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Intended Learning Outcomes – Competencies

The program provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas: 

Competencies Expected as (Learning Outcomes) include:
1.       Integrates ethical principles in clinical practice.     
2.       Uses reflective evaluation of personal and professional behaviors and analyses their implications (toward professional standards).
3.       Engages in self- directed learning.
4.       Demonstrates leadership in nursing.
5.       Collaborates with health care teams members.
6.       Practices patient – centered care.
7.       Communicates effectively.
8.       Makes sound clinical judgment.
9.       Uses best available evidence in care provision. 
Competency 1:
Integrates ethical principles in clinical practice
Entry level                        
·        Unaware of ethical principles
·        Unaware of own values and how these influence patient care
·        May be aware that there is a code of ethics / content for nurses.
Level I:
End of first year
1.       Articulates the elements of ethics in Jordan.
2.       Aware of own values, and recognizes bases affecting his clinical judgment as a result of own values.
3.       Seeks assistance to understand effect of ethics on client care.
4.       May re-evolve own values using reflection.  
Level II:
End of second year                        
1.       Incorporates the provisions of JNC code into practice through assignments.
2.       Refers to ethical principles to identify choices and consequences
3.       Uses reflection to evaluate own values and the input of his conduct on future clinical situations.  
Level III:
End of third year                              
1.       Incorporates the provisions of JNC code with prompting.
2.       Advocates for patients rights.
3.       Identifies situations in which patients rights are in conflict with greater good.
4.       Negotiates courses of actions and possible consequences to reach a decision.
5.       Engages in reflection to decide future action. 
Level IV:
End of fourth year           
1.       Incorporates the provision of JNC code into nursing practice at all times.
2.       Integrates personal and professional values.
3.       Creates a shared climate for core values.
4.       Analyzes polices which conflict with individual human rights.  
Competency 2:           
Uses reflective evaluation of personal and professional behaviors and analyses their implications (toward professional standards).
Entry level                        
·        Lacks understanding of the importance and relevance of reflection to nursing action.
·        Lacks self-awareness (does not question own pattern of behavior).
·        Might not have a plan or goal for personal development.  
Level I:
1.       Begins to understand the values for self- reflection.
2.       Uses forms for self-reflection.
3.       Identifies own patterns of thinking and behavior.
4.       Begins to develop insight into own values and behavior and its implication for nursing practice. 
Level II:
1.       Demonstrates recognition of the value and relevance of self--reflection.
2.       Identifies specific areas for personal and professional development.
3.       Questions personal and professional own patterns of behavior and thinking.
4.       Participates in a structured format in self-development of identified areas.  
Level III:               
1.       Practices self-monitoring strategies for simple professional and personal situations.
2.       Continuously seeks understanding and analysis of situation as a basis for personal understanding and growth.              
Level IV:              
1.       Practices self-monitoring strategies for complex professional and personal situations.
2.       Establishes a plan for personal and professional development.
3.       Reflects on implication of personal and professional behavior toward professional standards.
4.       Commits to use multiples tools and resources for self-analysis and awareness. 
Competency 3:
Engages in self-directed learning                                
Entry level                        
·        Has limited knowledge of technology, English – use of library.
·        Might believe that knowledge and skills are static. 
·        Unaware of need for continuous learning.
·        Might exhibit behavior of passive learners.
·        Unaware of learning style.  
Level I:
1.       Open to new learning opportunities.
2.       Recognizes own learning needs.
3.       Completes assigned activities.
4.       Occasionally, initiates additional learning activities.
5.       Increases competence in use of available tools.
6.       Uses resource with prompting. 
Level II:                  
1.       Seeks new experiences beyond assignments.
2.       Recognizes that information evolves.
3.       Takes responsibility for own learning.
4.       Eager to share knowledge with peers.
5.       Actively engages in learning.
6.       Identifies learning needs, and styles.
7.       Asks question and seeks questions.          
8.       Uses available technology and other resources, without prompting.  
Level III:               
1.       Views all situations as learning opportunities
2.       Initiates reading to expand knowledge on encountered clinical situation.
3.       Seeks new technology to facilitate learning.
4.       Utilizes available resources. 
Level IV:              
1.       Seeks learning opportunities.
2.       Role models life learning behaviors.
3.       Adopts learning to different situations and generalizes this learning to various situations.
4.       Masters tools for learning.
5.       Mentors others in health care situations, peers.
6.       Explores more advanced options for technology.
Competency 4:
Demonstrates leadership in nursing 
Entry level:
·        May have leadership abilities without theoretical framework
·        Might be unaware of his own leadership ability.
·        Might be unaware of characteristic of leadership qualities.    
