professional collaboration to improve safety and quality of healthcare

professional collaboration to improve safety and quality of healthcare

Revised  2013


University  Mission  Congruent  to  Department  of  Nursing  Mission

Western  Governors  University  Mission

Western  Governors  Department  of  Nursing  Mission

Improve  quality;  expand  access  to  postsecondary   educational  opportunities  by  providing  a  means  for   individuals  to  learn,  independent  of  time  or  place,  and   to  earn  competency-­‐based  degrees  and  other   credentials  that  are  credible  to  both  academic   institutions  and  employer.

The  mission  of  the  Department  of  Nursing  is  to  make  a  positive   difference  in  the  lives  of  our  students  and  the  practice  of  nursing,   primarily  through  a  professionally  supported,  competency-­‐based   and  personalized  student-­‐focused  learning  model  that  assists   working  adults  achieve  success  in  educational  goals  and  a   sustained  professional  commitment.    The  Department  of  Nursing   is  committed  to  the  formation  of  confident,  caring,  and  competent   professional  nurses  prepared  to  meet  emerging  healthcare  needs   of  diverse  populations.


University  Goals  Congruent  with  Department  of  Nursing  Goals

Western  Governors  University  Goals

Western  Governors  Department  of  Nursing  Goals

• Provision  of  competency-­‐based  programs   • Adherence  to  a  student-­‐centric  model   • Use  of  technology  to  improve  quality  and

efficiency   • Use  of  external  learning  resources,  combined

with  mentoring  and  progress  management;     • Adherence  to  an  executive  governance  structure   • Oversight  by  external  Councils

• Competency-­‐based  bachelor’s  and  master’s  degree   programs  that  allow  nurses  to  demonstrate  their   professional  knowledge  and  skills

• Broad  access  to  education  for  nurses  where  they  live  and   work

• Professional  preparation  for  new  nursing  practice  roles  and   additional  education





Revised  2013


WGU  Department  of  Nursing  Philosophy

We  envision  nursing  as  a  caring  interaction  between  the  nurse,  who  is  a  member  of  an  interdisciplinary  team,  and  the  patient   who  is  a  member  of  a  family  and  community.  This  caring  interaction  occurs  across  the  lifespan,  from  infancy  through  old  age.   Nurses  identify  and  strengthen  clients’  potential  to  move  toward  health  and  help  clients  shape  their  environment  to  promote   well-­‐being.  We  believe  that  healthcare  begins  in  the  community,  prior  to  diagnosis  of  illness,  by  promoting  health  and   wellness  through  advocacy,  community  assessment,  and  preventative  care.  Nurses  use  appropriate  technologies  and  current   evidence  to  develop  their  plans  of  care,  whether  in  the  community,  the  clinic,  an  acute  care  facility,  or  an  extended  care   facility.  Nurses  assume  leadership  for  clinical  and  ethical  decision-­‐making.     We  believe  that  the  global  nature  of  communities  and  healthcare  delivery  necessitates  that  nurses  be  able  to  engage  with   patients,  families,  and  communities  who  have  diverse  ways  of  responding  to  their  healthcare  needs.  We  recognize  that  the   definition  of  family  has  expanded  to  include  a  variety  of  different  compositions  and  roles  and  is  the  fundamental  vehicle  for   how  clients  are  supported,  interact  with  the  world  around  them,  access  resources,  and  engage  in  healthcare.     We  recognize  that  students,  particularly  adult  learners,  have  preferred  learning  styles,  bring  previous  experience  to  the   learning  environment,  and  develop  competency  at  different  paces.  Learners  seek  to  make  sense  of  new  educational   experiences  in  light  of  their  past  and  existing  knowledge  and  then  apply  their  new  findings  to  real  situations.  Therefore,   nursing  education  should  provide  opportunities  where  students  engage  in  real  world  application  to  demonstrate  competency   in  cognitive  knowledge,  clinical  reasoning,  and  ethical  comportment.




Revised  2013


Conceptual  Framework

There  are  10  unifying  themes  that  have  guided  the  development  of  the  nursing  programs  at  Western   Governors  University.  These  themes  are  depicted  visually  in  the  conceptual  model  below.





Revised  2013



BSN   MSN   Nurse  as  Detective:  The  nurse  uses  clinical  imagination  coupled  with   nursing  science  to  detect  subtle  changes  and  deviations  from  expected   patterns  of  being  to  prevent  or  control  adverse  outcomes.

Nurse  as  Detective:  The  nurse  uses  clinical  imagination  coupled   with  nursing  science  to  judge  and  determine  the  consequence  of   subtle  changes  and  deviations  from  expected  patterns  of  being   to  prevent  or  control  adverse  outcomes.

Nurse  as  Scientist:  The  nurse  participates  in  scientific  inquiry  to  inform   healthcare  decisions;  and  critiques,  disseminates  and  implements   evidence  to  influence  practice.

Nurse  as  Scientist:  The  nurse  uses  translational  science  to   influence  healthcare  decisions;  to  prescribe  and  implement  best   practice  and  broadly  disseminate  the  findings.

Nurse  as  Manager  of  the  Healing  Environment:     The  healing  environment  is  global  in  nature  and  includes  considerations   of  healthcare  policy,  finance  and  regulations.  Acknowledging  this,  the   nurse  creates,  coordinates,  and  advocates  for  a  respectful,   interdisciplinary  environment  that  promotes  optimal  well-­‐being  and   affirms  the  dignity  of  the  human  experience

Nurse  as  manager  of  the  Healing  Environment:   The  healing  environment  is  global  in  nature  and  includes  social,   cultural,  political  and  economic  influences.    Acknowledging  this,   the  nurse,  as  a  member  of  the  inter-­‐professional  community,   influences  public  policy  and  promotes  social  justice  in  the  human   health  experience.



