HIRAM COLLEGE DEPARTMENT OF NURSING

Transcription

1 HIRAM COLLEGE DEPARTMENT OF NURSING COURSE TITLE and NUMBER: Professional Nursing ll NURS 0 SEMESTER/SESSION/YEAR: 12 Week Term, Fall Semester 2011 Instructor: Connie Stopper, RN, MS in Nursing, MEd, CNS Class days, time place: Office Location: Room 255, Teachout-Price Hall Wednesday: 9:40 11:40 A.M. Office Hours: By appointment. 202, Teachout-Price Hall Telephone: Course credit allocation: 2 cr. (24 hours/course) stopperc@hiram.edu Fax: Course Description: This course focuses on components essential in the process of practicing professional nursing including theoretical, critical thinking, problem solving & decision making skills, ethics, social policy, and scope & standards of practice with particular emphasis on writing skills and scholarly methods of knowledge dissemination. Prerequisite: NURS 101 Goals and Objectives: Upon successful course completion, the learner will 1. Demonstrate critical thinking, problem solving and decision making skills to concepts & issues in nursing & health care. 2. Understand theoretical concepts in the discipline of nursing. 3. Evidence relevant applicability of the code of ethics, social policy, and scope and standards of practice in the provision of nursing care. 4. Communicate effectively and logically in oral & written presentations. 5. Discuss ethical, emotional, spiritual, economic, socio-cultural, political and legal concepts & issues in nursing and health care. Learning Process: Lecture, readings, discussion, interview, study assignments, scholarly writing, and presentations are methods of instruction used in the learning process for this course. The role of the faculty is to facilitate learning. The role of the student is to be an active, knowledge seeking participant in the learning process. Course Expectations: It is expected that students will complete all assigned readings, attend class, participate in class discussions, and actively engage in all class activities and assignments. It is expected that behaviors of academic honesty, courtesy, and promptness will be evident. Communication Policy: Sakai will be used as a resource for communicating course information, materials, and assignments and to communicate with the faculty. Students are expected to become familiar with Sakai ( and to access it frequently. Academic Integrity: The mission of the Hiram College Nursing Program is to prepare clinically competent, ethically grounded, socially and culturally responsible professional nurses who are prepared to think critically and participate as leaders in the delivery of health and nursing care. Academic honesty is an essential component to attain the mission. It is therefore

2 - 2 - expected that every student will abide by the Academic Policies of Hiram College including Academic Honesty (Refer to Hiram College Student Handbook). In addition, each student in this class will download the Academic Integrity Pledge located on Sakai; read, reflect, sign, and date it; and, return it to the faculty by the end of the second week of class. Required Text: American Nurses Association (2001). Code of Ethics for Nurses with Interpretive Statements. Silver Springs, MD: American Nurses Association. American Nurses Association (2003). Nursing s Social Policy Statement. (2 nd ed.). Silver Springs, MD: American Nurses Association. American Nurses Association (2004). Nursing Scope & Standards of Practice. Silver Springs, MD: American Nurses Association. American Psychological Association (2005). Concise Rules of APA Style. (6 th ed). Washington, DC. Bias, K.K., Hayes, J.S., Kozier, B. Erb, G. (2006). Professional Nursing Practice: Concepts and Practice (6 th ed.). Uppder Saddle River, NJ.: Prentice Hall. Butts,J. and Rich, K. (2008). Nursing Ethics: Across the Curriculum and Into Practice. (2 nd ed). Sudbury, Massachusetts: Jones and Bartlett. Potter, P. and Perry, A. (2009). Fundamentals of Nursing. (7 th ed.). St. Louis, Missouri: Mosby-Elsevier. Suggested Textbook: Twiname, B.G. & Boyd, S. Student Nurse Handbook: Difficult Concepts Made Easy (2 nd ed). Prentice Hall: Upper Saddle, NJ.

3 - 3 - Assessment and Evaluation: The student s final course grade will be based on the following components: Quizzes 30 points Quiz #1 Quiz #2 Quiz #3 Final Examination Scholarly Paper Seminar Presentation Class attendance, participation, and discussion Portfolio Total 100% = 10 points = 10 points = 10 points = 30 points = 20 points = 15 points = 5 points = 100 points Points from each assignment will be totaled and divided by the total points possible to determine the final grade. Falsification of any materials will result in a failure in the course. Grading Scale: A % C % A % D % B % D 62-67% B 82-88% D % B % F Below 60% C % C 72-77%

4 CLASS SCHEDULE Week/Date Topic Reading Assignment Class Activity 1 1, Introduction to the Course 2 8, 3 15, 4 22, 5 29, 6 October 6, 7 October 13, 8 October 20, 9 October 28, 10 3, 11 10, 12 17, 24, The Profession of Nursing Socialization into Nursing What is Nursing? The Discipline of Nursing: Theoretical Foundations Current Practice & Health Care Delivery UR-WIN (Utilizing Resources for Writing in Nursing) Quiz #1 Nursing s Social Policy Statement Scope and Standards of Practice in Nursing Introduction to the Portfolio Ethics in Nursing & Health Care Nursing s Code of Ethics Quiz #2 Legal, Political, & Economic Components of Nursing Health Care Policy Care and Caring in Nursing Quiz #3 Contributing Factors to Quality Patient Care: Emotional, Spiritual/Religious, & Sociocultural Relevant Issues in Nursing Relevant Issues in Nursing FINAL EXAMINATION Wednesday 9:00 11:00 a.m. Introductions, Review of Syllabus, Course Overview, & Expectations Bias et al Chap 1-2 Chapters 1,2, Visit Hiram College Library (on-line & in person) Read : Social Policy Statement Read: ANA Scope and Standards of Practice Read Chapter 4 in Bias et al; ANA Code of Ethics; Butts and Rich, Chapters 1-3 Read Chapters 5, 11, 18 in Bias et al Chapters 8 in Potter & Perry Chapters 9, 18, 21, 22 in Bias et al Review Student Handout Groups 1, 2, 3, 4 Review Student Handout Groups 5, 6, 7, 8 Room 255 Teachout Price Seminar Sign-up Class next week will be on the 3 rd floor Library Instructional Room Guest Speaker Jeff Wanser, Coord. Gov. Documents Faculty Presentation and Paper topic due on Sakai Seminar Topic Selection Paper draft due optional Case Study ***Scholarly Paper Due Student Seminar Presentation Student Seminar Presentation ***Portfolio Due ***Final Exam Self-evaluation of participation due.

