I. COURSE DESCRIPTION Syllabus for NUR 430 Patterns of Childbearing 4.0 Credit Hours Fall 2005 Nursing theory, scientific principles, and critical thinking skills are utilized to promote, maintain, and restore the patterns of health of individuals and families experiencing child bearing in diverse environments. Culturally sensitive care is emphasized in reproductive health, antepartum, intrapartum, postpartum, and neonatal nursing. Clinical focuses on birthing and immediate postpartum nursing of the family unit in acute care setting and selected community maternal-child experiences. Prerequisites: NUR 200, 202, 300, 301, 304, 305, and 307. II. COURSE GOALS This course enables the student to do the following: A. Explore women s health issues and their influence on individual and family wholeness. B. Learn how to provide safe, comprehensive nursing care for the mother, baby and family during the normal childbearing phase. C. Learn to assist the childbearing family in the acquisition of effective parental caretaking behaviors utilizing available community health resources. D. Participate in the care of childbearing families experiencing variations in health during the childbearing phase. E. Study research in nursing practice to improve health services for the childbearing family within their social milieu. III. STUDENT LEARNING OUTCOMES FOR THIS COURSE As a result of successfully completing this UNIT, the student will be able to do the following: 1.0 Synthesize critical thinking skills, scientific knowledge, and nursing theory in the care of women and childbearing families. 1.1 Integrate Theory of Nursing for the Whole Person, scientific principles and current research in the care of women and families in the childbearing stage. 1.2 Demonstrate critical thinking skills as evidence by sound judgment in class and clinical situations. 1.3 Use informatics to facilitate research based nursing practice in the care of women and families. 1.4 Analyze the health needs of women throughout the life span. Latest revision: April 15, 2005 1
2.0 Utilize the Nursing process as a tool promote, maintain, and restore the health of women and families. 2.1 Interpret assessment of women and families throughout the childbearing process to identify alterations in health. 2.2 Analyze the physical, mental, spiritual, and social needs of the family during the childbearing process. 2.3 Facilitate family health through development of a plan of care that appreciates the integrity of the family and its unique physical, mental, spiritual, and cultural characteristics. 2.4 Evaluate the health of women and families in relation to expected outcomes of nursing care. 3.0 Implement multiple roles of the nurse to improve the health of women and families. 3.1 Communicator: Communicate with families utilizing both verbal and nonverbal language that is culturally sensitive and appropriate. 3.2 Community Nurse: Utilize concepts of community nursing to interpret the influence of internal and external environmental factors on the health of the individual, family, and community. 3.3 Provider/Manager of care: Provide competent nursing care that promotes, maintains, and restores the health of women and families. 3.4 Advocate/Educator: Utilize education to empower families to maximize their state of wellness. 3.5 Advance Practice Nurse: Interpret the role of various nurse specialists in the provision of care to women and families. 4.0 Evaluate own effectiveness in the provision of care for women and families in various stages of development. 4.1 Examine own attitudes, values, and behaviors in relation to issues of human sexuality, women s health, and childbearing practices. 4.2 Analyze own strengths and weakness in caring for families that are different from one s family of origin. 4.3 Accept personal accountability for competent nursing practice based on accepted standards of practice and current research. 4.4 Demonstrate personal and professional development in the area of women s and family health. IV. TEXTBOOKS A. Required Textbooks Ladewig, P.W, London, M. L., Moberly, S.M., & Olds, S. B. (2002). Contemporary maternal-newborn nursing care (5th ed.). Upper Saddle River, NJ: Prentice- Hall, Inc. Ladewig, P.W, London, M. L., Moberly, S.M., & Olds, S. B. (2002). Student workbook: Contemporary maternal-newborn nursing care (5th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. 2
B. Optional Texts (on reserve) Ladewig, P.W, London, M. L., Moberly, S.M., & Olds, S. B. (2002). Clinical handbook: Contemporary maternal-newborn nursing care (5th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. C. Optional/Recommended Materials Students are expected to search for articles related to caring for individuals and families in the childbearing phase. Students are also expected to use the Computer Assisted Instruction (CAI) programs and videos related to the childbearing cycle of family life. V. POLICIES AND PROCEDURES A. University Policies and Procedures 1. Attendance at each class or laboratory is mandatory at Oral Roberts University. 2. Double cuts will be assessed for absences immediately preceding or following holidays. 3. Excessive absences can reduce a student s grade or deny credit for the course. 4. Students taking a late exam because of an unauthorized absence will be charged a late exam fee. 5. Students and faculty at Oral Roberts University adhere to all laws addressing the ethical use of others materials, whether it is in the form of print, video, multimedia, or computer software. 