Michelle Stimson

Ferris State University

NURS 601
Curriculum Grid

LCC, 2016;
Lott, 2017
Curriculum Grid

LCC, 2016;
Lott, 2017
Curriculum Grid

LCC, 2016;
Lott, 2017
National & Accreditation Standards
Professional Nurse: Informatics
ANA: Standards 1, 2, 4, 5, 5B & 15: AACN: Essential IV: Information
Assessment, Implementation & Health management and patient care technology.
Promotion.
QSEN: Use information and technology to
NCLEX: Safe and Effective Care communicate, manage knowledge, mitigate
Environment: Information technology. error, and support decision making.
Academic Nurse Educator
Standard I: Facilitate Learning Standard IV: Participate in Curriculum Design
Standard V: Change Agent and Evaluation of Program Outcomes

Legal Considerations
Reimbursement
American Recovery and Reinvestment Act of 2009
HIPPA
Patient Protection and Affordable Care Act
Information Overload
ANA, 2010; AACN, 2008; NCSBN, 2016; NLN, 2012;
QSEN, n.d.; Sittig & Singh, 2011
Health Information Technology
Clinical Computerized
Electronic
Decision Physician
Health Record
Support Tools Order Entry

Barcode Online Drug

Point of Care
Scanning Reference
Technology
Devices Databases

De Gagne et al., 2012;

Spencer, 2012
Revision to NURS 200
Student Learning Outcome
Integrates health information technology into the delivery of safe, high-
quality, evidence-based nursing care.

Pharmacology Course Outcome

Applies heath information technology principles towards safe
medication administration practices.

Pharmacology-based Informatics Competencies

Electronic Health Record Online Drug Reference Databases
Bloom, 1956
Vana & Silva, 2014
 Pharmacology: NURS 200
Course Description--Revision
This course provides the undergraduate nursing student an
overview of pharmacology-related concepts within the
context of nursing practice. Students will examine the
pharmacokinetics and pharmacodynamics of commonly-
used drug classifications as well as, physiological, genetic,
and age-related implications. Dosage calculations and safe
medication administration practices in relation to health
information technology are also explored. The nursing
process is used as the context for teaching nursing
responsibilities with an emphasis on assessment,
teaching, and evaluation.
Integrating Informatics
Case Study/Simulation
• Simulated EHR
• Online Drug Reference Database

Learning Activity Goals:

• Utilize EHR to access patients’ diagnoses, medication lists,
vital signs, and laboratory reports.
• Utilize online drug reference database to identify drug indications,
classifications, adverse drug reactions and potential drug interactions.
• Indentify pertinent patient education and medication
administration safety recommendations.

Pre and Post Test Study Design

• Post test scores were significantly higher than pre test scores.
• Self-efficacy also increased.

Mills et al., 2014; Vana & Silva, 2014

High-order thinking,
Knowledge transfer &
Long-term recall

Retrieved from: http://www.teachthought.com/critical-thinking/blooms-taxonomy/14-brilliant-blooms-taxonomy-posters-for-teachers Bloom, 1956:

Dutra, 2013
Learner-Centered Theory
• Ever-changing, complex healthcare environment calls for stronger
critical-thinking skills, high-order thinking and lifelong learning.

• Learner-centered pedagogies enhance metacognition, critical thinking,

creative thinking and thinking processes leading to high-order thinking.

• Learner-centered teaching shifts the focus from the teacher to

the learner; learning is active and applied to real-life scenarios.

• Unfolding case studies and hands on simulation are considered learner-

centered pedagogies; assist students with thinking like a nurse.

Dutra, 2013;
Mills et al., 2014
References
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate

education for professional nursing practice. Retrieved from http://www.aacn.nche.edu/

education-resources/BaccEssentials08.pdf

American Nurses Association [ANA]. (2010). Nursing: Scope and standards of nursing practice

(2nd ed.). Silver Spring, MD: Nursebooks.org.

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational

goals. New York, NY: Longmans Green.

De Gagne, J. C., Bisanar, W. A., Makowski, J. T., & Neumann, J. L. (2012). Integrating

informatics into the BSN curriculum: A review of the literature. Nurse Education Today,

32(6), 675-682. doi: 10.1016/j.nedt.2011.09.003

References
Dutra, D. K. (2013). Implementation of case studies in undergraduate didactic nursing courses: A

qualitative study. BMC Nursing, 12:15, 1-9. doi: 10.1186/1472-6955-12-15

Lansing Community College [LCC]. (2016). Career ladder nursing program curriculum guide

[Handout]. Department of Nursing, Lansing Community College, Lansing, MI.

Lott, I. (2017). Pharmacology-Nursing: NURS 200 [Syllabus]. Lansing, MI: Nursing Program,

Lansing Community College.

Mills, J., West, C., Langtree, T., Usher, K., Henry, R., Chamberlain-Salaun, J., & Mason, M. (2014).

"Putting it together": Unfolding case studies and high-fidelity simulation in the first-year of an

undergraduate nursing curriculum. Nursing Education in Practice, 14, 12-17. doi: http://

dx.doi.org/ 10.1016/j.nepr.2013.06.003
References
National Council State Board of Nursing [NCSBN]. (2016). NCLEX test plans. Retrieved from

https:// www.ncsbn.org/testplans.htm

National League for Nursing [NLN]. (2012). The scope of practice for academic nurse educators

(2nd ed.). New York, NY: National League for Nursing.

Quality and Safety Education in Nursing [QSEN]. (n.d.). Pre-licensure KSAs. Retrieved from

http://qsen.org/competencies/pre-lisensure-ksas/

Sittig, D. F. & Singh, H. (2011). Legal, ethical, and financial dilemmas in electronic health record

adoption and use. Pediatrics, 127(4), 1042-1047. doi: 10.1542/peds.2010-2184

References
Spencer, J. A. (2012). Integrating informatics in undergraduate nursing curricula: Using the QSEN

framework as a guide. Journal of Nursing Education, 51(12), 697-701. doi: 10.3928/

01484834-20121011-01

Vana, K. D. & Silva, G. E. (2014). Evaluating the use of a simulated electronic health record and

online drug reference in a case study to enhance nursing students' understanding of

pharmacological concepts and resources. Nurse Educator, 39(4), 160-165. doi: 10.1097/

NNE.0000000000000046