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Announcements

Free nextgeneration nclex series for faculty.

The UMSON Nursing Workforce Center with support from the Nurse Support Program II has compiled an incredible set of resources that will help faculty and clinical instructors prepare students with teaching and learning strategies as well as test development and analysis for the NCLEX-Next Generation licensure examination. These are fantastic resources and offer CEU for each session. The sessions are free for Maryland educators.

Register Now There are over 10 lectures that are available on demand (video and audio) and live. 1. Using a Clinical Judgment Model Across the Curriculum 2. Using Debriefing to Foster Clinical Judgement 3. How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum 4. Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development 5. Maximizing Your Test Environment 6. Making the Connection w/Concept Mapping A Versatile Strategy for Teaching, Assessing, & Evaluating Clinical Judgment 7. It's Time to Take Action in the Classroom 8. Making the Most of Pre-Post Clinical Conferences Teaching Clinical Judgement in Clinical Practice 9. Working with Gen Z Learners in Clinical Setting

Recent Announcements

Health Services Cost Review Commission

Next generation nclex (ngn).

According to the National Council of State Boards of Nursing , a new and improved NCLEX exam is coming. The Next Generation NCLEX (NGN) exam asks better questions to help nurses think critically when providing care and make the right decisions.

"Are You Ready for the Next Gen NCLEX?" Register by 1/18/23 for the face-to-face seminar and lunch to hear Jason A. Schwartz, Director of Outreach, Marketing & Advocacy, National Council of State Boards of Nursing (NCSBN). The event is Monday, January 23, 2023, 8:30 AM - 2:00 PM , Coppin State University, Health & Human Services Building, Room 103, 2500 West North Avenue, Baltimore, MD 21216.

Purpose: The purpose of the 9/9/2021 Summit meeting was to introduce to nursing faculty members in Maryland the resources available to assist with the transition to the NextGen NCLEX scheduled to begin in April 2023. The upcoming workshop opportunities will: 1) provide Maryland nursing faculty resources to plan, implement and evaluate their teaching and evaluation of students’ ability to make clinical judgments, 2) prepare nursing students to succeed on the NCLEX-RN exam, including NextGen questions, and 3) prepare graduates for safe and effective nursing practice. Goal: To provide an overview of the various areas to prepare faculty and students for the transition to the NextGen NCLEX

Objectives: At the conclusion of this summit meeting, participants will be able to: 1.Determine the use of a clinical judgement model in their program. 2.Consider implications from findings from statewide and national surveys. 3.Evaluate readiness for infusion of clinical judgment into the classroom environment 4.Describe strategies to integrate clinical judgment into the clinical learning environment 5.Describe strategies to integrate clinical judgment into simulated learning 6.Outline issues for their school in testing and evaluation related to NextGen

MNWC NextGen NCLEX (Recordings and downloadable materials are available at this link).

A Preparatory Series for Maryland Faculty

Session 5: Using Debriefing to Foster Clinical Judgement presented by Raquel Bertiz, PhD, RN, CNE, CHSE, Jasline Moreno, MSN, RN, CHSE, and Denyce Watties-Daniels, DNP, RN, OLC-C Friday, Feb. 25, 2022 10 am – 11:30 am Online via Zoom

Making the Connection with Concept Mapping: A Versatile Strategy for Teaching, Assessing, and Evaluating Clinical Judgment presented by Lisa Gonzalez, MSN, RN, CNE, CCRN-K Date/Time TBD Online via Zoom Handout: Data to Diagnosis Lesson Plan Handout: Data to Diagnosis Student Activity Handout: Concept Map Template

Session 4: Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development presented by Kathie Lasater, EdD, RN, ANEF, FAAN Monday, Jan. 24, 2022 11 am – 12:30 pm For more information, view the slides . Handout: Clinical Judgment Rubric .