6. Final exams cannot be given before their scheduled times. Students need to check the final exam schedule before planning return flights or other events at the end of the semester. B. School of Nursing Policies and Procedures 1. The ORU AVSON Student Handbook contains a complete list of School of Nursing policies. 2. Attendance a. The last day for students to add nursing classes is the first Monday following University s date for the beginning of classes. b. Students are expected to punctually attend all scheduled learning experiences. c. The Dean of the School of Nursing may request administrative excuses for absences from courses or chapel when scheduling conflicts exist with scheduled learning experiences within the School of Nursing. d. Students are to discuss administratively excused absences with the course coordinator and confirm plans for meeting course objectives as soon as possible and prior to the scheduled class. e. Makeup of modular posttests is arranged only in the case of an excused class absence. Students are to notify course coordinator prior to the test period if they are unable to take a scheduled exam. Absences are excused only for cases of documental illness or other crisis situations. Students must pay a $15 fee, payable to student accounts, for a late exam. f. Students are required to notify clinical instructors and the clinical agency 3
of a pending absence in the clinical laboratory at least one hour before scheduled lab. There is no guarantee that students will have opportunities for clinical make-ups. Nursing programs throughout the area compete for clinical learning sites and times, and clinical experiences are negotiated one year in advance. Thus, it may not be possible to arrange clinical makeup experiences. Failure to meet course objectives results in failure in the course. g. Students are required to submit a Petition for Policy Exception for clinical make-ups to the office of the Dean. If the petition is approved, a fee will be assessed. 3. Clinical Policies a. CPR Training: A current training card covering the full academic year must be submitted prior to enrollment in any clinical nursing course. CPR training is to be the American Heart Association s Basic Life Support for Health Care Professionals. b. Immunizations: A student must present evidence that immunizations and tuberculin skin testing are current prior to participation in clinical learning experiences. The school is contractually obligated to clinical agencies to assure that students are in compliance with recommended immunizations. c. Travel: Throughout the course of the nursing program, students will have clinical experiences at a variety of agencies throughout the greater Tulsa community, and perhaps beyond the Tulsa community. Students are responsible for personal travel to and from clinical nursing experiences. d. Snow Policy for Clinical Travel: Rarely are road conditions so hazardous that faculty and students are unable to travel to clinical agencies for scheduled clinical experiences. However, should such conditions arise, safety of faculty and students takes priority over clinical experiences. If a course, coordinator, in discussion with the dean, judges that travel would endanger students, the coordinator may cancel the experience and reschedule at a later date. Each course coordinator will initiate a call to notify clinical instructors and students via a telephone tree. e. Professional Accountability: Students are expected to prepare for clinical experiences by completing course assignments as designated in course syllabi. A student s failure to adequately prepare for the clinical experience may result in dismissal from the clinical experience that will count as a clinical absence. Students are permitted to care for patients as long as they demonstrate safe nursing care. f. Dosage Calculation Proficiency: Students will not be permitted to administer medications until they demonstrate proficiency in dosage calculations as evidenced by achievement of no less than 90% on a dosage calculation test administered at the beginning of each semester. Students who do not achieve at least 90% on the exam prior to the last day to add classes at the university will be de-enrolled in clinical nursing courses. g. Dress Code: Professional dress code is in effect for all activities within the School of Nursing. Dress code for clinical experiences must be appropriate to acute care or community settings as designated in the Oral Roberts University Anna Vaughn School of Nursing Student Handbook. 4
4. Evaluation Procedures a. Clinical experiences are evaluated in light of student performance. The student and clinical instructor are both involved in the clinical evaluation process. Formal student/faculty clinical evaluation conferences are held at least twice: at the middle and at the end of the term. Written evaluations of student s clinical performance are completed by both the student and clinical instructor and reviewed at the evaluation conferences. The final written evaluation is filed with the Dean of the School of Nursing. b. Clinical laboratory performance is grades on a pass/fail basis. A passing grade in the clinical laboratory portion of the course is required to receive a passing grade in the course. Criteria for clinical failure include failure to demonstrate achievement of clinical objectives and/or a pattern of jeopardizing patient safety. c. Students are required to achieve a 70% average on module exams or 70% on the final exam in order to receive a passing grade in the course and