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Running head: MSN PROJECT PROPOSAL 1

MSN Project Proposal

Georgia Elmassian

Ferris State University

MSN PROJECT PROPOSAL 2

Abstract

Minimally invasive cosmetic injectables are performed on individuals looking to slow facial

aging. These procedures are most often administered by registered nurses or nurse practitioners

(Katz & Biesman, 2013). In the past decade, new technologies, innovative procedures, and anti-

aging products have shifted the focus from surgical intervention to non-surgical procedures.

With this comes the ever evolving role of the plastic surgical nurse whose practice concentration

is that of cosmetic nursing. To ensure the delivery of safe and competent care, today’s nurses

should not only possess a license for fundamental nursing skills, they should also possess a

specialty certification that is obtained and acknowledged through national standardized testing.

Nurse educators play an important role in facilitating the learning (Halstead, 2007) of highly

skilled and competent cosmetic nurses. This paper will outline the development of a study guide

that will tandem the exam for the cosmetic nurse injector who wishes obtain a national

certification as an aesthetic nurse specialist.

Key words: Non-surgical, aesthetic nurse specialist, study guide



The American culture has placed a noteworthy emphasis on health, wellness, and self-

improvement. Both men and women are seeking ways to look and feel their best, and are

actively pursuing preventative methods to seize the signs of aging. This quest includes cosmetic

surgery and minimally invasive cosmetic options (Woodard, 2011). With the cost of cosmetic

surgery surging upward, minimally non-invasive options are increasingly sought after by the

baby boomer and now millennial generations (Onorati, 2013). According to the 2012 American

Society of Plastic Surgeons (2013) statistics report, non-surgical facial procedures has

experienced an upsurge across the United States. The expanded interest includes the

administration of more than six million injections of Botulinum Toxin Type A (Botox®

Cosmetic and Dysport®) and two million injections of soft tissue fillers (Restylane®,

Juvederm® and Radiesse®). Katz and Biesman (2013) finds aesthetic injectables

(neuromodulators and dermal fillers) are performed most often by registered nurses or nurse

practitioners. Additionally, as more injectable product options become available, aesthetic

industry experts predict the appeal for these procedures and products will only increase

(International Association for Physicians in Aesthetic Medicine [IAPAM], 2014).

To reflect the growth of the non-surgical cosmetic demand and the ensuing responsibility

for patient safety (Brady, 2011), plastic surgery nurses have set their sights on establishing a set

of nurse competencies for cosmetic injectors (American Society for Plastic Surgical Nurses

[ASPSN], 2014). According to Hotta (2012), proficiency standards and the mission to nationally

certify and credential nurses has become focused criteria for the safe administration of

injectables in the cosmetic arena of plastic surgery, especially in the realm of non-surgical facial

rejuvenation.


In understanding the need for standardized nurse competencies, the importance of patient

safety, and the significance of certification, the ASPSN along with the Plastic Surgical Nursing

Certification Board (PSNCB) joined forces to provide the members of the ASPSN an

opportunity to take a pilot examination for aesthetic nursing competencies in April 2013

(ASPSN, 2014). According to the national ASPSN office, there was a small successful pass rate

for the initial examination (A. Denard, personal communication, February 5, 2014). Upon

further discussion with the ASPSN national office, it was revealed there is no formal

standardized study guide or review course other than the textbook, The Core Curriculum for

Plastic Surgical Nursing (Hotta, 2013). Thus, a need for a study guide was identified.

To underscore the need for a standardized study guide, research has shown individuals

who partake in an organized study group and or review course prior to a certification test or

licensure exam will have a higher success score than persons who do not (Alcamo, Davids, Way,

Lynn, & Vandre, 2010). Therefore, the purpose of this paper is to outline my scholarly project

proposal, which involves developing a study guide to facilitate learning for cosmetic nurse

injectors who seek a national certification as a CANS-certified aesthetic nurse specialist.

Furthermore, this proposal will provide a view into the setting, goals, and objectives for this

project, and will determine the preceptor, agency, and proposed time line, as well.

