Nursing Program NUR 310: Dimensions of Professional Nursing Theory, Practice and Transition Fall 2016 I. Course and Instructor: (BK, SVC) Becky Loth Luetke, Ph.D., RN Format: Hybrid Experiential Based Learning Course Information: Course Title: Dimensions of Professional Nursing Theory, Practice and Transition Course Code: NUR 310 Semester: Fall 2016 Meeting Times and Days: Synchronous meetings held weeks 2 & 7 on Tuesdays; WebEx option available 5-7pm Class Location: Collaborate online, In-person BK or SVC campus, Hybrid Syn Number: 00032 Credits: 3 (45 hours) Prerequisite: Admission to the BSN Program Start Date: 8/29/16 End Date: 10/22/16 Withdraw Date: 9/6/16 Refund Date: 10/10/16 Instructor Information: Becky Loth Luetke Office: 970-947-8172 Cell: 303-668-2306 Email: rmluetke@coloradomtn.edu Office Hrs: By Appt. II. III. Course Description: Apply frameworks, theories and trends within professional nursing practice. The scope of application is broad, including the healthcare delivery systems on regional, national, and global levels. The focus of this course will be on understanding, developing and integrating the professional roles and values of the baccalaureate nurse. Topics will include: history of nursing, nursing frameworks and theories, current healthcare trends, leadership, safety and quality improvement and other issues which shape the profession of nursing. Student Learning Outcomes, Competencies, and Skills: Course Outcomes: 1. Applies nursing frameworks, theories and trends to professional nursing roles and values while providing safe, quality, evidence-based, patient-centered nursing care. (Program Outcome 1) 2. Incorporates course knowledge, nursing theories and trends into leadership roles in order to plan and implement safe, quality care for diverse populations. (Program Outcome 2) 3. Evaluates the gap in practice for health promotion and disease prevention between current practice and best evidence-based care when caring for a variety of individuals, families, groups, communities, and diverse populations across the lifespan and continuum of healthcare environments. (Program Outcome 3) 4. Analyzes how interpersonal communication and collaboration of the entire interdisciplinary team improves patient health outcomes. (Program Outcome 4) 5. Appraises current practice of applying clinical reasoning/critical thinking skills and compares to best practice as necessary to provide safe, quality, evidence-based, patient-centered care to diverse populations. (Program Outcome 5)
6. Incorporates course concepts of utilizing technology for communication, information management, and error prevention and uses these concepts to support decision making. (Program Outcome 6) Course Outcomes and Competencies: 1. Applies nursing frameworks, theories, and trends into professional nursing roles and values while providing safe, quality, evidence-based, patient-centered nursing care. (Program Outcome 1) a. Applies nursing frameworks, models and theories into professional roles of the baccalaureate nurse. b. Incorporates safety and quality into planning and implementing patient care. c. Utilizes scholarship to create evidence-based practice to improve patient outcomes. 2. Incorporates nursing frameworks, theories and trends into leadership roles in order to plan and implement safe, quality care for diverse populations. (Program Outcome 2) a. Analyzes the role of the leaders in the healthcare delivery systems on regional, national, and global levels. b. Integrates nursing trends into nursing roles in professional practice to improve patient outcomes. c. Utilizes concepts of culture and diversity in the role of the nursing leader to provide quality, patient-centered care. 3. Evaluates the gap in practice for health promotion and disease prevention between current practice and best evidence-based care when caring for a variety of individuals, families, groups, communities, and diverse populations across the lifespan and continuum of healthcare environments. (Program Outcome 3) a. Analyzes various aspects of one s own current nursing practice. b. Explores health promotion and disease prevention theories and evidence-based interventions. c. Compares current cultural and spiritual ideas and practice to scholarly cultural and spiritual theories and evidence-based interventions in order to improve care of a variety of individuals, families, groups, communities, and diverse populations across the lifespan and continuum of health care environments. 4. Analyzes how interpersonal communication and collaboration of the entire interdisciplinary team improves patient health outcomes. (Program Outcome 4) a. Evaluate the importance of effective communication in collaborating with the entire interdisciplinary team b. Discuss the roles of the nurse and relates the roles to improved patient health outcomes at the regional, state, and national level. 5. Appraises current practice of applying clinical reasoning/critical thinking skills and compares to best practice as necessary to provide safe, quality, evidence-based, patient-centered care to diverse populations. (Program Outcome 5) a. Analyzes the impact of power, ethics and law on quality patient care of diverse populations b. Utilizes critical thinking to improve quality patient care to diverse populations c. Explores current practice of quality improvement and informatics and compares to best practice. 