Level I:
1.       Identifies the qualities of a leader in the community.
2.       Searches for leadership and abilities potentials within one self.
3.       Begins understanding commitment to nursing. 
Level II:
1.        Incorporates some of his identified abilities in assignments and extra curricular activities in the school.
2.        Seeks to support to develop his leadership potentials.
3.        Looks for opportunities to apply leadership skill in nursing related activity including clinical settings. 
Level III:
1.       Develops nursing leadership ability through a systematic / planned schedule of activities
2.       Applies leadership skills in "simple" nursing situations.
3.       Identifies situations to empower nursing. 
Level IV:
1.       Provides appropriate levels of guidance, and role modeling.
2.       Engages in leadership in and outside the school.
3.       Takes on leadership responsibilities in the fields of nursing and within the health care team. 
Competency 5:
Collaborates with health care teams members 
Entry level:
·        Might be unaware of his potential role.
·        Might be unaware of this role on a health care team member.     
Level I:
1.       Awareness of his role as a nurse.
2.       Identifies himself as a one member of health team.
3.       Appreciates the value of team work, and the contribution of each team member.  
Level II:
1.       Identifies the sign of his leader role and contribution.
2.       Practices in effective communication and reflective listening in nursing situation. 
Level III:
1.       Aware of the importance of his role in the health team,
2.       Be an effective team member that motivates changes. 
Level IV:
1.       Engages in collaboration in health team in nursing.
2.       Conveys the patients and families-views in decision-making. 
Competency 6:
Practices patient – centered care  
Entry level:
·        May be aware of patient needs because of personal experience.
·        Might not be aware of the difference between patients centering and provider centered care.
·        May or may not be aware about models of care to meet patient needs.       
Level I:
1.       Identifies actual and potential human needs in health and in some deviations from health.
2.       Begins to generalize knowledge to patient population and in understanding patient needs.
3.       Begins to develop early tools to assess and cluster patient needs.
4.       Seeks guidance in understanding the complexity of human / patient needs. 
Level II:
1.       Applies familiar knowledge of basic sciences and nursing to “Nursing Process” in simple situations,
2.       Appreciates the complexity of human needs.
3.       Plans nursing care with patients and other health care professionals in simple situations. 
Level III:
1.       Applies nursing process to more complex situations with supervision.
2.       Plans nursing care in collaboration with patient and health team in more complex situations.
3.       Able to appreciate complexity of human responses that is based on human individual differences.
4.       Able to analyze nursing care as to patient vs provider-“Centeredness”. 
Level IV:
1.       Applies nursing process to complex situations.
2.       Collaborates with patient health care team in applying patient-centered care in simple and complex situation. 
Competency 7:
Communicates effectively:  
Entry level:
·        Command of Arabic and some English.
·        Able to express ideas and thoughts to others.
·        Might be unaware of nonverbal communication.
·        Lacks opportunity to communicate in formal settings. 
Level I:
1.       Uses policies and regulation and formal channels of communication at university and in nursing faculty.
2.       Recognizes the significance of effective communication with patients in the interview and data collection situations.
3.       Analyzes his strengths and weaknesses in communicating. 
Level II:
1.       Formalizes his knowledge of communication process and component through formal education.
2.       Appreciates role of good communication in data collection.
3.       Self–reflects to analyze strengths and areas of needs for more effective communication with others.
4.       Writes formal reports. 
Level III:
1.       Able to apply communication effectively among various age groups.
2.       Analyzes process of communication to identify strengths and weaknesses.
3.       Uses communication as a therapeutic tool. 
Level IV:
Establishes and maintains effective relationship with colleagues and professional team.
Competency 8:
Makes sound clinical judgment 
Entry level:
·        Might lack the optimal knowledge and experience that are needed for clinical judgment.
·        May have critical thinking abilities. 
Level I:
1.       Identifies own limitation and strength in critical thinking.
2.       Engages in problem-solving activities.
3.       Engages in creative activities in curricular and para-curricular activities. 
Level II:
1.       Applies critical thinking to nursing process.
2.       Strengthens problem-solving and creative ability through application of nursing process to simple situations.
3.       Formalizes ability of logical clinical judgment in formal training. 
Level III:
Analyzes and synthesizes data as applied to more complex situations  
Level IV:
1.       Uses sound clinical judgment in clinical situations.
2.       Evaluates and re-evaluate nursing outcomes in all clinical situations.
3.       Uses evidence in support of clinical judgment.
Competency 9:
Uses best available evidence in care provision. 
Entry level:
·        Might lack knowledge of some intervention in the care of family members.
·        Might lack awareness of causality (cause – effect) model. 
Level I:
1.       Identifies sources of evidence.
2.       Begins to utilize knowledge evidence in theory and practice. 
Level II:
1.       Begins to use of evidence (Meta analyses) in nursing practice to support clinical judgment.
2.       Collects evidence to support clinical intervention in simple situations. 
Level III:
1.       Collects evidence to support planning of care in collaboration of team.2
Uses evidence in provision of health education.
3.       Evaluates evidence-based practice.
4.       Begins to value research process and supports it. 
Level IV:
1.       Takes on responsibilities for research.
2.       Uses evidence in care provision.
3.       Uses evidence to promote quality of nursing care.