Setting

The physical setting for the proposed project will not be limited to one area. In order to

function as a nurse educator and fully facilitate learning competencies (National League for

Nursing [NLN], 2012) for the cosmetic nurse injector, the development of the study guide will

take place in a variety of venues. Due to the nature of the project and the location of my

preceptor, office visits, phone conferences, email, and weekly Skype sessions will comprise the


setting. It should be noted that due to the fact my preceptor is an independent contractor, the

ASPSN executive leadership, who, fully endorses the proposed study guide is overseeing the

project (L. DeSantis, personal communication, February 4, 2014,) as demonstrated in Appendix

B of this paper.

In order to more aptly prepare, write, and assemble learning principles and strategies for

the proposed study guide, the variations of venue will enhance a more comprehensive approach.

Interactions with the preceptor either through email, phone call, Skype or office visits will

optimize relevant gathering of aesthetic nursing information from the ASPSN textbook, Core

Curriculum for Plastic Surgical Nursing, and other professional peer-reviewed aesthetic

journals. Time spent with the project preceptor during patient encounters will also provide a

hands-on opportunity for the preceptor and I to collaborate in assessing, performing, and

educating patients on facial cosmetic procedure options. Thus, the aggregate knowledge

collected from this direct experience will contribute to the learning needs of diverse learners to

be included in the study guide.

It should be understood that cosmetic patient consultations and hands on non-surgical

treatments will serve as the learning background for the case studies of the study guide. The

office of Dr. Charles Boyd, where my preceptor independently practices in the role of aesthetic

nurse practitioner, will serve as the physical setting for cosmetic consultations and non-invasive

procedures. The office is located in Birmingham, Michigan and hosts full service cosmetic

surgical and non-surgical services. This setting venue will serve as an ideal nurse educator

environment in which to develop and integrate multicultural and field based learning (Halstead,

2007) that will be included in the study guide materials.


Goals and Objectives

State licensure for the registered nurse defines fundamental nursing competencies. On

the other hand, certification “recognizes nurses’ advanced knowledge in specialty areas.” (Little,

Vandenhouten, & De-Vance-Wilson, 2013, para. 1). Because of today’s rapidly changing

healthcare environment and the increasing number of non-surgical minimally invasive cosmetic

procedures, nurses’ knowledge, attitudes, and skills should be at the forefront of patient safety

(Quality and Safety Education for Nurses [QSEN], 2013). Spear (2010) too, believes

standardized assessment and evaluation of skills and competencies should be essential for the

cosmetic injector who seeks certification as an aesthetic nurse specialist. Therefore, this project

will be developed in alignment with the NLN core competencies for the nurse educator (NLN,

2012) where two goals for the study guide with listed objectives will be identified and defined.

The first goal is to facilitate learning (NLN, 2012) for the cosmetic nurse injector and

develop a relevant study guide that tandems the certified aesthetic nurse specialist exam. In

order for the candidate to successfully pass the exam, the primary objective for the study guide is

to gather and compile pertinent knowledge of applicable aesthetic concepts from the ASPSN

Core Curriculum for Plastic Surgical Nurses, scientific aesthetic journals, and well-chosen

aesthetic patient case studies. Moreover, the study guide will utilize Bloom’s taxonomy (Boland,

2012). Bloom’s taxonomy according to Boland, focuses on the cognitive, psychomotor, and

affective domains of knowledge that resonate with education. In the cognitive domain, the

learning significance is that knowledge integrates a higher order of thinking (Akyol & Garrison,

2011). The psychomotor domain deals with the formation of skills needed for competency and

the affective domain deals with the attached value of the knowledge (Boland, 2012). Thus, by

incorporating Bloom’s Taxonomy as a checklist for the relevant planning and design of the


guide, optimal learning results. The building of knowledge [comprehension] in this realm

includes understanding the pertinent facts, information, and description of skills needed in the

field of aesthetic nursing and cosmetic facial enhancement. These competency depictions also

determine the knowledge, skills, and attitudes needed to achieve a successful exam pass rate.

