Program Goals

Quality higher education prepares the students to be a professional in their respective fields who provide compassionate serviceability, which is based on evidence and serves as the link between the stakeholders.

OBJECTIVES

The quality higher education prepares the student to:

• Utilize critical thinking and creativity to address professional practice.

• Apply leadership concepts and collaborative strategies to the process of quality service delivery.

• Utilize quality improvement and safety management principles in the career.

• Integrate scientific evidence with proper judgment to improve outcomes.

• Safely use information technology to improve serviceability.

• Describe the ethical, legal, political, and financial influences on the delivery of work.

• Demonstrate interpersonal communication skills and collaborative strategies that support the delivery of interdisciplinary, customer growth.

Learning Outcomes

2. Leadership: (demonstrates leadership in the professional practice setting through accountability, influence, change management, and collaboration with others in a way that will facilitate the establishment and achievement of shared goals)

• • • • Explaining the importance, necessity, and process of change

      • Understanding the principles of accountability and delegation

      • Implementing change to improve patient care

      • Demonstrating purposeful, informed, outcome-oriented thinking

      • Modeling effective communication and promoting cooperative behaviors

3. Patient-Centered Care: (enters into a holistic, compassionate, respectful partnership with the patient and family that facilitates shared decision-making, recognizing consumer preferences, values, and needs in providing age and culturally appropriate, coordinated, safe, and effective care)

• • • • Understanding that care and services are delivered in a variety of settings along a continuum of care that can be accessed at any point

      • Respecting and encouraging individual expression of patient values, preferences, and needs

      • Valuing the inherent worth and uniqueness of individuals and populations

      • Supporting patient-centered care for individuals and groups whose values differ from their own

4. Evidence-Based Practice (EBP): (identifies, integrates, and evaluates current evidence and research findings coupled with clinical expertise and consideration of consumers’ preferences, experience, and values to make practice decisions for quality outcomes)

• • • • Describing the concept of evidence-based practice (EBP), including the components of research evidence, clinical expertise, and patient/family values

      • Participating in data collection and other research activities

      • Basing individualized care on the best current evidence, patient values, and clinical expertise

      • Facilitating integration of new evidence into standards of practice, policies, and general practice guidelines

      • Valuing the need for continuous improvement in clinical practice based on new knowledge

5. Teamwork and Collaboration: (practices effectively with the consumer, family, and inter-professional team(s), to build relationships and foster open communication, mutual respect, and shared decision-making)

• • • • Appreciating the importance of collaboration

      • Functioning competently within own scope of practice as a member of the effective team

      • Understanding the impact of effective team functioning on safety and quality of care

      • Valuing the creation of system solutions in achieving quality care

      • Contributing to effective team functioning

6. Communication: (communicates effectively, fostering mutual respect and shared decision-making to enhance knowledge, experience, and outcomes)

• • • • Understanding the principles of effective communication through various means, including verbal, written, and electronic methods

      • Understanding the physiological, psychosocial, developmental, spiritual, and cultural influences on effective communication

      • Identifying preferences for visual, auditory, or tactile communication

      • Making appropriate adaptations in own communication based on patient and family assessment

7. Systems-Based Practice: (is knowledgeable and responsive to the changing system and demonstrates the ability to access resources in a safe, effective, and financially responsible manner to provide value based care)

• • • • Understanding interrelationships among peers, the team work unit, and organizational goals

      • Planning, organizing, and delivering patient care in the context of the work unit

      • Understanding the concept of patient care delivery models

      • Valuing the need to remain informed of how legal, political, regulatory, and economic factors impact professional practice

      • Valuing effective communication and information sharing across disciplines and throughout transitions in care

8. Informatics and Technology: (demonstrates proficiency in the use of technology and information systems to communicate, manage knowledge, mitigate error, and support decision-making for safe practice)

• • • • Extracting selected electronic resources and integrating them into a professional knowledge base

      • Evaluating information and its sources critically and incorporating selected information into his or her own professional knowledge base

      • Applying technology and information management tools to support safe processes of care and evaluate the impact on patient outcomes

      • Using and evaluating information management technologies for patient education

9. Safety: (utilizes reasoning and critical thinking that drives a culture of safety to prevent risk of harm to consumers, families, colleagues, and the environment)

• • • • Describing factors that create a culture of safety

      • Recognizing that both individuals and systems are accountable for a culture of safety

      • Demonstrating effective use of strategies at the individual and systems levels to reduce risk of harm to self and others

      • Valuing system benchmarks that arise from established safety initiatives

      • Participating in analyzing errors and designing systems-improvements