UNIVERSITY OF MARY NUR 531 Principles of Pharmacology for Nurse Educators 3 Semester Credit Hours

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1 1 UNIVERSITY OF MARY NUR 531 Principles of Pharmacology for Nurse Educators 3 Semester Credit Hours Course Description: This course provides graduate nurse educator students with advanced knowledge to develop a greater understanding of pharmacology and its implications for nursing care. This advanced course builds upon and reinforces students understanding of the basic principles of pharmacology that include pharmacokinetics, pharmacodynamics, and pharmacotherapeutics. This course will guide nurse educator students to explore concept- based principles of pharmacology as they apply to various pathophysiological conditions. The use of evidence-based practice will provide a basis for determining safe and appropriate use of medications to promote human function. University of Mary Mission Statement: Founded to prepare leaders in the service of truth, the University of Mary is distinctive in our education and formation of servant leaders with moral courage, global understanding, and commitment to the common good. As America's Leadership University, we are deeply devoted to our mission: The University of Mary exists to serve the religious, academic and cultural needs of the people in this region and beyond. It takes its tone from the commitment of the Sisters of Annunciation Monastery. These Sisters founded the University in 1959 and continue to sponsor it today. It is Christian, it is Catholic, and it is Benedictine.We cherish our Christian, Catholic, Benedictine identity; we welcome and serve persons of all faiths. Nursing Division Mission Statement: The Nursing Division prepares nurses to provide safe, quality, patient-centered healthcare to the people in the region and beyond without regard to race, religion, cultural background, or gender. By fostering a Christian, Catholic, and Benedictine learning environment, the Division supports the University mission to prepare leaders in the service of truth and to be competent in spirituality and ethics, communication, critical thinking, and global stewardship. Academic preparation and nursing practice opportunities in a variety of health-care settings along the continuum of care will prepare students to achieve competence in the areas of professional distinction, scholarship, communication, and moral courage. Faith and Reason Statement: In accordance with the mission of the University of Mary and the Division of Nursing to prepare leaders in the service of truth, we honor the free exchange of ideas. During your program, many ethical and diverse topics will be explored. In the Benedictine Tradition, respect for all persons is vital to advance dialogue between faith and reason. Servant Leadership Experience: Servant leadership experiences are based on character building relationships integrated with a solid understanding of what it is to be a servant leader with Jesus Christ as model and the Benedictine values of community, hospitality, moderation, prayer, respect for persons, and service. These values are foundational in character building, ethical decision making, and the integration of the intellectual, spiritual, emotional, and physical aspects of life. Relationship of the Course to the Servant Leadership Experience: This course facilitates the transition of nurse educator students to the servant leadership role of nurse educator by refreshing/expanding their knowledge base of general fundamental pharmacological principles in general as well as in their selected clinical focus of nursing practice. This knowledge base is a required competency for nurses to provide holistic patient care. This course provides opportunities for students to transfer knowledge of this patient care competency to a teaching/learning project that will expand their role as nurse educators as well as the depth and breadth to their selected clinical focus of nursing practice. Benedictine Experience: Although communal life inspired by the Rule of St. Benedict stores a vast treasury of Benedictine values, six of these are of particular importance for our life here at the University of Mary... Father James P. Shea, President, University of Mary Community Striving together for the common good and growing in relationship with God, one another, and self. [Rule of Benedict 33 Let all things be common to all. ] Hospitality Receiving others as Christ with warmth and attentiveness. [Rule of Benedict 53 Let all be received as Christ. ] Moderation Honoring all of God s creation and living simply with balance and gratitude. [Rule of Benedict 31 Regard all things as sacred and do everything with moderation. ] Prayer Attending to the mystery and sacredness of life, abiding in the divine presence, listening and responding to God. [Rule of Benedict 4 Listen intently to holy readings. Give yourself frequently to prayer. ] Respect for Persons Recognizing the image of God in each person and honoring each one in their giftedness and Limitations. [Rule of Benedict 4 Honor everyone and never do to another what you do not want done to yourself. ] Service Meeting the needs of others in the example of Jesus the servant leader [Rule of Benedict 35 The members should serve one another. ] 1

