NURSING 240 Introduction to Nursing Practice

Transcription

1 UNIVERSITY OF ALBERTA COLLABORATIVE BACCALAUREATE NURSING PROGRAM Grande Prairie Regional College Keyano College Red Deer College University of Alberta BILINGUAL NURSING PROGRAM RPN TO BScN NURSING PROGRAM AFTER DEGREE NURSING PROGRAM NURSING 240 Introduction to Nursing Practice University of Alberta Collaborative Nursing Program At Red Deer College COURSE OUTLINE Associate Dean: Date: September 2 nd, 2016 UNIVERSITY OF ALBERTA COLLABORATIVE BScN PROGRAM, 1999 All rights reserved. No part of this module may be reproduced in any form or by any means without the publisher s written permission. Approved: June 2012

2 Contents CALENDAR STATEMENT:... 2 COURSE DESCRIPTION:... 2 PREREQUISITE/COREQUISITE:... 2 CREDIT HOURS:... 2 RDC COURSE LEARNING OUTCOMES:... 2 COURSE OBJECTIVES (U OF A)... 3 LEARNING ACTIVITIES:... 3 REQUIRED TEXTBOOKS 239/240:... 4 NURSING DRUG GUIDE RECOMMENDATIONS:... 6 RECOMMENDED READINGS AND RESOURCES:... 6 ACADEMIC MISCONDUCT:... 7 GRADING SYSTEM... 8 INSTRUCTOR CONTACT INFORMATION... 9 COURSE HOURS: STUDENT EXPECTATIONS: CHANGES TO THE COURSE OUTLINE: IMPORTANT DATES: TECHNOLOGY GUIDELINES: BLACKBOARD COMMUNICATION: CLINICAL PREPARATION: LAB: SIMULATION: ASSIGNMENTS AND EVALUATION: ASSESSMENT OF STUDENT PERFORMANCE:

3 Red Deer College Intro to Clinical Practice NURSING 240 CALENDAR STATEMENT: Introduces the student to nursing practice. The emphasis is on practice with individuals in the community as well as in a continuing care (long-term care) setting /assisted living. This practicum takes place with individuals in diverse circumstances. COURSE DESCRIPTION: Introduces the student to nursing practice. The emphasis is on practice with individuals in the community as well as in a continuing care (long-term care) setting /assisted living. This practicum takes place with individuals in diverse circumstances. PREREQUISITE/COREQUISITE: Prerequisites: NURS 227 and Nurs231 (pathophysiology) Corequisite: NURS 239. CREDIT HOURS: (0-3-14) 3 hours lab, 14 hours clinical per week (over 15 week term) Week Placement Area 1 Course/Clinical Orientation Lodge for Thursday/Friday group 2-4 Lodge 5-14 Long Term Care RDC COURSE LEARNING OUTCOMES: 1. Apply the principles of primary health care and the nursing process to individuals in the community and continuing care 2. Practice professional and therapeutic communication skills 3. Recognize the Registered Nurses role and scope of practice in a variety of settings 4. Practice collaborative decision making 5. Include the influence of culture in nursing practice 6. Demonstrate safe nursing practice 7. Incorporate teaching and learning for health promotion and disease/injury prevention 2

4 8. Assess and evaluate information to inform nursing practice 9. Apply models and theories to support a holistic approach to nursing practice COURSE OBJECTIVES (U OF A) 1. Demonstrate, with minimal assistance, the processes of self-directed learning, critical thinking, and group work employed in inquiry learning and at the practicum sites (community and schools or child care centres) 2. Demonstrate, with minimal assistance, the ability to practice according to the competencies listed for second year, described in the following document: Graduate Competencies and Year End Outcomes Collaborative BScN Condensed Version. 3. Demonstrate, with minimal assistance, the ability to use professional and therapeutic communication to collaborate with clients of all ages. 4. Demonstrate, with minimal assistance, the ability to use professional communication with colleagues, professionals, and other individuals in the clinical setting. 5. Demonstrate, with minimal assistance, the ability to establish therapeutic relationships with clients. 6. Demonstrate, with minimal assistance, the ability to engage clients of all ages in health promotion activities throughout the lifespan. 7. Demonstrate, with minimal assistance, the ability to perform assessments with individuals of all ages in the context of families in the community. 8. Demonstrate, with assistance, the ability to engage in inquiry based practice. 9. Demonstrate the ability to integrate knowledge and skills in a clinical setting. 10. Demonstrate, with minimal assistance, the ability to provide basic care in a safe and competent fashion (hygiene, ADLs, feeding, bed-making, vital signs, medication, mobility, transfer and positioning). 11. Demonstrate, with minimal assistance, client education according to the principles of teaching and learning for health promotion. 12. Demonstrate a beginning knowledge of health challenges and care of individuals, families and groups in minority situations. 13. Demonstrate knowledge and understanding of the concepts of cultural competence and cultural safety. LEARNING ACTIVITIES: 1. Clinical Practice 2. Lab topics (see calendar on blackboard for scheduling) Nurse & Patient Safety Safe Lifting & Transfers & Patient Mobility Nutrition Assessment & Intervention Hygiene & Care & Comfort Introduction to Safe Medication Practice Non-Parenteral Medications Safe Medication Review Safe Medication Readiness Assessment Parenteral medications 3

