NURSING 225 Introduction to Nursing Theory I

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 225 Introduction to Nursing Theory I University of Alberta Collaborative Nursing Program At Red Deer College COURSE OUTLINE 2016-2017 Associate Dean: Date: August 30 th, 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 Table of Contents CALENDAR STATEMENT... 3 COURSE DESCRIPTION... 3 INSTRUCTOR INFORMATION... 3 COURSE SCHEDULE... 4 COURSE LEARNING OUTCOMES... 5 U of A COURSE OBJECTIVES (for information only)... 5 COURSE LEARNING EXPERIENCES... 6 TECHNOLOGY GUIDELINES... 6 REQUIRED TEXTS AND RESOURCES... 6 GRADING SYSTEM... 7 ASSESSMENTS AND EVALUATION... 9 Methods of Assessment... 9 ATTENDANCE REQUIREMENTS... 11 ACADEMIC MISCONDUCT... 12 CHANGES TO THE COURSE OUTLINE... 12 IMPORTANT DATES... 13

3 CALENDAR STATEMENT Focuses on the concepts of the nursing profession and discipline: nursing; person; health and environment. These concepts will be explored within the context of primary health care and changing perspectives of health and how this evolution has impacted the development of the profession of nursing. The philosophical; theoretical; historical; ethical and legal underpinnings of professional nursing practice will be examined. COURSE DESCRIPTION NURS 225 Introduction to Nursing Theory I credits (2-3-3) This course provides an introduction to the concepts of the nursing profession and discipline, as well as nursing practice and nurses roles in the current health care system. These concepts will be explored within the context of primary health care and changing perspectives of health and how this evolution has impacted the development of the profession of nursing. The philosophical, theoretical, historical, ethical and legal underpinnings of professional nursing g practice will be examined. In this course, relevant topics include health promotion, health determinants and evidence informed practice. In this course students will be introduced to context based learning (CBL) and learn through several teaching/learning methodologies including lecture/discussion, seminar/tutorial, and laboratory practice. In the tutorials in this course students will be introduced to small group learning processes and learner centered practices. Pre-Requisite/Co-Requisite: None INSTRUCTOR CONTACT INFORMATION Instructor Name Email Phone Office Maureen Matejka maureen.matejka@rdc.ab.ca (403)314-2451 2213 Wendy Wheeler wendy.wheeler@rdc.ab.ca (403) 314-2453 1213 Amy Dyck Amy.dyck@rdc.ab.ca (403) 314-2487 2222 Boris Woytowich Boris.Woytowich@rdc.ab.ca (403) 342-3368 1507 B Gaylene Potter Gaylene.potter@rdc.ab.ca (403) 342-3117 1212 Sherry Poncsak sherry.poncsak@rdc.ab.ca (403)356-4899 1229 Maggie Convey maggie.convey@rdc.ab.ca (403) 342-3275 1212 Danielle Silo Danielle.silo@rdc.ab.ca (403) 342-3429 2210 Lori Smith Lori.smith@rdc.ab.ca (403) 314-2416 1210 Lindsay Gustafson Lindsay.gustafson@rdc.ab.ca (403)357-3635 1208 Heather Cole Heather.cole@rdc.ab.ca (403)357-3635 1208 Karen Scheelar Karen.scheelar@rdc.ab.ca (403)357-3635 1208 Joanne Schollie Joanne.schollie@rdc.ab.ca (403)357-3635 1208 Instructors will notify students of office hours and other contact information.

