NG 107 SYLLABUS DESCRIPTIVE DATA. NG 107: Concepts of Nursing Care for Patients with Chronic, Stable Conditions

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4 NG 107 SYLLABUS DESCRIPTIVE DATA TITLE: FACULTY: NG 107: Concepts of Nursing Care for Patients with Chronic, Stable Conditions Shanna Pryor, MNSc, RN Level I Theory Coordinator Shelby Gentry, MSN, RN, CNE (shelby@pccua.edu) Kelly Roberts, MSN, RN (kroberts@pccua.edu) Level I Clinical Coordinator-STG Betsy Barnes, MSN, RN (bbarnes@pccua.edu) Level I Clinical Coordinator-HWH PHONE: Shelby Gentry ext Betsy Barnes ext Shanna Pryor ext Kelly Roberts ext CREDITS: 6 hrs. lec., 3 hrs. lab, 7 credits PRE-REQUISITES: BY 154 (BIOL 2404), MS 123 (MATH 1103), EH 113 (ENGL 1013) CO-REQUISITES: BY 164 (BIOL 2414), PSY 213 (PSYC 1103) PLACEMENT: 1st level, 1 st year COURSE DESCRIPTION: This course provides for the acquisition and application of fundamental concepts of nursing, including communication, collaboration, caring, and clinical judgment necessary for safe, quality, evidence-based, patient-centered nursing care to diverse adult and older adult patients experiencing chronic, stable conditions requiring physical and psychological nursing care. Emphasis is placed on microbial safety, quality improvement, professional standards, principles of management, and legal and ethical responsibilities of the nurse when caring for patients with chronic, stable conditions. Application of knowledge and skills occurs in the nursing skills laboratory and a variety of clinical settings. 75

5 REQUIRED TEXTS Castillo. (2018). Strategies, Techniques, Approaches to Critical Thinking (6 th ed.). Elsevier. ISBN: Halter, M. J. & Varcarolis, E. M. (2014). Foundations of psychiatric mental health nursing (7 th ed.). Mosby Elsevier. ISBN: Harding, M. & Snyder, J. (2016). Critical Thinking in Nursing (6 th ed.). Mosby Elsevier. ISBN: LaCharity, L. A., Kumagai, C. K., Bartz, B. (2015). Prioritization, delegation, & assignment: Practice exercises for medical-surgical nursing (3 rd ed.). St. Louis: C. V. Mosby. ISBN: Lewis, S. L., Bucher, L., Heitkemper, M. M., & Harding, M. M. (2017). Medical-Surgical nursing: Assessment and management of clinical problems (10 th ed.). St. Louis: Mosby Elsevier. ISBN: Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal child nursing Care. (5 th Ed.). Mosby Elsevier. ISBN: Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (9 th ed.). St. Louis: Mosby Elsevier. ISBN:

6 ATI TESTING AND REMEDIATION PACKAGE ATI Content Mastery Series: Review Modules: ISBN: Fundamentals for Nursing, ISBN: RN Adult Medical Surgical Nursing, ISBN: RN Maternal Newborn Nursing, ISBN: RN Nursing Care of Children, ISBN: RN Mental Health Nursing, ISBN: RN Pharmacology for Nursing, ISBN: Nutrition for Nursing, ISBN: Nursing Leadership and Management, ISBN: RN Community Health Nursing, ISBN: RESOURCES 1. PCCUA, Nursing Computer Labs 2. PCCUA, Skills Labs 3. PCCUA, Learning Resources Media Center, Lewis Library 4. PCCUA, Learning Resources Media Center, Stuttgart Library 5. UAMS South Central Library, Pine Bluff, AR 6. UAMS East Library, Helena-West Helena, AR 7. UAMS East, Helena-West Helena, AR 8. Crestpark Marianna, Marianna, AR 9. Crestpark of Helena, Helena, AR 10. Crestpark Stuttgart, Stuttgart, AR 11. HWH Campus STAR Center 12. STG Campus Learning Center 77

7 PCCUA CORE COMPETENCIES The five PCCUA core competencies are incorporated within the context of this course. All students receiving an associate degree from PCCUA will possess the following competencies: 1) Social and Civic Responsibility Demonstrate adherence to legal/ethical standards established by society. 2) Technology Utilization Use tools of the trade to achieve a specific outcome. 3) Analytical and Critical Thinking Display reasoning including analyzing data, evaluating alternatives, setting priorities, and predicting outcomes. 4) Communication Engage in the interactive process through which there is an exchange of verbal and/or nonverbal information. 5) Cultural Awareness Acknowledge that society is diverse with groups of individuals possessing differing beliefs, values, attitudes, and customs that are shared from one generation to the next. PROGRAM STUDENT LEARNING OUTCOMES AND RELATED COMPETENCIES Assessment of student competency is evaluated by a variety of methods throughout this course. The proctored NG 107 ATI Custom Exam is used to measure student achievement of course student learning outcomes pertaining to: (1) patient-centered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level I Clinical Evaluation tool is used to evaluate student achievement of related competencies associated with each course student learning outcome. The ATI Comprehensive Predictor exam given at the end of NG 412 is used to measure graduate achievement of the six program student learning outcomes pertaining to: (1) patientcentered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level IV Clinical Evaluation Tool is used to evaluate graduate achievement of related competencies for each program student learning outcome. I. Grading Scale GRADING POLICIES A B C F 78