5 Diabetic teaching and monitoring Aseptic Technique & Simple Wound Care Simulation REQUIRED TEXTBOOKS 239/240: (* indicates a new required textbook) *Alfaro-LeFevre, R. (2017). Critical thinking, clinical reasoning, and clinical judgement: A practical approach. Philadelphia, PA: Elsevier Mosby. *Alligood, M., R. & Marriner-Tomey, A. (2014). Nursing theorists and their work. (8 th ed.). St. Louis, MO: Elsevier Mosby. American Psychological Association (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: American Psychological Association. Arnold, E., & Boggs, K. U. (2016). Interpersonal relationships: Professional communication skills for nurses (7th ed.). St. Louis, MO: Saunders Elsevier. Canadian Nurses Association (2008). Code of ethics for registered nurses. Canadian Nurses Association, Ottawa, ON, Canada. Available in the bookstore or print a copy of the file found at this site: *College and Association for Registered Nurses. (2013). Practice standards for regulated members. Retrieved from CNA_Ethics_2008.pdf *College and Association for Registered Nurses. (2011). Professional boundaries for registered nurses: Guidelines for the nurse-client relationship. Retrieved from 4

6 oundaries_may2011.pdf *Douglas, V. (2013). Introduction to aboriginal health and health care: Bridging health and healing. New York, NY: Springer Publishing. Gregory, D., Raymond-Seniuk, C., Patrick, L., & Stephen, T. (2015). Fundamentals: Perspectives on the art and science of Canadian nursing. Philadelphia, PA : Wolters Kluwer Health Lippincott Williams & Wilkins. Hannon, R., Pooler, C. & Porth, C. (2009). Porth pathophysiology: Concepts of altered health states (First Canadian Edition). Philadelphia, PA: Wolters Kluwer. Jarvis, C., Browne, A., MacDonald-Jenkins, J., & Luctkar-Flude, M. (2014). Physical examination & health assessment (2 nd ed.). Toronto, ON: Elsevier. Jarvis, C., Macdonald-Jenkins, J., McEwan, M., & Chorney, D. (2014). Health assessment online for physical examination and health assessment. (2nd ed.). Toronto, ON: Elsevier. *Kaakinen,J., Gerdaly-Duff, V., Coehlo, D., & Ganson, S. (2015). Family health care nursing: Theory, practice & research. (5 th ed.). Philadelphia, PA: F. A. Davis. Marieb, E. & Hoehn, K. (2014). Human anatomy and physiology (10 th ed.). Toronto, ON: Pearson. Mehl-Nadrona, L. (1998). Coyote healing: Lessons from Native American healing. New York, NY: Fireside, Simon & Schuster. *Miller, C.A. (2015). Miller s nursing for wellness in older adults (Canadian Edition). Philadelphia, PA: Wolters Kluwer Lippincott Williams & Wilkins. *Paul, R., & Elder, L. (2014). The miniature guide to critical thinking: Concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking. *Perry, A. G., Potter, P. A. & Ostendorf, W. R. (2014). Clinical nursing skills & techniques. (8 th ed.)st. Louis, MO: Elsevier Mosby. *Pickar, G., Pickar Abernathy, A. Swart, B., Graham, H., & Swedish, M. (2015). Dosage 5