Session 3.3: How to Write Stand-alone Questions (Bow-tie and Trend) – 60 minutes presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE Friday, Nov. 12, 2021 noon - 1:30 pm For more information, view the recording or slides . Handout: How to Write Stand-alone Questions

Session 3.2: How to Write Case Study Questions (Highlight, Drag and Drop, Drop Down, Multiple Choice, Multiple Response) presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE Friday, Nov. 5, 2021 noon - 1:30 pm For more information, view the recording or slides . Handout: Case Studies Handout: Case Study Template 1 Handout: Case Study Template 2

Session 3: Overview of Next Generation Questions presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE Friday, Oct. 22, 2021 noon - 1:30 pm For more information, view the recording or slides . Handout: Sample Question Templates Handout: Changing Item Format Practice Handout: Changing Item Format Practice-Answers Participants should be familiar with the NextGen Test Item Types and how they are used to test each step of a Clinical Judgement Model. Read NGN News, Fall 2019, Item Types and NGN News, Summer 2021 , Scoring.

Session 1.2: How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum presented by Kathleen Martin, DNP, RN, CNE Wednesday, Oct. 20, 2021 3:30 pm - 5:00 pm For more information, view the recording or slides from the 10/20/2021 Maryland Nursing Workforce Centers NextGen NCLEX Workshop. Session 1.2 Case Study Writing Template Session 1.2 Case Study Builder Worksheet

Session 1.1: Next Gen Using Clinical Judgment Across the Curriculum . presented by Diane Billings, EdD, RN, ANEF, FAAN Monday, October 11, 2021 noon - 1:30 pm For more information, view the recording or slides from the 10/11/2021 Maryland Nursing Workforce Centers NextGen NCLEX Workshop.

NextGen NCLEX-RN Summit . For more information, view the slides from the 9/9/21 Maryland Nursing Workforce Center's NextGen NCLEX Summit.

Mark your calendar for these free, informative sessions to learn about NCLEX program updates and resources available to nursing faculty. The workshops are offered at no cost through funding by the Nurse Support Program II (NSP II 20-125), which is funded by the Maryland Health Services Cost Review Commission and administered by the Maryland Higher Education Commission.

Click here for the topical outline for NG NCLEX workshops. For more information, view the presenter videos and PPTs from the Maryland Nursing Workforce Center's NextGen NCLEX Workshops.

NCSBN Next Generation Spring 2021 Newsletter

Collaborative Momentum Consulting Blog by Susan Sportsman, PhD, RN, ANEF, FAAN

Advisory Committee and Presenters

*Special thanks to the Advisory Committee for planning and presenting at this conference.

•Raquel B. Bertiz, PhD, RN, Montgomery College Simulation Resource Center (MCSRC), Nursing Department, Montgomery College •*Diane M. Billings, EdD, RN, ANEF, FAAN, Chancellor’s Professor Emerita, Indiana University School of Nursing, Indianapolis •*Susan L. Bindon, DNP, RN, NPD-BC, CNE, CNE-cl, Associate Professor and Associate Dean for Faculty Development, University of Maryland School of Nursing •* Rita F. D’Aoust, PhD, ANP-BC, CNE, FAANP, FNAP, FAAN, Associate Dean for Teaching and Learning, Johns Hopkins University School of Nursing •*Peg E. Daw, DNP, RN-BC, CNE, Grant Administrator, Nurse Support Program II, Outreach and Grants Management, Maryland Higher Education Commission •*Kimberly K. Ford, Assistant Grant Administrator, Nurse Support Program II, Outreach and Grants Management, Maryland Higher Education Commission •*Jacqueline J. Hill, PhD, RN, CNE, Chair and Professor, Department of Nursing, Bowie State University •Lisa Gonzalez, MSN, RN, CNE, CCRN-k, Professor of Nursing, College of Southern Maryland •*Krysia W. Hudson, DNP, RN, BC, Assistant Professor, Johns Hopkins University School of Nursing •Mary Ann Jessee, PhD, RN, Associate Professor and Assistant Dean for Academics, Generalist Nursing Practice, Vanderbilt University School of Nursing •Kathie Lasater, EdD, RN, ANEF, FAAN, Professor Emerita, OHSU School of Nursing, Visiting Professor, Edinburgh Napier University •*Kathleen (Kathy) M. Martin, DNP, RN, CNE, Assistant Professor and NCLEX Success Faculty, University of Maryland School of Nursing, Institute for Educators •Janet Monagle, PhD, RN, CNE, Associate Professor, School of Nursing, MGH Institute of Health Professions •Jasline Moreno, MSN, RN, CHSE, Lead Faculty, MCSRC, Nursing Department, Montgomery College •Ann Nielsen, PhD, RN, Associate Professor of Clinical Nursing, OHSU School of Nursing •*Denyce Watties-Daniels, DNP, RN, OLC-C, Associate Professor, Coordinator, Simulation and Learning Resource Centers and Assessment and Remediation Coordinator, Coppin State University, College of Health Professions •*Rebecca Wiseman, PhD, RN, Associate Professor and Chair, UMSON@USG, Director, Maryland Nursing Workforce Center, University of Maryland School of Nursing •*Heather V. Westerfield, DNP, RN, CNE, CMSRN, Professor and Director, Chesapeake College/MGW Nursing Program