6. Incorporates course concepts of utilizing technology for communication, information management, and error prevention and uses these concepts to support decision making. (Program Outcome 6) a. Analyzes the role of information technology in improving patient outcomes. b. Relates the use of informatics to prevent errors and support decision making. c. Evaluates the impact of informatics on the roles and values of the professional nurse in healthcare delivery systems on regional, national, and global levels. Topical Outline: 1. History of Nursing 2. Nursing frameworks, theories and models 3. Safety and quality improvement in healthcare 4. Transition from RN to BSN in professional practice 5. Interdisciplinary healthcare communication Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 2
6. Health promotion IV. IDEA Objectives 1. Learning fundamental principles, generalizations, or theories. 2. Learning to apply course material (to improve thinking, problem solving, and decisions). 3. Developing specific skills, competencies, and points of view needed by professionals in the field. 4. Learning to analyze and critically evaluate ideas, arguments, and points of view. 5. Acquiring an interest in learning more by asking questions and seeking answers. V. Evaluation Methods and Class Management: Teaching Strategies: Literature Review, Interactive Discussions, Critical Thinking Activities, Case Studies Evaluation Process: The final theory grade will be determined by averaging the points from all work. See the Nursing Student Handbook for details about how grades are rounded. Competency Performance Assessments: Group Presentation 30% Scholarly Paper 30% Interactive Discussions 30% Case Study 10% Total 100% NOTICE: A student judged to have engaged in academic misconduct as defined in the Academic Policies and Requirements section of the Colorado Mountain College Student Handbook will, at a minimum, receive a zero for the work in question. The student may also be removed from the class, resulting in a failing grade. All student course material may be submitted to turnitin.com (or another antiplagiarism program) at the instructor s discretion. Academic Expectations, the Student Code of Conduct and Judicial Process and more information about academic misconduct can be found in the Student Handbook. Students are responsible for course materials from assigned text(s) and reading, lectures, labs, and other assignments as required. The instructor may alter any, or all, of this syllabus during the semester as the learning environment requires. Students will be notified in writing of changes. Attendance at all class meetings is expected. VI. Attendance and No-show Reporting Attendance and early engagement are important elements for your success in this course. All students who do not attend the first class(es) or meet early attendance requirements must be reported by the instructor to the Registrar s Office. Financial aid students or students receiving Veteran s benefits who do not attend the first class(es) or meet early attendance requirements will be dropped from the course and may not receive financial assistance (http://coloradomtn.edu/financial_aid). Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 3
VII. Students with Disabilities If you have a disability protected by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act and feel you may need classroom accommodations based on the impact of your disability, please contact the Disability Services Coordinator on your campus. Aspen, Carbondale, Glenwood Springs (including Spring Valley): Dr. Anne Moll at 970-947-8256 Breckenridge and Dillon: Karin Mitchell at 970-968-5821 Leadville and Chaffee County Jan Ohmstede at 719-486-4200 Leadville or 719-8419 ext. 2205 Chaffee County Edwards: Sue O Connor at 970-569-2959 Steamboat Springs: Deb Farmer at 970-870-4450 Rifle: Libby Neal at 970-625-6959 VIII. Withdrawal from this Course Students wishing to withdraw from this course must INITIATE the course withdrawal/drop process at the site Registration Office. This class could be cancelled one week prior to the census date if a sufficient number of students are not enrolled by that date. IX. Title IX Sexual Misconduct Contact Information Colorado Mountain College is committed to the prompt and equitable investigation of all Sexual Misconduct complaints or reports, with appropriate remediation where it has been determined that this Policy has been violated. Each campus has a designated Title IX Coordinator to handle any reports of Sexual Misconduct. Title IX Coordinator Contact Information: College/Employee Deputy Title IX Coordinator Lisa Doak, AVP of Student Services 970-947-8351 ldoak@coloradomtn.edu Roaring Fork Campus (Glenwood Springs, Carbondale, Spring Valley) Abbie Kroesen, Associate Dean of Student Affairs 970-947-8212 akroesen@coloradomtn.edu Summit (Breckenridge, Dillon) Dave Askeland, Campus VP 970-989-1312 x 2612 daskeland@coloradomtn.edu X. Grading System & Options Information about grading is available in the Colorado Mountain College catalog. Grades will be posted to https://webadvisor.coloradomtn.edu/ (WebAdvisor) by Thursday following the last day of classes at the end of each semester. Faculty may use the Gradebook application on Canvas or another online LMS program to assist Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 4