8 II. Progression The lowest passing grade in the Associate Degree Nursing Program is a C (79.00). A numerical grade of is failing. In order to progress, the student must earn a minimum final grade of C (79.00) in the cognitive area of evaluation and obtain a passing grade in the psychomotor/affective components of evaluation. Students who fail to earn a minimum grade of in the cognitive component and a passing grade in the psychomotor/affective components will earn a course grade of F. Grades are determined in the following manner. The score for each graded assignment and exam is averaged and weighted; all numbers are carried two decimal places; none of these numbers are rounded. III. Grade Distribution Cognitive (Knowledge)...100% Unit Exams 45% Daily Grades 10% Paper 5% Physical Assessment Practicum 20% Custom ATI Assessment Remediation Points 5% Final Exam 15% Psychomotor/Affective (Performance)...Pass/Fail Clinical Performance Evaluation Pass/Fail Performance Evaluation Pass/Fail Vital Signs Sterile Gloving Student Clinical Portfolio Pass/Fail The mid-term grade will be an average of all unit exam grades earned before the date published in the College Catalog for submission of mid-term grades. Unit and final exam questions include, but are not limited to, fill in the blank, multiple choice, matching, essay, and true/false. The student s individual academic folder for this level will be maintained in the office of the student s clinical instructor. 79

9 EARLY ASSESSMENT OF LEARNING MEASURE Students will be assessed by the fourth week of class to evaluate possible need for intervention for successful progression in coursework. Assessment will be based upon current course grades and attendance record. Grades will be discussed with at risk students and a written plan with individualized interventions will be developed with the student and placed in student s file. INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME Interventions for any student determined to be at risk for failure may include, but are not limited to: Tutoring Participation in small study groups Using the skills lab to practice procedures Discussing study skills and grading policy Participation in class discussions Viewing Concept Media Videos Completion of ATI Remediation Package 80

10 ATI Assessment Policy Custom ATI Grading Rubric Step 1 - Practice Custom Assessment 4 pts. Complete Practice Custom Assessment Remediation: Minimum one hour Focused Review For each topic missed, identify three critical points to remember % 4 pts. Remediation: Minimum one hour Focused Review For each topic missed, identify three critical points to remember. Step 2 - Proctored Custom Assessment % 3 pts. Remediation: Minimum two hour Focused Review For each topic missed, identify three critical points to remember % 2 pts. Remediation: Minimum three hour Focused Review For each topic missed, identify three critical points to remember % and below 1 pt. Remediation: Minimum four hour Focused Review For each topic missed, identify three critical points to remember. Step 3 - Remediation 1 pt. 1 pt. 1 pt. 1 pt. Step 4 - Proctored Custom Assessment Retake Required 1 pt. For improved retake score Total Points = 10/10 1 pt. For improved retake score 1 pt. For improved retake score 1 pt. For improved retake score Total Points = 9/10 Total Points = 8/10 Total Points = 7/10 If the student scores a 100 on the Proctored Custom Assessment, 10 out of 10 points are earned and no remediation or retake is required. 81

11 VI. Performance Evaluation 1. Skills scheduled for performance evaluation: Vital signs o Temperature o Pulse o Respirations o Blood Pressure Sterile Gloving 2. The student must make an appointment with the individual s assigned clinical instructor for a time to demonstrate a skill for evaluation. If the student fails to keep the appointment without notifying the faculty before the scheduled performance evaluation or the performance evaluation is not completed within the scheduled time frame for skill demonstration, a grade of fail will be recorded for the performance evaluation. 3. The student must demonstrate skill competency before performing the skill in the clinical area. The student will have a maximum of three attempts to demonstrate competency in each skill. In the event a student fails to demonstrate competency, it is the student s responsibility to remediate and demonstrate the skill at a designated time scheduled by faculty. The student will not be allowed to perform the skill in clinical until the skill has been repeated with a grade of pass. The student must demonstrate competency in each required skill or a fail will be recorded, and the student will be dismissed from the program. 4. The Level I equipment kit contains supplies and/or equipment necessary to perform a skill for evaluation. The student is responsible for bringing required supplies and/or equipment to each performance evaluation. 5. The skills lab or a designated area will be available for practice during daytime working hours Monday through Friday. Faculty are available for assistance during published office hours. Appointments may be made when necessary. V. Testing Policy To increase the student s likelihood of success on the first take of NCLEX-RN Exam, testing in the ADN program will mirror the NCLEX-RN format in the following ways: Major exams may be administered on the computer via BlackBoard Questions on BlackBoard will be delivered one at a time. Each question on BlackBoard must be answered as it becomes available and cannot be revisited. Unit and final exams (computer or paper/pencil) will be timed, and the time allotted for each question is 1.5 minutes per question. When allotted time expires, the student cannot answer any additional exam items. The exam grade will be the number of items answered correctly divided by the total number of items on the test. 82