The second goal will be to facilitate learner development and socialization (NLN, 2012)

by posting the completed study guide as a link on the ASPSN website. In effect, members

preparing to take the certified aesthetic specialist exam will be able to directly download the

corresponding study guide. Providing a link on the ASPSN website would allow the test

candidate to be actively involved in their own learning through a “doing” design, i.e., self-recall

and processing information contained in the study guide. This format would encourage learner-

centered education, where students to develop critical thinking, self-awareness, and analytical

skills (Billings, 2012). The link would optimally allow the flexibility for test takers to study at

one’s own pace in order to reason, reinforce, and supplement knowledge they already know for

more test retention value (Weimer, 2012).

Theory

In order to facilitate learning (NLN, 2012) and foster the comprehension of safe cosmetic

procedures for the nurse injector, it is imperative to remember that the target audience for the

study guide will be the adult learner. Therefore, the study guide will be based on the adult

learning theory. The adult learning theory is learner- centered in that it focuses on how adults’

best learn. Its foundation lies in the idea that adults bring their life experiences to the learning

table and apply new knowledge to new information. The theory concludes that adults learn more

if they find the information to be self-relevant (Candela, 2012). It also finds that individuals are


capable of self-direction, which further enables learning and results in a supportive underpinning

for the design and implementation of the study guide (Keating, 2011).

According to Candela (2012), adult learners’ experiences provide a valuable source for

learning and an eagerness to learn even more from life’s problems and responsibilities. She also

believes that adults are “self-directed…they need and want to learn useful information that can

be readily adapted” (p. 221) to any learning situation. Interestingly, Candela describes a

relationship of the adult learning theory with that of the constructivism theory. The connection

lies with prior learning and experience influencing new knowledge. Furthermore, Candela

believes the adult learning theory is being seen and utilized more and more in nursing education.

Therefore, in review of the aforementioned, this author believes that the proposed study guide is

the correct tool the adult learner can use to best prepare for the certified aesthetic nurse specialist

exam.

As indicated above, there is a growing need for all practicing aesthetic nurses to be

certified (Pettis, 2010; Spear, 2010). Therefore, a relevant study guide for aesthetic nurse

specialists will provide the knowledge, skills, and attitudes needed to succeed on a national

exam, thereby resulting in certification.

Preceptor

Professional collaboration is paramount to the study guide project. Therefore, my

preceptor, who is an accomplished advanced practice nurse will serve as a professional role

model and valuable resource (NLN, 2012). Haley J. Wood, MSN, WHNP, CPSN, CANS will

help to enable the assurance and aptitude I need to accurately engage and deliver the proposed

study guide that will tandem the certified aesthetic nurse specialist national exam.


Ms. Wood is a specialty MSN who holds further training as a Woman’s Health Nurse

Practitioner. In addition, she holds two other national board certifications: one as a Certified

Plastic Surgery Nurse and the other as a Certified Aesthetic Nurse Specialist. Currently, Ms.

Wood practices in two private plastic surgeons offices as an Aesthetic Nurse Practitioner

specializing in non-surgical cosmetic rejuvenation. She is also an adjunct professor of aesthetic

nursing at Vanderbilt University in Tennessee. She also is a recognized education expert for two

national aesthetic training companies (H. Wood, personal communication, February 10, 2014).

Although Ms. Wood enjoys being an aesthetic nurse specialist and educator for two

national aesthetic companies, her most rewarding role is that of adjunct faculty for the Vanderbilt

University School of Nursing (H. Wood, personal communication, February 10, 2014). As an

adjunct faculty member, as well as a national education trainer, Ms. Wood is familiar with

learner-centered learning and how to best optimize the adult learning theory with students.

Therefore, she will be an astute mentor and will be able to aid in the development of the

proposed study guide for certified aesthetic nurse specialist. A succinct identification of Ms.

Wood and her role as an advanced nursing specialist can be found in Appendix C of this paper.

Activities and Timeline

The study guide project will commence with Ferris State University’s 2014 Summer

Session. The activities for the scholarly project will apply the NLN’s core competencies for

nurse educators one and two (NLN, 2012), in the development of the national exam study guide

for aesthetic nurses. The study guide will “create opportunities for learners to develop their

critical thinking and critical reasoning skills” (NLN, 2012, p. 14). In effect, learning will be built

upon knowledge.


The planning guide for the proposed study guide project can be found in Appendix A.