students in monitoring their progress and current grade based on completed assignments and exams. While this may be a useful tool for the student, calculated grades on Canvas or other LMS applications are not official grades. Official grades will be posted in WebAdvisor. Grading Scale: The following grading scale will be used throughout the CMC Nursing Programs: A 96 100 C+ 80-82 A- 93 95 C 77 79 B+ 90 92 C- 73-76 B 86 89 D 70-72 B- 83 85 F 0 69 XI. Course Materials Required Course Materials: Catalano, J. T. (2015). Nursing Now! Today s Issues, Tomorrow s Trends 7 th ed. Philadelphia, PA: F.A. Davis CMC Nursing Program Student Handbook Colorado Mountain College has chosen to partner with Follett Virtual Bookstores to operate textbook services. The official textbook list for CMC will be available on Follett's site, www.coloradomtn.bkstr.com. You also can easily access this site by choosing "bookstore" from the quick links on www.coloradomtn.edu. Students and other members of the campus community should sign up for the Online Textbook Store's email mailing list here www.coloradomtn.bkstr.com/email to receive important messages from the CMC Online Textbook Store. If you ever have any online bookstore questions, you can email coloradomtn@fvb.follett.com or call 800-621-4088. XII. Other Information: 1. Attendance may be required for specified course activities. It is the student s responsibility to notify the instructor if he/she is unable to attend a required course activity. 2. Students are responsible for following course polices found in the Colorado Mountain College Nursing Program Student Handbook and the Colorado Mountain College Student Handbook. 3. Student Expectations: Students will be active learners, engaged in course reading material and activities. Student s interactions with other students and faculty will be based on truth, trust, respect and responsiveness. XIII. Virtual Library Information http://library.coloradomtn.edu/ The Virtual Library has its doors open 24/7, providing access to thousands of online journals and newspapers, e-books and art images, downloadable videos and audiobooks, career resources and practice tests. Login Instructions Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 5
Use CMC Libraries link from Canvas course menu to access CMC libraries web site. The link will pass authentication credentials that will allow you to use online library collections. It will also take you directly to the libraries home page. Ask a Librarian If you need assistance with your research project, you can ask a librarian online. Select AskAcademic chat box on the libraries home page and type in your question. This service is available 24 hours a day, 7 days a week. You can also email reference@coloradomtn.edu or call us at 800-621-8559, extension 2926. STATEMENT OF PROFESSIONAL BEHAVIOR Upon entering the profession of nursing, nurses accept the responsibilities and trust that have accrued to nursing over the years, and also nurses accept the obligation to adhere to the profession s code for ethics. The Code for Nurses, published by the American Nurses Association, is the standard by which ethical conduct is guided and evaluated by the profession. It provides a framework within which nurses can make ethical decisions and discharge their professional responsibilities to the public, to other members of the health team, and to the profession. The CMC Nursing Program supports The Code of Ethics for Nurses. This high standard of professional behavior applies to the classroom and student learning activities in all settings when representing CMC as a nursing student. NUR310 sp 2016 syl Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 6
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Schedule Course Week Unit Topic Required Reading Assignments & Evaluation * Week 1 Week 2 Unit 1: Introduction to Dimensions and Historic Trends Unit 2: Understanding Nursing Theory and Models of Professional Practice Catalano, Chapters 1, 2, 4 & 5 Catalano, Chapter 3 Selected articles Participate in Interactive Discussion Begin meeting for Group Presentation An additional grade (Interactive Discussion) will be given based on attendance at live meetings. Week 3 Unit 3: Applying Nursing Theory and Models in Professional Practice Continued Catalano, Chapter 3 Selected articles Choose topic for Scholarly Paper. Begin reflecting and researching journals Group Case Study. Continue to work on Group presentation and Scholarly Paper Week 4 Week 5 Unit 4: Making the Transition Unit 5: Principles of Leading and Managing Catalano, Chapters 6, 7, 8, 10 Essentials of Baccalaureate Education for Professional Nursing Practice (www.aacn.nche.edu) Catalano, Chapters 11, 12, 13 & 17 Participate in Interactive Discussion Continue to work on Group presentation and Scholarly Paper. Participate in Interactive Discussion Week 6 Unit 6: Nursing Roles in Governing and Health- Care Delivery Systems Catalano, Chapters 14, 16, 19, & 20 Continue to work on Group presentation and Scholarly Paper. Participate in Interactive Discussion Paper Due Week 7 Unit 7: Contemporary Nursing Issues Catalano, Chapters 21, 22, 23, 24, 25 & 27 Continue to work on Group presentation. An additional grade (Interactive Discussion) will be given based on attendance at live meetings. Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 7