12 VI. Late Policy Testing Excluding the computer delivering the test and basic calculator provided by faculty, students may not have access to or use any and all electronic devices during testing. This includes, but is not limited to: IPads, cellphones, and apple watches or similar products. Responsible behavior requires the student to notify the instructor in advance of any exam (daily, unit, or final exam) which will not be taken as scheduled. When any exam is missed, it is the student s responsibility on the day the student returns to class to be prepared to take the missed exam. The make-up exam time will be scheduled by the faculty. Points will be deducted from the earned score of all late daily, unit, final, and ATI exams taken within 5 working days of returning to class. Five (5) points will be deducted when a student misses the daily, unit, final, and ATI exams. The exam grade posted on BlackBoard indicates the number of items answered correctly divided by the total number of items on the exam. The grade posted on BlackBoard does not reflect the number of points deducted for taking the late exam. The student is responsible for contacting the faculty to receive the final exam grade that includes the points deducted for late testing. A zero (0) will be recorded when the student fails to make-up a missed exam or submit assigned course work within 5 working days of returning to class. Final exams are given late only in special circumstances such as hospitalization. When a final exam is not taken as scheduled, the student must notify the instructor before the exam is given and arrange with the instructor to take the exam before grades are due at the end of the semester. If the student fails to contact the instructor to reschedule a time to take the final exam or fails to take the rescheduled final exam before grades are due at the end of the semester, a grade of zero (0) will be recorded. In the event circumstances prevent a student from taking the final exam before grades are due at the end of the semester, a grade of Incomplete (I) will be awarded according to college policy. Assigned Course Work Five (5) points will be deducted from any assigned course work submitted after the scheduled time. A zero (0) will be recorded when the student fails to submit an assigned course work, ATI assignments and exams within 5 working days of returning to class. ATI Assignments and Exams Students are strongly encouraged to use Firefox when working on the ATI website to avoid issues with the ATI website. 83

13 Although work submitted electronically through ATI is logged in on Eastern Standard Time, the deadline for submission will be based on Central Standard Time. Students must complete practice exams, remediation, and proctored exams in the prescribed sequence. Failure to do so, will result in lost points. Clinical Assignments There is no provision for making-up missed clinical assignments. VII. Review of Graded Material Students should make an appointment with faculty to review any graded material including, but not limited to, quizzes, exams, papers, and homework. Once all students are notified the graded material is available for review, students have 5 working days to review graded work. After 5 working days, graded material may not be reviewed. Electronic tests will be maintained on BlackBoard for one additional semester before being deleted. There is no provision for group review following a final exam. Grades for unit and final exams will be released to the student following faculty evaluation of exam statistical analysis. The student may not request to repeat any graded materials for a better grade. VIII. Attendance Policy Students are expected to come to class on time with assignments completed. Theoretical instruction: Absences in excess of three (3) constitute excessive absence and may result in the student being dismissed from the program. Campus lab and clinical instruction: Absences in excess of two (2) campus labs and one (1) clinical rotation constitutes excessive absences and may result in the student being dismissed from the program. Three tardies shall constitute one absence. Please refer to the current Associate Degree Nursing Student Handbook for the complete attendance policy and definitions of absence and tardy. IX. Other Policies 1. Disclaimer In accordance with college policy as stated in the College Catalog, this publication is not to be construed as a contract between the student and the Associate Degree Nursing Program. All programs within the Division of Allied Health reserve the right to make changes at any time in individual courses, the curriculum leading to a degree or certificate, as well as policies contained in the ADN Information Packet, PCCUA College Catalog, student handbooks, and Web. Students 84

14 must be familiar with, observant of, and subject to all rules and regulations of PCCUA. 2. Cell Phones Students may only use cell phones in class to record lecture. The cell phone must be placed on the faculty podium. Students will not send or receive text messages or use cell phones to take pictures or record videos during class. Students will not have a cell phone on their person or in the room during an exam. During clinical, all cell phones and accessory devices must be turned off unless the student needs to contact the faculty. Students will not send or receive text messages or use cell phones to take pictures or record videos during clinical. 3. Changes in Student Demographics Student academic files must contain current data. If information such as name, address, or phone number changes, it is the student s responsibility to submit immediately the new information, in writing, to the Administrative Assistant in the Division of Allied Health and the PCCUA Registrar. 4. College Drug and Alcohol Policy All students are expected to abide by the college drug and alcohol policy as well as the Division of Allied Health s Substance Abuse Testing Policy. Refer to the College and ADN Student Handbooks to review these policies. 5. Computer Lab The computer labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing administrative assistant. 6. Skills Lab The skills labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing administrative assistant. 7. Related Campus Services Refer to the ADN Student Handbook or College Catalog for a list of student services. 8. ACTS The Arkansas Course Transfer System (ACTS) contains information about the transferability of courses within Arkansas Public Colleges and Universities. Students are guaranteed the transfer of applicable credits and the equitable treatment in the application of credits for admission and 85