7 calculations. (3 rd Cdn. ed.). Toronto, ON: Nelson Education. Stanhope, M., Lancaster, J., Jessup-Falcioni, A., & Viverais-Dresler, G. (2011). Community health nursing in Canada (2 nd Cdn. ed.). Toronto, ON: Mosby Elsevier. Yoder-Wise, P. S. (2015). Leading and managing in Canadian nursing (First Canadian edition). Toronto, ON: Elsevier Canada. NURSING DRUG GUIDE RECOMMENDATIONS: Drug handbook and/or apps: Select your own (please use a handbook/app that has sufficient information about nursing care and assessment). Examples: Turkoski, B. B., Lance, B. R., & Tomsik, E. A. (2012). Drug information handbook for nursing (12th ed.). Hudson, OH: Lexi-Comp. Wilson, B. A., Shannon, M. T., & Shields, K. M. (2016). Pearson nurse s drug guide Upper Saddle River, NJ: Prentice Hall. RECOMMENDED READINGS AND RESOURCES: Literature and resources based on clinical practice experience. EQUIPMENT: Stethoscope Professional and appropriate dress (see student handbook) RDC Nametag Smart phones with appropriate apps would be useful but are not required The purchase of a lab kit from the Bookstore is mandatory for all lab courses. 6

8 ACADEMIC MISCONDUCT: Academic misconduct in all its forms is a serious offence. Please read the definitions that follow, and refer to the links below for the complete policies. Definitions: Academic misconduct: Academic misconduct is the giving, taking, or presenting of information or material that unethically or dishonestly aids oneself or another on any work which, under normal circumstances, is to be considered in the determination of a grade or the compilation of academic requirements or the enhancement of that student s record or academic career. The two key areas of academic misconduct are cheating and plagiarism. Plagiarism: The use of close imitation of language, paintings, films, prototypes and ideas of another author and representation of them as one s own original work. The most common forms of plagiarism are: copying or paraphrasing another author s work without proper acknowledgement, using the ideas or lines of reasoning of another author s work without proper acknowledgement, submitting work to which someone else has made substantial improvements to the content, and submitting the same work for multiple courses without approval. Plagiarism can be judged to have occurred if the instructor has both the submitted material and original source that was copied, or if the student is unable to explain the terminology or ideas of a submission. Cheating: Any attempt to give or obtain unsanctioned assistance in a formal academic exercise (e.g., examination). The policies that are linked in this course outline are in effect and student should refer to these policies should questions or concerns not be resolved with the instructor: Policy links: Student Misconduct: Academic and Non-Academic Policy Appeal: Formal Policy Appeals: Informal Resolution Policy Student Rights and Responsibilities Student Services: Students are encouraged to explore the Services that RDC has to support them on the RDC Website, in Blackboard, and on the Loop. Click for the list of Services. Classroom Learning Resources may be available to students in alternative formats. Students should be aware that Personal Counselling, Career, Learning and Disability Services are provided by RDC. Inquire about locations at Information Desk. Blackboard provides access to many areas that support student learning. Students may access these through the Learning Common tab in Blackboard. It is the student s responsibility to discuss their specific learning needs with the appropriate service provider. It is the student s responsibility to be familiar with the information contained in the Course Outline and to clarify any areas of concern with the instructor. 7

9 Students should refer to the Appeals: Formal Policy, Appeals: Informal Resolution Policy and Student Misconduct: Academic and Non-Academic Policy should questions or concerns about the Course Outline not be resolved directly with the instructor. This course may be eligible for Prior Learning Assessment. Students should refer to the RDC Course Calendar for a list of excluded courses. A plagiarism detection tool is used in this course. GRADING SYSTEM The Red Deer College BScN marking and grading policy and procedure will be used to assign grades. The total marks for the course add up to 100 marks, with the weighting of each evaluative component as described later in this outline. At the end of the course, the total mark out of 100 will be used to determine the final letter grade based on the following table. To successfully complete N240 students will complete all of the following and achieve a pass in all categories of the Evaluation of Nursing Practice (ENP). FINAL GRADE DISTRIBUTION FOR NURSING 240 Range of Raw Scores Grade Grade Point Descriptor A+ 4.0 Exemplary A 4.0 Excellent A B B 3.0 Good B C C 2.0 Satisfactory C D D 1.0 Pass <50 F 0 Fail 8

10 INSTRUCTOR CONTACT INFORMATION Instructor Name Phone Office Ashna Rawji A Boris Woytowich B Cindy Davidson Danielle Silo Gaylene Potter Jen Reynolds Kala Streibel Lori Smith Maggie Convey Sarah Malo Shireen Bell Amanda Baird Course Section Clinical Instructor Clinical Days A Danielle Silo Tues/Wed B Jennifer Reynolds Tues/Wed C Ashna Rawji Tues/Wed D Maggie Convey Thurs/Friday E Gaylene Potter Thurs/Friday F Sarah Malo Tues/Wed G Shireen Bell Tues/Wed H Joanne Schollie Tues/Wed I Cindy Davidson Thurs/Fri J Boris Woytowich Thurs/Fri K Lori Smith Thurs/Fri