Week 8 Unit 8: Safety, Quality and Informatics in Healthcare Catalano, Chapter 15 & 18 www.qsen.org and other assigned articles Group Presentation. Publish to discussion board. Evaluate other Group Presentations on the Discussion Board Group Case Study due. *All assignments are due by 23:59 on the assigned due date submitted via Canvas to be considered submitted on time unless otherwise advised. Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 8
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 1 Introduction to Dimensions and Historic Trends Purpose: This introduction unit will provide an understanding of the developments of nursing as a profession. Nursing history and milestones in nursing will also be discussed. Students will evaluate the purposes and need for nursing licensures, the importance of nurse practice acts and the significance of professional certifications. In addition, this unit will outline the process of educating nurses from the diploma nurse education to the doctoral level of nursing with an emphasis on the Baccalaureate education. Critical thinking will also be reviewed and applied. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Compare different approaches to defining a profession (Course Outcome 5) 2. Evaluate nursing power and autonomy in the health care delivery system. (Course Outcome 5) 3. Explore the history of nursing and its importance to the profession of nursing. (Course Outcome 1) 4. Describe the steps of the critical thinking process in resolving client-care issues. (Course Outcomes 1, 2, 5, 6) 5. Analyze the significance of professional nursing organizations and professional certifications. (Course Outcome 1, 2) 6. Discover professional nursing organizations on a regional, national and global level. (Course Outcome 1, 2, 6) 7. Compare and contrast the major differences between the various degrees available to the professional nurse, such as associate nursing, Bachelor of Science in nursing education, advanced nursing, and doctoral level. (Course Outcomes 1, 2, 5, 6) Learning Activities: 1. Interactive Discussion -Topics are drawn from the Unit 1 Student Learning Objectives and may include (but is not limited to): the profession of nursing, nursing power, nursing autonomy, history of nursing, nursing organizations, professional certifications, and differences/similarities in various types of nursing education. Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 9
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 2 Understanding Nursing Theories and Models in Professional Practice Purpose: Nursing is an art and a science which is influenced by frameworks, theories and models of nursing. This unit will provide an introduction into understanding nursing frameworks, theories and models. Nurses can use theories and models to understand and improve professional practice. Major nursing theories and models will be discussed and students will have the opportunity to find correlations between what they do in practice and what is found in theories and models. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Define nursing theories and models. (Course Outcome 1, 2) 2. Explore the role of nursing theories in professional practice. (Course Outcome 1, 2) 3. Understand how nursing theories and models affect professional practice. (Course Outcome 1, 2) 4. Observe nursing theory in practice. (Course Outcome 1, 2) Learning Activities: 1. Interactive Discussion - Topics are drawn from the Unit 2 Student Learning Objectives and include researching various nursing theories. 2. Synchronous Class Time topics will be announced and may include nursing theories. Suggested Reading: 1. Nursing Theorists http://www.sandiego.edu/nursing/research/nursing-theory-research.php/ 2. Nursing Theory in Practice http://currentnursing.com/nursing_theory/application_nursing_theories.html http://www.jblearning.com/samples/0763757144/57144_ch02_018_049.pdf Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 10
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 3 Applying Nursing Theories and Models in Professional Practice Purpose: Building on Unit 2, this unit will continue to discuss nursing theories and models. In addition, this unit will begin the process of implementing nursing theories in the nurses daily practice. Because nursing theories and models apply to all practicing nurses, it will be important to break down theories and models into their constructs and analyze them. Applying the theories and models and discovering gaps in practice will be emphasized. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Compare nursing theories to current practice. (Course Outcome 1, 2) 2. Evaluate constructs of nursing theories and models. (Course Outcome 1, 2) 3. Reframe nursing theories to discover gaps in practice. (Course Outcome 1, 2, 3) Learning Activities: 1. Group Case Study Applying a nursing theory to a case scenario Suggested Reading: 1. Nursing Theorists http://www.sandiego.edu/nursing/research/nursing-theory-research.php/ 2. Nursing Theory in Practice http://currentnursing.com/nursing_theory/application_nursing_theories.html http://www.jblearning.com/samples/0763757144/57144_ch02_018_049.pdf Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 11