2 Relationship of the Course to the Benedictine Values: The Benedictine values that are addressed in this course are Community, Hospitality, Respect for Persons, and Service. The Benedictine value of Community will be enhanced through participation in discussions with the common goals to share new insights/knowledge of QSEN competencies as they are applied to teaching pharmacological principles. The students will explore the Benedictine values of Hospitality, Respect for Persons, and Service when they explore the assessment, analysis, planning, implementation, and evaluation of pharmacological interventions to create individualized teaching care plans that have an increased depth and breadth of knowledge to faciliatate learning for patients in the students selected clinical focus areas of nursing practice. It is an expectation that graduate nursing students demonstrate professional conduct in all interactions. Please refer to the Professional Conduct and Behavioral Standards outlined in the Graduate Nursing Handbook. Competence Experience: Course Outcomes Master s Essentials in Nursing Competencies 1. Demonstrate an advanced knowledge base in pharmacological principles to enhance safe nursing practice. 2. Apply conceptbased principles of pharmacology to various pathophysiological conditions that patients may exhibit. 3. Utilize evidencebased practice to assess patients responses to the use of pharmacological interventions. Nurse Educator Program Outcomes University of Mary Graduate Outcomes NLN Core Competencies for Nurse Educators QSEN Competencies hod of Assessment 1 1 Scholarship Unit Tests Discussions IV 1 Scholarship Evidence-Based Practice IV 7 Scholarship 5 Evidence-Based Practice Master s Essentials in Nursing: I: Background for Practice from Sciences and Humanities II: Organizational and Systems Leadership III: Quality Improvement and Safety IV: Translating and Integrating Scholarship into Practice V: Informatics and Healthcare Technologies VI Health Policy and Advocacy VII: Inter-professional Collaboration for Improving Patient and Population Health Outcomes VIII: Clinical Prevention and Population Health for Improving Health IX: Master s Level Nursing Practice 2 Patient/Client Pharmacological Intervention (Module 6) Patient/Client Pharmacological Intervention Oral Presentation (Module 7) Peer Evaluation of a Patient/Client Pharmacological Intervention Presentation (Module 8) In-depth Analysis of a Drug Assignment (Module 8) Nurse Educator Program Outcomes: 1. Demonstrates an expanded knowledge base of the art and science of nursing. 2. Creates teaching environments, established by nursing standards, which incorporate the application of learning theories, implementation of varied teaching strategies, and use of diverse evaluation methods. 3. Evaluates curricular design in regard to the student experience, the achievement of program outcomes, and the attainment of accreditation standards. 2