5 - 2 - RUBRIC FOR SCHOLARLY NURSING PAPER Select a topic on Healthcare Reform that is a significant issue in healthcare and that has implications for nursing. Research the topic through a literature search. You must use at least three scholarly reference sources and three credible public resources. Clearly state and describe why the healthcare reform issue is of relevance to the general population and the nursing profession. Critically analyze the issue. Identify approaches/actions/solutions are recommended in the literature. Provide you own recommendations regarding how to address the issue. The components of the paper are to include: - A title page and abstract using APA format - An introduction that contains: (3/4 1 page) The topic presented in the paper The relevance of the topic A clear statement of purpose - A body of the paper that includes: (8-9 pages) A summary of the articles on your topic Your analysis of the issue Approaches/actions/solutions that are recommended in the literature - A conclusion that includes: (1/2 page) A brief summary of the major points of your paper Any recommendations you might make - A reference page using APA format EXCEPTIONAL (8-10 Points) The topic selected relates to a health care reform issue with implications for nursing and is described with significant depth. The content presented is supported by information from the literature. All parts of the assignment are presented with depth. Sentence structure, grammar, and spelling are without errors. Paper is logically developed. The paper is typed APA format is used consistently. AVERAGE (4-7 Points) The topic selected relates to a healthcare reform issue with nursing implications and is described in a general way. The content is supported by information from the literature in most instances. Some aspects lacking depth Occasional sentence structure, grammar, and/or spelling errors. Paper is illogically developed in some areas. The paper is typed Occasional errors in APA formatting MINIMAL (1-3 Points) The topic selected relates to a healthcare reform issue and is superficially described. There is a lack of information from the literature supporting the topic that is presented. Some parts superficial There are multiple errors in sentence structure, grammar and/or spelling. The paper is developed and presented illogically. It is typed. Multiple APA formatting errors. UNSATISFACTORY The topic selected is not related to a healthcare reform issue with nursing implications. The content is superficially presented. The information provided is not supported by the literature. Any part is missing Consistent errors in sentence structure, grammar and spelling. No logical development of thought identified. Paper is not typed. Did not use APA in writing the interview summary.

6 - 3 - GUIDE FOR PROFESSIONAL NURSING ll SEMINAR Objective: To select a relevant issue affecting nursing practice; and to plan, present, facilitate class discussion about that topic as well as evaluate the presentation on the topic. Planning: (5 points) a. Select a topic appropriate to nursing practice. Provide rationale for selection of the issue. Conduct a literature search and describe/ explain and analyze the issue. Describe the impact. Identify the relationship of the issue to nursing s social policy, scope and standards of practice and/or code of ethics. Appropriately relate relevant economic, emotional, health policy, legal, socio-cultural and/or spiritual factors. Determine recommendations and add your own. b. Submit an outline to the faculty three weeks prior to the seminar that includes behavioral objectives, a content outline, student assignments, discussion questions/activities, and references. c. Submit the final outline to the faculty for posting on Sakai one week prior to the seminar. d. Determine the format for the presentation Presentation: (5 points) a. Present the seminar using appropriate learning materials that are clear, interesting, and creatively introduced. b. Dress appropriately and present the seminar in a manner appropriate to a professional presentation. c. The format of the presentation is organized, logically developed, and presented in a manner that includes the breadth and depth of the topic. Facilitation: (3 points) a. Use strategies/activities to facilitate critical thinking and discussion that is facilitative to the learning process. b. Assist classmates in identifying concepts on the topic from the discussion. c. Respond constructively and in a manner conducive to the learning environment to questions and comments from classmates. d. Summarize the discussion including the range of perceptions that have been provided. Evaluation Self and Peer: (2 points) a. Each student is to submit a written evaluation of his/her contributions to the planning, presenting, and facilitating the seminar. The self-evaluation is to be submitted to the Sakai assignment box by the end of the week of the seminar. The criteria for development of the seminar may be used to guide the self- evaluation. b. A peer evaluation form is to be submitted to classmates as a part of the seminar. Five minutes should be allotted for this activity. FACULTY EVALUATION OF THE SEMINAR The above point system will be used for grading of the seminar. In most instances a group grade will be assigned that will become the grade for each student, however, the faculty

7 holds the right to grade students individually if there is evidence that all students have not participated equally SELF-EVALUATION ON PARTICIPATION Each student will write a summary of their perception of the quality of their participation throughout the semester. Participation includes reflective listening during class, active engagement in the class by contributing to discussion and asking questions as appropriate, and showing respect for the viewpoints of others. In the summary provide a point score from 1-10 points. Rationale for the points provided is to be included in the summary. The evaluation is to be submitted in the Sakai drop box by the date listed. RUBRIC FOR PORTFOLIO DEVELOPMENT The rubric for the portfolio will be distributed following the class on portfolio development.