outcomes and objectives
The difference between program outcomes, course outcomes, and student-centered unit learner outcomes can be thought of in terms of a progressive fashion from generalized, broad statements to more specific and focused statements. Program outcomes are the broadest and consist of statements that are descriptive of the characteristics of graduates who successfully achieve completion of a program or curriculum and are made up of an attribute, an action verb that is inclusive of multiple behaviors, and the context in which the behavior will be practiced (Iwasiw & Goldenberg, 2015). Course outcomes are derived from program level outcomes and indicate what students should know, skills students should be able to do, and what students should value upon completion of the course. Therefore, the course outcomes also indicate the concepts that students will be evaluated and graded on (Billings & Halstead, 2012). Student-centered learning outcomes are specific statements that describe the knowledge or abilities of the student that demonstrate evidence of learning after completion of various learning activities (Iwasiw & Goldenberg, 2015).
A specific content focus of a medical-surgical course for junior level BSN students: Diabetes Mellitus
Medical-Surgical Course Outcomes
Upon completion of this course, learners will be able to:
Student-Centered Learner Objectives
Upon completion of this unit, learners will be able to:
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum development (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Simmons, B. (2010). Clinical reasoning: Concept analysis. Journal of Advanced Nursing, 66(5), 1151-1158.
A specific content focus of a medical-surgical course for junior level BSN students: Diabetes Mellitus
Medical-Surgical Course Outcomes
Upon completion of this course, learners will be able to:
- Describe the major risk factors, characteristics, and the basic pathophysiology of selected disease processes.
- Recall various lab values, diagnostic criteria, and common treatment/medications for selected disease processes.
- Incorporate elements of multiple disease processes and individualized patient preferences when identifying the needs of the adult patient.
- Utilize evidence based research strategies to apply the most current and relevant nursing practice to adults with complex and varying levels of disease.
- Demonstrate caring and considerate behaviors and attitudes with adult patients and families of various cultural, spiritual, and socioeconomic backgrounds.
- Develop a sense of professionalism by becoming responsible and accountable care providers and by building upon communication skills with patients, families, and those of the interdisciplinary team.
Student-Centered Learner Objectives
Upon completion of this unit, learners will be able to:
- List the risk factors, signs and symptoms, lab values, and diagnostic criteria for type 1 and type 2 diabetes mellitus along with the signs/symptoms and lab values associated with the acute complications of diabetes mellitus such as hypoglycemia, DKA, HHNKS, the somogyi effect, and the dawn phenomenon. (CO #1 & #2) (remember)
- Compare and contrast the various types of oral hypoglycemic agents along with the types of insulin available for treatment of diabetes mellitus. (CO #2) (understand)
- Implement knowledge of the chronic complications of diabetes such as various micro and macrovascular diseases, to determine nursing related patient management strategies (CO #3) (apply)
- Select the most appropriate evidence-based nursing interventions to care for adult patients experiencing hyperglycemia (CO #4) (analyze)
- Accurately assess patients for the intended effects of diabetes mellitus treatments by determining the presence of hyperglycemia and hypoglycemia. (CO#1 & #2) (evaluate)
- Create a sample menu of wise, culturally appropriate food choices for patients with diabetes to choose from and share it with patients and their families to provide accurate patient education on the impact of food selections and how they may affect their blood sugar levels. (CO #5 & #6) (create)
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum development (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Simmons, B. (2010). Clinical reasoning: Concept analysis. Journal of Advanced Nursing, 66(5), 1151-1158.