Founded on Jesuit Values and a 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 UNIVERSITY and UNDERGRADUATE PROGRAM OUTCOMES University Outcomes are listed in bold. Bullets under each University Outcome indicate specific School of Nursing Program Outcomes that provide direction for and understanding of the undergraduate curriculum. Bachelor of Science in Nursing (BSN) all programs The undergraduate nursing program Outcomes for the Bachelor of Science in Nursing 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 Framework for the Undergraduate Nursing Program are operationalized. In order to emphasize the synergy between University and nursing outcomes, the LHSON intertwines its program outcomes with University Outcomes. These outcomes provide direction for students, faculty and administrators engaged with the Bachelor of Science in Nursing curriculum. In-depth knowledge of a discipline or content area. Engage in the professional roles of the nurse as care provider, care manager/coordinator, life-long learner and member of the profession. Relate the past, present and emerging roles of the professional nurse to the changing health care needs of society. Utilize the nursing process in meeting the needs of individuals, families, groups and communities to promote, maintain, and restore health. Demonstrate possession of the academic preparation necessary for pursuit of graduate nursing education. Utilize the standards of professional nursing practice in carrying out a variety of the nursing roles including care provider and care designer / manager / coordinator roles in a multiplicity of health care environments. Knowledge of diverse cultures, perspectives and belief systems. Respond to individuals’ health care needs considering the complexities of growth and developmental, environmental, socio-cultural, spiritual, economic and health status factors as they are reflected in the nature of nursing practice. Knowledge of arts, sciences, and humanities. Apply theories, models, and concepts from the physical, natural, behavioral, medical and nursing sciences, and humanities in nursing practice. Ability to think critically. Utilize methods of critical thinking and scientific inquiry to improve health care and to advance nursing practice. Ability to communicate effectively. Collaborate with, and coordinate other health care team members in the delivery of comprehensive health care in a multiplicity of settings. Ability to use contemporary technology. Use current technology in a variety of nursing roles in providing nursing care including the care provider and care designer / manager / coordinator roles as well as a member of the profession and a life-long learner. Commitment to ethical and social responsibility. Respect the intrinsic worth of each individual and her/his right to participate in decisions affecting health status and health care delivery. Demonstrate responsibility and accountability for the outcomes of nursing practice. Commitment to leadership and service to others. Contribute to the improvement of the community through personal and professional service activities that demonstrate commitment to leadership in the service of others. Commitment to learning as a life-long endeavor. Assume responsibility for ongoing personal and professional growth. UNIVERSITY and GRADUATE PROGRAM OUTCOMES In the following lists of outcomes, the University Outcomes are in bold. Bullet items under each University Outcome indicate specific School of Nursing Program Outcomes that provide direction for and understanding of our Master's and Doctoral curriculum respectively. Master's of Science in Nursing (MSN) all programs 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. Include a brief narrative of work done in Population Health for your focus population. 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 the 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. Leadership in Health Care Systems Outcomes: Management Focus 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. Provide an example of data extraction from health care information systems and databases for research and evidence-based practice purposes, administrative analysis, patient outcomes management, and clinical decision making. 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 systems thinking, divergent viewpoints, and share 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 Outcomes: Education Focus 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. Provide an example of a patient case study using focused assessment findings, application of physiologic and pathophysiological principles, and indications, rationale, and mechanisms of action for pharmacotherapeutic agents used to treat this patient 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 organization 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. Develop teaching strategies grounded in educational theory and evidence-based teaching practices. Implement a planned educational class/program/strategy that is based on curriculum and educational design principles in academic or clinical settings. Evaluate a planned educational class/program/strategy that is based on teaching/learning principles. Use information technologies and other strategies skillfully to support the teaching-learning process for diverse learners that help meet their individual learning needs Engage in networks, collaborations, and partnerships to develop 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. Provide an example of a patient case study using focused assessment findings, application of physiologic and pathophysiological principles, and indications, rationale, and mechanisms of action for pharmacotherapeutic agents used to treat this patient 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 Doctor of Nursing Practice (DNP) The graduate nursing program outcomes for the Doctor of Nursing Practice (DNP) 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 LHSON Curriculum for the graduate Nursing Program are operationalized. These outcomes provide direction for students, faculty and administrators engaged with the DNP curriculum. In-depth knowledge of a discipline or content area. Integrate the standards of professional nursing practice in a variety of advanced leadership and clinical practice roles. Initiate and implement policy processes that support advocacy strategies that influence health and healthcare at the local, state, and national level. Integrate advanced nursing knowledge and relevant science to improve healthcare outcomes for individuals, populations, and systems. Analyze epidemiologic data and methods to critically appraise current practice, develop practice guidelines, and improve health care outcomes. Knowledge of diverse cultures, perspectives and belief systems. Develop evidence-based clinical prevention and population care and services to individuals, families, and populations that integrate broad, organizational, patient-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of care. Knowledge of arts, sciences, and humanities. Synthesize scientific findings from nursing, biological and biopsychosocial fields, public health, quality improvement, and organizational science for the ongoing improvement of population care across diverse settings. Integrate concepts from the arts and humanities into various advanced leadership and clinical practice environments. Ability to think critically. Emphasize and model in practice critical thinking and diagnostic reasoning skills. Devise solutions to a practice problem based on scholarship employing interprofessional teams. Ability to communicate effectively. Initiate, lead and sustain collaborative relationships with interprofessional teams that manage and coordinate care. Demonstrate the ability to consistently present ideas both orally and in written form in an articulate, scholarly, literate, and organized manner Ability to use contemporary technology. Integrate the use of contemporary information technology to support clinical decision making for quality patient and population outcomes. Model leadership in the analysis, implementation, and evaluation of accurate, ethical, and legally applicable informatics and technologies. Commitment to ethical and social responsibility. Use ethical principles to identify, address, and resolve ethical dilemmas in research and practice. 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 Assure quality improvement and safety methods, tools, performance measures, and standards in an organization. Maintain organizational and systems leadership processes within the interprofessional health care team to maximize individual and population health. Commitment to learning as a life-long endeavor. Engage in professional leadership in nursing and society through scholarship and active participation in professional organizations to ensure the preferred future of nursing. Demonstrate accountability for continued personal and professional growth.