Included in the planning guide are activities, goals, objectives, and projected timeline dates. The

intention of this proposed project is to have the study guide substantiated and available for

download on the ASPSN website by August 13, 2014, the end of Ferris State University’s

academic summer session.

Evaluation Tool

Evaluation involves the gathering of relevant information regarding learners’

achievements and abilities, including knowledge, skills, and attitudes. It is a process by which

findings are utilized to make improvements on student outcomes, teaching strategies, and courses

(Bourke & Ihrke, 2012). In order to assess the efficacy of the proposed study guide, an attitude

scale method - the Likert scale, will be employed for the proposed project.

The Likert scale will measure how the exam candidate felt about the study guide.

According to the University of Northern Iowa (2014), the “Likert scale measures the extent to

which a person agrees or disagrees with the question.” (para. 2). Therefore, upon completion of

the study guide review, all candidates will be asked to complete a brief attitude evaluation. The

findings will serve to supplement the continuous quality development of the study guide that

correlates with the ASPSN certified aesthetic nurse specialist exam. A Likert scale example can

be found in Appendix D.

Additionally, a second evaluation tool will be used for the preceptor-student experience.

A summative evaluation will address my learning and growth process throughout the assigned

120 hours. Instead of focusing on a single summary issue, a summative evaluation addresses an

entire performance (Kirkpatrick & DeWitt, 2012). According to the University of Michigan’s

Center for Research on Learning and Teaching (2013), “summative evaluation involves making


judgments about the efficacy of a program or course at its conclusion” (para. 1). Likewise,

constructive criticism through the summative evaluation process will serve to aid my evolution

as a nurse educator. A summative evaluation tool for both preceptor and student can be found in

Appendices E and F.

Conclusion

As previously stated, the development of the study guide will commence during Ferris

State University’s 2014 academic summer session. Clearly, the goal for the MSN scholarly

project is to facilitate optimal learning for the cosmetic nurse injector seeking national board

certification and validation of her/his expertise as an aesthetic nurse specialist. The proposed

study guide which corresponds with the national exam, will be realized in an active online

learning format. The study guide will optimize critical thinking and problem solving skills, as

well as evaluate and assess what cosmetic nurse injectors need to know and what they have

learned (Billings, 2010; Weimer, 2012). The study guide will be accessible through the

American Society of Plastic Surgical Nurses website for those nurses wishing to further their

education as credentialed sub-specialists. After meticulous thought of my educational interest, I

eagerly await this forthcoming challenge.


References

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended

community of inquiry: Assessing outcomes and processes for deep approaches to

learning. British Journal of Educational Technology, 42(2), 233-250.

http://dx.doi.org/10.1111/j.1467-8535.2009.01029.x

Alcamo, A. M., Davids, A. R., Way, D. P., Lynn, J. D., & Vandre, D. D. (2010). The impact of a

peer-designed and -led USMLE step 1 review course: Improvement in preparation and

scores. Academic Medicine, 85(10), S45-S48.

http://dx.doi.org/10.1097/ACM.0b013e3181ed1cb9

American Association of Critical Care Nurses. (2014). What is nurse certification? Retrieved

from http://www.aacn.org/wd/certifications/content/consumer-whatiscert.pcms?

menu=certification

American Society of Plastic Surgeons. (2013). American society of plastic surgeons: 2012

plastic surgery statistics report. Retrieved from

http://www.plasticsurgery.org/Documents/news-resources/statistics/2012-Plastic-

Surgery-Statistics/full-plastic-surgery-statistics-report.pdf

American Society of Plastic Surgical Nurses. (2014). Retrieved from http://aspsn.org/

Billings, D. M. (2012). Developing learner-centered courses. In D. M. Billings, & J. A. Halstead

(Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 160-169). St. Louis, MO:

Elsevier.

Boland, D. L. (2012). Developing curriculum: Frameworks, outcomes, and competencies. In D.

M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.,

pp. 138-159). St. Louis, MO: Elsevier.


Bourke, M. P., & Ihrke, B. A. (2012). The evaluation process: An overview. In D. M. Billings, &

J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 422-440). St.