3 4. Illustrates the nurse educator s responsibility to foster professional competence, behavior, and role socialization of students in teaching/learning milieus. 5. Understands the role of the nurse educator in student development of intra- and interprofessional communication skills to advance the delivery of safe patient care. 6. Recognizes how political, institutional, societal, and economic forces influence the role of the nurse educator. 7. Prioritizes the nurse educator s role as a change agent and facilitator of innovation through the utilization of servant leadership principles and the Benedictine values. 8. Articulates a commitment to the practice of lifelong learning to maintain competence as a nurse educator, cultivate nursing knowledge, and promote the scholarship of nursing. The University of Mary graduate programs offer its students preparation in the following four areas of competence: Communication Graduates demonstrate excellence in all facets of communication including the publication and presentation of scholarship. Graduates differentiate themselves via an ability to fortify technical acumen with robust communication skills. They become leaders who actively listen to those with whom they work and collaborate; who dialogue when they introduce ideas, clarify meaning, and strategize towards solutions; and who write with disciplined purpose to effectively disseminate and contribute to new or existing information. Graduates communication skills enable them to excel through effective interaction with colleagues across all levels and environments. Scholarship Graduates access, analyze, evaluate, and process information from a variety of sources to generate new ideals which guide decision making to influence meaningful change. Graduates foster a culture conducive to scholarship in which they use research principles to answer relevant questions which lay the foundation from existing knowledge and from those foundations generate relevant and innovative ideas and new knowledge. Our graduates are leaders in the synthesis of research to inform best practices. Professional Distinction Graduates are values-based and evidence-driven professionals who are servant leaders committed to excellence in their professions and communities. Graduates grow in excellence, focusing professional skills and technical proficiency towards a higher commitment to service. They interact collaboratively and effectively within environments comprised of individuals who have diverse educational backgrounds, cultures, and professional talents. Their leadership is founded in both valuesbased and evidence-driven practice and recognizes its role in contemporary society as one of distinct contribution and gift of self. Moral Courage Grounded in faith and reason, graduates clarify and defend moral personal and social values to uphold the pathway for justice in multiple contexts. Graduates evaluate the human, cultural, religious, and social conditions and history in which decisions are made and habits are formed. With courage they take responsibility to make and follow the course of action which helps build a profession of integrity and a civilization of virtue and dignity rooted in ethical principles that serve the authentic good of all persons. For students to acquire proficiency in these competences, continual assessment of learning in an atmosphere of openness and free inquiry is promoted. NLN Core Competencies for Nurse Educators: NLN Core Competency 1 Facilitate Learning Nurse educators are responsible for creating an environment in the classroom, laboratory and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes NLN Core Competency 2 Facilitate Learner Development and Socialization Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role NLN Core Competency 3 Use Assessment and Evaluation Strategies Nurse educators use a variety of strategies to assess and evaluate student learning in classroom, laboratory, and clinical settings, as well as in all domains of learning NLN Core Competency 4 Participate in Curriculum Design and Evaluation of Program Outcomes Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment NLN Core Competency 5 Function as a Change Agent and Leader Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice NLN Core Competency 6 Pursue Continuous Quality Improvement in Nurse Educator Role Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence in the role is essential NLN Core Competency 7 Engage in Scholarship Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity 3 3

4 4 NLN Core Competency 8 Function Within the Educational Environment Nurse educators are knowledgeable about the educational environment, within which they practice and recognize how political, institutional, social, and economic forces impact their role Graduate QSEN Competencies: Quality Improvement (QI): Safety: Teamwork and Collaboration: Patient-centered Care: Evidence-Based Practice (EBP): Informatics: Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare systems. Minimize risk of harm to patients and providers through both system effectiveness and individual performance. Function effectively within nursing and interprofessional teams fostering open communication, mutual respect, and shared decision-making to achieve quality patient care. Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values, and needs. Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. Major Course Assignments: Discussion Participation Due Date: Weekly Unit Tests Due Date: Modules 3, 6, and 8 Assignments Patient/Client Pharmacological Intervention Due Date: Module 6 Oral Presentation: Patient/Client Pharmacological Intervention Due Date: Module 7 (This presentation is asynchronous) Peer Appraisal of Patient/Client Pharmacological Intervention Oral Presentation Due Date: Module 8 In-depth Analysis of a Drug Assignment Due Date: Module 8 Professional Portfolio The Professional Portfolio assignment is not part of this course grade. However, this assignment is placed here as a reminder so that you can begin to work on your professional portfolio early in your program of study. There may be activities/assignments in this course that you may identify that facilitated your achievement of your program s graduate education essentials, competencies, outcomes, and/or professional standards. The Professional Portfolio guidelines are located on the Home Page of every course and are located under the Portfolio tab. This tab contains guidelines, the grading rubric, and examples of portfolios. Location of Assignment Expectations Appendix A % of Grade 15% N/A 35% Appendix B 20% Appendix C 15% Appendix D 5% Appendix E Home Page of the Course 10% N/A hods for Evaluation and Grading: Letter Grade Percentage A A B B B C C D F <70 4

