UNIVERSITY OF MARY. Prefix/Course No. NUR 437 Credit Hours 4

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1 1 UNIVERSITY OF MARY Prefix/Course No. NUR 437 Credit Hours 4 Course Title The Professional Nurse Course Description: Framed by competencies from Quality Safety Education for Nurses (QSEN), this course will offer Associate Degree Diploma-prepared nurses foundational content in evidence-based practice, patient safety, quality improvement, informatics, inter- intra-disciplinary teamwork, patient-centered care across the lifespan including genetics genomics. Role socialization; leadership; scholarly oral written communication are emphasized. University of Mary Mission Statement: The University of Mary exists to serve the religious, academic, cultural needs of people in this region beyond. It takes its tone from the commitment of the Sisters of Annunciation Monastery. These Sisters founded the University continue to sponsor it today. It is Christian, it is Catholic, it is Benedictine. Program Mission Statement: The Division prepares nurses to provide safe, quality, patient-centered healthcare to the people in the region beyond without regard to race, religion, cultural background, or gender. By fostering a Christian, Catholic, Benedictine learning environment, the Division supports the University mission to prepare leaders in the service of truth to be competent in spirituality ethics, communication, critical thinking, global stewardship. Academic preparation 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 professionalism, environmental contexts, valuing, scholarship. Faith Reason Statement: In accordance with the mission of the University of Mary the Division of to prepare leaders in the service of truth, we honor the free exchange of ideas. During your program, many ethical diverse topics will be explored. In the Benedictine Tradition, respect for all persons is vital to advance dialogue between faith reason. Servant Experience: Servant leadership experiences are based on character building relationships integrated with a solid understing of what it is to be a servant leader with Jesus Christ as a model the Benedictine values of community, hospitality, moderation, prayer, respect for persons, service. These values are foundational in character building, ethical decision making, the integration of the intellectual, spiritual, emotional, physical aspects of life. Relationship of the Course to Servant : An individual who possesses a degree in must possess a solid foundation in the profession of nursing. The concepts in this background are essential for students to develop a professional Servant Leader role model who will utilize this knowledge through actions performed by self or through the encouragement of others in efforts to further the profession of nursing as well as to enhance the quality of patient care. 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... Monsignor James P. Shea, President, University of Mary (2009) Community Striving together for the common good growing in relationship with God, one another, self [Rule of Benedict 33 Let all things be common to all. ] Hospitality Receiving others as Christ with warmth attentiveness [Rule of Benedict 53 Let all be received as Christ. ] Moderation Honoring all of God s creation living simply with balance gratitude [Rule of Benedict 31 Regard all things as sacred do everything with moderation. ] Prayer- Attending to the mystery sacredness of life, abiding in the Divine presence, listening 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 honoring each one in their giftedness limitations [Rule of Benedict 4 Honor everyone never do to another what you do not want to be done to yourself. ]

2 2 Service Meeting the needs of others in the example of Jesus, the servant leader [Rule of Benedict 35 The members should serve one another. ] Relationship of the course to the Benedictine Values: The Benedictine Values that are emphasized in this course include community, hospitality, respect for persons, service. These values are used in this course s learning environment to create opportunities for students classmates to grow gain knowledge in the art of science of nursing. This course utilizes course forums in which all should freely share knowledge share opinions in the spirit of personal professional growth as well as for the enhancement of professional nursing practice to improve the delivery of patient care. It is an expectation that graduate nursing students demonstrate professional conduct in all interactions. Please refer to the Professional Conduct Behavioral Stards outlined in the Graduate Hbook.

3 3 Course s Recognize patients as full partners in control of their healthcare by identifying factors across the lifespan that impact health to include components of genetics/genomics, ethnicity, culture diversity social demographics Baccalaureate Essentials in Competencies Baccalaureate Essentials: I, VI, VII, VIII, IX BSN Program s University of Mary Undergraduate Competencies 1,2,3,4,5 Communication, Spirituality Ethics, Global Stewardship QSEN Competencies Patient- Centered Care, Safety ANA Stards of Practice Benedictine Values 1,2,3,4, 5B Respect for Persons, Service : Program s Master s Essentials in Competencies 1, 4, 5, 6, 9 Master s Essentials I, VI, VII, VIII, IX University of Mary Graduate s Communication Moral courage Method of Assessment Patient Centered Care Case Study Ethical Case Study Community Health Case Study Assess information management tools sources of healthcare information as facilitators of communication, knowledge management, error mitigation. Describe the role of nursing research evidencebased nursing practice to make informed clinical decisions regarding patient safety quality improvement Baccalaureate Essentials I, III, IV, V, VI, IX Baccalaureate Essentials I, III, V, VI, VII, IX 1, 2,4,6 Communication, Spirituality Ethics, Global Stewardship 1,2,3,4,5,6 Communication, Critical Thinking, Spirituality Ethics 2,4,5,6 3,4,5a,7,11, 14 Respect for Persons, Service 2,3,4,5 1,2,3,4,5,5a, Respect for Persons, Service 1, 2, 3, 5, 8, 9 Master s Essentials II, III, IV, V, VI, VII, VIII, IX 1,2,3,4,5,6,8,9 Master s Essentials II, III, IV, VI, VII, IX Communication Professional Distinction, Communication Professional Distinction, Scholarship Moral Courage Informatics Paper Evidence Based Practice Paper Education Paper