11 Lab Lab Instructor Time/Day Room section 01 Amanda Baird Fridays 02 Ashna Rawji Thursdays 03 Heather Cole Thursdays 04 Ashna Rawji Mondays 05 Kala Streibel Thursdays 06 Boris Woytowich Tuesdays 07 Cindy Davidson Tuesdays 1330 A detailed course schedule is posted on Blackboard. Instructors will notify students of office hours, availability outside of class time and other contact information. COURSE HOURS: Hours for NURS 240 are divided between clinical practice and clinical labs. Clinical hours will generally take place on Tuesday and Wednesday or Thursday and Friday on day or evening shifts. Pre and post conference times will be arranged by the instructor. STUDENT EXPECTATIONS: It is the student s responsibility to become familiar with the information contained in the course outline and to clarify any areas of concern with the instructor. Regular attendance is one of the keys to success. Vital information is learned in lab and clinical and you will benefit from attending lab. Should an absence be necessary (due to illness or other circumstances), or you will be late, please contact the instructor in advance or as soon as possible after missing the lab to ensure your success. If absence or lateness from lab cannot be prevented, it is your responsibility to make up any missed material. Students who miss clinical are likely to fail. If you miss clinical, it is your responsibility to make arrangements with your instructor to make up the missed learning experiences. Any absence can be viewed as a potentially serious disruption of the learning process and necessary achievement of the objectives on the Evaluation of Nursing Practice (ENP). 10

12 Failure to notify the instructor indicates a serious breach of professional and ethical conduct. Comments related to professional behaviour may be made on the Evaluation of Nursing Practice (ENP). Travel to and from clinical sites is the responsibility of the student. You may consider working with your group members to arrange for car-pooling or sharing travel responsibility. CHANGES TO THE COURSE OUTLINE: Changes to the course outline will be made with the consent of the course instructor and students. Changes will be reviewed by the Associate Dean of the School for consistency with College policies. IMPORTANT DATES: Term Add/Drop Date Withdrawal Date Fall September 16, 2016 December 7, 2016 Winter January 11, 2017 April 11, 2017 TECHNOLOGY GUIDELINES: Students will be required to bring appropriate technology (laptop, mobile device, etc.) to scheduled classes in order to complete the learning activities. Computers are available in the library to sign out if needed. Cellphones are to remain off unless used for class activities. The Nursing program at Red Deer College recognizes that the use of technology in nursing has the potential to enhance learning and communication. We also recognize our obligation to use this technology responsibly and in a way that complies with the standards outlined by Red Deer College and by professional organizations such as CARNA and UNA. We are also aware of our obligation to represent nursing in a professional manner outside of the Red Deer College context. Students are asked to review the technology guidelines that are included in their student handbook. In addition, all students should be aware of the Health Services Code of Conduct as it applies to nurses: BLACKBOARD COMMUNICATION: Course information, important notices, course content, and correspondence relating to all students in the course will be posted on the Nursing 240 Central Blackboard site. Each group will also have access to their own clinical group blackboard site to enable students to correspond with their clinical instructor and other students in their particular group. It is the student s responsibility to be familiar with the use of blackboard and to regularly access the site 11

13 (at least daily) to receive information. Failure to do so may result in students missing important course-related information, resources, messages, instructor feedback and announcements. If students are unable to access blackboard to receive and send their ENP s, correspondence, etc., it is the student s responsibility to immediately contact the Computer HELP desk at RDC to address this issue. CLINICAL PREPARATION: An essential component of nursing practice is the preparation students complete on their assigned clients prior to the time they provide care. Students should expect to spend time on the clinical placement collecting client information (e.g. reading kardex, client charts, and medication records) during their clinical shift. A least 2-3 hours additional time will be required following this on in-depth, thorough preparation for individual patient care using appropriate resources and reference materials as evidence for practice. Please bring this preparation with you to clinical. IMPORTANT - Students who are unable to demonstrate preparation for clinical practice will not be allowed in the clinical area until such time as they have sufficient preparation completed for the provision of safe care to clients. LAB: Lab time provides students the opportunity to learn and practice nursing skills related to clinical practice. CARNA Nursing Practice Standards require all nurses to practice professionally and with competence. Skill labs are interactive, experiential, structured learning experiences in which selected nursing skills are practiced. Students are responsible for coming to labs prepared; having completed the readings and other relevant research and necessary preparation. The objectives and suggested readings are outlined on Blackboard. Please Note: It is important to note that while the topic for a specific lab may seem similar to a topic covered in another course, the context and/or the depth of exploration of the topic may be quite different in N240. SIMULATION: Simulation is an opportunity to practice, make mistakes, and work as a team, and is not evaluated in this course with assigned marks. However, students are required to wear scrubs & name tag to simulation, bring stethoscope & watch, prepare and apply learning from the term, participate, and conduct themselves in a professional manner. Professional conduct is expected when wearing scrubs & name tags on campus including class and nonclass times. 12