5 5 All assignments need to be completed to successfully pass the course. The Graduate Nursing Handbook indicates a letter grade of less than B- is not passing. Letter grades are not rounded to the next highest percentage. Students are encouraged to review the University of Mary Graduate Catalog and the University of Mary Graduate Nursing Program Handbook for policies regarding grading as well as policies that regard successful academic progression. Required Texts and Resource Materials: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: American Psychological Association. Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice. (4 th ed.). Burlington, MA: Jones & Bartlett Learning. Bradshaw, M. J., & Hultquist, B. L. (2017). Innovative teaching strategies in nursing and related health professions. (7 th ed.). Burlington, MA: Jones & Bartlett Learning. Davis, B. G. (2009). Tools for teaching. (2 nd ed.). San Franciso: Jossey-Bass. Lehne, R. A. (2016). Pharmacology for nursing care. (9 th ed.). St. Louis: Elsevier Saunders. Course Expectations: This is a three semester credit graduate level course offered over eight weeks and students can expect to spend approximately 5.5 hours per week interacting in class activities and another 11 hours per week to study and prepare assignments outside of class time. Attendance Policy: Instructors are required to maintain reports of student attendance and to report absences for each course. At the request of the course facilitator, students may be administratively dropped from the course if they do not attend the initial two weeks of class and have not been in contact with the course facilitator by the close of the second week (last day to drop a course without a grade). Students who do not enter the classroom for two consecutive weeks during the remaining class term without an approved excused absence, may also be administratively withdrawn from the class. The policy of class attendance is at the discretion of instructors who will explain their written policy during the first week of class. Students are responsible to be familiar with the policies of their instructors. In the case of unexcused absences, students are responsible for work assigned, quizzes, tests or announcements that are made while they are absent. For accelerated courses, opportunity to make-up work involving discussion with a peer cohort may not be possible. At the request of the instructor and with approval of the Vice President for Academic Affairs, students may be administratively dropped from classes due to excessive absences. Assignment and Exam Policies: All assignments and projects are to be completed and submitted by the dates they are due. No extensions can be granted for the class discussions. All other assignments completed and submitted after assigned deadline are subject to a 10% reduction. Make up assignments for excused absences will be allowed if they are completed within five days of the regular scheduled times. No credit will be given for assignments that are submitted beyond five days of the due date. Permission of all make-up assignments will to be granted at the facilitator's discretion. Statement on Academic Honesty: Students who cheat perpetrate an intellectual fraud which betrays their own potential, cheapens the honest achievements of others, and undermines the integrity of the university community. Plagiarism is a form of cheating. Students who violate academic honesty fall under the Academic Integrity Policy and are subject to the sanctions under that policy including removal from their programs of study or dismissal from the University. Policy: The instructor will initiate action against a student found cheating while enrolled in a course within seven (7) days of discovery of the infraction. The instructor will formally notify the student and record the action. The instructor may apply any of the following sanctions to students found to have cheated during the term of the course. o The student will receive a zero for the work in question. o The student will be given another opportunity to demonstrate knowledge or skills. o The student will be expelled from class with a failing grade. 5

6 6 o The instructor may recommend additional sanctions to the student s Program Director, the student s Division Chair or Dean, or the University Director of Graduate Studies. Please refer to the most current Graduate Studies Catalog s Graduate Policies and Procedures sections titled Academic Honesty and Policy for additional information. A student who is found to breach this policy while enrolled in a course will be formally notified by the instructor and the action will be recorded in the student s file. Channel for Communication Relating to this Course: Instructor > Nurse Educator Program Coordinator > Chair, Online and Distance Nursing Education > Chair, Nursing Division >Dean of the School of Health Sciences Statement Regarding Reasonable Accomodations: Students with disabilities who need accommodations should apply to the Office of Student Accessibility Services. For further information, contact Betsy Hermanson, Coordinator of Student Accessibility Services in the Student Success Center, located in the lower level of Welder Library, at (701) or ejhermanson@umary.edu; or log on to: 6

