational programming based on individual, professional, and organizational requirements specific to the learning environment. Participate in curriculum development or educational design processes that include identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities, and evaluation strategies that are appropriate to the learner and learning goals. Implement a planned educational class/program/strategy that is based on educational theory, evidence-based teaching practices, curriculum development and educational design principles. Use information technologies and other strategies skillfully to support the teaching-learning process for diverse learners that help meet their individual learning needs. Utilize networks, collaborations, and partnerships to design and achieve educational goals within defined resources. Analyze the educational environment for strategies that promote collegial dialogue and interaction between and among educators, students, and colleagues in nursing and other professions. Participate in effective curriculum/educational design and systematic evaluation of programs that promote continuous quality improvement of all aspects of the educational program. Synthesize advanced graduate education knowledge and evidence-based educational practices to contribute to the re-design of education that is responsive to changing nursing, health care, and societal needs. Nurse Practitioner Specialization Outcomes In addition to the MS program outcomes integrated with Regis University student outcomes above, the Nurse Practitioner (NP) programs have unique outcome statements. These statements maintain that the NP graduates are prepared to: Integrate a variety of nursing roles into advanced practice roles including health care leader, steward of the nursing profession, and lifelong learner. Integrate the ethical, legal, and health care policy dimensions of clinical issues confronting health care and nursing. Critique the effectiveness of policy decisions on health care outcomes. Demonstrate competence in advanced clinical practice to improve the quality of primary health care for clients in a variety of health care settings. Synthesize advanced knowledge using theories, research, concepts and principles from nursing, behavioral, social, physiologic and pharmacologic sciences in the area of advanced clinical practice. Communicate and collaborate with consumers, professionals, and other groups to manage care and enhance the health of clients and families through emphasis on health promotion and disease prevention. Observe, conceptualize, analyze and diagnose complex clinical or non-clinical problems as they relate to health and illness. Utilize theory and research in understanding clinical problems and in determining nursing therapeutics and clinical management options. Incorporate standards of professional nursing practice, personal values and integrity, research, social responsibility and commitment to lifelong learning to ensure high quality practice. Utilize and evaluate appropriate educational technologies for selected clinical decision making and to promote health maintenance and disease prevention. Meet all requirements for certification in specialty area. LHSON DNP program outcomes assert that graduates are prepared to: Provide advanced nursing care to individuals and populations based on the scientific foundation of nursing practice; Design, establish, and evaluate care delivery models and programs of care for vulnerable, underserved, and diverse patient populations; Assume a leadership role to ensure accountability for quality, safe, evidence based patient care for vulnerable, underserved, and diverse patient populations Model leadership in the analysis, implementation, and evaluation of accurate, ethical, and legally applicable informatics and technologies; Advocate for social justice, equity, and ethical policies within health care arenas; Employ interprofessional collaboration to develop and implement practice models, practice guidelines, and standards of care to enhance health care outcomes; Analyze epidemiologic data and methods to critically appraise current practice, develop practice guidelines, improve health care outcomes, and drive organizational change; and Demonstrate advanced nursing practice related to professional values, core knowledge, core competences and role development to conceptualize, analyze, and diagnose complex clinical and non-clinical problems.