4 4 initiatives Discuss the influence of professional nursing stards, the code of ethics, principles of servant leadership, Benedictine Values, nursing philosophy, personal beliefs on the professional nurse s approach to patient care Value the input of collaboration with the patient, family, healthcare team to improve quality safety in patient outcomes. Analyze how interdisciplinary collaboration case management affect patient outcomes. Baccalaureate Essentials III, VIII Baccalaureate Essentials II, III, VI, VII, VIII, IX Baccalaureate Essentials I, II, III, IV, VI, VII VIII, IX 3, 6 Spirituality Ethics, Global Stewardship 1,2,3,4,5,6 Communication, Critical Thinking, Spirituality Ethics 1,2,3,4,6 Communication, Critical Thinking, Spirituality, Ethics, Global Stewardship Safety, Patient centered care Patient- Centered Care, Teamwork & Collaboration Patientcentered care, Teamwork, Collaboration 1,2,3,4,5a,5 b,6,7,8,9,10, 11,12,13,14, 15 Community, Hospitality, Moderation, Prayer, Respect for persons, Service 11 Respect for Persons, Hospitality 11 Respect for persons, Hospitality 4, 5, 9 Essential: VI, VII Communication Professional Distinction Moral Courage 1, 3, 4, 5, 7, 8 Essential: II, III, IV, VIII, IX 1, 5, 6, 9 Essential: II, III, VI, VII, VIII Communication Professional Distinction Moral Courage Communication Professional Distinction Moral Courage Interdisciplina ry Teams Case Study Professionalis m paper Interdisciplina ry Team Case Study Professionali sm Paper Education Paper

5 5 Baccalaureate Essentials in Essential I: Liberal Education for Baccalaureate Generalist Practice Essential II: Basic Organizational Systems for Quality Care Patient Safety Essential III: Scholarship for Evidence Based Practice Essential IV: Information Application of Patient Care Technology Essential V: Health Care Policy, Finance, Regulatory Environments Essential VI: Interprofessional Communication Collaboration for Improving Patient Health s Essential VII: Clinical Prevention Population Health Essential VIII: Professionalism Professional Values Essential IX: Baccalaureate Generalist Practice Undergraduate BSN Program s 1. Create healing environments by developing maintaining respectful, caring, professional relationships based upon an understing of person-environment interactions the individual human experience of health, illness, healing. 2. Provide safe, quality, cost-effective care to patients, families, populations. 3. Collaborate with patients, families, communities as part of nursing inter/intraprofessional healthcare teams. 4. Integrate informatics communication systems to improve patient care outcomes. 5. Engage in lifelong learning through the application of evidence-based knowledge from nursing the arts sciences as the basis for nursing practice. 6. Integrate professional nursing stards, the code of ethics, principles of servant-leadership, Benedictine values, a liberal arts education into practice to advance the nursing profession. The University of Mary Core Competencies Undergraduate programs: When students graduate, they are competent in four areas essential for them to function in careers lead meaningful lives. Spirituality Ethics: Draw upon spiritual, philosophical, religious Benedictine traditions to express act upon a principled set of values. Communication: Read, write, listen speak effectively to gain share meaning in a diverse world. Critical Thinking: Analyze, synthesize, evaluate ideas information from multiple perspectives to make decisions solve problems. Global Stewardship: Respect be critically aware of oneself the diverse world to protect strengthen natural, cultural social environments. AMERICAN NURSES ASSOCIATION STANDARDS OF PRACTICE: STANDARD 1. ASSESSMENT The registered nurse collects comprehensive data pertinent to the patient s health or the situation. STANDARD 2. DIAGNOSIS The registered nurse analyzes the assessment data to determine the diagnoses or issues. STANDARD 3. OUTCOMES IDENTIFICATION The registered nurse identifies expected outcomes for a plan individualized to the patient or the situation. STANDARD 4. PLANNING The registered nurse develops a plan that prescribes strategies alternatives to attain expected outcomes. STANDARD 5. IMPLEMENTATION The registered nurse implements the identified plan. STANDARD 5A: COORDINATION OF CARE The registered nurse coordinates care delivery. STANDARD 5B: HEALTH TEACHING AND HEALTH PROMOTION The registered nurse employs strategies to promote health a safe environment. STANDARD 5C: CONSULTATION