Louis, MO: Elsevier.

Brady, D. S. (2011). Using quality and safety education for nurses (QSEN) as a pedagogical

structure for course redesign and content. International Journal of Nursing Education

Scholarship, 8(1). http://dx.doi.org/10.2202/1548-923X.2147

Candela, L. (2012). From teaching to learning: Theoretical foundations. In D. M. Billings, & J.

A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 202-243). New

York, NY: Springer.

Drenkard, K. (2013). Credentialing as a commitment to excellence. Journal of Nursing

Administration, 43(3), 119-121. http://dx.doi.org/10.1097/NNA.0b013e318283db48

Hotta, T. (Ed.). (2007). Core curriculum for plastic surgical nursing (3rd ed.). Pensacola, FL:

American Society of Plastic Surgical Nurses.

Hotta, T. A. (2012). The plastic surgical nurse—A must for every plastic surgeons office. Plastic

Surgical Nursing, 32(3), 91-92. http://dx.doi.org/10.1097/PSN.0b013e318268dbb5

Hotta, T. A. (2013). Certification. Plastic Surgical Nursing, 33(3), 105-106.

International Association for Physicians in Aesthetic Medicine. (2014). Statistics confirm

increased demand for Botox: Correlates to increase in Botox training. Retrieved from

http://iapam.com/statistics-confirm-increased-demand-for-botox-correlates-to-increase-

in-botox-training.html

Katz, M. E., & Biesman, B. S. (2013). Becoming an injector: How one practice did it

successfully: Physician approach, nurse perspective. Journal of the Dermatology Nurses

Association, 5(5), 257-260. http://dx.doi.org/10.1097/JDN.0b013e3182a63e6a


Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York,

NY: Springer.

Kirkpatrick, J. M., & DeWitt, D. A. (2012). Strategies for assessing and evaluating learning

outcomes. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for

faculty (4th ed.) (pp. 441-463). St. Louis, MO: Elsevier.

Little, B. B., Vandenhouten, C. L., & De-Vance-Wilson, C. (2013). Public health nursing

certification exam on the verge of extinction? Act fast! Public Health Nursing, 30(2), 91-

93. http://dx.doi.org/10.1111/phn.12024

National League for Nursing. (2005). The scope and practice for academic nurse educators.

New York, NY: National League for Nursing.

National League for Nursing. (2012). The scope of practice for academic nurse educators (Rev

ed.). New York, NY: National League for Nursing.

Onorati, H. (2013). VCS2013: Advancing the art, business of aesthetics. Retrieved from

http://dermatologytimes.modernmedicine.com/dermatology-times/news/vcs2013-

advancing-art-business-aesthetics

Pettis, J. (2010). Legislature increasingly recognizes need for credentialing of aesthetic nurses.

Retrieved from

http://miinews.com/pdf/tag_featured/nov_dec_10/NC_FTR_TAG1110v2-110510.pdf

Plastic Surgical Nursing Certification Board. (n.d.). Retrieved from http://psncb.org/

Quality and Safety Education for Nurses. (2013). Competencies. Retrieved from

http://qsen.org/competencies/

Quality and Safety Education for Nurses Institute. (2014). About QSEN. Retrieved from

http://qsen.org/about-qsen/


Spear, M. (2010). What are the necessary practice competencies for two providers: Dermal fillers

and botulinum toxin type A injections? Plastic Surgical Nursing, 30(4), 226-246.

http://dx.doi.org/10.1097/PSN.0b013e3181fe99c2

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teaching and problem-based learning. Retrieved from

http://www.crlt.umich.edu/tstrategies/tscbt

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Retrieved from http://www.uni.edu/its/support/article/604#lik

Weimer, M. (2012). Five characteristics of learner-centered teaching [Blog post]. Retrieved from

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learner-centered-teaching/

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Retrieved from http://news.yahoo.com/baby-boomers-lookout-fountain-youth-scams-

193200573.html


Appendix A

MSN Project Proposal Planning Guide

Title of Project: ASPSN Study Guide for the Certified Aesthetic Nurse SpecialistGoals Objectives Activities TimelineGoal 1:NLN Core Competency I: Facilitate LearningDevelop relevant study guide for the ASPSN Certified Aesthetic Nurse Specialist Exam

1.1Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters

1.2Review with preceptor aesthetic journals retrieved from Cinahl, PubMed, and Science Direct

1.3Design study guide

1.1aSummarize content from aesthetic nursing chapters in Core Curriculum for Plastic Surgical Nursing

1.2aCategorize relevant information gathered from aesthetic journal articles for written study guide text

1.3aOutline written study text using relevant nursing materials found in aesthetic nursing chapter book and journal summaries. Review with preceptor.