7 Appendix A Discussion Rubric Each week of class begins on Monday and runs through Sunday. Modules will be open for student viewing, in preparation for the upcoming week, at 6am (central) the Saturday preceding the upcoming week. Discussion will conclude each week on Sunday. The last week of every course will conclude on Friday. For the purposes of class discussion, students are encouraged to make note that initial discussion posts are due on Wednesday of each week. Faculty will be assessing discussion quality and engagement according to the rubric criterion outlined below. Intentionally, this rubric does not establish a minimum number of required total posts. Rather, the quality of contributions to the discussion and the degree of ongoing engagement will determine the degree of participation. Those criterion can be reached in a variety of ways. It may be multiple contributing posts to a variety of peers or it may be one or two contributions on subsequent days of the week that evidence an incorporation of ideas from multiple peers posts. Criterion Exemplary Proficient Emerging Unsatisfactory 7 Completeness of Initial Post Addresses all components of the posted question. Quality of Initial Post Evidences analysis and synthesis to create a strong, substantive post that states the case. Shows use of sound argumentation and scholarly prose that evidences mastery of concepts and key from readings and other scholarly sources. Demonstrates evidence of critical thinking. Exhibits excellent use and citation of scholarly references external to the course. Thoughtfulness and comprehensive understanding of the discussion topic is evident. Explores new lines of argument or different perspective which foster further discussion. Timeliness Initial discussion post is made no later than assigned deadline on Wednesday. Criterion expectation is fully met. 1 pt. The contribution displays an adeptness with criterion expectations and models graduate level work. 3 pts. Expectations met 2 pts. Criterion expectation is fully met. 1 pt. Criterion not met 0 pts. The specified expectation needs to be strengthened 1 pt. Criterion not met 0 pts. Criterion not met 0 pts. Quality of Contribution to Class Discussion Thoughtfully evaluates and responds to classmates postings using sound argumentation, scholarly prose, and tactfulness; the response is comprehensive and challenging. These responses serve to deepen the conversation. Contributes additional, substantive, thoughtful, and analytical, yet succinct responses to other classmates postings. Strengths and weakness of classmates discussion content are identified. Reponses integrate course material and are supported by scholarly reference external to the course. Reponses show evidence of critical thinking. Degree of Participation in Class Discussion and Engagement Builds on ideas from other classmates through frequent and ongoing cross talk and interaction. Responses to other learners include substantive feedback that extends the discussion by raising questions and sharing additional resource information. Responds to feedback from other learners and/or faculty. Takes part in discussion in an ongoing basis over the course of the week as evidenced by contributions to discussion. Mechanics/Formatting Postings are without spelling, grammar, punctuation, or syntactical errors that distract the reader from the content. Word choice is consistently accurate and appropriate. Excellent use and proper APA citation of evidence based references that are used in the discussion. The contribution displays an adeptness with criterion expectations and models graduate level work. 2 pts. The contribution displays an adeptness with criterion expectations and models graduate level work. 2 pts. Criterion expectation is fully met. 1 pt. Expectations met 1 pt. Expectations met 1 pt. Criterion is partially met 0.5 pts The specified expectation needs to be strengthened 0.5 pt. The specified expectation needs to be strengthened 0.5 pt. Criterion not met 0 pts. Criterion not met 0 pts. Criterion not met 0 pts. Dev. July