6 6 The advanced practice registered nurse the nursing role specialist provides consultation to influence the identified plan, enhance the abilities of others effect change. STANDARD 5D: PRESCRIPTIVE AUTHORITY AND TREATMENT The advanced practice registered nurse uses prescriptive authority, procedures, referrals, treatments, therapies in accordance with state federal laws regulations. STANDARD 6. EVALUATION The registered nurse evaluates progress towards attainment of outcomes. STANDARD 7. QUALITY OF PRACTICE The registered nurse systematically evaluates the quality effectiveness of nursing practice. STANDARD 8. EDUCATION The registered nurse attains knowledge competency that reflects current nursing practice. STANDARD 9. PROFESSIONAL PRACTICE EVALUATION The registered nurse evaluates one s own nursing practice in relation to professional practice stards guidelines, relevant statutes, rules, regulations. STANDARD 10. COLLEGIALITY The registered nurse interacts with contributes to the professional development of peers colleagues. STANDARD 11. COLLABORATION The registered nurse collaborates with patient, family, others in the conduct of nursing practice. STANDARD 12. ETHICS The registered nurse integrates ethical provisions in all areas of practice. STANDARD 13. RESEARCH The registered nurse integrates research findings into practice. STANDARD 14. RESOURCE UTILIZATION The registered nurse considers factors related to safety, effectiveness, cost, impact on practice in the planning delivery of nursing services. STANDARD 15. LEADERSHIP The registered nurse provides leadership in the professional practice setting the profession. Quality Safety Education for Nurses (QSEN) Competencies: Q1 Patient-Centered Care "Recognize the patient or designee as the source of control full partner in providing compassionate coordinated care based on respect for patient's preferences, values, needs." Q2 Teamwork Collaboration "Function effectively within nursing inter-professional teams, fostering open communication, mutual respect, shared decision-making to achieve quality patient care." Q3 Evidence-Based Practice "Integrate best current evidence with clinical expertise patient/family preferences values for delivery of optimal health care." Q4 Quality Improvement "Use data to monitor the outcomes of care processes use improvement methods to design test changes to continuously improve the quality safety of healthcare systems." Q5 Safety "Minimizes risk of harm to patients providers through both system effectiveness individual performance." Q6 Informatics "Use information technology to communicate, manage knowledge, mitigate error, support decision-making." Master s Essentials in I: Background for Practice from Sciences Humanities II: Organizational Systems III: Quality Improvement Safety IV: Translating Integrating Scholarship into Practice V: Informatics Healthcare Technologies VI Health Policy Advocacy VII: Interprofessional Collaboration for Improving Patient Population Health s VIII: Clinical Prevention Population Health for Improving Health IX: Master s Level Practice

7 7 Program s 1. Designs processes to achieve quality, cost-effective ethical health outcomes 2. Appreciates the complexity of human resource management in today s healthcare 3. Evaluate quality safety measures 4. Designs a plan of change using principles of servant leadership 5. Collaborates with others to improve the quality of professional nursing practice health care policy 6. Utilizes evidence-based practice for performance improvement 7. Possesses requisite knowledge to pursue doctoral education 8. Uses information technology to improve processes 9. Demonstrates effective principles of change while providing client centered care 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 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 collaborate; who dialogue when they introduce ideas, clarify meaning, strategize towards solutions; who write with disciplined purpose to effectively disseminate contribute to new or existing information. Graduates communication skills enable them to excel through effective interaction with colleagues across all levels environments. SCHOLARSHIP Graduates access, analyze, evaluate, 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 from those foundations generate relevant innovative ideas new knowledge. Our graduates are leaders in the synthesis of research to inform best practices. PROFESSIONAL DISTINCTION Graduates are values-based, evidence-driven professionals who are servant leaders committed to excellence in their professions communities. Graduates grow in excellence, focusing professional skills technical proficiency towards a higher commitment to service. They interact collaboratively effectively within environments comprised of individuals who have diverse educational backgrounds, cultures, professional talents. Their leadership is founded in both values-based evidence-driven practice recognizes its role in contemporary society as one of distinct contribution gift of self. MORAL COURAGE Grounded in faith reason, graduates clarify defend moral personal social values to uphold the pathway for justice in multiple contexts. Graduates evaluate the human, cultural, religious, social conditions history in which decisions are made, habits are formed. With courage, they take responsibility to make follow the course of action which helps build a profession of integrity a civilization of virtue 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 free inquiry is promoted. Major Assignments: Assignment % of Grade Papers (4 total) 1. Professionalism Paper Due Week 2 2. Education Paper Due Week 4 3. Evidence Based Practice Paper Due Week Informatics Paper Due Week 13 60%

8 8 Participation 20% Case Study(1 total) 1. Ethical Care Due Week 6 2. Community Health Due Week 7 3. Patient-Centered Care Due Week 9 4. Interdisciplinary Care Due Week 10 20%