4 COURSE SCHEDULE Large Group/ Seminar Instructor Class Time Classroom A Wendy Wheeler Wednesday 2602 1500-1650 B Maureen Matejka Wednesday 2602 1500-1650 Lab Instructor Class Time Classroom 01 Amy Dyck Thursday 1400 1650hrs 913D 02 Lindsay Gustafson Tuesday 1222 03 Lori Smith Wednesday 2220 04 Danielle Silo Thursday 913D 1100 1350hrs 05 Sherry Poncsak Tuesday 913D 06 Gaylene Potter Monday 2216 1100 1350hrs 07 Lori Smith Monday 2208 08 Danielle Silo Thursday 2002A Small Group/Tutorial Instructor Class Time Classroom 51 Maureen Matejka Thursday 0800-1050hrs 913D 52 Boris Woytowich Thursday 1228 53 Maureen Matejka Tuesday 1400-1650hrs 913D 54 Heather Cole Tuesday 2002A 1400 1650hrs 55 Maggie Convey Wednesday 913D 56 Maggie Convey Monday 1214 57 Karen Scheelar Friday 2207 58 Amy Dyck Thursday 1228 59 Joanne Schollie Friday 1222 0800-1050hrs 60 Amy Dyck Tuesday 2207 A detailed course schedule will be posted on blackboard.

COURSE LEARNING OUTCOMES: 1. Describe safety concepts related to nursing practice 2. Identify models and theories relevant to nursing practice 3. Describe the code of ethics and nursing as a profession 4. Identify teaching and learning principles across the lifespan 5. Explain concepts related to the social determinants of health, primary health care, health promotion 6. Access and assess current and relevant information to support learning 7. Relate the processes of self-directed learning, critical thinking and group process to own learning 8. Demonstrate professional communication in learning settings 9. Identify trends in health and wellness 10. Describe the relationships between nursing leadership and healthy practice environments, client safety and quality patient outcomes 11. Recognize the connection among patient/family well-being and the health care system 12. Describe the six domains of interprofessional practice 13. Describe the influence of culture in nursing practice U OF A COURSE OBJECTIVES: (for information only) 1. Describe, understand and articulate an understanding of theory related to key patient safety concepts including communication, teamwork, environmental and human factors, safety risks and adverse events disclosure. 2. Describe, understand and articulate an understanding of theory related to patient centered care and interdisciplinary practice. 3. Describe and discuss nursing as a profession and discipline and be able to identify key nursing roles in the current Canadian health care system. 4. Demonstrate professional communication in all learning environments. 5. With minimal assistance, demonstrate an understanding of the processes of self-directed learning, critical thinking, and group process skills related to context-based learning in all learning activities. 6. Identify the primary goals and activities of professional nursing organizations at provincial, national and international levels. 7. Demonstrate an introductory level of understanding related to global citizenship, health equity and social justice as it applies to nursing practice. 8. Integrate knowledge generated from course scenarios, labs, and FRS and apply this knowledge to introductory nursing situations. 9. Demonstrate understanding of the nursing process and apply the nursing process to specific client related situations. 10. Demonstrate communication, teaching and learning principles while working with adults and demonstrate an understanding of modifications of these principles for age. 11. Identify nursing s meta-paradigms using a nursing model as an example. 5

6 12. Describe the purpose and focus of key documents relevant to nurses in Alberta and Canada (e.g., Nursing Practice Standards, Entry to Practice Competencies, and CNA Code of Ethics). 13. Demonstrate knowledge of the determinants of health, primary health care, health promotion, and disease prevention in relation to nursing practice. COURSE LEARNING EXPERIENCES: Small Group Learning Packages: Learning package #1 - Michelle Learning package #2 Canadian Nursing Practice Learning package #3 Toddler Safety Learning package #4 - Spencer Lab Sessions: Lab #1 Getting started: Resources to support learning Lab #2 Self-care to enhance learning and nursing practice Lab #3 Nursing process for best practice Lab #4 Interpersonal communication and therapeutic relationships Lab #5 Values clarification and ethical decision making Lab #6 Client education for health promotion Lab #7 Culture & cultural safety Lab #8 Safety Lab #9 Conflict resolution and Leadership Lab #10 Working with families as client Lab #11 Communicating with clients and interprofessional teams Lab #12 Health Education Presentations TECHNOLOGY GUIDELINES Students will be required to bring appropriate technology (laptop, mobile device, etc.) to scheduled classes in order to complete the learning activities. It is the students responsibility to bring the appropriate device for the learning activity or assessment. REQUIRED TEXTS AND RESOURCES: 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: http://www.nurses.ab.ca/content/dam/carna/pdfs/documentlist/endorsedpublications/rn_cna_ethic s_2008.pdf College and Association for Registered Nurses. (2013). Practice standards for regulated members. http://www.nurses.ab.ca/content/dam/carna/pdfs/documentlist/standards/practicestandards_cna_e thics_2008.pdf