15 degree requirements. Course transferability is not guaranteed for courses listed in ACTS as No Comparable Course. Additionally, courses with an earned grade of D or less frequently do not transfer and institutional policies may vary. ACTS may be accessed on the Internet by going to the ADHE Website and selecting Course Transfer. 9. FERPA Policy Phillips Community College of the University of Arkansas complies with the Family Educational Rights and Privacy Act (FERPA) of A student has the right to inspect and review all of his/her records that meet the definition of educational records. No third party has the right to review student records. Directory information can be provided, unless the student requests that it be withheld (PCCUA Student Handbook). 10. Health Insurance Phillips Community College of the University of Arkansas does not provide insurance for its students. The College strongly encourages each student to provide his/her own health insurance, and for that reason, the College has contacted an insurance agency. Forms for this insurance agency are available in the Registrar s office. 11. Discipline and Academic Dishonesty Policy See the Associate Degree Nursing Program Student Handbook for complete PCCUA Campus discipline and Academic Dishonesty Policy. 12. Academic Dishonesty in Allied Health Programs Cheating is the intentional use of or attempt to use unauthorized information or study materials. This includes, but is not limited to, Copying from another student s paper Using any unauthorized assistance in taking a quiz, exam or final exam, possession during a test of any unauthorized materials which include, but are not limited to, crib notes or technology that would aid in cheating Dependence on sources beyond those authorized by the faculty for writing papers, preparing presentation, reports, solving problems, or fulfilling assignments Acquiring without permission tests or other academic material belonging to any PCCUA employee Aiding and or abetting another individual in committing any form of academic dishonesty Students in the Division of Allied Health are expected to do their own work. Therefore, any cheating inside or outside of the classroom is not tolerated. Students who cheat will receive a grade of zero on the assignment or exam and may also receive an F in the course and/or be dismissed from the program in which the student is enrolled. 86

16 13. Plagiarism Policy Webster (1990, p. 691) defines plagiarism as stealing the language, ideas, or thoughts from another, representing them as one s own original work. STUDENTS MUST USE MICROSOFT WORD FOR ALL THEORY AND CLINICAL ASSIGNED PAPERS DONE OUTSIDE OF CLASS. PAPERS MUST BE SUBMITTED ELECTRONICALLY AND AS A HARD COPY. Plagiarism OCCURS when the student: reproduces another person s work as if it was the student s own. paraphrases another person s work without citing the original source. uses and paraphrases another person s ideas without citing the original source. uses another person s organization without citing the source. TO AVOID plagiarism the student will: cite the source with page number and place quotation marks around the statement with less than 40 words cited verbatim from the source. Please refer to the most current APA Manual for documentation of quotes greater than 40 words. cite the source when paraphrasing someone else s writing. This means to restate the facts in your own words. EXAMPLE: SOURCE: PARAPHRASED: Annually, half of the population 85 to 95, will succumb to myocardial infarction Five out of ten people will die of heart attacks this year (the source, year). *Rearranging an author s words is NOT paraphrasing! Cite the source when using another person s outline or organizational process. The student may cite commonly known information without plagiarizing. If the student has a question about what is considered commonly known information, the student should ask the instructor or document the source. The faculty believes healthcare information requires documentation, as this is not commonly known information. Please refer to the current Publication Manual of the American Psychological Association (APA) Manual for appropriate documentation of sources and use of punctuation. Any act of plagiarism in any level will result in a grade of 0 on the assignment. 14. ADA Policy See ADN Student Handbook and/or program webpage for student information related to accommodations for disabilities. 87

17 15. Student Learning Outcomes Refer to the NG 107 Course Outline for class student learning outcomes. 88

18 NG 107 Course Student Learning Outcomes and Related Competencies 1. At the basic level, provide safe, quality, evidence-based, patient-centered nursing care to diverse patient populations experiencing chronic, stable conditions. a. Conduct at a basic level a head-to-toe assessment including physical, behavioral, psychological, and spiritual assessment of health and illness parameters in patients, using developmentally and culturally appropriate approaches. b. Identify basic patient needs based on assessment findings for patients experiencing chronic, stable conditions. c. Develop a simple plan of care using evidence for individual patients experiencing chronic, stable conditions. d. Give basic patient-centered care that reflects an understanding of human growth and development, pharmacology, nutrition, medical and nursing management for patients experiencing chronic, stable conditions. e. Describe factors that create a culture of safety. f. Describe information to include in a patient teaching plan considering basic aspects of developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations. g. Identify interventions nurses use to prevent illness, and restore, promote, and maintain physical and mental health for patients experiencing chronic, stable conditions. h. Describe expected patient outcomes to evaluate the effectiveness and impact of nursing care for patients experiencing chronic, stable conditions. i. Deliver care within expected timeframe for patients with chronic, stable conditions. j. Begin to use hand-off communications to ensure the receiving caregiver has the knowledge needed to provide safe care. k. Explain how cultural awareness/sensitivity is used when providing care to patients experiencing chronic, stable conditions. l. Follow a plan of care based on ongoing evaluation of patient outcomes. 89

