College of Southern Maryland

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1 College of Southern Maryland Credit By Examination Departmental Exam Study Guide Health Sciences Division NUR Introduction to Nursing (3) Course Description: Students receive an overview of the nursing profession. Topics include basic information on the current health care system and the evolution of nursing. Students are introduced to the importance of developing strong critical thinking skills as well as the foundational legal and ethical principles that guide nursing care. The components of the teaching/learning process and principles of communication are emphasized as key nursing interventions. Prerequisite: None Course Goals: At the completion of this course, the student should be able to: 1. Describe the evolution of nursing as a profession. 2. Recognize the relationship between the Department of Nursing and Health Technology s philosophy of nursing and the components of the metaparadigm of nursing. 3. Identify the roles of health care system personnel. 4. Identify key principles and processes that influence nursing practice to include legal/ethical, communication, teaching/learning, and critical thinking. Textbook: Contemporary Nursing: Issues, Trends and Management, Third Edition, Barbara Cherry and Susan R. Jacob, Elsevier/Evolve, Mosby, St. Louis, Missouri, The textbook may be purchased at the La Plata bookstore. For hours of operation, log on to or order online. Course Content: Unit 1: Functional Domain A. Growth and Development: Evolution of the Nursing Profession and Famous Nurses 1. Evolution of the nursing profession 2. Famous nurses 3. Contributions of famous nurses

2 4. Evolution of nursing education B. Growth and Development: Introductory Concepts of Nursing Theory 1. Metaparadigm of nursing 2. Philosophy of the nursing department 3. Purpose of nursing theory 4. Nursing theories which have influenced nursing practice C. Growth and Development: Introductory concepts of nursing research 1. Evolution of nursing research 2. Nurses involvement in research 3. Qualitative vs. quantitative research 4. Current nursing research D. Values/Beliefs: Legal/ Ethical Issues Related to Nursing 1. Regulation of nursing practice 2. Discussion of various legal terms 3. Introduction to Maryland Board of Nursing 4. Selected ethical issues in nursing 5. Introduction to Code of Ethics for nurses 6. Introduction to Patient Bill of Rights Unit 2: Environmental Domain A. Health Care System 1. Roles of a professional nurse 2. Applying roles to patient care situations 3. Practice areas 4. Types of health care delivery systems 5. Introduction to members of interdisciplinary healthcare team 6. Healthcare agencies 7. Payment systems

3 Unit 3: Psychosocial Domain A. Knowledge: Teaching/ Learning 1. Domains of learning 2. Learning theories 3. Introduction to androgogy, pedagogy, and geragogy. 4. Role of nurse in teaching process 5. Learning styles 6. Cultural impact on teaching 7. Development of teaching plan B. Knowledge: Critical Thinking 1. Concept of critical thinking 2. Attributes of a critical thinker 3. Types of problem solving techniques C. Communication: Verbal vs. Nonverbal communication 1. Definition of verbal and non-verbal communication. 2. Components of verbal communication 3. Introduction to active listening 4. Importance of effective communication skills in nursing practice 5. Cultural impact on communication D. Roles/ Relationships: Nurse/Client Relationship Development and Group process 1. Description of nurse/client relationship 2. Phases of nurse/client relationship 3. Characteristics of nurse/client relationship 4. Assessment of non-verbal communication 5. Phases of group development 6. Introduction to different types of groups 7. Roles and responsibilities of group members Testing Procedure:

4 The Departmental Exam is given on-line. The exam consists of multiple choice and true/false questions. The student will have 120 minutes to take the 100 question exam. The exam may only be taken once. The exam is administered online through the Testing Center. Follow the directions at the following website URL: Passing Grade: Students must achieve a grade of 75% or higher to earn a passing grade of P for Pass and receive credit for the course. If a student earns less than 75%, the grade will be F for Fail. The student will then have to register and take the course. WebCT User Identification Please bring your WebCt username and password to the testing center the day you are scheduled to take the online Departmental Exam. You will need to use this in order to access the Departmental Exam web site. Once you have accessed the web site, the testing center proctor will key in the password to take the Departmental Exam. If you DO NOT have your WebCt username and password, you will not be able to access the course and will have to re-schedule to take the exam. Once you have registered for the departmental, it will take 24 HOURS for your name to be loaded into webct. YOU WILL NOT BE ABLE TO LOG INTO THE DEPARTMENTAL SHELL DURING THIS PERIOD. Exam Review I. Areas to focus on: Know about the following theorists: Rogers Watson Leininger Orem Know the major accomplishments of the the following people: Clara Barton Where did the cross on nursing pins originate? Know the primary purpose of: Social Security Act Medicaid Who are third parties in the triad of health care Hill Burton Act What is the current data on the nursing shortage?

5 What does the Spirit of Nursing statue honor? Who delegates care and why should they delegate care? Know the following when it comes to research: Hypothesis Institutional Review board Examples of unethical research Control groups Random assignments of subjects Survey National Institutes of Health CINAHL Needs assessment Abstract Pilot Study Know the following when it comes to theory: Accuracy Comprehensiveness What does it mean to have a philosophy? Nightingales Theory of Practice/Nightinglaes thoughts on social conversation What are the components of the metaparadigm of the Department of Nursing's philosophy? What is the history of the start of ADN programs? What is an External Degree? What does it mean to be licensed and certified? What is an interstate compact? What is the Nurse Practice Act? What is the Emergency Medical Treatment and Active Labor Law? What is HIPAA? What abuses must a nurse report?

6 What is: Negligence Veracity Autonomy Code of ethics for nursing Values Quality Management Hospice philosophy Informatics nurse specialist Patient Advocate What are the most opportunities for nurses to work outside of hospitals? What are DRGs? What are the levels of care: Primary Secondary Tertiary Medicare Degrees for a registered nurse Ethics conflicts HIPAA Informed consent Experimental research The future health care trend(s) Teaching/learning principles How to write a learning objective/outcome Teaching process Pedagogy, geragogy and andragogy Learning theories:

7 Behaviorism Cognitivism Humanism Learning styles Definition and characteristics of critical thinking Critical thinking indicator categories Problem solving techniques/approaches Components of the communication process Review the communication techniques Types of communication Communication techniques with hearing, visual or aphasic patients What builds a nurse-patient relationship Phases of the nurse-patient relationship Tuckman's stages of group development Characteristics of group members and group leaders Different health care groups II. Metaparadigm for Nursing (Kozier, Erb, Berman and Snyder, 2004) 1. In the 20 th century, much of the theoretical work in nursing focused on articulating relationships among four major concepts: person, environment, health and nursing. Because these four concepts can be superimposed on almost any work in nursing, they are sometimes collectively referred to as a metaparadigm for nursing. This term originates from the Greek meta, meaning with and paradigm, meaning pattern. It is based on four theoretical concepts of nursing: person, environment, health and nursing. 2. The four components/concepts of the metaparadigm of nursing are: Person or client - the recipient of nursing care. (includes families, groups and communities) Environment the internal and external surroundings that affect the client. This includes people in the physical environment as well as families, significant others, and friends. Health the degree of wellness or well being that the client experiences. Nursing the attributes, characteristics, and actions of the nurse providing care on behalf of or in conjunction with the client. 3. American nurse theorist reflects a wide range of ideas about people, health, values and the world. Each nurse theorist s definitions of these four major concepts vary in accordance with scientific and philosophical orientation, experience in nursing and the effects of that experience on the theorist s view of nursing. A single definition of the metaparadigm may be impossible given the divergence of the world views expressed in nursing models when based on these four concepts.

