Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the diversity, equity, and inclusion relevant to healthcare organizational training. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Analyze the ways in which our understanding of human differences can promote personal and professional growth. Competency 2: Develop an exercise that shows the impact of empathy on team engagement, motivation, and persistence
# Earning Criteria Learners demonstrated mastery in the following areas: 1. Professionalism 2. Teamwork # Competencies **Competency 1:** Analyze the ways in which our understanding of human differences can promote personal and professional growth. **Competency 2:** Develop an exercise that shows the impact of empathy on team engagement, motivation, and persistence.
Healthcare Marketing and Communications: HEaRT Challenge
Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the marketing strategies relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Analyze the impact of internal and external market factors on marketing decisions and strategies Competency 2: Develop a marketing plan. Competency 3: Develop a plan to empower inter-professional team members to effectively collaborate and communicate with equal voices in an inter-professional practice environment
Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of Competency 1: Analyze the impact of internal and external market factors on marketing decisions and strategies 2: Develop a marketing plan. 3: Develop a plan to empower inter-professional team members to effectively collaborate and communicate with equal voices in an inter-professional practice environment Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and Policy Letter demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge Competency 1- The learner has demonstrated mastery of analyzing the impact of internal and external market factors on marketing decisions and strategies. Depth of Knowledge Competency 2 - The learner has demonstrated mastery of development of a marketing plan. Depth of Knowledge Competency 3 - The learner has demonstrated mastery in developing a plan to empower inter-professional team members to effectively collaborate and communicate with equal voices in an inter-professional practice environment. Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry
Healthcare Reimbursement and Financial Practices: HEaRT Challenge
Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the healthcare reimbursement systems and finance strategies relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Use financial management and teamwork principles to guide and improve strategic planning and reimbursement and, Competency 2: Recommend models and methods to inform and improve revenue cycle processes. Competency 3: Analyze federal, state, and third party regulations and reporting guidelines for reimbursement compliance.
Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of Competency 1: Use financial management and teamwork principles to guide and improve strategic planning and reimbursement and, Competency 2: Recommend models and methods to inform and improve revenue cycle processes. Competency 3: Analyze federal, state, and third party regulations and reporting guidelines for reimbursement compliance. Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and presentation demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge Competency 1- The learner has demonstrated mastery of the use of financial management and teamwork principles to guide and improve strategic planning and reimbursement. Depth of Knowledge Competency 2 - The learner has demonstrated mastery of recommending models and methods to inform and improve revenue cycle processes. Depth of Knowledge Competency 3 – The learner has demonstrated mastery of analyzing federal, state, and third party regulations and reporting guidelines for reimbursement compliance. Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry.
Healthcare Regulations and Policy Planning: HEaRT Challenge
Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the healthcare regulations and policy planning relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Determine the influence of legal risks and malpractice issues on policy and decision-making and, Competency 2: Assess how stakeholders and interest groups influence decision-making. Competency 3: Assess how stakeholders influence health law, policies, and financial practices.
Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of Competency 1: Determine the influence of legal risks and malpractice issues on policy and decision-making and, Competency 2: Assess how stakeholders and interest groups influence decision-making. Competency 3: Assess how stakeholders influence health law, policies, and financial practices. Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and presentation demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge Competency 1- The learner has demonstrated mastery of determining the influence of legal risks and malpractice issues on policy and decision-making. Depth of Knowledge Competency 2 - The learner has demonstrated mastery of assessing how stakeholders and interest groups influence decision-making. Depth of Knowledge Competency 3 - The learner has demonstrated mastery of assessing how stakeholders influence health law, policies and financial practices. Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry.
Experiential Learning and Problem Solving III
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Higher Education and Real-world Training (HEaRT) Solutions Lab is an experiential learning opportunity that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes a real time problem from industry experts in need of a solution; learners collaborate with peers in an online learning community for solutions. Teams develop an actionable solution along to an employer-posed problem and present their findings in a deliverable such as an executive summary, presentation, survey, or other concrete deliverable directly correlated with the employer’s need. The assessment for these challenges includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Draw connections between real-world experiences with academic knowledge relevant to your field of study. Competency 2: Articulate how knowledge and experience gained through experiential learning translates into other academic, personal, and professional contexts. Competency 3: Apply lessons learned from your learning experience in setting personal and professional goals
Students/Learners (potentially non-SNHU learners who meet participation eligibility requirements) who are eligible to participate in the experiential learning challenges are required to collaborate with their assigned team-members to develop a comprehensive solution to a unique employer problem or project. The employer problem or project is a real-world issue requiring creativity, collaboration, and problem solving skills. Learners will demonstrate mastery in the following areas: application of knowledge, professionalism, and teamwork through the experiential learning opportunity.