9 9 Methods for Evaluation Grading: All course assignments are required need to be fulfilled to receive a passing grade for the course. Each case study will be worth 60 points total. Each forum assignment will be worth 10 points; each unit paper will be worth 100 points. Grading will follow the rubric expectations for course assignments : The use of professionalism is expected in all aspects of assigned work. most current edition of the APA manual must be followed to create class papers. The ability to communicate with credibility in an appropriate, clear, respectful manner Assignments must show evidence of: a. Organization of thoughts ideas b. Appropriate use of grammar sentence structureclarity conciseness c. Understing of the topic d. Analysis of the credibility of sources e. The utilization of some credible research sources to prepare assignments (Wikipedia is NOT a credible source to cite as a scholarly work) f. Demonstration of critical thinking skills/reflective analysis g. Draws solid conclusions recommendations h. Professional quality of content i. Appropriate use of writing style APA format (The most current edition of the APA manual must be followed to create class papers) Grading Scale: Letter Grade Percentage A A B B B C C D F <70 Students are encouraged to review the Undergraduate Graduate Catalog as well as the Undergraduate Graduate Program Hbook for policies regarding successful academic progression. For example, the Graduate Hbook indicates a letter grade of less than B- is not passing. Required Texts Resource Materials: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: The American Psychological Association. Finkelman, A., & Kenner, C. (2016). Professional nursing concepts: Competencies for quality leadership (3rd ed.). Burlington, MA: Jones & Bartlett Learning. Optional/Recommended Texts, Readings, Materials: No other resources are required for this course. Expectations: Since this is a four-semester credit graduate level course offered over 15 weeks, you can expect to spend approximately 4 hours per week interacting in class approximately another eight hours per week studying outside of class to complete homework assignments. Attendance Policy:

10 10 Students are expected to complete all coursework requirements to demonstrate respectful attentiveness when participating in class activities. Respectful attentiveness includes contributing to discussions in responding to postings in a timely in an informed manner to facilitate learning by sharing effective thinking, insights, asking questions, exploring ideas, clarifying concepts of the assignments with classmates the instructor. Students are expected to accept utilize feedback that is provided by faculty peers to shape effective thinking in the area of theory or to present support for the lack of utilization of such feedback. Assignment & Exam Policy/ies: The timeliness of assignments will also be a factor in the grading process. Assignments are to be submitted at the time that has been specified by the course instructor unless there are special circumstances the instructor is notified of these circumstances before the assignment deadline. Late assignments will have 10% deducted from the assignment before grading. Assignments that are submitted seven days after the posted due date will receive the grade of zero. The value of respect of the instructor s time the value of fairness to the other members of the course will both be met with assignments that are completed on time. University of Mary Honor Code In its mission statement, the University of Mary proclaims that All students are encouraged to seek the truth, to see themselves as whole unique individuals responsible to God, to become leaders in service to truth. Students at the University of Mary are expected to act with integrity at all times. To have integrity is to be trustworthy to be sound, reliable, whole to live with the inner strength that comes from knowing that one is as one portrays oneself to be. The basis of all interaction in the academic community is the expectation that all students will behave by the values outlined in the University of Mary Academic Honor Code Honor System. This University of Mary Academic Honor Code expects that individuals will act in a manner that is respectful of the rights privileges of others. Responsibility for maintaining the integrity of the community rests with each member. Each person must examine evaluate his/her behavior regulate that behavior to be consistent with the expectations of the university community. All students are bound by the University of Mary Honor Code Honor System which can be located within their graduate nursing courses. Statement on Academic Honesty: Students who cheat perpetrate an intellectual fraud which betrays their potential cheapens the honest achievements of others undermines the integrity of the university community. Plagiarism is a form of cheating. Students who violate academic honesty fall under the Academic Integrity Policy 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 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 o The student will be expelled from class with a failing grade. 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. Channel for Communication Relating to this Course for Students: Instructor > Program Coordinator > Chair of Graduate Education > Dean of the School of Health Sciences > Assistant VP Academic Affairs Channel for Communication Relating to this Course for Students: Instructor > Program Coordinator > Chair Division > Dean of the School of Health Sciences > Assistant VP Academic Affairs>VP Academic Affairs Students may appeal the ruling of a Dean based on the discovery of new evidence previously unavailable or a significant irregularity in the procedural process which could affect the outcome of the finding by the Dean. The appeal must take place within 30 days of the decision by the Dean. Students appeal to the Assistant Vice President for Academic Affairs (AVPAA). General dissatisfaction with the decision of the Dean or assigned alternate is not sufficient grounds to appeal

11 11 the decision to the AVPAA. For more information, please review the Academic Appeals Process located in the university catalog. Statement Regarding Reasonable Accommodations: The University of Mary, in compliance with the Americans with Disabilities Act the spirit of our mission, offers support for students who provide required documentation. Students with disabilities who need accommodations should apply to the Office of Student Accessibility Services. For further information, contact Betsy Hermanson, Director of Student Accessibility Services in the Student Success Center, located in the lower level of Welder Library, at (701) or

