School of
Nursing

Organizing Concepts

The following Curriculum Organizing Concepts were developed by the Northeastern School of
Nursing CCNE Task Force in draft form June 22, 2012; discussed further and consensus vote in
the CCNE Faculty Workshop on October 4, 2012; and approved at the Faculty Organization
meeting on October 15, 2012.

Leadership

Leadership encompasses the ability to listen, translate, decide, take action and inspire others.
Leaders have the vision to set direction, engage the stakeholders towards a common goal, and
have the competency to create and cultivate open, trusting and caring relationships with others.

(Based on O’Connor, M. (2008). The dimensions of leadership. A foundation for caring
competency. Nursing Administration Quarterly, 32 (1), 21-26.)

Critical Thinking/Clinical Reasoning

Critical thinking is a reflective process based on creative, intuitive, logical, and inferential
thought patterns. Clinical reasoning is the ability to think critically about health care decisions
related to patients, families, and communities.

(Benner, P., Sutphen, M., Leonard, V., & Day. L. (2010). Educating nurses. A call for radical
transformation. San Francisco: Jossey-Bass.)

Evidence-Based Practice

An integration of the best evidence available, nursing expertise, and the values and preferences
of the individuals, families and communities who are served. This assumes that optimal nursing
care is provided when nurses and health care decision-makers have access to a synthesis of the latest research, a consensus of expert opinion, and are thus able to exercise their judgment as they plan and provide care that takes into account cultural and personal values and preferences. This approach to nursing care bridges the gap between the best evidence available and the most appropriate nursing care of individuals, groups and populations with varied needs.

(Sigma Theta Tau International. (2005). Evidence-based practice position statement,
Indianapolis, IN: Author.)

Quality Care

Quality is the degree to which health services for individuals and populations increase the
likelihood of desired health outcomes and are consistent with current professional knowledge.
Quality care is safe, effective, patient-centered, timely, efficient, and equitable.

(Institute of Medicine. (2001). Crossing the quality chasm. Washington, D.C.: The National
Academies Press.)

Cultural and Linguistic Competence

Cultural and linguistic competence is a set of congruent behaviors, attitudes, and policies that
come together in a system, agency, or among professionals that enables effective work in crosscultural situations that value and incorporate the cultural differences of diverse populations. It promotes evaluation of one’s own health-related values and beliefs, health care organizations, and health care providers, and responds appropriately to, and directly serves the unique needs of populations whose cultures may be different from the prevailing culture

(Adapted from: National Standards for Culturally and Linguistically Appropriate Services in
Health Care: Final Report. (March, 2001). Washington, DC: OMH, DHHS

Interprofessional Collaboration

A situation wherein multiple healthcare workers from different professional backgrounds work
together with patient’s families, care givers and communities to deliver the highest quality of
care.

(Interprofessional Educational Collaborative Expert Panel. (2011). Core competencies for
interprofessional collaborative practice. Report of an expert panel. Washington, D.C.:
Interprofessional Education Collaborative.)

Informatics/Technology

Utilize informatics to communicate, manage knowledge, mitigate error, and support decision-making using information technology.

(Institute of Medicine. (2003). Health professions education. A bridge to quality. Washington,
D.C.: National Academies Press.)

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At Northeastern University, we create the conditions for robust, deep and flexible learning that will prepare our students for a life of fulfillment and accomplishment in a world that is continually changing. While learning happens in classroom, lab and studio situations, it is much more powerful and robust when students have opportunities to use their knowledge and practice their skills in authentic, real-world situations. Below are listed the expected learning outcomes for our nursing students by program.

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Accelerated Bachelor of Science in Nursing and Bachelor of Science in Nursing

Leadership
Apply leadership concepts and skills in the provision of patient centered care.

Critical Thinking /Clinical Reasoning
Demonstrate clinical judgment based on the best evidence in achieving high quality patient outcomes.

Evidence-based Practice
Integrate best evidence, clinical expertise and patient values and preferences in the implementation of patient care.

Quality Care
Provide high quality patient centered care by integrating practice improvements

Cultural and linguistic Competence
Deliver patient centered care that is culturally and linguistically competent and appropriate for all populations.

Interprofessional Collaboration
Collaborate effectively with individuals, families and interprofessional teams in the delivery of quality patient care.

Technology
Use patient care technology, information systems, and communication devices to provide patient-centered nursing care.

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Master of Science in Nursing

Leadership
Lead change to advance healthcare for individuals and communities.

Critical Thinking/Clinical Reasoning
Uses expert clinical reasoning to assess, intervene, and evaluate the outcomes of interventions with patients, families, communities, and systems of care.

Evidence-Based Practice
Implements, evaluates and translate best available evidence into clinical practice.

Quality Care
Evaluate patient care systems and clinical outcomes in order to implement strategies to reduce risk and improve the quality of care.

Cultural and Linguistic Competence
Create environments that promote culturally and linguistically competent care to all populations.

Interprofessional Collaboration
Partners with colleagues across multiple professions to meet healthcare needs of patients, families, communities and systems of care.

Technology
Maximize use of health information technology to communicate among providers, consumers, government agencies and insurers.

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Doctor of Nursing Practice in Nurse Anesthesia

Leadership
Leads the design, implementation, evaluation, and dissemination of evidence-based practice improvement initiatives.

Scientific Inquiry
Critically analyzes complex clinical situations and practice environments to catalyze change in health care system.

Practice Excellence
Translate evidence to develop new models for nursing practice that will transform health care.

Quality Care
Direct the development and implementation of social, economic, political and health policy to ensure quality of health care.

Diversity, Equity, and Inclusion
Establish and evaluate cultural competency initiatives to promote equity and inclusion in healthcare and health outcomes.

Interdisciplinary Collaboration
Lead and diffuse interdisciplinary care coordination teams and collaborative efforts.(IOM, 2003)

Innovation
Evaluate and analyze the impact of health information technology implementation on organizations and nursing practice.

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Doctor of Philosophy in Nursing

Students will be able to:

1. Assume leadership in the promotion of health and well-being of urban populations nationally and internationally.
2. Design a program of research that builds upon the historical and philosophical foundations of nursing science.
3. Implement research studies that advance health science outcomes.
4. Participate as a member of an interdisciplinary research team.
5. Conduct research that demonstrates the theoretical, methodological, and analytical knowledge, skills, and strategies to address population health.
6. Assume faculty, leader, and/or nurse scientist roles.
7. Apply principles of professional research ethics and judgment in the conduct of research.

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Program Contacts