Board of Nursing
Chapter 851
Division 21
STANDARDS FOR APPROVAL OF EDUCATION PROGRAMS IN NURSING PREPARING CANDIDATES FOR LICENSURE AS PRACTICAL OR REGISTERED NURSES
851-021-0050
Standards for Approval: Curriculum
(1) The mission, goals, and expected program outcomes must be consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals.
(2) Curriculum must:
(a) Prepare the student to achieve the nursing competencies necessary at the level of licensure for safe practice based on current standards of care.
(b) Reflect the identified mission, goals, and learning outcomes of the nursing education program.
(c) Be consistent with the law governing the practice of nursing.
(d) Identify learning outcomes at the course and program level that show alignment and progression throughout the program.
(e) Include courses and learning activities that support student achievement of identified outcomes.
(f) Include nursing practice experiences organized in such a manner to have sufficient proximity in time to allow the student to form necessary links of theoretical knowledge, clinical reasoning, and demonstrate competent nursing practice.
(g) Define the requirements of the educational institution for graduation.
(h) Identify the total units required for graduation.
(3) Nursing practice experience includes the clinical component of the nursing curriculum and must:
(a) Occur in a variety of settings.
(b) Include sufficient direct care and final clinical practicum hours to meet course and program outcomes and, at minimum, provide 51% of these hours across the nursing education program except as provided in OAR 851-021-0050 (4)(l).
(c) Integrate a combination of four modalities to refine competencies at the appropriate program level. The clinical component of the nursing curriculum includes the modalities of direct care, simulation, and final clinical practicum
(A) Skills laboratory (if applicable).
(B) Direct Care.
(C) Simulation (if applicable).
(D) Final Clinical Practicum.
(d) Integrate patient safety principles.
(e) Include the implementation of evidence-based practices.
(f) Focus on the provision of patient-centered, culturally competent care that recognizes the patient or designee is the source of control and full partner in providing coordinated care by:
(A) Respecting patient differences, values, preferences and expressed needs;
(B) Involving patients or designees in decision-making and care management; and,
(C) Explaining interventions to patients that promote health.
(g) Include collaboration with inter-professional teams to foster open communication, mutual respect, and shared decision-making supportive of quality patient care.
(4) Programs may use simulation as a component of nursing practice experience. The nursing program must:
(a) Ensure simulation learning has adequate fiscal, human, technologic, and physical space resources to support the learning environment.
(b) Provide evidence to the Board that national simulation standards have been met.
(c) Designate a nursing faculty member as simulation coordinator who is academically and experientially qualified. This individual must demonstrate continued expertise and competence in the use of simulation while managing the program.
(d) Define the roles of simulation coordinator and simulation faculty members.
(e) Have a written plan for orienting faculty to simulation.
(f) Ensure faculty involved in simulations have initial training in the use of simulation. Initial simulation training must include:
(A) Introduction to simulation-based learning experiences;
(B) Foundations of scenario design and curriculum integration;
(C) Introduction to pre-brief and debrief;
(D) Debriefing for clinical judgement; and,
(E) Introduction to assessment and evaluation of simulation-based education.
(g) Ensure faculty involved in simulations have annual training in on-going professional development in the use of simulation.
(h) Have written policies and procedures on the following:
(A) Short-term and long-term plans for integrating simulation into the curriculum; and,
(B) Method of debriefing each simulated activity.
(i) Establish a budget that will sustain the simulation activities and training of the simulation faculty.
(j) Develop criteria to evaluate the relationship of simulation-based experiences to course outcomes and development of required competencies.
(k) Develop criteria to allow students to evaluate the simulation experience on an ongoing basis.
(l) Not to exceed 49% of simulated clinical component hours across the nursing program. An exception to exceed 49% must include rationale for the request and be approved by the Board representative prior to implementation.
(m) Include information about the programs use of simulation in its annual report to the Board.
(5) Practical Nurse Programs:
(a) Practical nurse program curricula must meet all educational institution requirements for and culminate in the award of a certificate or diploma.
(b) Consistent with OAR 851-0045-0050, the program curriculum must focus on the role of the practical nurse in a supervised practice that occurs at the direction and under the supervision of the registered nurse or licensed independent practitioner with the authority to make changes to the plan of care.
(c) In practical nursing programs, the course content must have:
(A) A minimum of six clock hours of learning activities related to pain management and,
(B) A minimum of two hours of cultural competency curriculum.
