Heart failure (HF) is the heart’s inability to meet the body’s need for blood and oxygen. According to the American Heart Association 2013 update, approximately 5.1 million people are diagnosed with HF in the United States in 2006. Heart failure is the most common diagnosis for hospitalization. In the United States, the HF direct and indirect costs are estimated to be US $39.2 billion in 2010. To address this issue, nursing educators designed innovative teaching frameworks on HF management both in academia and in clinical settings. The model was based on 2 resources: the American Association of Heart Failure Nurses (2012) national nursing certification and the award-winning Pierce County Responsive Care Coordination Program. The HF educational program is divided into 4 modules. The initial modules offer foundational levels of Bloom’s Taxonomy then progress to incorporate higher-levels of learning when modules 3 and 4 are reached. The applicability of the key components within each module allows formatting to enhance learning in all areas of nursing, from the emergency department to intensive care units to the medical-surgical step-down units. Also applicable would be to provide specific aspects of the modules to nurses who care for HF patients in skilled nursing facility, rehabilitation centers, and in the home–health care setting.
Analiza Baldonado, DNP, MSN/ED, CCRN, recently graduated from California State University, Northern California Doctor of Nursing Practice Program (DNP). This is a joint DNP program of Fresno State University and San Jose State University. Her experience included as a quality improvement coordinator of Valley Health Plan and 13 years of critical care experience. Dr Baldonado was selected as an Evidence-Based Fellow at the University of California, San Francisco, Center for Nursing Excellence. She has multiple publications in the area of critical care and presented in multiple settings nationally and internationally.
Danette Dutra, EdD, FNP-C, MSN, is currently employed as an assistant professor at a California State University, Fresno, School of Nursing. She continues to practice as both a Registered Nurse and Nurse Practitioner within an Emergency Department. She has total 33 years of critical care nursing and has worked as an educator for all levels of nursing, including acute-care staff education. She has published primarily pertaining to educational theory as it relates to the education of nurses. Her current teaching assignments are focused on the practice of education within the nursing profession.
Katherine Abriam-Yago, EdD, RN, is the director and professor at San Jose State University the Valley Foundation School of Nursing. Her nursing experience has been in a variety of settings, which include medical surgical, coronary care, intensive care, and home care. She has taught undergraduate and graduate students. She has a mixture of 50 invited and refereed activities in the area of mentoring, student achievement, and leadership development.
The authors have disclosed that they have no significant relationship with, or financial interest in, any commercial companies pertaining to this article.
Address correspondence and reprint requests to: Analiza Baldonado, DNP, MSN/ED, CCRN, Veterans Affairs Palo Alto Bldg, 100 A2-104, 3801 Miranda Ave, Palo Alto, CA (firstname.lastname@example.org).