Revised  2013


Operational  Definitions  of  Threaded  Curriculum  Concepts

Compassionate  Patient-­‐centered  care  is  the  provision  of  holistic  care  with  respect  for  values,  preferences  and  needs  of  the  patient,  family  and   community  in  the  journey  to  well-­‐being  cross  the  lifespan.     Cultural  competency  is  providing  care  that  is  acceptable  to  patients,  families  and  communities  from  diverse  cultural,  ethnic,  and  social  backgrounds.       Evidence  based  practice  is  integrating  the  “best  current  evidence  with  clinical  expertise  and  patient/family  preferences  and  values  for  delivery  of   optimal  healthcare”  (QSEN,  2009)     Genomics  and  Genethics  include  knowledge  about  the  genetic  basis  of  health  and  illness,  the  variables  that  impact  the  responses  to  genomic   information  and  related  ethical  issues.     Informatics/Technology    Informatics  is  the  engineering,  storing,  organizing  and  manipulation  of  data  to  support  the  provision  of  safe,  effective  quality  care.  Technology  is  the   continuously  changing  array  of  devices  and  software  used  for  patient  care.     Leadership/Education   Leadership  is  the  process  of  identifying  and  prioritizing  goals  to  achieve  optimal  quality  outcomes.  Education  is  assessing  learning  needs  and   facilitating  acquisition  of  knowledge,  skills  and  abilities.     Safety  and  Quality  care  minimizes  risk  of  harm  to  patients,  families,  communities  and  providers  through  analyses  of  systems  effectiveness  and   individual  performance  while  continually  measuring  quality  of  care  in  terms  of  cost,  structure,  process,  and  outcomes.     Communication  is  effective  interaction  with  patients,  families,  communities,  professional  colleagues  and  other  health  care  team  members.     Teamwork  and  collaboration  is  effective  engagement  with  nursing  and  interprofessional  teams  to  foster  open  communication,  mutual  respect  and   shared  decision  making  to  achieve  quality  patient  care.     Professional/Legal/Ethical  is  effective  decision-­‐making  and  reflection  within  a  framework  of  social  justice  and  law,  advocacy,  and  standards  of   practice  to  promote  the  common  good.



Revised  2013




The  WGU  Bachelor’s  Degree  in  Nursing  Program  Graduate  Will:       The  WGU  Master’s  Degree  in  Nursing  Program  Graduate  Will:   1. Communicate  effectively  in  oral,  written,  interpersonal  and  electronic

modes.   1. Employ  appropriate  patient-­‐  care  technologies  and  information  management

strategies  to  lead  change  and  improve  quality  care  outcomes.   2. Use  clinical  reasoning  to  provide  safe,  quality,  nursing  care  based  on  the

best  available  evidence  and  ethical  principles.   2. Integrates  clinical  reasoning  with  organizational,  patient-­‐centered,  culturally

appropriate  strategies  to  plan,  deliver,  and  evaluate  evidence-­‐based  practice.     3. Assume  accountability  for  providing  and  ensuring  safe,  efficient,  quality

care  congruent  with  ethical,  professional  and  legal  standards.   3. Design  innovative  nursing  practices  to  impact  quality  outcomes  for  individuals,

populations,  and  systems  congruent  with  ethical,  professional  and  legal  standards.   4. Synthesize  theoretical,  clinical  and  empirical  knowledge  from  nursing,

scientific,  community  and  humanistic  disciplines  within  the  practice  of   nursing.  Synthesizes  theoretical  and  empirical  knowledge  drawing  from  the   arts  and  sciences  to  understand  the  human  experience  as  a  social  advocate,   and  professional  nurse.

4. Assemble  scientific  findings  from  nursing,  biopsychosocial  fields,  genetics,  public   health,  and  organizational  sciences  for  the  continual  improvement  of  nursing  care   across  diverse  settings.

5. Provide  compassionate,  patient-­‐centered  care  to  individuals,  families,  and   communities  from  a  variety  of  cultures  across  the  lifespan.

5. Utilize  applied  research  outcomes  within  the  practice  setting,  navigating  and   integrating  care  services  across  healthcare  systems.

6. Apply  leadership  and  education  skills  to  engage  others  in  creating  and   promoting  a  healing  environment  for  continued  self-­‐improvement.

6. Design  organization  and  leadership  systems  that  promote  high  quality  patient-­‐care   delivery  and  advance  life-­‐long  learning.

7. Engage  in  inter-­‐professional  collaboration  to  improve  safety  and  quality  of   healthcare.

7. Construct  interprofessional  teams  to  communicate,  coordinate,  collaborate  and   consult  with  other  health  professionals  to  advance  a  culture  of  excellence.

8. Incorporate  knowledge  of  genomics  and  genethics  into  the  care  of  patients,   families  and  communities.

8. Integrate  scientific  knowledge  including  that  from  genetics  and  genethics  in  the   continual  improvement  of  nursing  care  across  diverse  settings  and  populations.

9. Use  information  technology  to  communicate,  mitigate  error  and  make   decisions  related  to  the  provision  of  patient  care  and  support  incorporation   of  nursing  knowledge  in  the  development  of  patient  care  technology.

9. Provide  oversight  and  guidance  in  the  integration  of  technology  to  manage  care,   identify  performance  measures  and  standards  that  improve  quality  and  safety   outcomes.

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