19 m. Demonstrate safe performance of basic psychomotor skills for efficient, safe, and compassionate patient care including accurate calculation of dosages. n. Document accurately all aspects of patient care provided. 2. Discuss clinical judgment used to make patient-centered care decisions at the fundamental level. a. Begin to use clinical judgment to make basic care decisions to ensure safe care in all nursing actions. b. Use beginning clinical judgment when implementing all steps of the nursing process for patients experiencing chronic, stable conditions. c. At the fundamental level, anticipate risks, and predict and manage potential complications. d. Identify ways to prioritize patient care. e. Identify the importance of economic, political, social, and demographic forces on the delivery of healthcare for patients experiencing chronic, stable conditions. f. Describe at the basic level aspects of the clinical microsystem that may impact the nurse s ability to provide safe, quality care. 3. Explain how quality improvement processes are used to improve patient care. a. Describe quality improvement processes to ensure safety initiatives and monitor performance measures. b. Identify quality improvement projects used in the care of patients. c. Identify gaps related to basic nursing care between local and best practice in the care of patients experiencing chronic, stable conditions. d. Discuss the importance of analyzing errors and how this is used to identify system improvements. e. Discuss the importance of the National Patient Safety Goals in the care of patients experiencing chronic, stable conditions. 90

20 4. Recognize the importance of collaboration and teamwork with members of the interprofessional team, the patient, and the patient s support persons. a. Identify communication techniques used by members of the healthcare team, including the patient, and the patient s support network when making decisions and planning care. b. Identify the interprofessional healthcare team with whom the nurse works when providing care to patients experiencing chronic, stable conditions. c. Discuss how the interprofessional team impacts patient safety and quality improvement for patients experiencing chronic, stable conditions. d. Describe conflicts that may occur in the healthcare setting. 5. Summarize how information management principles, techniques, and systems, and patient care technology are used in the healthcare setting. a. Begin to use patient care technologies, information systems/technologies, and communication devices to support safe nursing practice in the care of patients experiencing chronic, stable conditions. b. Explain the role of information technology and information systems in improving patient care outcomes and creating a safe care environment. c. Describe specific patient care technologies used in the care of patients experiencing chronic, stable conditions. 6. Explain the leadership, management, legal, and ethical guidelines that are used as a professional nurse. a. Describe the legal and ethical frameworks used in nursing practice, including the Arkansas Nurse Practice Act. b. Describe the ANA Standards of Practice. c. Demonstrate accountability for nursing care given by self. d. Explain the delegation process used when working with other healthcare team members. e. Discuss how the nurse acts as a patient advocate in the care of patients experiencing chronic, stable conditions. 91

21 NG 107 CLINICAL GUIDELINES Clinical Labs 1. Classroom and clinical attire must adhere to the dress code as found in the current ADN Student Handbook. 2. The student will attend and actively participate in a pre-conference prior to each clinical experience. Assignments are distributed in pre-conference on each clinical day. The clinical instructor will provide guidance for student s to achieve student learning outcomes and related competencies. Any student who reports to the clinical area unprepared to meet students learning outcomes and related competencies may be dismissed from clinical for that day and a clinical absence recorded. 3. A post-conference will conclude each clinical experience. During post-conference, students will discuss clinical learning experiences and engage in planned learning activities. 4. The student is expected to use the campus lab to sufficiently practice Level I clinical skills before performing a skill for evaluation, in preparation for clinical assignments, or any time additional skills practice is needed. 5. The student is expected to follow clinical lines of authority, to validate unclear instruction, question confusing or illogical orders, and mitigate error. 6. The student will notify the clinical instructor and patient s primary nurse immediately of any significant change in patient status or error in care. 7. When procedures are to be performed, the student is expected to verify orders, gather required equipment, review the procedure, and notify the instructor of intent. DO NOT ATTEMPT ANY PROCEDURE WITHOUT FIRST NOTIFYING THE CLINICAL INSTRUCTOR AND OBTAINING PERMISSION TO PROCEED! 8. The student will adhere always to professional standards as well as institutional policies and protocols. 9. In the event a clinical absence is necessary, the student assumes responsibility and accountability for notifying the clinical instructor before the scheduled clinical. Failure to adhere to this protocol will result in disciplinary action. A second offense may result in immediate dismissal from the program. Instructors contact information is given to students before clinical rotations begin. 10. The student will abide by HIPPA guidelines at all times. The student will NOT leave the clinical area with any identifying patient information (Rm#; initials, etc.). Patient 92