14 ASSIGNMENTS AND EVALUATION: Assessment Points Due Date Assessment for Clinical Application of Nursing Process Assignment 15% In LTC (last 2 weeks in post conference) ENP 50% End of term Assessment for Lab Pre-quiz (safe medication administration) Pass/Fail September 18, 2016 Online Lab Quizzes x 4 15% Lab 3, 4, 10 & 11 (see schedule) Safe Medication Administration Assessments Part A - Safe medication administration quiz 10% Prior to Safe Medication Review Lab (Lab 7) Part B - Safe Medication Readiness Assessment* 10% Lab 8 ASSESSMENT OF STUDENT PERFORMANCE: 1. Pre-quiz (safe medication administration) (CO 2, 6, 8) Description: A formative assessment on safe medication administration knowledge from NURS 225 (chapters 1-4 in Pickar textbook) Purpose: To provide students with the opportunity to self-evaluate calculations for safe medication administration. (ie. student will identify where they need to focus their practice prior to the safe medication administration quiz) 2. Application of the nursing process assignment (CO - 1, 3, 4, 6, 8) Description: An ongoing written summary of a holistic assessment and nursing care plan for a client in LTC. Purpose: To provide students with the opportunity to demonstrate their ability to research, assess, and make a plan of care for a LTC client. 3. Evaluation of Nursing Practice (CO 1, 2, 3, 4, 5, 6, 7, 8, 9) Description: An ongoing reflection from students and instructors related to the students achievement of objectives on the ENP as demonstrated in clinical practice. The evaluation of nursing practice will be accomplished through observation and evaluation of the student during nursing practice throughout clinical practice. Final summary will be completed by the instructor. NOTE: Students must achieve a satisfactory rating in all areas of the ENP upon completion of the clinical practicum, an unsatisfactory rating in any of the categories in the ENP will result in course failure. Purpose: To provide the student with ongoing feedback regarding their progress towards the Graduate Competencies and Year-End Outcomes (posted on Bb). 13

15 4. Online Lab Quizzes (CO 2, 6, 8) Description: Short non-cumulative quizzes completed at the beginning of lab. These quizzes will assess knowledge from the preparation for the required lab. NOTE: It is the student s responsibility to bring their own computer/laptop to take quiz on Blackboard during the lab. Laptops are available to sign out from the library if necessary. No accommodations will be made for students who do not have a working laptop. Purpose: To provide the students with feedback on their knowledge prior to commencing labs. 5. Safe Medication Administration Assessments A & B*: Part A - Safe Medication Administration Quiz (CO 2, 6, 8) Description: A formative assessment on safe medication administration knowledge from NURS240 labs (chapters 1-8 in Pickar textbook). NOTE: 90% or above to pass quiz Multiple attempts may be taken to write quiz & achieve 90% (see below for further details) * See chart on Bb for weighting of quiz as it contributes to the overall course grade. Part B Readiness for Safe Medication Administration (CO 2, 6, 8) Description: A formative assessment of knowledge from the following labs: introduction to safe medication practice, non-parenteral medications, and safe medication review. NOTE: 90% or above to pass the Readiness for Safe Medication Administration assessment. Students may have only one attempt to pass this assessment. If successful, the student will be permitted to give medications under the direct supervision of the clinical instructor. (see below for further details) * CRITERIA TO GIVE MEDS IN CLINICAL* The lab instructor and clinical instructor will communicate with each other regarding the student s eligibility to give medications. Once students achieve 90% on safe medication administration quiz and the safe medication readiness assessment has been completed, they will be allowed to give medications in the long term care setting under the direct supervision of their instructor (to be scheduled with instructor). If a student is unsuccessful, achieving less than 90% on the Readiness for Safe Medication Administration assessment, the student will immediately begin work with their clinical instructor to create a plan for increasing their knowledge and preparation for safe medication administration. 14

16 The clinical instructor will decide when and if a student may administer medications in the long term care setting. As one of a number of important skills and behaviors in nursing practice and in this clinical experience, evaluation of a student s practice in safe medication administration will be included on the ENP (Evaluation of Nursing Practice). Marking Rubrics and descriptions for assessments will be posted on Blackboard. 15