12 12 Course Outline: Course Week /s Addressed Week 1 3 Week 1 The Development of Professional 1. Define critical professional concepts. 2. Discuss professionalism in nursing. 3. Explain the relevance of stards to the nursing profession. Week 2 Week 3 Week 4 1,6 3 1,6 3 1,2,6 PowerPoint presentation, student reading, class discussion, writing Chapter 1 Chapter 1 Power Point presentation As outlined within the course Week 2 The Essence of : Knowledge Caring 1. Discuss the knowledge-caring dyad. 2. Describe knowledge, knowledge worker, knowledge management. 3. Explain the meaning of caring to nursing. 4. Describe the relationship of theory to nursing identify several critical nursing theories. 5. Summarize the critical elements of leadership in nursing. PowerPoint presentation, student reading, reflection, class discussion Chapter 2 Chapter 2 Power Point presentation Projects/Activities: Professionalism Paper As outlined within the course Week 3 The Image of 1. Discuss critical issues related to visibility of nursing. 2. Describe the current past image of nursing critical related issues. 3. Explain the importance of the following nursing initiatives their relationships to image: for a Healthier Tomorrow, the Institute of Medicine s Quality Series reports, The Future of Report. 4. Discuss strategies that impact the image of professional nursing: generational issues; power empowerment; professional presentation. PowerPoint presentation, student reading, reflection, class discussion Chapter 3 Chapter 3 Power Point presentation As outlined within the course Week 4 Education, Accreditation, Regulation 1. Describe the types of nursing programs degrees. 2. Explain requirements issues related to quality nursing education.

13 13 Week 5 Week 6 Week 7 Week 8 3 5, 6 3 2,6 3 1,5,6 3 2,6 3. Explain the importance of lifelong learning. 4. Describe the nursing education accreditation process its importance. 5. Discuss the importance of regulation its process critical issues. PowerPoint presentation, student reading, reflection, writing Project/Activity: Education Paper Chapter 4 Chapter 4 Power Point presentation Week 5 Heath Care Policy Political Action 1. Discuss critical health care policy issues their impact on nurses nursing. 2. Describe the importance of the political process to nurses nursing. 3. Explain the role of nurses in the political process. PowerPoint presentation, student reading, Internet search, reflection, writing Chapter 5 Chapter 5 Power Point presentation As outlined within the course Week 6 Ethical Legal Issues 1. Apply ethical principles to decision making. 2. Discuss the importance of ethics to the nursing profession its professional recognition. 3. Identify the relevance of legal issues to nursing practice. 4. Analyze an example of patient-centered ethical legal issue. PowerPoint presentation, student reading, reflection, discussion, writing Projects/Activities: Ethical Care Case Study Chapter 6 Chapter 6 Power Point presentation As outlined within the course Week 7 Health Promotion, Disease Prevention, Illness: A Community Perspective 1. Discuss the national initiative to improve the nation s health: Healthy People Discuss the continuum of care its relationship to the individual, family, community across the lifespan. 3. Discuss the relevance of genetics public/community health. 4. Explain the relevance of vulnerable populations to the healthcare system. 5. Identify critical global healthcare concerns nursing s role in improving global health. PowerPoint presentation, student reading, reflection, discussion, writing Projects/Activities: Community Health Case Study Chapter 7 Chapter 7 Power Point presentation As outlined within the course Week 8 The Healthcare Delivery System: Focus on Healthcare Week 8

14 14 Week 9 3 3,4,6 4 2, 6 1. Discuss critical elements related to healthcare financial issues reimbursement. 2. Explain the importance of organizational culture. 3. Describe how nursing fits into the overall hospital organization how it functions. Power Point presentation, student reading, reflection, discussion Chapter 8 Chapter 8 Power Point presentation a. What is the difference between organizational structure process? Identify examples of each that illustrate your work setting. b. Compare contrast the three types of financial issues macro, micro, reimbursement-related to health care. c. What does organizational culture mean why is it important? d. What is your opinion of the health environment model? How do you think the designation of a Planetree hospital might impact nursing care? Week 9 Provide Patient-Centered Care 1. Describe mechanisms of the Institute of Medicine competency: Provide patientcentered care. 2. Identify examples of relevant nursing theories connected to patient-centered care. 3. Discuss the importance of consumerism in health care. 4. Explain the relationship of culture diversity to health healthcare delivery. 5. Describe the need for patient advocacy. PowerPoint presentation, student reading, reflection, discussion, writing Week 10 Week ,6 Projects/Activities: Patient-Centered Care Case Study Required Reading/Power Point presentation: Chapter 9 Chapter 9 Power Point presentation As outlined within the course. Week 10 Work in Interdisciplinary Teams 1. Outline elements of the IOM competency: Work in interdisciplinary teams. 2. Define teamwork types of teams. 3. Describe effective team functioning. 4. Discuss communication its relationship to patient care teams. 5. Discuss collaboration its relationship to patient care teams. 6. Describe the five rights of delegation. 7. Describe conflict conflict resolution. PowerPoint presentation, student reading, reflection, discussion, writing Projects/Activities: Interdisciplinary Teams Case Study Chapter 10 Chapter 10 Power Point presentation As outlined in the course Week 11 Employ Evidence-Based Practice 1. Describe the core IOM competency: Employ evidence-based practice (EBP)