7 College and Association for Registered Nurses. (2011). Professional boundaries for registered nurses: Guidelines for the nurse-client relationship. Retrieved from http://www.nurses.ab.ca/content/dam/carna/pdfs/documentlist/guidelines/rn_professionalboundarie s_may2011.pdf College and Association for Registered Nurses. (2013). Entry to practice competencies for the registered nurse profession. Retrieved from CARNA (2013) Entry-to-Practice competencies for the Registered Nurse Profession; College and Association for Registered Nurses (2008). Primary healthcare. Retrieved from CARNA (2008) Primary Healthcare. Douglas, V. (2013). Introduction to Aboriginal health and health care in Canada: Bridging health and healing. New York: 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. 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. Morris, D., & Brown. M. (2017). Calculate with confidence. (1 st Canadian ed.). St. Louis, MO: Saunders Elsevier. Paul, R., & Elder, L. (2014). The miniature guide to critical thinking: Concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking. Stanhope, M., Lancaster, J., Jessup-Falcioni, A., & Viverais-Dresler, G. (2011). Community health nursing in Canada (2nd Canadian ed.). Toronto, ON: Mosby Elsevier. Yoder-Wise, P. S., (2015). Leading and managing in Canadian nursing: (First Canadian edition). Toronto, ON: Elsevier Canada.

8 GRADING SYSTEM Used For Final Calculations Only Raw Score Grade Marks Range Grade Point Descriptor 95-100 A+ 4.0 Exemplary 90 94.95 A 4.0 Excellent Performance 85-89.95 A- 3.7 80.5-84.95 B+ 3.3 76-80.45 B 3.0 Good Performance 71.5-75.95 B- 2.7 67-71.45 C+ 2.3 62.5-66.95 C 2.0 Satisfactory Performance 58-62.45 C- 1.7 53.5-57.95 D+ 1.3 50-53.45 D 1.0 Pass <50 F 0 Fail Each assessment is marked and given a score that is a portion of the final grade. All assessment marks are added together and equate to a final raw score out of 100 points. This final score is then translated into a letter grade, which correlates with a grade point for the final course grade. Grade Grade Point Descriptor A+ 4.0 Exceptional A 4.0 Excellent A- 3.7 Excellent B+ 3.3 Good B 3.0 Good B- 2.7 Good C+ 2.3 Satisfactory C 2.0 Satisfactory C- 1.7 Satisfactory D+ 1.3 Poor D 1.0 Poor F 0.0 Fail

9 Assignment of Final Grade: All assignments and final exam are marked as raw scores according to the percentage weight assigned to each. At the end of the course all scores are totaled for a term summary mark in the course. The final course grade is based on a combination of absolute academic achievement (an individual student s term summary mark) and relative performance (a comparison if a student s term summary mark to all students term summary marks achieved in the class). Due attention is paid to descriptions of grade points according to the University of Alberta Calendar. ASSESSMENTS AND EVALUATION Assessment Points Due date Assessments for large group seminar 1. Quizzes 5% each (Best 4 of 5 = 20%) As determined by instructor Completed in large group seminar 2. Critical Thinking Reflections 2% each x 5 = 10% As determined by instructor Completed in large group seminar Assessment for lab 3. Lab Presentation Plan for Presentation (Part A) Presentation (Part B) Assessment for small group seminar 4. Small Group Evaluation Tool a. Self-reflection b. Instructor Feedback 5. Write to learn assignments a. Freewrite paper b. Annotated Bibliography 6. Safe Medication Practice Quiz a. 10% b. 20% Total 30% a. 10% b. 10% Total 20% a. 5 % b. 10% Total = 15% 5% a. Due week 8 b. Due during last week a. Due week 13 b. Completed at end of term a. Due week 5 b. Due week 11 Week 9---November 2 1. Quizzes (20%) Short non-cumulative quizzes completed in large group seminar. These quizzes support the achievement of course outcomes: 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, & 13 2. Critical Thinking Reflections (10%) Short three minute papers on a topic/concept related to the large group seminar discussion. Completed during class. These reflections support the achievement of course outcomes: 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, & 13