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Case Studies

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University of Maryland, Baltimore 655 W. Lombard Street Baltimore, MD 21201

Family Social Inclusion - Global Learning From Brazil To Baltimore  ▾ Yolanda Ogbolu PhD, NNP, FNAP, FAAN

A global learning for health equity project funded by Robert Wood Johnson Foundation led in Baltimore, Maryland learning from Dara Institute in Rio de Janeiro in Brazil.​ Baltimore is not alone in the health equity challenges it faces. ​Rio de Janeiro in Brazil is an example where population groups have nearly identical social and health outcomes as people in Baltimore. ​These common health inequities transcend national borders offering an opportunity for learn and develop shared solutions. One distinct difference, in Rio de Janeiro, Brazil they have a program that is successfully tackling the problem of social isolation early in life for vulnerable families of critically ill children.​

​​​The Saude Crianza program is an evidence based program that has assisted over 70,000 individuals over 3 decades. There primary focus has been helping critically ill children and their families thrive. despite their poverty. Their social methodology ensures that the first point of consideration is that social inclusion is central to health. The program recruits families from marginalized communities from the health system. They do a baseline assessment to really understand social determinants of health needs for the family and then, understanding the family and the family situation they develop a co-responsibility agreement that the family will develop a family action plan and that they will assist the family as they walk through that family action plan focusing on five areas: health, housing, citizenship, income generation, and education. Families attend monthly support groups where they receive services that they need to achieve their goals in the five areas and they stay with the program over 24 visits and two years.

From Togo To New York: Community Health Worker Assessment And Improvement Matrix (CHW AIM)  ▾ Kevin P. Fiori, MD, MPH, MS

Global concept implemented in the US: The bi-directional partnership between teams in Northern Togo and Montefiore in Bronx, New York was built on long-standing existing ties. In an effort to improve current Community Health Workers programs locally, the team sought learning and best practices from guides established through the Community Health Impact Coalition (CHIC). The Northern Togo Team focused on utilizing a performance improvement tool, the Community Health Worker Assessment & Improvement Matrix (CHW AIM), as an implementing guide to optimize programs aimed at integrating CHWs into healthcare systems through enhanced supervision, data systems, community engagement and quality improvement approaches.

The Community Health Worker Assessment & Improvement Matrix (CHW AIM) is an evidence-based, easy-to-use diagnostic tool to design high-performing CHW programs. The program at Montefiore in Bronx, New York addressed health equity by providing a community solution in the form of community health workers (community experts) to partner with health systems to address social inequities that impact health outcomes.

From Jersey UK To Detroit: CHW Model (Knock And Check) For Isolated Elders  ▾ Rev. Alexander Plum, MPH, CHES

In 2015, Henry Ford Health System based in Detroit, Michigan, was invited by the Institute for Healthcare Improvement (IHI) and the Commonwealth Fund to participate in a Learning and Action Network to promote global learning to transform U.S. health care systems. Within this initiative, the Henry Food team in the U.S selected two of four innovations after visiting these originator sites. Both originator sites’ innovations focused on promoting better community health integration with clinical care delivery. Leading the team’s participation was Henry Ford’s Global Health Initiative, its international research, training, and capacity development arm.

The team adapted the “Call and Check” model that originated with the Jersey Post in the Channel Islands. There, letter carriers visit elderly residents who live along their routes for weekly chats to improve feelings of loneliness and social isolation. They work with regional medical and pharmacy authorities to fill prescriptions, make appointment reminders, and share urgent updates with care providers.