Experiential Learning and Problem Solving I
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Experiential Learning and Problem Solving II
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HEaRT Solutions Lab Experiential Learning and Problem-Solving
Higher Education and Real-world Training (HEaRT) Solutions Lab is an experiential learning opportunity that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes a real time problem from industry experts in need of a solution; learners collaborate with peers in an online learning community for solutions. Teams develop an actionable solution along to an employer-posed problem and present their findings in a deliverable such as an executive summary, presentation, survey, or other concrete deliverable directly correlated with the employer’s need. The learners completed three separate and distinct challenges for which the assessment for these challenges includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Draw connections between real-world experiences with academic knowledge relevant to your field of study. Competency 2: Articulate how knowledge and experience gained through experiential learning translates into other academic, personal, and professional contexts. Competency 3: Apply lessons learned from your learning experience in setting personal and professional goals
Learners met 100% of the rubric criterion at Mastered level to receive this badge in three separate and distinct challenges in the following areas: **Professionalism -** Deliverable demonstrates the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. **Teamwork -** Learner document contributes to the work of the team. **Depth of Knowledge Competency 1-** The learner has demonstrated connections between real-world experiences with academic knowledge relevant to the field of study. **Depth of Knowledge Competency 2 -** The learner has demonstrated knowledge and experience gained through experiential learning translates into other academic, personal, and professional contexts. **Depth of Knowledge Competency 3 -** The learner has demonstrated lessons learned from the learning experience in setting personal and professional goals Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry.
Graduate Healthcare Administration Professional I
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Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. These challenges provides an in-depth exploration of reimbursement, policy, regulation, marketing, and communication relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and a presentation. The assessment for these challenges includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Use financial management and teamwork principles to guide and improve strategic planning and reimbursement and, Competency 2: Recommend models and methods to inform and improve revenue cycle processes. Competency 3: Analyze federal, state, and third party regulations and reporting guidelines for reimbursement compliance. Competency 4- Determine the influence of legal risks and malpractice issues on policy and decision-making and, Competency 5: Assess how stakeholders and interest groups influence decision-making. Competency 6: Assess how stakeholders influence health law, policies, and financial practices. Competency 7: Analyze the impact of internal and external market factors on marketing decisions and strategies. Competency 8: Develop a marketing plan. Competency 9: Analyze the impact of internal and external market factors on marketing decisions and strategies Competency 10: Develop a plan to empower interprofessional team members to effectively collaborate and communicate with equal voices in an interprofessional practice environment
Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of: Competency 1- Use financial management and teamwork principles to guide and improve strategic planning and reimbursement. Competency 2- Recommend models and methods to inform and improve revenue cycle processes. Competency 3- Analyze federal, state, and third party regulations and reporting guidelines for reimbursement compliance. Competency 4-Determine the influence of legal risks and malpractice issues on policy and decisionmaking and, Competency 5- Assess how stakeholders and interest groups influence decision-making. Competency 6- Assess how stakeholders influence health law, policies, and financial practices. Competency 7- Analyze the impact of internal and external market factors on marketing decisions and strategies Competency 8- Develop a marketing plan. Competency 9- Analyze the impact of internal and external market factors on marketing decisions and strategies Competency 10- Develop a plan to empower interprofessional team members to effectively collaborate and communicate with equal voices in an interprofessional practice environment Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: **Professionalism -** Executive Summary and presentation demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. **Teamwork -** Learner document contributes to the work of the team. **Depth of Knowledge Competency 1-** The learner has demonstrated mastery of the use of financial management and teamwork principles to guide and improve strategic planning and reimbursement. **Depth of Knowledge Competency 2 -** The learner has demonstrated mastery of recommending models and methods to inform and improve revenue cycle processes. **Depth of Knowledge Competency 3 -** The learner has demonstrated mastery of analyzing federal, state and third party regulations and reporting guidelines for reimbursement compliance. **Depth of Knowledge Competency 4-** The learner has demonstrated mastery of determining the influence of legal risks and malpractice issues on policy and decision-making. **Depth of Knowledge Competency 5 -** The learner has demonstrated mastery of assessing how stakeholders and interest groups influence decision-making. **Depth of Knowledge Competency 6 -** The learner has demonstrated mastery of assessing how stakeholders influence health law, policies and financial practices. **Depth of Knowledge Competency 7 -** The learner has demonstrated mastery of analyzing the impact of internal and external market factors on marketing decisions and strategies. **Depth of Knowledge Competency 8 -** The learner has demonstrated mastery of development of a marketing plan **Depth of Knowledge Competency 9 -** The learner has demonstrated mastery in analyzing the internal and external factors that impact communication strategies for staff working in an interprofessional health-care setting. **Depth of Knowledge Competency 10 -** The learner has demonstrated mastery in developing a plan to empower interprofessional team members to effectively collaborate and communicate with equal voices in an interprofessional practice environment. **Feasibility of Project -** Proposal and presentation provide recommendations that align to best practices in the industry.