(d) The Practical Nurse program must provide theory and nursing practice experience that promote achievement of outcomes within the practical nurse scope of practice, including those related to:
(A) Creating and maintaining a safe environment of care;
(B) Demonstrating professional, legal, and ethical behavior in nursing practice;
(C) Collecting data and performing focused nursing assessments of the health status of an individual;
(D) Participating in the planning of the nursing care needs of an individual;
(E) Participating in the development and modification of the nursing care plan;
(F) Providing safe, evidence-based, clinically competent, culturally sensitive, and patient-centered care for the promotion, restoration and maintenance of wellness in a variety of care settings or, for palliation across the lifespan;
(G) Functioning as a member of the interdisciplinary healthcare team;
(H) Using technology to facilitate communication, manage information, and document care;
(I) Providing cost-effective nursing care and participating in quality improvement strategies;
(J) Participating in health teaching and counseling to promote, attain, and maintain the optimum health level of an individual;
(K) Assisting in the evaluation of a patient’s response to nursing interventions and the identification of that patient’s needs;
(L) Assigning and providing oversight to assistive personnel and other licensed practical nurses; and,
(M) Awareness of community-based care concepts found in OAR 851-047.
(6) Registered Nurse Program:
(a) Registered nurse curricula must meet all institutional requirements for and culminate in the award of an associate, baccalaureate, or masters.
(b) In registered nurse programs, the course content must have:
(A) A minimum of six clock hours of learning activities related to pain management and,
(B) A minimum of two hours of cultural competency curriculum.
(c) The Registered Nurse program must provide theory and nursing practice experience that promote achievement of outcomes within the registered nurse scope of practice, including those related to:
(A) Creating and maintaining safe and effective environment of nursing care;
(B) Demonstrating professional, legal and ethical behavior in nursing practice;
(C) Using problem-solving skills, reflection, and clinical judgment in nursing practice to assess the health status of individuals and groups of individuals and to identify health care problems that are amenable to nursing intervention;
(D) Prescribing nursing interventions and assessing responses to those interventions in order to direct, manage, delegate, and supervise nursing care for individuals, families, or groups;
(E) Establishing outcomes to meet identified health care needs and providing safe, clinically competent, culturally sensitive, patient-centered and evidence-based care to promote, restore and maintain wellness in a variety of care settings or, for palliation across the lifespan;
(F) Providing culturally sensitive and evidence-based teaching, counseling, and advocacy for individuals, families and groups;
(G) Participating within and providing leadership for an interdisciplinary team;
(H) Assigning and supervising other members of the healthcare team;
(I) Applying leadership skills to identify the need for and to promote change;
(J) Using communication and information technology effectively and appropriately to collaborate with other health professionals in the management of health care;
(K) Applying and integrating principles of community health and community-based care into practice;
(L) Integrating concepts of resource utilization, quality improvement and systems to enhance care delivery;
(M) Delegating nursing interventions that may be performed by others per the OSBN-defined concept of Delegation in community-based care per OAR 851-047; and,
(N) Baccalaureate and entry level masters programs must also include outcomes related to:
(i) Applying epidemiological, social, and environmental data and principles to identify and implement health promotion goals and strategies for communities and populations;
(ii) Leading and effecting change through participation in teams and beginning application of management knowledge;
(iii) Identifying and implementing measures to improve access to healthcare for individuals and underserved groups;
(iv) Using the principles and practice of research to validate and improve nursing care for individuals, families, and groups; and,
(v) Using teaching-learning principles develop outcomes and provide formative and summative feedback to others.
(7) Proposed demonstration project that significantly alters the approved curriculum, model of nursing practice experience, or faculty-to-student ratio requires a letter of intent be submitted to the Board six months prior to the planned implementation. The letter of intent must include the following information:
(a) Description of the proposed project, including purpose.
(b) Description of mechanisms and procedures for student safety and learning effectiveness.
(c) Plan for evaluation of the project and reporting findings back to the Board.
(d) Tentative time schedule for planning, initiating, and evaluating the program.
Statutory/Other Authority: ORS 678.150, ORS 678.340 & ORS 678.360
Statutes/Other Implemented: ORS 678.150 & ORS 678.360
History:
BN 12-2022, amend filed 07/28/2022, effective 08/01/2022
BN 7-2020, amend filed 12/11/2020, effective 01/01/2021
BN 9-2013, f. 12-3-13, cert. ef. 1-1-14
BN 3-2008, f. & cert. ef. 6-24-08
BN 1-2001, f. & cert. ef. 2-21-01
NB 4-1996, f. & cert. ef. 9-3-96
NB 1-1990, f. & cert. ef. 4-2-90, Renumbered from 851-020-0056
NB 3-1988, f. & cert. ef. 7-5-88
NER 2-1985, f. & cert. ef. 4-5-85
NER 37-1977, f. & cert. ef. 7-18-77
NER 30-1976, f. & cert. ef. 1-27-76