to progress to subsequent nursing courses. d. Achievement of a 70% average on module exams or 70% on the final exam and a passing grade in the clinical laboratory, results in the course grade being based upon selected assessment tools as indicated in each course syllabus. e. Failure to achieve a 70% average on module exams or 70% on the final exam, will result in a failing grade in the course. The course grade will be based solely upon the module and final exams score. f. Final course grades are calculated using the following grading scale. A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 59 and below g. Students are required to submit all assignments for course completion. Due dates of assignments are specified in the syllabus addendum. Submitting assignments in a timely manner, or making arrangements in case of emergency, demonstrates the student s professional accountability and responsibility. Assignments submitted late will have points deducted as follows: 1 business day: 10% 2 business days: 20% 3 business days: 30% 4 business days: A grade of zero (0) will be given. h. In order to progress in the nursing program, a student is required to pass a proctored version of each ATI test as identified in course syllabi. A student must pass designated Sophomore-level tests in order to progress to junior-level courses; Junior-level tests in order to progress to senior-level courses; Senior-level tests in order to progress to graduation. A student may retake proctored exams up to two days prior to the beginning of the fall semester in order to qualify for progression in the program. 5
A student performing at less than the 50 th percentile for program (all students enrolled in BSN programs) on the first proctored exam is required to engage in self-selected remediation activities, e.g., use of ATI CDs, ATI workbooks, and non-proctored versions of the exam. After remediation, the student may take a second proctored exam on which he or she must score no less than the 50 th percentile for program. Students must wait until the next business day or next scheduled testing date to retake an ATI exam. Students must take alternating versions of ATI exams on the retakes, as available. Sophomore, junior, and 1 st semester senior students may only take proctored exams twice a semester. Students will be required to pay a fee for proctored ATI exams administered more than twice. i. Requirements of eportfolio: The School of Nursing, under a Universityled initiative, is implementing an electronic portfolio system (eportfolio) to evaluate students achievement of academic outcomes. Therefore, all nursing majors are required to prepare an electronic portfolio. Each student is responsible for submitting eportfolio artifacts as described in course syllabi and the eportfolio Candidate Handbook. Failure to submit the appropriate eportfolio artifacts by the end of the semester results in student s failure in the course. C. Course Policies and Procedures 1. Evaluation a. All evaluation is based on achievement of stated course objectives. b. If a passing grade is achieved in the clinical laboratory and on the written exam(s), the course grade for NUR 430 is based upon work in the following areas: Nursing care plans/ written assignments 25% Module exams 50% ATI Exam 5% Final exam 20% c. Ongoing student evaluation of the course is sought throughout the term. Formal student evaluations of the course and faculty are scheduled at the end of the semester. 6
2. Portfolio requirements Students will be required to submit the following eportfolio artifacts: a. course exam scores b. ATI exam results c. Antenatal paper d. Clinical evaluation 3. Students are required to take the following ATI exam(s): a. Reproductive body systems b. Maternal-Newborn Nursing Care VI. COURSE CALENDAR Due to the modular nature of this course, students will be rotating through different content groups with different readings, test content, and simulated laboratory experiences. Tests and competency quizzes will be given at prescheduled times. Only the first module will be done as a group. 7
Course Inventory for ORU s Student Learning Outcomes NUR 430 Patterns of childbearing Fall 2005 This course contributes to the ORU student learning outcomes as indicated below: Significant Contribution Addresses the outcome directly and includes targeted assessment. Moderate Contribution Addresses the outcome directly or indirectly and includes some assessment. Minimal Contribution Addresses the outcome indirectly and includes little or no assessment. No Contribution Does not address the outcome. The Student Learning Glossary at http://ir.oru.edu/doc/glossary.pdf defines each outcome and each of the proficiencies/capacities. OUTCOMES & Proficiencies/Capacities Significant Contribution Moderate Contribution Minimal Contribution No Contribution 1 Outcome #1 Spiritually Alive Proficiencies/Capacities 1A Biblical knowledge X 1B Sensitivity to the Holy Spirit X 1C Evangelistic capability X 1D Ethical behavior X 2 Outcome #2 Intellectually Alert Proficiencies/Capacities 2A Critical thinking X 2B Information literacy X 2C Global & historical perspectives X 2D Aesthetic appreciation X 2E Intellectual creativity X 3 Outcome #3 Physically Disciplined Proficiencies/Capacities 3A Healthy lifestyle X 3B Physically disciplined lifestyle X 4 Outcome #4 Socially Adept Proficiencies/Capacities 4A Communication skills X 4B Interpersonal skills X 4C Appreciation of cultural & linguistic differences X 4D Responsible citizenship X 4E Leadership capacity X 7