Completion of the learning experience provides the learner with the opportunity to integrate interprofessional global health competencies within their professional practice. The competencies are designed to prepare nurses and other healthcare professionals for the complexities associated with improving health outcomes locally, regionally, and globally. Successful achievement allows individuals to cultivate the knowledge, skills, and abilities necessary to be a successful global citizen. The global health competencies are categorized under the following eight domains as identified by Jogerst et al. (2015): 1) Global Burden of Disease; 2) Globalization of Health and Healthcare; 3) Social and Environmental Determinants of Health; 5) Collaboration, Partnering, and Communication; 6) Ethics; 7) Professional Practice; 8) Health Equity and Social Justice; and 10) Sociocultural and Political Awareness.
# Earning Criteria Learners demonstrated mastery in the NUR curriculum embedded with the thirteen global health competencies. # Competencies The global health competencies are categorized under the following eight domains as identified by Jogerst et al. (2015): 1) Global Burden of Disease; 2) Globalization of Health and Healthcare; 3) Social and Environmental Determinants of Health; 5) Collaboration, Partnering, and Communication; 6) Ethics; 7) Professional Practice; 8) Health Equity and Social Justice; and 10) Sociocultural and Political Awareness. **Competency 1:** Describe the major causes of morbidity and mortality around the world, and how the risk for disease varies with regions. **Competency 2:** Describe major public health efforts to reduce disparities in global health. **Competency 3:** Describe how travel and trade contribute to the spread of communicable and chronic diseases. **Competency 4:** Describe how cultural context influences perceptions of health and disease. **Competency 5:** List major social and economic determinants of health and their effects on the access to and quality of health services and on differences in morbidity and mortality between and within countries. **Competency 6:** Describe the relationship between access to and quality of water, sanitation, food, and air on individual and population health. **Competency 7:** Exhibit interprofessional values and communication skills that demonstrate respect for, and awareness of, the unique cultures, values, roles/responsibilities, and expertise represented by other professional sand groups that work in global health. **Competency 8:** Acknowledge one’s limitations in skills, knowledge, and abilities. **Competency 9:** Demonstrate an understanding of and an ability to resolve common ethical issues and challenges that arise when working within diverse economic, political, and cultural contexts as well as when working with vulnerable populations and in low-resource settings to address global health issues. **Competency 10:** Articulate barriers to health and health care in low-resource settings locally and internationally. **Competency 11:** Demonstrate a basic understanding of the relationships between health, human rights, and global inequities. **Competency 12:** Demonstrate a commitment to social responsibility. **Competency 13:** Describe the roles and relationships of the major entities influencing global health and development.
21st Century Skills for Healthcare Professionals
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The 21st Century Skills for Healthcare Professionals continuing education series is a four part series which provides the learner will the opportunity to grow and develop skills that are critically important for success in today’s healthcare environment. The skills explored in this series reflect elements that are necessary to enhance effective care delivery within complex health systems. Individual skills that are developed throughout the series include: critical thinking, communication, collaboration, and creativity.
Learners demonstrate mastery of 21st Century Skills for Healthcare Professionals through successful completion of the four part continuing education series. Participants must be successfully awarded continuing education or participation certificates to reflect achievement in the four skills areas: critical thinking, communication, collaboration, and creativity. Award of these certificates reflects the learner’s successful participation in the content activity and demonstration of content mastery through a post-assessment knowledge check at 80% or greater in each of the skills content areas.
