Texas Concept-Based Curriculum McLennan Community College ADN Program RNSG 1171 Professional Nursing Concepts I Fall 2013

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1 WACO, TEXAS COURSE SYLLABUS AND INSTRUCTOR PLAN INTRODUCTION TO Professional Nursing RNSG INSTRUCTORS Anita Diebenow, R.N., M.S. Rebecca Griffin, R.N., M.S. T. Faye Jones, R.N., M.S. Jenna Warf, R.N., M.S. 1

2 SEMESTER HOURS 1 CONTACT HOURS LECTURE: 1 PREREQUISITES: ADMISSION TO ADN PROGRAM COREQUISITES: RNSG 1170, 1471, 1271, 1161 Course Description Introduction to professional nursing concepts and exemplars within the professional nursing roles: Member of Profession, Provider of Patient-Centered Care, Patient Safety Advocate, and Member of the Health Care Team. Content includes clinical judgment, communication, ethical-legal, evidenced-based practice, health promotion, informatics, patient-centered care, patient education, professionalism, safety, and team/collaboration. Emphasizes role development of the professional nurse. This course lends itself to a concept-based approach. Course Objectives Upon completion of this course the student will: 1. Describe the attributes and roles of the professional nurse. 2. Explain the use of a systematic problem solving process for the development of clinical judgement. 3. Identify the IOM six competencies for improving health care quality: 4. Discuss the legal-ethical parameters for professional nursing practice including the Nursing Practice Act and the ANA code of ethics. 5. Describe professional communication techniques. 6. Identify health promotion needs for diverse patients across the life-span. Course Outline Clinical Judgment Nursing Process 2

3 Communication Interpersonal Therapeutic Interviewing Effective Listening Inter-professional SBAR Documentation Intra-personal Self-talk Health Promotion Injury Prevention Health Care Screening Obesity Management Patient education Eye surgery patient Nutrition to group of teenagers Professionalism Roles of the Nurse (DECS) Chain of Command Teamwork & Collaboration Patient Plan of Care Group work Ethics & Legal Precepts Nursing Practice Act Social Media (HIPPA) Evidence-Based Practice* Health Information Technology* Patient-Centered Care 3

4 Safety Advocacy Prioritizing Individualized Care Standard Precautions National Patient Safety Goals Skills: Environmental Safety & Medication Administration * only the concept is covered no exemplars Instructor Information Anita Diebenow HPN adiebenow@mclennan.edu Advising: Tuesday 8-11; Thursday 2:30 4:30 Becky Griffin HPN rgriffin@mclennan.edu Advising: Tuesday 8-11; Thursday 2:30 4:30 T. Faye Jones, HPN tjones@mclennan.edu Advising: Tuesday 8-11; Thursday 2:30 4:30 J. Warf, HPN jwarf@mclennan.edu Advising: Tuesday 8-11; Thursday 2:30 4:30 Required Textbooks & Equipment Assessment Technologies Institute (ATI) Learning modules/tutorials Carpenito-Moyet, L. Handbook of Nursing Diagnosis (2010). Handbook of Nursing Diagnosis, (13thed.) Philadelphia: Lippincott Williams & Wilkins Craven, R., Hirnle, C., Jensen,S. (2013). Fundamentals of Nursing Human Health and Function (7 th ed.) Philadelphia: Lippincott Williams & Wilkins Ricci, S., Kyle, T., Carman, S. (2013) Maternity and Pediatric Nursing (2 th ed.) Philadelphia: Lippincott, Williams & Wilkins. Smeltzer, S., Bare, B., Hinkle, J., Cheever, K. (2010). Medical-Surgical Nursing (12 th ed.) Philadelphia: Lippincott Williams & Wilkins Varcarolis, E., Carson, V., & Shoemaker, N. (2010). Foundations of psychiatric-mental health nursing (6 th ed.). St. Louis: Saunders. 4

5 Zerwekh, J. & Garneau, A. (2012). Nursing today: Transitions and trends (7 th ed.). Philadelphia: Saunders. Medical Dictionary of choice MCC Semester syllabus (available on Blackboard) Associate Degree Nursing Student Handbook (on Blackboard) Course Notes and Instructor Recommendations: Students are responsible for materials placed on Blackboard by faculty. Many announcements are also sent out via students MCC . Students are expected to check their MCC and Blackboard Announcements at least daily for changes and updates. Posting of power point presentations, lecture notes and other materials are at the discretion of each individual instructor. Communication with the student s assigned faculty advisor and/or clinical instructor will occur through MCC only. No other addresses will be used. Students will be aware of and abide by the information contained in the A.D.N. Student Handbook. Course Requirements The student is required to take 4 unit tests, an ATI comprehensive and a comprehensive final. These tests cover content for RNSG 1170, 1171 and The student is expected to participate in in-class, simulation and other lab activities, and complete assigned requirements on ATI and the group presentation by the due dates given on Blackboard. The student must have a passing average on the unit tests, ATI test and final in order to pass the courses. This grade cannot be dropped. The participation grade will be added only if the passing grade of 75% is achieved on the exams. The grade for RNSG 1170, 1171, and 1471 will be determined by average of grades on: 4 unit exams 14% each for total of 56% 1 ATI comprehensive exam 14% for total of 14% 1 comprehensive final 25% for total of 25% 1 participation grade 5% if the passing average of tests = 75% The student will receive the same grade for RNSG 1170, 1171, and

