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National Nursing Organizations II

National Nursing Organizations II

Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
The AACN emphasizes a healthy work environment through six standards to achieve an optimal patient outcome. The standards are appropriate staffing, meaningful recognition, collaboration, authentic leadership, effective communication, and decision-making. In addition, AACN provides certification programs, webinars, journals, and...

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Theories play an essential role in organizing patient care. Theories refer to a proposed or followed belief, policy, or procedure that is the basis for action. Nursing theories are knowledge-based concepts that guide nurses' actions, influence nursing education and practice, and allow nurses to care for their patients.
Theories provide a perspective to assess patients' conditions and organize data and methods. They also assist in analyzing and interpreting information. They represent a...

Fundamentals of Nursing Process I

Fundamentals of Nursing Process I

The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.

Nursing Implementation

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Nursing involves independent, cooperative, person-centered care for people of all ages, families, groups, and communities. Nurses assist the sick or the well person in all settings. Nursing includes promoting health, preventing illness, and caring for ill, disabled, and dying people. Health promotion encourages people to take responsibility for their health. It focuses on the healthy behavior of individuals, families, and the community and the factors that impact their health. Examples of...

Fundamentals of Nursing Process II

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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...

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Updated: Jun 12, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

A comprehensive faculty development model for nursing education.

Michele Drummond-Young¹, Barbara Brown, Charlotte Noesgaard

¹School of Nursing, McMaster University, Hamilton, Ontario, Canada. drummond@mcmaster.ca <drummond@mcmaster.ca>

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing

|May 22, 2010

Summary

This summary is machine-generated.

New legislation mandates a university baccalaureate for registered nurses (RNs) in Ontario. A Comprehensive Faculty Development Model was created to support faculty in collaborative nursing programs, addressing evolving educational needs.

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Area of Science:

Nursing Education
Higher Education Policy
Faculty Development

Background:

Legislative changes in Ontario require a baccalaureate degree for registered nurse (RN) entry to practice.
Mandated partnerships between colleges and universities aim to optimize resources and leverage sector strengths.
Faculty in collaborative undergraduate nursing programs face challenges in adapting to evolving educational paradigms.

Purpose of the Study:

To describe the creation and implementation of the Comprehensive Faculty Development Model.
To detail the model's contextual factors, components, and interrelationships.
To discuss foundational concepts guiding the faculty development initiative.

Main Methods:

Development of a Comprehensive Faculty Development Model by a collaborative committee.
Implementation within a collaborative Bachelor of Science in Nursing (BScN) program partnership.
Assessment through summaries of four research studies on faculty experiences.

Main Results:

The Comprehensive Faculty Development Model was established by a multi-partner committee.
Faculty experiences in the inaugural BScN program were assessed via four research studies.
The model's foundational concepts and contextual underpinnings were described.

Conclusions:

The Comprehensive Faculty Development Model provides a framework for supporting faculty in collaborative nursing programs.
Further research is necessary to determine the most effective and sustainable faculty development approaches.
Understanding faculty experiences is crucial for refining educational strategies in nursing.