The Global Health Explorer demonstrates an understanding the complexities and forces that impact the global health environment. Completion of the learning experiences allows the individual to integrate interprofessional global health competencies within their professional practice to help lead, support, and advance global health issues. The Global Health Explorer understands the value of the coordinated response, planning, prevention, preparedness, and care that contribute to health equity within the global community. The global health explorer competencies are categorized under 11 domains as identified by Consortium of Universities of Global Health
# Earning Criteria: Learners exhibit mastery in the curriculum infused with 35 comprehensive global health competencies that are organized into [11 distinct domains](https://www.cugh.org/wp-content/uploads/sites/95/2020/05/CUGH-Global-Health-Toolkit-Web-Version.pdf) as defined by the Consortium of Universities for Global Health. # Competencies: **Competency 1a:** Describe the major causes of morbidity and mortality around the world, and how the risk for disease varies with regions. **Competency 1b:** Describe major public health efforts to reduce disparities in global health. **Competency 1c:** Validate the health status of populations using available data (e.g., public health surveillance data, vital statistics, registries, surveys, electronic health records, and health plan claims data). **Competency 2a.** Describe different national models or health systems for the provision of health care and their respective effects on health and health care expenditure. **Competency 2b.** Describe how global trends in health care practice, commerce and culture, multinational agreements, and multinational organizations contribute to the quality and availability of health and health care locally and internationally. **Competency 2c.** Describe how travel and trade contribute to the spread of communicable and chronic diseases. **Competency 2d.** Describe general trends and influences in the global availability and movement of healthcare workers. **Competency 3a:** Describe how cultural context influences perceptions of health and disease. **Competency 3b:** List major social and economic determinants of health and their effects on the access to and quality of health services and on differences in morbidity and mortality between and within countries. **Competency 3c:** Describe the relationship between access to and quality of water, sanitation, food, and air on individual and population health. **Competency 4a.** Collaborate with a host or partner organization to assess the organization’s operational capacity. **Competency 4b.** Co-create strategies with the community to strengthen community capabilities, and contribute to reduction in health disparities and improvement of community health. **Competency 4c.** Integrate community assets and resources to improve the health of individuals and populations. **Competency 4d.** Identify methods for assuring program sustainability. (Proposed by members of the CUGH Global Health Competency Subcommittee.) **Competency 5a.** Include representatives of diverse constituencies in community partnerships and foster interactive learning with these partners. **Competency 5b.** Demonstrate diplomacy and build trust with community partners. **Competency 5c.** Communicate joint lessons learned to community partners and global constituencies **Competency 5d.** Exhibit interprofessional values and communication skills that demonstrate respect for, and awareness of, the unique cultures, values, roles/responsibilities and expertise represented by other professionals and groups that work in global health. **Competency 5e.** Acknowledge one’s limitations in skills, knowledge, and abilities. **Competency 5f.** Apply leadership practices that support collaborative practice and team effectiveness. **Competency 6a.** Demonstrate an understanding of and an ability to resolve common ethical issues and challenges that arise when working within diverse economic, political, and cultural contexts as well as when working with vulnerable populations and in low-resource settings to address global health issues. **Competency 6b.** Demonstrate an awareness of local and national codes of ethics relevant to one’s working environment. **Competency 7a.** Demonstrate integrity, regard, and respect for others in all aspects of professional practice. **Competency 7b.** Articulate barriers to health and health care in low-resource settings locally and internationally. **Competency 8a.** Apply social justice and human rights principles in addressing global health problems. **Competency 8b.** Implement strategies to engage marginalized and vulnerable populations in making decisions that affect their health and well-being. **Competency 8c.** Demonstrate a basic understanding of the relationships between health, human rights, and global inequities. **Competency 8d.** Describe role of WHO in linking health and human rights, the Universal Declaration of Human Rights, International Ethical Guidelines for Biomedical Research Involving Human Subjects. **Competency 8e.** Demonstrate a commitment to social responsibility. **Competency 8f.** Develop understanding and awareness of the health care workforce crisis in the developing world, the factors that contribute to this, and strategies to address this problem. **Competency 9a.** Plan, implement, and evaluate an evidence-based program. **Competency 10a.** Describe the roles and relationships of the major entities influencing global health and development. **Competency 11a.** Identify how demographic and other major factors can influence patterns of morbidity, mortality, and disability in a defined population. **Competency 11b.** Conduct a community health needs assessment. **Competency 11c.** Conduct a situation analysis across a range of cultural, economic, and health contexts.
