Assignment: Program Outcomes

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Assignment: Program Outcomes

Assignment: Program Outcomes

Assignment: Program Outcomes

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Assignment: Program Outcomes
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Week 8 discussion Reflection on Achievement of Program Outcomes Reflect back over the past 8 weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #2 and the MSN Essential IV, and NP Competencies: Nurse Practitioner Core Competency (NONPF) #4What are program-based student learning outcomes (SLOs) and how can you translate them into
a curricular structure?
Student Learning Outcomes (SLOs) for an academic program are defined as the knowledge, skills, or
behaviors that a program’s students should be able to demonstrate upon program completion. In other
words, what is the ideal portrait of the successful graduate of your program?
Program outcomes represent broad statements that incorporate many areas of inter-related knowledge
and skills developed over the duration of the program through a wide range of courses and experiences.
They represent the big picture, describe broad aspects of behavior, and encompass multiple learning
Ideally, SLOs represent a point of transition from education into the students’ chosen profession.
Our shared goals for this seminar can be divided into two parts, which mirror the process of creativity.
Part I – Crafting the “Big Picture” – seeks to foster divergent thinking and thereby to surface and
explore novel possibilities.
Part II – Defining Program Boundaries – then enlists our convergent thinking to define constraints and
guidelines within which we can improvise and fine-tune program details.
In sum, this seminar seeks to help you:
• Articulate student learning outcomes for your program – outcomes that encompass a vision
of “the ideal graduate” of your program, and outcomes that accommodate pre-existing goals set
by other entities (e.g., UC’s General Education Competencies or professional guidelines)
• Define constraints for the design of your program, including requirements set by UC’s Gen
Ed program, Ohio’s OBR/TAG requirements, and/or a field’s accrediting or professional body
• Craft a framework for your program that applies UC’s Integrated Core Learning – a guide that
addresses how the program’s learning objectives will be developed and assessed across three
touchpoints, namely your students’ first-year, mid-collegiate and capstone experiences.

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