8 4. Below, find the Philosophy of the College of Southern Maryland Nursing Program ; compare the four components/concepts of the metaparadigm of nursing to the philosophy of the College of Southern Maryland s nursing program. III. Philosophy of the College of Southern Maryland Nursing Program The philosophy of the nursing programs in the Department of Nursing and Health Technology is consistent with the mission of the College of Southern Maryland and reflects statements of beliefs of the nursing faculty. As an integral force in curriculum development, these statements are shared with students, faculty, and cooperating agencies to promote understanding of the planning and implementation of learning experiences as theory and practice are integrated. Philosophy of Nursing The dynamic interconnectivity among person, environment, nursing, and health offers a unique perspective for providing client care and for establishing nursing as an art and a science. Based on a holistic perspective, this nursing meta-paradigm provides a framework for addressing patterns of life and health. Person is defined broadly as the focus of nursing care, whether that may be as an individual, family, group or community, or global society. The person is viewed as a biopsychosocial-spiritual being striving to meet health outcomes throughout the lifespan. The person has dignity and worth and is endowed with a unique potential to grow, develop, maintain self, and alter health patterns. These complex health patterns are influenced through interaction between the person and the environment. Environment consists of internal and external influences which affect the person s existence. The person and the environment are constantly interacting. Environmental forces include, but are not limited to, biological, psychological, social, cultural, economic, technological, geographic, and political factors that impact health. Environmental factors may be modified to promote the achievement of identified health outcomes. Health is a multidimensional, dynamic state defined by the person. It is the integration of physical, emotional, intellectual, social, cultural, and spiritual well-being that enables maximum progress on the person s wellness-illness continuum. Health is affected throughout the lifespan by genetic and environmental factors, life style choices, the ability of the person to meet desired health outcomes, and access to health care. Nursing, as an art and a science, is a human health service that recognizes the unique nature of persons. Nursing is a profession that values responsibility, accountability, and integrity. Nursing integrates principles from the biological, physical, behavioral, and social sciences. Nursing is a process involving the unique application of knowledge, judgment, principles of communication, specialized skills, and creative problem solving. These concepts form a foundation of critical thinking that supports the steps of the nursing process. The nursing process is the primary tool used by nurses to promote achievement of health outcomes. Nursing promotes optimum health outcomes through mutual interaction with the person in a safe, caring, compassionate environment. Nursing is carried out in a variety of settings including acute care hospitals, long term/transitional care facilities, and community-based settings. Therefore, nurses require an ability to adapt to a changing environment by assessing, analyzing, planning, implementing, and evaluating nursing care. Selected roles of the nurse include, but are not limited to: care provider, leader, manager, educator, counselor, change agent, and member of a profession. Nurses integrate the steps of the nursing process, the setting in which they practice, and their nursing role to assist persons in health promotion, maintenance, restoration, and palliation.

9 IV. Philosophy of Nursing Education Education is a lifelong process that promotes personal and professional growth. Education is influenced by societal demographics, emerging technology and changes in delivery systems. There is faculty commitment to mobility within career programs, ongoing education, and professional accountability. The teaching/learning process is an interactional relationship in a learning environment resulting in a change in behavior. Learning is a cognitive, affective, or psychomotor process. The learning process is facilitated when the teacher and learner share responsibility for outcomes. The faculty recognizes that all individuals learn by different means. A variety of teaching methodologies in a supportive environment facilitates student development. Student participation, critical thinking, self-directed learning and accountability are essential to the success of the teaching and learning processes of lifelong learning. Nursing education fosters the concept of lifelong learning through spontaneous and structured education at all levels of nursing practice. Nursing education encompasses knowledge regarding scientific principles and human behaviors. Knowledge of the humanities and social sciences is significant in understanding various aspects of the person and the environment. Faculty members organize learning experiences and act as resource persons, role models, and facilitators to the students. Within this context, the learner is responsible for self-direction and personal growth. The curriculum reflects a balance between general education and nursing education that promotes the development of individuals, not only as nurses, but also as responsible members of a global society. There is a basic core of knowledge and competencies common to all levels of nursing. The nursing faculty uses this common core in the development of a career ladder which builds upon previous knowledge, enhancing career mobility, and promoting lifelong learning. The nursing faculty shares responsibility for the total educational curriculum and for ongoing evaluation of the programs to determine their adequacy in meeting the changing health care needs of the community.