The Healthcare Quality Improvement continuing education offering is a three-part series where the learner examines the healthcare delivery process from a quality and safety lens. Through the cumulation of the series, the healthcare professional will gain an understanding of how quality is measured, tracked, and improved in healthcare. The first module in the series focuses on quality improvement, quality measures, and analyzing healthcare quality metrics. In the second module, learners explore an opportunity for a healthcare improvement initiative through understanding problem-solving frameworks. The final module focuses on identifying stakeholders in developing recommendations for a healthcare quality improvement initiative and the evaluation of outcome metrics.
Define Measure Analyze Improve And Control (DMAIC)
# Earning Criteria Learners demonstrate mastery of Healthcare Quality Improvement skills through successful completion of the three-part continuing education series. Participants must be successfully awarded continuing education or participation certificates to reflect achievement in the 3 competencies: s. Award of these certificates reflects the learner’s successful participation in the content activity and demonstration of content mastery through a post-assessment knowledge check in each of the competencies. # Competencies **1. Analyze healthcare quality metrics** **2. Determine an opportunity for a healthcare improvement initiative** **3. Recommend a healthcare QI initiative and evaluation processes**
The Healthcare Preceptor continuing education series is a four-part series where the learner builds upon their knowledge and the art and science of teaching others. The skills explored in this series reflect elements that are necessary to enhance the effective supervision of preceptees within complex health systems and translate theoretical learning to practice. Individual skills that are developed throughout the series include: role of the preceptor, learning principles, communication and feedback, and teaching strategies.
# Earning Criteria Learners demonstrate mastery of Healthcare Preceptor skills through successful completion of the four-part continuing education series. Participants must be successfully awarded continuing education or participation certificates to reflect achievement in the four skills areas: role of the preceptor, learning principles, communication and feedback, and teaching strategies. The award of these digital badges reflects the learner’s successful participation in the content activity and demonstration of content mastery through a post-assessment knowledge check. # Outcomes 1. Role of the Preceptor: - Describe the role and function of a preceptor in a clinical setting. - Demonstrate effective functions of preceptor in a clinical setting 2. Learning Principles - Summarize theories that promote learning in a clinical setting - Apply skills related to learning theories to promote positive learning outcomes in a clinical setting 3. Communication and Feedback - Describe effective and appropriate communication strategies when giving feedback to nursing students in a clinical setting - Provide feedback using effective and appropriate communication strategies to nursing students in a clinical setting 4. Teaching Strategies - Describe effective teaching strategies for the preceptorship in a clinical setting - Apply effective teaching skills to promote positive learning outcomes in a clinical setting
Service Learning Nursing & Health Professions
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Service-Learning is a teaching and learning method that connects meaningful community service with academic instruction through guided reflection. The Service-Learning badge will be awarded to learners who can successfully demonstrate a connection between a service activity they’ve completed and a summative final project in which you reflect on your service experience, goal achievement within the service activity, and development of leadership principles through your service work. The service activity must be organized with a community-based, non-profit organization and must contribute to meeting a defined community need.
# Earning Criteria • An earner of this badge has successfully applied their interpersonal communications, leadership principles, reflective practice, and community outreach skills within their service activity • An earner of this badge has exhibited their skills through performance-based assessment grounded in community relevance. (NUR 303 Activity 7- 2 Project 3) (Mastery > 80% assignment) • An earner of this badge shows a strong understanding of how their community work connects to their course learning objectives as observed by a qualified evaluator. # Competencies • **Engage in a service learning opportunity based on an identified community need –** Student explains how the service learning experience helped them engage within their community and describes their progress toward the achievement of their SL SMART goal. • **Reflect upon the academic, personal, and professional growth gained from a service learning experience –** Student describes a leadership principle that was incorporated to achieve their SL SMART goal. Student reflects on the ways that their service learning experience impacted their thinking or actions and identifies how they will develop or solidify skills to continue growing as a **nursing or health professional.**
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The Advanced Healthcare Leadership Skills digital badge represents the completion of a comprehensive nine-module series designed to equip healthcare leaders with essential skills for today’s dynamic healthcare environment. Each module focuses on a critical area of leadership development, ensuring that participants are prepared to meet the challenges of modern healthcare leadership.