15 15 Week 12 Week 13 Week ,2,6 3 2,6 2 4, Define the steps of research. 3. Discuss the relevance of nursing research. 4. Describe the EBP process. 5. Identify two key EBP tools. 6. Compare contrast evidence-based practice evidence-based management. 7. Compare contrast Evidence-Based Practice with research quality improvement. PowerPoint presentation, student reading, reflection, class discussion, writing Projects/Activities: Evidence-Based Practice Paper Chapter 11 Chapter 11 Power Point presentation Week 12 Quality Improvement 1. Discuss the relevance of the IOM core competency: Apply quality improvement. 2. Describe the status of safety in health care today. 3. Explain the need for a blame-free culture of safety. 4. Identify staff safety issues in the healthcare workplace environment. 5. Examine how the Institute of Medicine (IOM) reports on safety quality have had an impact on nursing healthcare delivery. 6. Discuss the roles of nurses nursing as a profession in improving health care. PowerPoint presentation, student reading, quality safety videos, class discussion Project/Activity: Preview the following Quality Safety Video Clips 1. Chasing Zero 2. The Josie King Story 3. The Lewis Blackman Story Chapter 12 Chapter 12 Power Point presentation As outlined in the course. Week 13 Utilize Informatics Week Define constituents of the IOM competency: Utilize informatics. 2. Describe informatics its relationship to nursing. 3. Explain the purpose of documentation key issues related to informatics documentation. 4. Identify informatics tools used in health-care delivery. 5. Compare contrast high-touch care with high-tech care. PowerPoint presentation, student reading, reflection, class discussion, writing Project/Activity: Informatics Paper Chapter 13 Chapter 13 Power Point presentation Week 14 Critical Healthcare Issue: Why Don t We Have Enough Nurses? 1. Describe the nursing workforce profile. 2. Discuss the generational issues that have an impact on the nursing workforce. 3. Explain the impact that the nursing shortage has on health care. 4. Summarize the recruitment process issues. 5. Examine key strategies to address staff retention.

16 16 Week 15 1,2,6 3 2,3,6 6. Describe the elements of a healthy work environment. 7. Describe strategies to address the nursing shortage. 8. Critique the growth of global migration of nurses. PowerPoint presentation, student reading, reflection, discussion, writing Project/Activity: Informatics Paper Chapter 14 Chapter 14 Power Point presentation As outlined in the course. Week 15 The Future: Transformation of Practice Through 1. Discuss the relevance of leadership in nursing differences from management the impact of shared governance. 2. Examine the various settings roles specialties for nurses as well as possible future changes in the scope of practice issues. 3. Critique the various professional practice models. 4. Discuss the impact of legislation/regulation/policy on nursing leadership practice. 5. Explain the importance of the economic value the nursing profession. 6. Discuss the impact of the work environment on the profession delivery of effective, quality care. 7. Explain why it is important for nurses to take active leadership roles in quality improvement. 8. Discuss how the Forces of Magnetism the Magnet recognition program are used to support effective, healthy nursing work environments nursing leadership. Course Evaluation: Please submit an evaluation of the course when you are prompted to do so in your University of Mary account. Chapter 15 Chapter 15 Power Point presentation As outlined in the course.

17 17 Rubric Each week of class begins on Monday runs through Sunday. Modules will be open for student viewing, in preparation for the upcoming week, at 6 am (central) the Saturday preceding the upcoming week. The discussion will conclude each week on Sunday. The last week of every course will conclude on Friday. For 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 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 the degree of ongoing engagement will determine the degree of participation. That 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 Completeness of Initial Post Addresses all components of the posted question. Quality of Initial Post Evidences analysis synthesis to create a strong, substantive post that states the case. Shows use of sound argumentation scholarly prose that evidences mastery of concepts key points from readings other scholarly sources. Demonstrates evidence of critical thinking. Exhibits excellent use citation of scholarly references external to the course. Thoughtfulness comprehensive understing of the discussion topic are 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. Quality of Contribution to Class Thoughtfully evaluates responds to classmates postings using sound argumentation, scholarly prose, tactfulness; the response is comprehensive challenging. These responses serve to deepen the conversation. Contributes additional, substantive, thoughtful, analytical, yet succinct responses to other classmates postings. Strengths weakness of classmates discussion content are identified. Responses integrate course material are supported by scholarly reference external to the course. Responses show evidence of critical thinking. Degree of Participation in Class Engagement Builds on ideas from other classmates through frequent ongoing cross talk interaction. Responses to other learners include substantive feedback that extends the discussion by raising questions sharing additional resource Criterion expectation is fully met. 1 pt. The contribution displays an adeptness with criterion expectations models graduate level work. 3 pts. Expectations met 2 pts. Criterion expectation is fully met. 1 pt. The contribution displays an adeptness with criterion expectations models graduate level work. 2 pts. The contribution displays an adeptness with criterion expectations Expectations met 1 pt. Expectations met 1 pt. Criterion not met 0 pts. The specified expectation needs to be strengthened 1 pt. Criterion not met 0 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.