While efforts to pilot the “Call and Check” model with the Detroit branch of the United States Postal Service were unsuccessful, Henry Ford adapted the “Call and Check” model and implemented the “Knock and Check” program with its internal community health workers program. These community health workers conducted weekly check-ins with elderly residents of a senior care facility near their downtown, flagship hospital. Screenings and referrals to community resources were made to address social determinants of health vulnerabilities including isolation and loneliness, while care management activities helped improve access to preventive care for elderly residents.

From Cuba To Navajo Nation: Sovereign, Public Systems To Advance Health Equity  ▾ Sonya Shin, MD, MPH

A community-based non-profit organization in Navajo Nation was invited by Medical Education Cooperation with Cuba (MEDICC) to take part in a U.S. network of global learners. MEDICC is a non-profit working to promote United States/Cuba health collaboration and highlight Cuba’s public health contributions to global health equity and universal health care. One of MEDICC’s initiatives – Community Partnerships for Health Equity (CPHE) sends teams of community members from the United States on a series of trips to Cuba to learn from Cuban society, culture, and healthcare in order to apply concepts in their own communities.

All of the teams invited by MEDICC to take part in CPHE represent communities of color that have experienced health disparities due to systematic exclusion from social and economic opportunities. Drawing loosely from their experiences in Cuba, the Navajo CPHE team set up a diverse group of youth-focused programs including trash into art, community gardening, local agriculture projects, and early child health promotion by celebrating local champions and pride in Navajo culture.

The program addressed health equity by emphasizing the importance of self-sufficiency and empowerment among participating community members and leaders. Navajo stakeholders identified strongly with an important Cuban concept: that equitable health systems are grounded in societal values of community engagement and inter-connectedness. This approach used reflects what the team witnessed (Dine’ culture) in Cuba: that societies experiencing an oppressive history of colonization can often bear the present-day imprints of continued reliance on the external resources. The solution therefore lies in the “long game” of community-led efforts to re-center agency within communities themselves, promote self-reliance and local capacity, and nurture local inter-connectedness.

From Across The World To Ohio: Social Participation In Health  ▾ Ruth Dudding, CHES, CHW

The Athens City County Health Department (ACCHD) was invited to apply for an international exchange in social participation in health, facilitated by the Training and Research Support Centre. Five U.S. sites and 12 international sites were selected based on their interest and ability to apply various aspects of social participation in their own communities.

From this experience, the ACCHD established a Community Health Workers’ workforce in Athens County to address social determinants leading to high-risk diabetes, such as health literacy, access to care gaps, isolation, and resources for daily living among Medicare and Medicaid populations. The program evaluated health system level and patient level outcomes. Outcomes measured access to care and analyzed health policies and practices with a health equity lens toward greater accessibility of services and shared decision-making.

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Online Course

Module components.

• Learning Activities
• Critical Appraisal Principles
• Systematic Review Appraisal
• Randomized Control Trial Appraisal
• Cohort Study Appraisal

Case Control Study Appraisal

• Module 8 Self-Review

NDNP 802-Methods for Evidence-Based Practice

Module 8: critically appraising quantitative evidence.

A case-control study belongs to the observational group of studies. It begins by choosing individuals who have a health outcome or disease whose cause you want to investigate. These are the cases. Controls without the health outcome are then chosen. You then determine the proportion of cases who were exposed to any risk factor of interest in the past, and compare this with the proportion exposed in the control group. The study is generally retrospective because it looks backwards in time to the earlier exposures of individuals.

• Good for studying rare conditions or diseases
• Less time needed to conduct the study because the condition or disease has already occurred
• Lets you simultaneously look at multiple risk factors
• Useful as initial studies to establish an association
• Can answer questions that could not be answered through other study designs

Disadvantages

• Retrospective studies have more problems with data quality because they rely on memory and people with a condition will be more motivated to recall risk factors (also called recall bias).
• Not good for evaluating diagnostic tests because it’s already clear that the cases have the condition and the controls do not
• It can be difficult to find a suitable control group
• Chambers, C. D., Hernandez-Diaz, S., Van Marter, L. J., Werler, M. M., Louik, C., & Jones, K. L. et al. (2006). Selective serotonin-reuptake inhibitors and risk of persistent pulmonary hypertension of the newborn.  New England Journal of Medicine, 354(6),  579-587.