8 8 Appendix B Guidelines: Patient/Client Pharmacological Intervention This assignment will culminate in a scholarly paper and presentation. To be successful in this assignment the student will: This assignment consists of the preparation and delivery of a teaching session, for an individual in his/her selected clnical focus of nursing practice, who has a knowledge deficit regarding taking a newly prescribed medication. As a future nurse educator, the purpose of this teaching session is to conduct an education session that can enhance this individual s understanding of the pharmacological intervention so that he/she can implement self-care practices that may improve his/her health status. Refer to Unit 2 Readings and to the Unit 2 Power Point slides (26-31) of your pharmacology course textbook. Include at least two Healthy People 2020 Leading Health Indicators in this assignment and describe how the indicators that you chose were related to this individual s pharmacological intervention. These indicators can be accessed at: Review the Quality and Safety for Education for Nurses (QSEN) Pre-Licensure Competencies and their related KSAs (Knowledge, Skills, and for Attitudes). Select at least two of these competencies and describe how they apply to this individual s pharmacological intervention in this teaching paper. These competencies can be accessed at: Resources: Locate a minimum of four reputable evidence-based resources regarding this pharmacological intervention from the Welder Library databases. The paper will professional in appearance, proper grammar and APA formatting are evident, including use of a title page, proper spelling, proper grammar as well as the use of level headings to separate sections of the paper. The paper will be no longer than 10 pages in length. Reference List: All materials that are used (that include Bloom s Revised Taxonomy of Learning) to prepare this assignment need to be listed in the Reference list using proper APA format. Please complete the assignment utilizing the grading rubric below: 8

9 9 Patient/Client Pharmacological Intervention Grading Rubric (100 ) Criterion Fully Adequately Inadequatel Not y Introduction and Brief Overview of the Assignment: Briefly describes the patient/client situation that you selected for this pharmacological intervention assignment. How did this patient situation fit into your selected clinical focus of nursing practice? Provides a brief overview of the overall assignment. Assessment Provides general background information of the situation in which a patient/client started a new medication regimen and had a specific need for a pharmacological intervention Includes subjective and objective assessment data. This data includes one or more or the following: Collection of baseline data to evaluate therapeutic drug effects Collection of baseline data to evaluate adverse drug effects Identification of high-risk patients Assessment of the patient s/client s capacity for selfcare Broad Outcome(s) Identifies one broadly behavioral stated outcome for this pharmacological intervention. This outcome addresses the following to: 1. judge the appropriateness of the prescribed regimen, 2. identify potential health problems that the drug might cause, or 3. determine the patient s capacity for self-care. This outcomeneeds to be measureable; and individualized to the person who is receiving this pharmacological intervention. This outcome needs to an contain action verb. Specific Objectives: Specifies at least three specific person center behavioral objectives that flow from the broad outcome for this patient teaching situation. These objectives contain action verbs. The objectives are behavioral, measurable, and individualized to the person who is receiving this pharmacological intervention. The objectives need to address the specific interventions of drug administration, interventions to enhance therapeutic effects, interventions to minimize adverse effects, or patient education. One of the objectives needs to address the cognitive learning domain of Bloom s Revised Taxonomy of Learning, one of the objectives needs to address the affective learning domain of Bloom s Revised Taxonomy of Learning, and one of the objectives needs to address the psychomotor learning domain of Bloom s Revised Taxonomy of Learning. Content: Provides a detailed description of the content that was taught. This content should include drug implementation, patient education, interventions to promote therapeutic effects, and/or interventions to minimize adverse effects. Specific examples of this content are included hods that were used (examples are discussion, handouts, demonstration, practice) are included Learning domains are addressed with detailed description of the content (affective, cognitive, or psychomotor). Time frames for the content are included A detailed description of the content corresponded with a each specific objective for this intervention is included. A description of how the content of this intervention was designed specifically for this person