18 18 information. Responds to feedback from other learners faculty. Takes part in a discussion on an ongoing basis over the course of the week as evidenced by contributions to the discussion. Mechanics/Formatting Postings are without spelling, grammar, punctuation, or syntactical errors that distract the reader from the content. Word choice is consistently accurate appropriate. Excellent use proper APA citation of evidencebased references that are used in the discussion. models graduate level work. 2 pts. Criterion expectation is fully met. 1 pt. Criterion is partially met 0.5 pts Criterion not met 0 pts. Dev. July 2016

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20 20 Scholarly Papers In this course, students will complete a total of 4 papers. Guidelines for each paper are outlined below. Students are expected to address each component outlined are encouraged to review the grading rubric used to evaluate writing assignments in this course. Logical flow, thought, sequencing of content are essential elements of effective written communication. Both will be assessed for in written assignments. APA format must be followed including, but not limited to, use of running heads, page numbering, citations, headings, reference page. It will be necessary for students to refer to their APA manual to be successful with writing assignments. Professionalism Paper Week 2 a. Based on the content of the reading for this week, how do you define professionalism in your words? b. Why are stards, such as the ANA Stard of Practice Professional Performance, important to the nursing profession to healthcare delivery? c. Explain the reason that nursing emphasizes its social policy statement. d. What role should professional organizations play in getting nursing greater status within health care? Education Paper Week 4 a. Compare contrast the types of entry programs in nursing: ADN, BSN, accelerated or direct-entry programs. b. Describe measures to assure that quality excellence in nursing education is maintained. c. Describe the purpose of accreditation of nursing education programs. d. Describe mechanisms that are used to regulate the profession of nursing. e. What is lifelong learning? Why is it important that nursing emphasizes education over training? f. Review the University of Mary Division of philosophy. Describe the content, is it is relevant to nursing practice, why or why not? Evidence-Based Practice Paper Week 11 a. What does the core competency employ evidence-based practice mean? b. Describe the research process (Include the IRB process). c. How does research relate to EBP? d. What is a systematic review what are the types of systematic reviews? How do they relate to EBP? What is their value to practice? e. Why is EBP important to nursing practice healthcare delivery? f. What are barriers to implementing EBP how might some of them be overcome? Informatics Paper Week 13 a. Explain how the core competency, utilize informatics, relates to the other four IOM core competencies. b. What is meant by the term informatics why is it important in health care nursing? c. Describe four examples of healthcare informatics implications for nursing. d. Why is documentation important? e. Provide examples of how the EMR PHR can increase the quality of care decrease errors.

21 21 Scholarly Paper Grading Rubric Category Outsting 10pts Good 5pts Poor 0pts Introduction The introduction is inviting, states the main topic previews the structure of the paper. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. There is no clear introduction of the main topic or structure of the paper. Paper Content Conclusion All of the listed topics that are delineated for the paper are addressed. Excellent quality is seen. Demonstrates a thorough understing of the topic(s). The conclusion is strong leaves the reader with an understing of how the information applies to the overall purpose of the paper. Not all of the listed topics that are delineated for the paper are addressed. Mediocre quality is seen. Demonstrates an average understing of the topic(s). The conclusion is neither strong nor weak. It leaves the reader with a basic understing of how the information presented relates to the purpose of the paper but fails to connect the main points. Few of the listed topics that are delineated for the paper are addressed. Poor quality is seen. Demonstrates a poor understing of the topic(s). The conclusion is weak does not leave the reader with an understing of how the information from the main points of the paper relate to the overall purpose. Sequencing Transitions Headers Pacing Grammar & Spelling; Capitalization & Punctuation; Flow & Structure Details are placed in a logical order, the way they are presented effectively keeps the interest of the reader. A variety of thoughtful transitions is used. They clearly show how ideas are connected. There is an appropriate use of well-placed section headers, if applicable, subheaders. Headers follow APA format. The pacing is well-controlled. The writer knows when to slow down elaborate, when to pick up the pace move on. The Writer makes no errors in grammar or spelling that distract the reader from the content. The Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. Some details are not in a logical or expected order, this distracts the reader. Some transitions work well, but connections between other ideas are fuzzy. There is occasional use of section headers. APA format is largely followed. The pacing is occasionally wellcontrolled, but the writer sometimes repeats the same point over over or spends too much time on details that don't matter. The writer makes a few errors in capitalization punctuation that catch the reader s attention interrupt the flow. Most sentences sound natural are easy-on-the-ear when read aloud, but several are stiff awkward or are difficult to underst. Many details are not in a logical or expected order. There is little sense that the writing is organized. The transitions between ideas are unclear or nonexistent. There is no use of section headers. APA format is not followed. The pacing often feels awkward to the reader. The writer elaborates when there is little need, then leaves out necessary supporting information. The writer makes several errors in capitalization punctuation that catch the reader s attention greatly interrupt the flow. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to underst. All sentences sound natural are easy-on-the-ear when reading aloud. Each sentence is clear has an obvious emphasis Sources A comprehensive search for sources of information was conducted. Utilizes some credible sources. Selection of The writer makes more than four errors in grammar or spelling that distracts the reader from the content. A less than adequate search for sources of information was conducted. Selection of sources to use was, to a limited degree, based on quality, A poor search for sources of information was conducted. Selection of sources to use was not based on quality, currency,