Learners demonstrate mastery of Advanced Healthcare Leadership Skills through successful completion of the nine-part continuing education series. Participants must be successfully awarded continuing education or participation certificates to reflect achievement in the nine skills areas: conflict resolution and emotional intelligence in healthcare, data-driven decision making in healthcare, presentation skills in healthcare leadership, change and conflict management in healthcare, meeting management in healthcare leadership, negotiation in healthcare leadership, project planning in healthcare, emergency preparedness in healthcare, and succession planning in healthcare leadership. Award of these certificates reflects the learner’s successful participation in the content activity and demonstration of content mastery through a post-assessment knowledge check at 80% or greater in skills content areas.
Healthcare Financial Practices: HEaRT Challenge
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Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the healthcare reimbursement systems relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: • Use financial management and teamwork principles to guide and improve strategic planning and reimbursement • Analyze federal, state, and third party regulations and reporting guidelines for reimbursement compliance.
Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of competencies (Use financial management and teamwork principles to guide and improve strategic planning and reimbursement; Analyze federal, state, and third party regulations and reporting guidelines for reimbursement compliance).
Healthcare Reimbursement Strategies: HEaRT Challenge
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Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the healthcare reimbursement systems relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: • Use financial management and teamwork principles to guide and improve strategic planning and reimbursement • Recommend models and methods to inform and improve revenue cycle processes.
Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of competencies (Use financial management and teamwork principles to guide and improve strategic planning and reimbursement; Recommend models and methods to inform and improve revenue cycle processes). Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and presentation demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge - The learner has demonstrated mastery of the use of financial management and teamwork principles to guide and improve strategic planning and reimbursement. Depth of Knowledge - The learner has demonstrated mastery of recommending models and methods to inform and improve revenue cycle processes. Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry.
Healthcare Policy Planning: HEaRT Challenge
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Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the healthcare policy planning relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Determine the influence of legal risks and malpractice issues on policy and decision-making and, Competency 2: Assess how stakeholders and interest groups influence decision-making.
Criteria of Achievement: Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of Competency 1: Determine the influence of legal risks and malpractice issues on policy and decision-making and, Competency 2: Assess how stakeholders and interest groups influence decision-making. Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and presentation demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge Competency 1- The learner has demonstrated mastery of determining the influence of legal risks and malpractice issues on policy and decision-making. Depth of Knowledge Competency 2 - The learner has demonstrated mastery of assessing how stakeholders and interest groups influence decision-making. Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry.
Healthcare Regulations Assessment: HEaRT Challenge
Healthcare Regulations Assessment: HEaRT Challenge badge image
Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the healthcare regulations relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Determine how stakeholders and interest groups influence decision-making, and Competency 2: Assess how stakeholders influence health law, policies, and financial practices.
Criteria of Achievement: Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of Competency 1: Determine how stakeholders and interest groups influence decision-making and, Competency 2: Assess how stakeholders influence health law, policies, and financial practices. Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and Policy Letter demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge Competency 1- The learner has demonstrated mastery of assessing how stakeholders and interest groups influence decision-making. Depth of Knowledge Competency 2 - The learner has demonstrated mastery of assessing how stakeholders influence health law, policies and financial practices. Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry
Healthcare Marketing Strategies: HEaRT Challenge
Healthcare Marketing Strategies: HEaRT Challenge badge image
Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the marketing strategies relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Analyze the impact of internal and external market factors on marketing decisions and strategies 2: Develop a marketing plan
Criteria of Achievement: Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of Competency 1: Analyze the impact of internal and external market factors on marketing decisions and strategies 2: Develop a marketing plan Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and Policy Letter demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge Competency 1- The learner has demonstrated mastery of analyzing the impact of internal and external market factors on marketing decisions and strategies. Depth of Knowledge Competency 2 - The learner has demonstrated mastery of development of a marketing plan Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry
Healthcare Communications Strategies: HEaRT Challenge
Healthcare Communications Strategies: HEaRT Challenge badge image
Higher Education and Real-world Training (HEaRT) is an experiential learning challenge that allows students to build critical skills, connecting theory to practice. The HEaRT challenge includes real time feedback from industry experts and collaboration with peers in an online learning community. This challenge provides an in-depth exploration of the communication strategies relevant to strategic planning for healthcare organizations. Teams develop an actionable solution along with rationale to an employer-posed problem and present their findings in an executive summary and PowerPoint presentation. The assessment for this challenge includes an evaluation of professionalism, teamwork, and feasibility of the project, and their depth of knowledge related to the following competencies: Competency 1: Analyze the impact of internal and external market factors on marketing decisions and strategies 2: Develop a plan to empower interprofessional team members to effectively collaborate and communicate with equal voices in an interprofessional practice environment
Criteria of Achievement: Learners demonstrated mastery in the following areas: professionalism, teamwork, depth of knowledge of Competency 1: Analyze the impact of internal and external market factors on marketing decisions and strategies 2: Develop a plan to empower interprofessional team members to effectively collaborate and communicate with equal voices in an interprofessional practice environment Learners met 100% of the rubric criterion at Mastered level to receive this badge in the following areas: Professionalism - Executive Summary and PowerPoint demonstrate the elements of professionalism required from people who work for and with you. They are: free from spelling, punctuation, and grammar errors; visually and logically organized; articulated in the manner of the profession; appropriately supported by relevant data and research. Teamwork - Learner document contributes to the work of the team. Depth of Knowledge Competency 1- The learner has demonstrated mastery in analyzing the internal and external factors that impact communication strategies for staff working in an interprofessional health care setting. Depth of Knowledge Competency 2 - The learner has demonstrated mastery in developing a plan to empower interprofessional team members to effectively collaborate and communicate with equal voices in an interprofessional practice environment. Feasibility of Project - Proposal and presentation provide recommendations that align to best practices in the industry
This comprehensive continuing education program consists 15 modules designed to introduce the knowledge and skills needed in nephrology settings. The series provides a foundation in renal anatomy and physiology, specialized assessment techniques, dialysis technology, and evidence-based nursing interventions for patients with kidney disease. Participants will explore the full spectrum of nephrology care environments, infection control practices, medication management, and patient safety considerations specific to this specialty. The curriculum also addresses the critical aspects of patient education, documentation, and professional standards while emphasizing innovation, advocacy, and awareness of social determinants affecting kidney health outcomes. Upon successful completion of all modules, nurses will earn a digital badge demonstrating their introductory knowledge in nephrology nursing, representing their commitment to excellence in caring for patients with kidney disease across the healthcare continuum.
# Earning Criteria 15 1-hour modules o Renal System Anatomy and Physiology Review o Focused Nephrology Nursing Assessment o Sites of Nephrology Care o The Dialysis Machine and Water Treatment o Infection Control o Dialysis Access o Medication o Patient Safety* o Patient Education o Documentation o Standards of Nephrology Nursing Practice o Innovation in Kidney Care* o Advocacy o Social Determinants of Health* o Nephrology Nursing Credo # Learning Outcomes 1. Identify comprehensive clinical competencies required across the nephrology care continuum, including advanced assessment techniques, dialysis equipment, and evidence-based interventions for patients with kidney disease. 2. Describe patient-centered strategies that address both clinical and psychosocial dimensions of kidney disease management, including effective education approaches, advocacy methods, and interventions for social determinants of health. 3. Recognize professional excellence standards in nephrology nursing, including specialty practice guidelines, and innovative approaches to improve quality outcomes for individuals with kidney disease.
This digital badge recognizes clinicians who integrate the Human Horizons Framework—a model for human-centered, sustainable care—into practice through a three-part learning series: 1. Definitions and Outcomes 2. Beyond the Assessment 3. Application The framework emphasizes seven interconnected elements that shape whole-person care: • Technology with a Human Touch • Clinician Fulfillment • Empathy-Driven Interactions • Fair Access • Foundational Health Factors • Continuity and Integration • Whole-Person Care Earners demonstrate the ability to connect these principles with patient assessments, fostering equity, empathy, and innovation in healthcare.
# Learning Outcomes By completing this series, participants will be able to: 1. **Analyze** the interconnection between Human Horizons, human-centered care, and sustainability in healthcare. 2. **Identify** the seven elements of Human Horizons in patient care. 3. **Apply** the seven elements of Human Horizons in patient assessments through a case scenario. 4. **Demonstrate** a commitment to holistic person assessment by valuing the role of Human Horizons and human-centered design in fostering sustainable healthcare practices.