1.3bWrite study text include sample case studies and test question examples e.g., multiple choice, true and false. Review with preceptor

1.3cGenerate reference list in study guide for additional reading

To be completed by June 9, 2014

To be completed by June 9, 2014

To be completed by July 11, 2014

To be completed by August 1, 2014



Goal 2:NLN Core Competency II: Facilitate Learner Development and SocializationCompleted study guide with live link on ASPSN website

2.1Implement preceptor approved study guide as a download on website

2.1aExecute hot link on ASPSN website

2.1bTest link function on ASPSN website



Appendix B

FSU Graduate Nurse Student-Agency Agreement

Agency Name: American Society of Plastic Surgical Nurses_ (ASPSN) __________

Student Name: Georgia Elmassian_______________________________________

Student Telephone # 517-339-2579______________________________________

Agency Representative: Lindsay DeSantis_________________________________

Agency Representative Title: ASPSN Executive Director_____________________

Agency Representative Telephone # 978-927-8330 __________________________

Agency Representative Email:[email protected]_________________________

SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS AGREEMENT:Student: _Georgia Elmassian Date: February 6, 2014___

Agency Representative: _ __________Date: February 8, 2014

The following goals, objectives and activities will be completed by the student during this project: ASPSN Study Guide for the Certified Aesthetic Nurse Specialist


Goal 1:NLN Core Competency I: Facilitate Learning Develop relevant study guide for the ASPSN Certified Aesthetic Nurse Specialist

Objectives: Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters

and gather aesthetic journals for relevant aesthetic nursing concepts Design study guide

Activities:

Summarize, aesthetic nursing chapters in Core Curriculum for Plastic Surgical Nursing and relevant information from aesthetic journals to use in writing the ASPSN study guide

Outline written study text using relevant nursing materials found in aesthetic nursing chapter book and journal summaries. Review with preceptor.

Write study text include sample case studies and test questions e.g., multiple choice, true and false. Review with preceptor

Write sample case studies and test questions e.g., multiple choice, true and false. Review with preceptor

Generate reference list in study guide for additional reading with preceptor approval

Goal 2:NLN Core Competency II: Facilitate Learner Development and SocializationCompleted study guide with live link on ASPSN website

Objectives: Implement preceptor approved study guide as a download on ASPSN website Test link function on ASPSN website

Activities Execute hot link on ASPSN website Test link function on ASPSN website


Appendix C

FSU Graduate Nurse Student-Preceptor

Student Name: Georgia Elmassian_______________________________________

Student Telephone # 517-339-2579______________________________________

Preceptor Name: Haley J. Wood, MSN, WHNP, CPSN, CANS________________

Preceptor’s Title: Aesthetic Nurse Practitioner_____________________________

Preceptor Telephone # 615-939-9082_________________________

Preceptor Email:[email protected]______________

SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS AGREEMENT:

The following goals, objectives and activities will be completed by the student during this project: ASPSN Study Guide for the Certified Aesthetic Nurse Specialist

Goal 1: Goal 1:NLN Core Competency I: Facilitate Learning Develop relevant study guide for the ASPSN Certified Aesthetic Nurse Specialist


Objectives: Examine Core Curriculum for Plastic Surgical Nursing aesthetic nursing chapters

and gather aesthetic journals for relevant aesthetic nursing concepts Design study guide

Activities:

Summarize, aesthetic nursing chapters in Core Curriculum for Plastic Surgical Nursing and relevant information from aesthetic journals to use in writing the ASPSN study guide

Outline written study text using relevant nursing materials found in aesthetic nursing chapter book and journal summaries. Review with preceptor.