22 information includes, but is not limited to, nursing notes, scratch paper, and medication records. Campus Labs Students are expected to follow dress code policy for clinical site rotations and campus lab experiences. Violation of Safe Practice Violation of safe evidence-based patient-centered, nursing practice is as an act of omission or commission that could result in injury, death, prolonged hospitalization, or delayed recovery of the patient. This includes, but is not limited to: 1. Failure to protect the patient s microbial, chemical, physical, psychological, and/or thermal safety 2. Inadequate use of the nursing process 3. Violation of previously learned principles 4. Unprofessional nursing behavior 5. In appropriate dependence or independence in the clinical setting (Current ADN Student Handbook) Procedure for Violation of Safe Practice 1. When a student demonstrates a behavior that is deemed a Violation of Safe Practice, the student will be dismissed from the clinical setting. 2. The student and faculty will meet the next working day to discuss and document the violation of safe practice. 3. The incident will be presented to the Promotion and Graduation Committee for review before the next scheduled clinical. 4. If the Violation of Safe Practice is upheld by the Promotion and Graduation Committee, the student will Fail the psychomotor/affective component of the course and receive a final course grade of F. 5. If the student is eligible for readmission, an application may be submitted. 6. Deliberate malfeasance or failure to practice veracity will result in immediate dismissal from the nursing course. The student will receive a course grade of F and WILL NOT be eligible for readmission. 7. The student has the right to appeal the decision through the College grievance process. Students are allowed a maximum of one violation of safe practice throughout the entire curriculum. 93

23 1. Hygiene 2. Self-care 3. Basic head- to-toe assessment 4. Post-mortem care 5. External warming measures 6. Cooling measures 7. Active core rewarming 8. Vital signs 9. Dietary teaching 10. HRT/alternative therapies 11. Hand hygiene 12. Universal precautions 13. Isolation 14. Patient transfers 15. Ambulation 16. Positioning 17. Active/passive ROM 18. Sequential compression devices 19. Pressure ulcer assessment 20. Wound care 21. Restraints NG 107 CLINICAL SKILLS * Denotes critical skills that are the components of skill performance evaluation. ** CPR certification is the student s responsibility. Before a student may go to an assigned clinical agency for clinical in Level I, the student must provide proof of a Health Care Provider CPR card valid through May 31 st of the upcoming spring semester. 94

24 Students must: FACULTY EXPECTATIONS OF STUDENTS be excited and have a commitment to lifelong learning exhibit a spirit of inquiry. be committed to innovation, continuous quality/performance improvement and excellence be committed to a career in nursing (first 4 bullets adapted from NLN Scope and Practice for Academic Nurse Educators 2005) be self-motivated and self-directed. assume responsibility for learning. At least two (2) hours outside preparation is recommended for each one (1) credit hour. Evidence of preparation is required be a responsible group member by participating in peer evaluation, sharing information, participating in learning activities, decision-making with others, and learning to give information in a clear concise form. COMPETENCIES STUDENTS MAY EXPECT FROM FACULTY Faculty will: create an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. be responsible for assisting students to develop the nursing role and integrate the values and behaviors of the profession use a variety of assessment and evaluation strategies to determine student learning in classroom, laboratory, and clinical settings be responsible for formulating program and student learning outcomes and related competencies, designing a curriculum that reflects contemporary healthcare trends, as well as prepare graduates to function effectively in the healthcare environment function as change agents and leaders to create a preferred future for nursing education and practice maintain academic and experiential expertise engage in scholarship as an integral part of teaching use political, institutional, social, and economic forces to attain learning resources and activities (adapted from NLN Scope and Practice for Academic Nurse Educators

25 SP 17 NG 209 SYLLABUS DESCRIPTIVE DATA TITLE: FACULTY: PHONE: CREDITS: NG 209: Concepts of Nursing Care for Patients with Acute, Stable Conditions Shelby Gentry, MSN, RN, CNE Level II Theory Coordinator Pam Johnston, MSN, RN Level II Clinical Coordinator, HWH Shanna Pryor, MNSc, RN Kelly Roberts, MSN, RN Level II Clinical Coordinator, STG Shelby Gentry ext Shanna Pryor ext Pam Pittman /6474 ext Kelly Roberts ext hrs. lec., 9 hrs. lab, 9 credits PRE-REQUISITES: BY 154 (BIOL 2404), BY 164 (BIOL 2414), MS 123 (MATH 1103), EH 113 (ENGL 1013), PSY 213 (PSYC 1103), NG 107 CO-REQUISITES: EH 123 (ENGL 1023) PLACEMENT: 2 nd level, 1 st year COURSE DESCRIPTION: This course provides for the acquisition and application of concepts of nursing, including communication, collaboration, caring, and clinical judgment necessary to provide and delegate safe, quality, evidence-based, patient-centered nursing care to diverse patients across the life span experiencing acute, stable mental health, medical, surgical, pediatric, and maternal conditions requiring physical and psychological nursing care. Emphasis is placed on quality improvement, professional standards, and legal and ethical responsibilities of the nurse when caring for patients with acute, stable conditions. Application of knowledge and skills occurs in the nursing skills laboratory and a variety of clinical settings. 96

26 SP 17 REQUIRED TEXTS Giddens, J. F. (2017). Concepts for nursing practice (2 nd ed.). St. Louis: Mosby Elsevier. ISBN: Halter, M. J. & Varcarolis, E. M. (2014). Foundations of psychiatric mental health nursing (7 th ed). Mosby Elsevier. ISBN: LaCharity, L. A., Kumagai, C. K., Bartz, B. (2015). Prioritization, delegation, & assignment: Practice exercises for medical-surgical nursing (3 rd ed.). St. Louis: C. V. Mosby. ISBN: Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Harding, M. M. (2014). Medical- Surgical nursing: Assessment and management of clinical problems (9 th ed.). St. Louis: Mosby Elsevier. ISBN: Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal child nursing Care. (5 th Ed.). Mosby Elsevier. ISBN: Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (8 8h ed.). St. Louis: Mosby Elsevier. ISBN: OPTIONAL TEXT: Davis s Drug Guide (15 th ed.). (2014). Philadelphia: F.A. Davis. (or any medication guide of your choice). ISBN: ATI TESTING AND REMEDIATION PACKAGE ATI Testing and Remediation Package: ATI Content Mastery Series: Review Modules: 97