10 10 The content addresses the cognitive, affective, and psychomotor learning domains of Bloom s Revised Taxonomy of Learning. Healthy People 2020 Leading Health Indicators Includes at least two Healthy People 2020 Leading Health Indicators in this assignment and describes how the indicators that were chosen were related to this individual s pharmacological intervention Quality and Safety for Education for Nurses (QSEN) Pre-Licensure Competencies and their related KSAs (Knowledge, Skills, and for Attitudes). Selects at least two QSEN competencies and describes how they apply to this individual s pharmacological intervention in this paper. Evaluation of Effectiveness: Specific Objectives for this Intervention Specify whether or not each of the specific objectives for the intervention were met/not met/partially met. Describe subjective and objective data that were observed to make these judgments. Evaluation of Effectiveness: Broad Outcome Specifies whether or not the broad outcome for the intervention was met/not met/partially met. This evaluation may include: therapeutic responses; adverse drug reactions and interactions; adherence to the prescribed regimen; and/or satisfaction with the drug treatment. Evaluation of Effectiveness: Evidence-Based Resources Describes the effectiveness of the evidence-based resources that were selected for this assignment. Overall Evaluation of the Pharmacological Intervention Provides a descriptive overall summary of the pharmacological intervention. Describe what you would keep the same, and what would change. Shares pearls of wisdom to facilitate others (nursing students or practicing nurses ) successes with this type of nursing intervention. Reflection: Describe how the teaching plan expanded the depth and breadth of your selected clinical focus of nursing practice Reference List All materials (that include Bloom s Revised Taxonomy of Learning) that are used to prepare this assignment are listed in the reference list where proper APA format has been used. Sources: Utilizes a minimum of four evidence-based reputable sources from the Welder Library databases as well as class textbooks to prepare the teaching intervention. APA Formatting/ Professional Appearance/ Grammar Title page is in APA format The paper follows APA format, is professional in appearance, proper grammar is used, proper spelling is evident, uses level headings to separate the sections of the paper that correspond to the grading rubric

11 11 Appendix C Patient/Client Pharmacological Intervention Oral Presentation Grading Rubric Guidelines One of the requirements to fulfill this course is the posting of the Patient/Client Pharmacological Intervention Oral Presentation that is built from the Patient/Client Pharmacological Intervention written assignment. This presentation is completed asynchronously. Students have the flexibility to prepare and present this presentation at their convenience. Students will be expected to use the media tool in the context editor of the discussion board. The media tool is found when replying in the discussion board. It is the small film clip icon in the context editor of the discussion post. Instruction to upload media can be found here. Then, students will attach the PPT file in the same discussion reply. Following these instructions provided, will allow your classmates to open your file to view your presentation while they can open your PPT file to follow along. Students will be expected to post their PPT file to the assignment page for grading purposes as well. Utilize the rubric (below) to prepare the presentation. Be sure to remember that this presentation is approximately 10 minutes long. The rubric will be used by the instructor and the peer reviewer to assess the Oral Presentation of the Patient/Client Pharmacological Intervention that will be posted on the discussion board. The grade from the instructor will be the only grade that will be given to the assignment. 11

12 12 Patient/Client Pharmacological Intervention Oral Presentation Grading Rubric 100 Points The Presentation Criterion Fully Adequately Inadequately Not Introduction Introduces self with first and last name. Makes introductory remarks that explain why this topic was chosen for this presentation. Opening Remarks Delivers an opening hook to begin the presentation of the content that captures the attention of the audience and sets the mood for the presentation. Content (Note: This criterion has the greatest weight for the grade of this assignment) The information that is presented for the topic is complete. The information is presented in a logical sequence that is easy for the audience to follow. Cites sources orally during the presentation. Emphasizes of the major of the content that contain concrete examples Use of Visual Aids Uses visual aids (that include Power Point slides) to reinforce the presentation. Reference sources that are used to prepare the citation are cited on the Power Point slides. The visual aids are easy to read with white space. Summary and Closure Clearly summarizes the content of the presentation. Delivers closing remarks. Reference List A reference list of all literature sources that are cited in the presentation is shown to the audience at the end of the presentation. Correct APA format is used to create this reference list. Pacing Presents an appropriate amount of content for the time allotment. The pace of the presentation should not be rushed. The presentation should not be given at too slow of a pace Time Allotment The content for the presentation will be given within eight to minutes Delivery of the Presentation Criterion Fully Adequately Use of Written Notes Relies minimally on written notes during the presentation. Eye Contact Holds attention of entire audience with the use of direct eye contact. Body Language Appears to be engaged in the presentation. Displays a relaxed self-confident nature. Movements appear to be fluid and help the audience visualize the content. Enthusiasm Exhibits enthusiasm throughout the presentation Inadequately Not Delivery/Articulation