Write study text include sample case studies and test questions e.g., multiple choice, true and false. Review with preceptor

Write sample case studies and test questions e.g., multiple choice, true and false. Review with preceptor

Generate reference list in study guide for additional reading with preceptor approval

Goal 2:

Completed study guide with live link on ASPSN website

Objectives: Implement preceptor approved study guide as a download on ASPSN website Test link function on ASPSN website

Activities Execute hot link on ASPSN website Test link function on ASPSN website


Appendix D

This survey will take approximately 3-5 minutes to complete. Your feedback is critical for the ongoing quality improvement of the ASPSN and its study guide for the Certified Aesthetic Nurse Specialist, as the Society continues to adjust to meet the needs of its membership.

Study Guide Evaluation: Following the key:Strongly agree, Agree, Neutral, Disagree, and Strongly disagree, Please respond to each of the following statements upon completion of the self-paced CANS study guide.

CONTENT

Strongly

Agree Agree Neutral Disagree StronglyDisagree

1. The content was interesting to me.

2. The content extended my knowledge of the topic.

3. The content was consistent with the objectives.

4. The content was related to my job.

5. Objectives were consistent with purpose/goals of activity

INSTRUCTIONAL METHODS

Strongly

Agree Agree Neutral Disagree StronglyDisagree

1. The instructional material was well organized.

2. The instructional methods illustrated the concepts well.

3. The materials provided are likely to be used as a future reference.

(ASPSN, 2014)

Appendix E


Summer Project 2014 Summative Evaluation-Preceptor

Based on the core competencies of nurse educators, as stated in the National League for Nursing Scope and Practice for Academic Nurse Educators (2012), please evaluate the role performance of Georgia Elmassian as nurse educator in compiling the ASPSN Certified Aesthetic Nurse Specialist Study Guide using the below form as your guide.Please use the numeric scale score rating:3 = meets expectations2 = needs improvement1 = unsatisfactory

Competency Score Additional CommentsMSN student integrates evidence-based aesthetic practices into study guide for the safe delivery of non-surgical cosmetic procedures

Study guide content reflects opportunities for learners to utilize critical thinking and reasoning skills

Completed study guide incorporates varying teaching strategies e.g., case studies, problem solving, and integrates cultural awareness

Study guide content is current and applicable to aesthetic nursing practice

Signature of Preceptor


Signature of Student

______________________________________________________________________________Date

Appendix F


Summer Project 2014 Summative Evaluation-Student

Based on the core competencies of nurse educators, as stated in the National League for Nursing Scope and Practice for Academic Nurse Educators (2012), please evaluate the role as nurse educator in compiling the ASPSN Certified Aesthetic Nurse Specialist Study Guide using the below form as your guide.Please use the numeric scale score rating:3 = meets expectations2 = needs improvement1 = unsatisfactory

Competency Score Additional CommentsDevelopment and design of ASPSN Study Guide reflects applicable aesthetic nursing concepts

Study guide content reflects opportunities for learners to utilize critical thinking and reasoning skills

Completed study guide incorporates varying teaching strategies e.g., case studies, problem solving, and integrates cultural awareness

Study guide content is current and applicable to aesthetic nursing practice

Signature of Preceptor


Signature of Student

______________________________________________________________________________Date

Bibliography


Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended

community of inquiry: Assessing outcomes and processes for deep approaches to

learning. British Journal of Educational Technology, 42(2), 233-250.

http://dx.doi.org/10.1111/j.1467-8535.2009.01029.x

Alcamo, A. M., Davids, A. R., Way, D. P., Lynn, J. D., & Vandre, D. D. (2010). The impact of a

peer-designed and -led USMLE step 1 review course: Improvement in preparation and

scores. Academic Medicine, 85(10), S45-S48.

http://dx.doi.org/10.1097/ACM.0b013e3181ed1cb9

American Association of Critical Care Nurses. (2014). What is nurse certification? Retrieved

from http://www.aacn.org/wd/certifications/content/consumer-whatiscert.pcms?

menu=certification

American Society of Aesthetic Plastic Surgeons. (2013). Cosmetic procedures increase in 2012.

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