22 22 APA Format sources to use was based on quality, currency, relevance to the topic. APA writing style is followed in all elements of the paper. currency, relevance of the research. Use of APA format minimally used relevance of the research. Use of APA format is not evident

23 23 Case Studies In this course, each student will author one assigned case study in a Word document. Your faculty will assign which case study you will be responsible for. When completed, you will upload your assignment to both the assignment page the respective discussion page. For case study discussion, the class will be break into groups. The student case study author will present their case study post three thought-provoking questions to their discussion group. Guidelines for each case study are outlined below. Students are expected to address each component outlined are encouraged to review the grading rubric used to evaluate writing assignments in this course. Logical flow thought, sequencing of content are essential elements of effective written communication. Both will be assessed for, in written assignments. APA format must be followed for citations the reference page. It will be necessary for students to refer to their APA manual to be successful with writing assignments. Ethical Care Week 6 You are an RN who works on a medical floor of an acute care setting. One of your clients, Mr. P., is an elderly gentleman who has severe congestive heart failure. His heart condition is so severe that his physician has placed him on a severe fluid restriction, 500 ml per day, which seems to alleviate his symptoms. However, Mr. P. doesn t quite underst why the fluid restriction is necessary is continually sneaking water from the sink the dietary station on the unit. To prevent this, the physician has ordered him to be restrained to his bed. You, as the patient s primary nurse, do not believe that implementing this order is in the patient s best interests. Using this scenario as a framework, please answer the following: Describe how the ethical principles of autonomy, beneficence, justice, veracity apply to this patient situation Discuss the relationship of this circumstance to the ANA Code of Ethics for Nurses. Identify legal issues that are implicated as part of this incidence. Please include critical terminology as part of this section of the paper Describe specific actions that you, as the Registered Nurse, would advocate to resolve this situation Community Health Week 7 You are a member of an interdisciplinary team in your state s rural area. The team is looking into improving the health status of the community. The community has a high rate of cancer (particularly breast lung), accidents (farm related), alcohol abuse, particularly among teens, obesity (adults with increasing weight gain in children). The interdisciplinary team is composed of two registered nurses (one who works in the local hospital, you, the only school nurse in the area), one physician in private practice, the hospital administrator, the mayor of the largest town in the area, a clergyman. Using this scenario as a framework, describe how you think the team should approach these problems based on the content of this chapter: Healthy People 2020 o Major Goals o Overarching Goals o Determinants of Health Care o Leading Health Indicators o MAP-IT Individual, Family, Community Health Access to Care Life Span Considerations Disease Prevention Health Promotion WHO s Principles of Health Illness

24 24 Patient-Centered Care Week 9 A 45 year-old-woman has fallen during an ice storm. She goes to the emergency department (ED) because she thinks she may have broken her rib. When the X-ray results came back, the physician told her her husb that they found a carcinoid tumor in one lung. The patient had never smoked was healthy. There was no history of lung cancer in her family. The couple left devastated, with a list of specialists for follow-up. They spend three weeks in testing. Both the patient husb assumed from the term carcinoid that she had malignant lung cancer. The patient her husb had college degrees held management positions. The physician in the ED did not discuss what carcinoid meant. Their anxiety rose with each passing day. It was at a later appointment that it became evident that the couple was not clear on what carcinoid meant that the couple s interpretation had more life-threatening implications. The patient s tumor was localized, it was removed. Using this scenario as a framework, answer the following questions based on the content of this chapter: What do you see in this case that could have been done differently? What role might a nurse have played, what specifically might the nurse have done? Is this an example of health literacy? If so, in what way? How might patient-centered care be applied to this case? (Please be specific) Interdisciplinary Care Week 10 A 96 year-old-man in very good health experienced a syncopal episode after sting unsupported for 20 minutes. His pulse was 46 color ashen with circumoral cyanosis. Paramedics were called, he was taken to the nearest emergency department. After extensive tests three weeks of home monitoring, it was determined that he needed a pacemaker. Following the pacemaker insertion, it was determined that his cholesterol was elevated he was started on medication. He stated that he had been put on statins once before by his primary care physician not able to tolerate them. So this time, the medication was to be closely monitored. One month following his pacemaker insertion the start of this medication, he saw his primary care physician. The physician went over his labs which were drawn before the visit. When the patient asked about his cholesterol, he was told that no lipid levels had been drawn. When the patient further asked about the report on his pacemaker surgery, the physician replied that he had no report. This case presents a lack of care coordination, a lack of effective communication among team members, potential for error which all resulted in patient safety quality of care issues. Using this scenario as a framework, answer the following questions based on the content of this chapter: What could have been done to prevent the confusion that this patient experienced? Where when might errors have occurred? How does this case reflect the need for interdisciplinary teamwork? Have you or a family member experienced similar situations when receiving health care? What happened? Utilizing the concepts from this unit, what is your perspective of the experience regarding teamwork, safety, quality?