3. Lab Presentation (Part A & B) (30%) Health Education Presentations: Integrating learning into practice. This assignment supports the achievement of course outcomes: 1, 4, 5, 6, 7, 9 & 13 a. Plan for Presentation (Part A) (10%) Written outline for oral presentation completed in small groups. b. Presentation (Part B) (20%) Oral presentation completed in small groups. 10 4. Small Group Evaluation Tool (20%) This small group evaluation supports achievement of course outcome: 6, 7, & 8 a. Self-Reflection (10%) Written self-reflection on participation and engagement during small seminar discussion. b. Instructor Feedback (10%) Summative evaluation regarding participation and engagement during small seminar discussion completed at the end of the course. 5. Write to Learn Assignments (15%) These written assignments support the achievement of course outcomes: 6, 7, 8, 9, 10, 12 & 13 a. Freewrite paper (5%) One to two page written paper on a current health trend. b. Annotated Bibliography (10%) Written paper incorporating four current and relevant sources of information regarding the topic chosen for part A. 6. Safe Medication Calculation Quiz (5%) Calculations quiz on Blackboard will open November 2 at 0900 hrs and stay open until 1900 hrs. This assessment supports the achievement of course outcome: 1, 7, & 8 Note: Detailed descriptions and rubrics will be posted on Blackboard as needed during the term. NOTE: It is the students responsibility to bring their own computer/laptop to class in order to take the quizzes on Blackboard. 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.

ASSIGNMENTS: 1. All assignments are to be completed and submitted to the instructor. 2. Assignments are to be submitted as scheduled in the course outline unless an extension has been granted by the instructor. 3. Five marks will be deducted for each day an assignment is late without a prior extension. 4. Attendance for testing is required unless negotiated with instructor prior to the test. Attendance requirements: The faculty members of the program believe that students are committed to their program and learning experiences. However, it is understood that there are times when students may be absent from those experiences. Any absence can be viewed as a potentially serious disruption of the learning process and necessary achievement of the learning objectives. Attendance is expected in all scheduled learning experiences. However, attendance is required for all labs. Any student who, due to extenuating circumstances, will be late or absent must notify the instructor prior to the beginning of the lab and/or small group. Arrangements will be made between the lab or small group instructor and the student as to how the lab or seminar time will be made up. Students who miss class are likely to fail. If you miss class, it is your responsibility to make up the missed material. Regular attendance is one of the keys to success. Vital information is learned in class and you will benefit from attending class. Should an absence be necessary (due to illness or other circumstances), please contact the instructor and your group members in advance or as soon as possible after missing the class to ensure your success. If absence from class cannot be prevented, it is your responsibility to make up any missed material. Rescheduling of in-class quizzes and exams may not be possible. Please discuss this with your instructor. 11 ROLE OF INSTRUCTOR AND STUDENT RESPONSIBILITY 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. 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. Students and instructors work together to progress through the course to meet the course outcomes. The instructor's role is to facilitate learning to meet the course outcomes. Instructors develop learning activities and assessments that align with the course outcomes Students are encouraged to contact the instructor for clarification or assistance with any course item.

12 Students can explore their rights and responsibilities here: http://rdc.ab.ca/sites/default/files/uploads/documents/12479/student-rights-andresponsibilities.pdf 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. 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.

13 Important Dates: Term Add/Drop Date Withdrawal Date Fall September 16, 2016 December 7, 2016 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. 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. 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.