This study used a matched design, matching infants who had persistent pulmonary hypertension with infants who did not have it, and compared the rates of exposure to SSRIs.

Case Control Study Critical Appraisal Tool - See "Tool" in Lesson Plan under "Recommended Reading"

Module Components - Overview |--> Learning Activities Topics - Statistical Conclusion Validity | Descriptive Statistics | Inferential Statistics | Case Example of Statistical Conclusion Validity | Reliability and Validity of Measures | Overview: Understanding Results | Application Exercise

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Care Coordination Certificate

Focus on solutions. help improve the quality of care, promote evidence-based practice, and control costs..

New models of health care delivery, managed care oversight, and government regulation have increased the demand for highly skilled nurse case managers and care coordinators. The 12-credit post-baccalaureate Care Coordination Certificate program will help prepare you to:

• take the Commission for Case Manager Certification Exam
• meet the growing demand for highly skilled nurse case managers and care coordinators
• improve patient care and health outcomes through the design and implementation of care coordination systems.

How the Program Works

• You’ll take courses in a mix of on-campus and online formats.
• You’ll complete a 45-hour practicum experience in a community-based case management setting.
• You can complete the certificate in one year (two semesters).
• You can apply up to two of the four certificate classes toward a master’s degree in Community/Public Health Nursing .

Current students may use two courses toward this certificate if they apply to the certificate program while still enrolled at UMSON. Otherwise, coursework used to satisfy graduation requirements of another UMSON program may not be used to satisfy requirements for this certificate.

What You’ll Learn

Public health experts and industry leaders will teach you how to:

• implement case management processes to coordinate care for clients with complex needs
• use state-of-the-art technologies, information systems, and communications to support safe nursing practice
• evaluate the effects of care coordination on patient health outcomes.

What You’ll Do

Practice opportunities for registered nurses with advanced training and skills in care coordination are available in:

• acute and long-term care facilities
• human services agencies
• managed care organizations
• community-based settings.

More Information

Course listing.

Care Coordination Courses:

• NRSG 780: Health Promotion and Population Health
• NRSG 782: Health Systems and Policy
• NRSG 770: Care Coordination I
• NRSG 771: Care Coordination II

Course Descriptions:

To view course descriptions for upcoming courses,  search the course catalog .

Sample Plans of Study

• The Care Coordination Certificate will be launched in fall 2018.
• Students may apply for the certificate for fall, spring, or summer enrollment.
• Admission is on a rolling basis.

Based on interest, for the first cohort:

• NRSG 770: Care Coordination I will be offered in spring 2019.
• NRSG 771: Care Coordination II will be offered in fall 2019.

Beginning fall 2019 and beyond, courses will be offered as follows: 

Courses may be completed in a variety of sequences.

Note that NRSG 770: Care Coordination I is a prerequisite for NRSG 771: Care Coordination II.

Fall 2018 Start ONLY (3-semester sample plan of study)

Spring 2019 Start ONLY (2-semester sample plan of study)

Fall Start (Fall 2019 and Beyond) (2-semester sample plan of study)

Fall Start (Fall 2019 and Beyond) (4-semester sample plan of study)

Spring or Summer Start (Fall 2019 and Beyond) (3- or 4-semester sample plan of study)

*NRSG 780 and NRSG 782 can be taken any semester, including summer

Admission Requirements

In this section:.

• Qualifications
• Application Materials
• Applicants without a High School Diploma or College Degree in the U.S
• fall enrollment: rolling admissions review begins Feb. 1
• spring enrollment: rolling admissions review begins Sept. 1
• summer enrollment: rolling admissions review begins Feb. 1

Qualifications:

To be eligible for the program, you must:

• be a registered nurse
• have a bachelor's degree or be enrolled in a graduate program at the University of Maryland School of Nursing. (Graduate students may complete the certificate concurrently with their other graduate studies.)

Application materials:

Applicants without a high school diploma or college degree in the u.s:.

• If you do not have a degree from a U.S. high school, college, or university, you are required to demonstrate English proficiency.
• If you have completed coursework outside of the U.S., you must have your transcripts evaluated.

More information .

If you have questions regarding the admissions requirements or process,  contact the Office of Admissions  to avoid errors that could delay the processing of your application.