13 13 Used a clear voice and correct, precise pronunciation of terms. Use of fluid speech and inflection to keep the interest of the audience. Professional Appearance Dresses professionally Total Points/100 13

14 14 Appendix D Peer Evaluation Appraisal of Patient/Client Pharmacological Intervention Oral Presentation 20 Peer review is a teaching strategy meant to foster higher levels of student engagement and learning through application of critical thinking and problem solving. These skills emerge through development of constructive criticism to a peer s contributions. The activity of peer review offers an opportunity for students to provide a formative evaluation of the scholarly work of their classmate/s. Peer review emphasizes the students responsibility for their own learning as well as that of their peers. Peer review requires reflection and can lead to self-assessment. With a shift from passive to active learner, it is theorized that a higher level of thought occurs. Feedback is a critical component of the learning process. Through peer review, students can gain experience with the professional activity of offering feedback. Sites that may assist with how to provide feedback can be found here: The University of Wisconsin Writing Center Peerfeedback.net Select the Launch Tutorial button For this assignment, students will be automatically assigned (through CANVAS) a peer to evaluate once they have submitted their own assignment. The student should complete and submit the grading rubric used for the Teaching Plan to Enhance Self-Care Presentation for their evaluation of their peer. A copy of this rubric is available online in the assignment description for this assignment. Instruction of how to complete a peer review in Canvas are located here. Faculty will evaluate the peer review submitted based on the rubric shown below.. Criterion Fully Adequately Inadequately Not The peer reviewer addressed all of the criteria outlined on the Patient/Client Pharmacological Oral Presentation Grading Rubric to provide feedback to the presenter. The feedback was professional in nature; it was complete and contained thoughtful, discerning comments to provide detail about the presentation. The feedback provided insights for the peer(s) to improve future teaching presentations. The feedback was provided on or before the assignment deadline that was posted on the course calendar. 14

15 15 In-depth Analysis of a Drug Assignment Guidelines Select a drug that was discussed in this course that pertains to your selected clinical focus of nursing practice and conduct an in depth analysis for this drug using the grading rubric for this assignment.. Refer to the readings in Chapter 2 of the pharmacology textbook to assist you with this assignment. Locate a minimum of three evidence-based sources (in addition to the textbook) from the Welder Library databases to prepare this assignment. There is a ten page limit for this assignment. 15

16 16 Criterion Appendix E Grading Rubric for the In-depth Analysis of a Drug Assignment Detailed Description of the Drug Description of the drug name and therapeutic category How does this drug relate to your selected clinical focus of nursing practice? Description of the use for this medication; what patients should receive this drug; describes what patients are high risk patients to receive this drug Criterion Fully Criterion Adequately Criterion Inadequately Criterion Not Description of dosage size and dosage schedule Description of route and technique of administration Description of expected therapeutic response (describe data) and when it should develop Description of nondrug measures to enhance therapeutic responses Description of duration of treatment Description of method of drug storage Description of symptoms of major adverse effects, and measures to minimize discomfort and harm Description of major adverse drug-drug and drug-food interactions Description of the teaching that is needed to promote adherence to the drug regimen if the patient/client/family is administrating this drug Description of the estimated cost of this drug Description of how this assignment expanded the depth and breadth of your selected clinical focus of nursing practice Sources Uses a minimum of three evidence-based sources (in addition to the textbook) to prepare the assignment. Use of APA Formatting/Professional Appearance of the Paper/Grammar The paper follows APA format, is professional in appearance, proper grammar is used Title page is submitted and contains all of the elements that are outlined in the APA manual. Use of proper grammar and spelling are evident Level headings are used to separate the sections of the paper that reflect the categories of the grading rubric for the assignment. Reference List All references that are cited in the paper are listed in the Reference List. This list is in proper APA format. 80 total 16