27 SP 17 Fundamentals for Nursing, ISBN: RN Adult Medical Surgical Nursing, ISBN: RN Maternal Newborn Nursing, ISBN: RN Nursing Care of Children, ISBN: RN Mental Health Nursing, ISBN: RN Pharmacology for Nursing, ISBN: Nutrition for Nursing, ISBN: Nursing Leadership and Management, ISBN: RN Community Health Nursing, ISBN: RESOURCES 1. PCCUA, Nursing Computer Labs 2. PCCUA, Skills Labs 3. PCCUA, Learning Resources Media Center, Lewis Library 4. PCCUA, Learning Resources Media Center, Stuttgart Library 5. UAMS East, Library, Helena-West Helena, AR 6. UAMS East, Helena-West Helena, AR 7. UAMS South Central Library, Pine Bluff, AR 8. STAR Center, Helena-West Helena, AR 9. Learning Center, Stuttgart, AR 10. Jefferson Regional Medical Center (JRMC), Pine Bluff, AR 11. Merit Health Northwest Mississippi (MHNWM), Clarksdale, MS 12. Helena Regional Medical Center (HRMC), Helena-West Helena, AR 13. Baptist Health Stuttgart (BHS) Stuttgart, AR 14. Baptist Memorial Hospital, Oxford, MS 98

28 SP Crestpark, Marianna, AR 16. Pillow Clinical, Helena-West Helena, AR 17. Phillips County Health Unit, Helena-West Helena, AR PCCUA CORE COMPETENCIES The five PCCUA core competencies are incorporated within the context of this course. All students receiving an associate degree from PCCUA will possess the following competencies: 6) Social and Civic Responsibility Demonstrate adherence to legal/ethical standards established by society. 7) Technology Utilization Use tools of the trade to achieve a specific outcome. 8) Analytical and Critical Thinking Display reasoning including analyzing data, evaluating alternatives, setting priorities, and predicting outcomes. 9) Communication Engage in the interactive process through which there is an exchange of verbal and/or nonverbal information. 10) Cultural Awareness Acknowledge that society is diverse with groups of individuals possessing differing beliefs, values, attitudes, and customs that are shared from one generation to the next. PROGRAM STUDENT LEARNING OUTCOMES AND RELATED COMPETENCIES Assessment of student competency is evaluated by a variety of methods throughout this course. Mastery test items on the final exam are used to evaluate student achievement of course SLOs, and the Level II Clinical Evaluation Tool is used to evaluate student achievement of related competencies. The Level IV final exam is used to measure the graduate s achievement of all program student learning outcomes which are derived from the program s six major concepts. The Level IV Clinical Evaluation tool is used to measure student achievement of program student learning outcomes and related competencies. I. Grading Scale A B GRADING POLICIES 99

29 SP C F II. Progression The lowest passing grade in the Associate Degree Nursing Program is C (79.00). In order to progress, the student must earn a minimum grade of C (79.00), and pass the majority of unit exams each semester. A numerical grade of is failing. Grades are determined in the following manner. The score for each graded assignment and exam is averaged and weighted: All numbers are carried two decimal places: none of these numbers are rounded. III. Grade Distribution Cognitive (knowledge)...100% Unit Exams 50% Daily Grades 10% ATI (Custom) 10% Paper 10% Final Exam 20% Psychomotor/Affective (Performance)...Pass/Fail Clinical Performance Evaluation Pass/Fail Performance Evaluation Pass/Fail Injections Catheterization Student Clinical Portfolio Pass/Fail Unit and Final Exams Students must pass the majority of all unit exams. When a student fails to meet this expectation, the student will be dismissed immediately from the program. The student will receive a course grade of F regardless of his/her course average at the time of dismissal. Students who pass the majority of their unit exams must earn a final average in NG 209. A grade of MUST be obtained in the cognitive area of evaluation and a passing grade must be obtained in the psychomotor/affective areas of evaluation. Students who fail to earn a minimum grade of in the cognitive domain and a passing grade in the psychomotor/affective domains will earn a course grade of F. The mid-term grade will be an average of all unit exam grades earned before the date published in the College Catalog for submission of mid-term grades unless the student has not 100