6 A level work typically demonstrates excellence overall with no major weaknesses. They demonstrate a real achievement in grasping what critical thinking is with clear development of a range of specific critical thinking abilities. Their work is clear, precise, well-reasoned, with an occasional lapse. They take charge of their own ideas, assumptions, inferences, intellectual processes. They analyze clearly, precisely, formulate clear ideas, distinguish relevant from irrelevant, recognize key assumptions, clarify key concepts, and use language in keeping with educated usage. The A level student displays excellent reasoning and problem solving skills and is consistently at a high level of intellectual excellence. B level work demonstrates more strengths than weaknesses and is more consistent in high-level performance than C level work. Sometimes there are distinctive weaknesses, though no major ones. This level work demonstrates achievement in grasping what critical thinking is. Their work on a whole is clear, precise, well-reasoned, though occasional lapses. Their work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. They often formulate information clearly, distinguishes relevant from irrelevant usually, and often recognizes key assumptions. B level work displays good scientific reasoning and problem-solving. C level work usually demonstrates more than a minimal level of skill, but also highly inconsistent, as many weaknesses as strengths. There is inconsistent in grasping what critical thinking is. C level work shows some emerging critical thinking, but also pronounced weaknesses. Only on occasion does a C level worker display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. They occasionally display intellectual discipline and clarity. They occasionally analyze issues clearly, and precisely. Sometimes the C level person demonstrates only going through the motions of the assignments and carrying out the form without getting into the spirit of it. In summary, the C level student shows only modest and inconsistent reasoning and problem solving skills and sometimes displays weak reasoning and problem solving skills. D level work demonstrates only a minimal level of understanding and skill. This demonstrates only occasional critical thinking skills. Most work is poorly done, there is little evidence the student is reasoning through the assignment in a scientific manner. Often the student seems to merely go through the motions of the assignment carrying out the form without getting into the spirit of it. D students rarely show any effort to take charge of ideas, assumptions, inferences, and intellectual processes. In general, the D level student s thinking lacks discipline and clarity. This student never formulates information clearly, rarely distinguishes the relevant from the irrelevant, rarely recognizes key questionable assumptions, almost never clarifies key concepts effectively, frequently 6

7 fails to use language in keeping with educated usage, and only rarely identifies relevant competing points of view. D level work does not show good scientific reasoning and problem-solving skills and frequently displays poor reasoning and problem solving skills. F level work demonstrates a pattern of unscientific thinking and was unable to apply principles. The student does not understand the basic nature of critical thinking in nursing that is critical to the heart of this course. Their work is vague, imprecise, unreasoned. There is little evidence that the student is genuinely engaged in the task of taking charge of his or her thinking. Other words, the student usually goes through the motions, but does not place any significant effort into thinking her/his way through them. The student is not analyzing the issues clearly, not formulating information clearly, not accurately distinguishing the relevant from irrelevant, not identifying key questionable assumptions. The student s work does not display problem-solving skills. See the Evaluation Policy in the student handbook for grading and progression information. See the Attendance Policy in the student handbook for attendance requirements. See the Policy for Test Taking/Grade information in the student handbook for information on testing. For faculty information see Blackboard and calendar ADA Statement: In accordance with the requirements of the Americans with Disabilities Act (ADA), and the regulations published by the United States Department of Justice 28 C.F.R (a), MCC s designated ADA co-coordinators, Mr. Gene Gooch - Vice President, Finance and Administration and Dr. Drew Canham Vice President, Student Services shall be responsible for coordinating the College s efforts to comply with and carry out its responsibilities under ADA. Students with disabilities requiring physical, classroom, or testing accommodations should contact Disabilities Services by ing: disabilities@mclennan.edu. 7

8 TITLE IX No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Legal Citation: Title IX of the Education Amendments of 1972, and its implementing regulation at 34 C. F. R. Part 106 (Title IX). In accordance with the requirements of the Title IX Education Amendments of 1972 MCC s designated Title IX Coordinator, Al Pollard Vice President, Development/EEO Officer and Deputy Coordinator, Phyllis Blackwood Director of Human Resources shall be responsible for coordinating the College s effort to comply with and carry out its responsibilities under Title IX. Contact information Al Pollard, Title IX Coordinator Phyllis Blackwood, Title IX Deputy Coordinator Vice President, Development Director, Human Resources McLennan Community College McLennan Community College Administration Building, Room 417 Administration Building, Room College Drive 1400 College Drive FAX FAX apollard@mclennan.edu pblackwood@mclennan.edu Last Revised: 08/23/13 8