30 SP 17 passed the majority of all unit exams in the course. In this case, the student will receive a final course grade of F when grades are due. Unit and final exam questions include, but are not limited to, fill in the blank, multiple choice, matching, essay, and true/false. The student s individual academic folder for this level will be maintained in the office of the student s clinical instructor. IV. EARLY ASSESSMENT OF LEARNING MEASURE Students will be assessed by the fourth week of class to evaluate possible need for intervention for successful progression in coursework. Assessment will be based upon current course grades and attendance record. Grades will be discussed with at risk students and a written plan with individualized interventions will be developed with the student and placed in student s file. INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME Interventions for any student determined to be at risk for failure may include, but are not limited to: Tutoring Participation in small study groups Using the skills lab to practice procedures Discussing study skills and grading policy Participation in class discussions Viewing Concept Media Videos Completion of ATI Remediation Package 101

31 SP 17 Custom ATI Grading Rubric Practice Custom Assessment 4 pts. Complete Practice Custom Assessment Remediation: Minimum one hour Focused Review For each topic missed, complete an active learning template and/or identify three critical points to remember. Proctored Custom Assessment % 69-64% 63-60% 59.99% and below 4 pts. 3 pts. 1 pt. 0 pts. Remediation: Minimum one hour Focused Review For each topic missed, complete an active learning template and/or identify three critical points to remember. Remediation: Minimum two hour Focused Review For each topic missed, complete an active learning template and/or identify three critical points to remember. Remediation: Minimum three hour Focused Review For each topic missed, complete an active learning template and/or identify three critical points to remember Remediation: Minimum four hour Focused Review For each topic missed, complete an active learning template and/or identify three critical points to remember 2 pts 2 pts 2 pts. 2 pts. Proctored Custom Assessment Retake* Retake required Retake required Retake required Retake required Total Points = 10/10 Total Points = 9/10 Total Points = 7/10 Total Points = 6/10 102

32 SP 17 V. Performance Evaluation 1. Skills scheduled for performance evaluation: Injections Catheterizations 2. The student must make an appointment with the individual s assigned clinical instructor for a time to demonstrate a skill for evaluation. If the student fails to keep the appointment without notifying the faculty before the scheduled performance evaluation or the performance evaluation is not completed within the scheduled time frame for skill demonstration, a grade of fail will be recorded for the performance evaluation and the student will receive a grade of F in the nursing course. 3. The student must demonstrate skill competency before performing the skill in the clinical area. The student will have a maximum of three attempts to demonstrate competency in each skill. In the event a student fails to demonstrate competency, it is the student s responsibility to remediate and demonstrate the skill at a designated time scheduled by faculty. The student will not be allowed to perform the respective skill in clinical until the skill has been repeated with a grade of pass. The student must demonstrate competency in each required skill or a fail will be recorded, and the student will be dismissed from the program. 4. The Level I equipment kit contains supplies and/or equipment necessary to perform Level II skills for evaluation. The student is responsible for bringing required supplies and/or equipment to each performance evaluation. 5. The skills lab or a designated area will be available for practice during daytime working hours Monday through Friday. Faculty are available for assistance during published office hours. Appointments may be made when necessary. VI. Testing Policy To increase the student s likelihood of success on the first take of NCLEX-RN Exam, testing in the ADN program will mirror the NCLEX-RN format in the following ways: Major exams may be administered on the computer via BlackBoard Questions on BlackBoard will be delivered one at a time. Each question on BlackBoard must be answered as it becomes available and cannot be revisited. Unit and final exams (computer or paper/pencil) will be timed, and the time allotted for each question is 1.5 minutes per question. When allotted time expires, the student cannot answer any additional exam items. The exam grade will be the number of items answered correctly divided by the total number of items on the test. 103

33 SP 17 Excluding the computer delivering the test and a basic calculator provided by faculty, students may not have access to or use any and all electronic devices during testing. This includes, but is not limited to: IPads, cellphones, and Apple watches or similar devices. VII. Late Policy Daily, Unit, and Final Exams Responsible behavior requires the student to notify the instructor in advance of any exam (daily, unit, and final exam) which will not be taken as scheduled. When any exam is missed, it is the student s responsibility on the day the student returns to class to be prepared to take the missed exam. The make-up exam time will be scheduled by the faculty. Points will be deducted from the earned score of all late daily, unit, and final exams taken within 5 working days of returning to class. Five (5) points will be deducted when a student misses the daily, unit, and final exam. The exam grade posted on BlackBoard indicates the number of items answered correctly divided by the total number of items on the exam. The grade posted on BlackBoard does not reflect the number of points deducted for taking the late exam. The student is responsible for contacting the faculty to receive the final exam grade that includes the points deducted for late testing. A zero (0) will be recorded when the student fails to make-up a missed exam or submit assigned course work within 5 working days of returning to class. Final exams are given late only in special circumstances such as hospitalization. When a final exam is not taken as scheduled, the student must notify the instructor before the exam is given and arrange with the instructor to take the exam before grades are due at the end of the semester. If the student fails to contact the instructor to reschedule a time to take the final exam or fails to take the rescheduled final exam before grades are due at the end of the semester, a grade of zero (0) will be recorded. In the event circumstances prevent a student from taking the final exam before grades are due at the end of the semester, a grade of Incomplete (I) will be awarded according to college policy. Assigned Course Work Five (5) points will be deducted from any assigned course work submitted after the scheduled time. A zero (0) will be recorded when the student fails to submit assigned course work within 5 working days of returning to class. 104