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 4 Making the Transition Purpose: This unit will cover topics that will assist the nurse to transition to becoming a baccalaureate prepared nurse. Ethical decision making is common practice in today s nursing practice. This class will cover aspects of ethics and bioethics that will help the professional nurse to feel more prepared when making these complex decisions. This unit will also provide a basic understanding of legal principles which will enhance the professional nurses quality of care delivered. Another aspect of transition is experiencing the real world of nursing. Topics such as professional portfolio, burnout, and self-care will be discussed. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Distinguish professional practice standards which promote quality and prevent litigation. (Course Outcome 1, 3, 5) 2. Identify the role of ethics and law within healthcare. (Course Outcome 1, 2, 4, 5) 3. Discuss key ethical principles involved in current bioethical issues and discuss the nurse s role in these ethical dilemmas. (Course Outcomes 1, 3, 5) 4. Recognize burn out and examine the need for nursing self-care. (Course Outcome 1, 2, 4) 5. Summarize the creation and the role of the professional portfolio in nursing practice. (Course Outcome 1, 2, 6) 6. Compare and contrast the traits of the professional nurse with one s own current practice. (Course Outcome 1) 7. Compare and contrast various unique roles of the baccalaureate prepared nurse. (Course Outcome 1, 2, 3, 6) Learning Activities: 1. Interactive Discussion - Topics are drawn from the Unit 4 Student Learning Objectives and may include (but is not limited to): ethics in nursing, bioethics in nursing, legal issues in nursing, burnout, self-care, and traits of the professional nurse Suggest Readings: 1. Why get a BSN: http://www.peoriamagazines.com/ibi/2009/apr/importance-baccalaureate-degree-nursingeducation http://www.medi-smart.com/nursing-articles/nursing-school/rntobsn http://www.nsna.org/careercenter/fuss.aspx 2. BSN Essentials: http://www.aacn.nche.edu/publications/order-form/baccalaureate-essentials http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-workforce Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 12
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 5 Principles of Leading and Managing Purpose: This unit will cover attributes necessary to become a professional nursing leader. In today s health-care system, nurses are required to supervise other nurses and unlicensed personnel. Effective communication skills and conflict management is essential for good leadership and management. Recognizing and developing strategies to eliminate incivility in nursing will be discussed. This unit will assist the professional nurse in becoming a change agent for the nursing profession. The role of the nursing leader utilizes knowledge of nursing models and theories to improve practice and promote positive patient outcomes. An introduction to the use of models in nursing leadership will be discussed. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Demonstrate an understanding of the role of leadership in nursing. (Course Outcome 1, 2) 2. Identify and discuss theories used to explain leadership. (Course Outcome 1, 2) 3. Define professional interpersonal communication skills and demonstrate appropriate use within the interdisciplinary team. (Course Outcome 4) 4. Recognize and apply concepts for successful problem solving and conflict resolution. (Course Outcome 4) 5. Recognize the effects of incivility of the profession of nursing and healthcare delivery. (Course Outcome 1, 4) 6. Outline interventions which can help overcome incivility. (Course Outcome 1, 2, 4) Learning Activities: 1. Interactive Discussion - Topics are drawn from the Unit 5 Student Learning Objectives and may include (but is not limited to): leadership theories and leadership roles in nursing, interpersonal skills, conflict resolution, and incivility Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 13
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 6 Nursing Roles in Governing and Health-Care Delivery Systems Purpose: Nurses have a seat at the table in healthcare systems. As a member of the profession and a manager, nurses govern themselves, at the local, state and national level. As a major stakeholder in health care, nurses need to understand and be involved in the evolving health care systems and health care reform. One of the best ways of getting involved and being an advocate for nursing is by nurses being involved in politics. This chapter will discover how professional nurses best demonstrate their leadership skills from delegation at the bedside to political action within healthcare facilities, communities, agencies, and governmental bodies. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Discuss the legal implication of delegation in the current health-care setting. (Course Outcomes 1, 2, 5, 6) 2. Critique models for governance in organizations that employ nurses. (Course Outcome 1, 2, 4) 3. Analyze the key issues that concern nurses in collective bargaining. (Course Outcome 1, 2, 4) 4. Explain the influence of various health care systems and health care reform when caring for a variety of individuals, families, groups, communities, vulnerable and diverse populations across the lifespan and continuum of healthcare environments. (Course Outcome 1, 2, 3, 5) 5. Analyze the effect of various health care systems and healthcare reform on the profession of nursing. (Course Outcome 1, 2, 3, 5) 6. Explain the role of the nurse in regional, state and national politics. (Course Outcome 1, 2, 3, 4) Learning Activities: 1. Interactive Discussion -Topics are drawn from the Unit 6 Student Learning Objectives and may include (but is not limited to): delegation, self-governance in nursing, collective bargaining, health care systems, health care reform, and the role of the nurse in politics. 2. Scholarly Paper Due Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 14
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 7 Contemporary Nursing Issues Purpose: This unit will briefly review major issues in delivering care in today s healthcare system. Some topics discussed will involve issues nurses will deal with at the bedside such as spirituality, cultural diversity and client education. Other topics are those that a nurse can get involved in to become a change agent such as becoming nursing researcher. Students will reflect on contemporary nursing issues that they have seen in their own practice. Furthermore, students will discover new issues that they may be interested in pursuing for future personal and professional growth. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Assess the use of research in the role of the professional nurse. (Course Outcome 1, 2, 3, 5) 2. Examine the purpose of evidence-based practice in healthcare delivery. (Course Outcome 1, 2, 3, 5) 3. Describe the nursing skills and commonly used teaching strategies needed to provide appropriate client teaching for a variety of individuals, families, groups, communities, and diverse populations across the lifespan and continuum of healthcare environments (Course Outcomes 1, 2, 3, 4, 6) 4. Identify the importance of incorporating culturally and spiritually appropriate care. (Course Outcome 1, 2, 3, 4, 5, 6) 5. Identify research which supports providing culturally and spiritually appropriate healthcare interventions. (Course Outcome 1, 3, 4, 5) 6. Identify the social, political, cultural and economic factors and trends that have influenced the development of the professional nursing (Course Outcomes 2, 4) 7. Explore various the role of the nursing the professional nurse in the various nursing specialties (Course Outcomes 1, 2, 3) 8. Identify strengths and weaknesses of major types of integrative therapies (Course Outcomes 1, 2, 3, 4, 5) 9. Explain why a growing number of people are using integrative therapies. (Course Outcomes 1, 2, 3, 4, 5) Learning Activities: 1. Interactive Discussion -Topics are drawn from the Unit 7 Student Learning Objectives and may include (but is not limited to): research and evidence-base practice in nursing, the role of the Teacher in nursing, culturally competence, spirituality, nursing specialties, and integrative care. 2. Synchronous Class Time Informatics and Nursing and QSEN Suggested Readings: 1. Improve the Nursing Profession: http://thefutureofnursing.org/ http://www.iom.edu/reports/2010/the-future-of-nursing-leading-change-advancing- Health.aspx 1. Evidence Based Practice http://www.ahrq.gov/clinic/epcix.htm 2. Nursing Research www.ahrq.gov/ Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 15
NUR310: Dimensions of Professional Nursing Theory, Practice and Transition Unit 8 Safety, Quality, Sustainability and Informatics in Healthcare Purpose: Quality and Safety in Nursing Education (QSEN) is dedicated to improving safety and quality in nursing practice through increased education. This unit will provide the knowledge and understanding needed to incorporate QSEN into daily professional practice. Quality improvement in healthcare is essential for progress to occur. This unit will provide an understanding of the implementation, process and evaluation of quality improvement to create positive progression in healthcare. This unit will discuss technology and quality improvement in medical errors, near misses and recording systems aimed at increasing safety and decreasing error rates. In addition to quality and safety in healthcare, this unit will provide the student with an understanding of sustainability in healthcare. Finally, this unit will focus on how providing a basic understanding of informatics is an ever growing and evolving aspect of healthcare. Student learning objectives: Through learning activities of reading, class, case studies, and class participation the student will be able to: 1. Recognize the role of technology in communication and health information management. (Course Outcome 6) 2. Assess the role of technology in preventing errors and supporting decision making. (Course Outcome 5, 6) 3. Identify the role of the baccalaureate nurse in providing quality, safe patient care. (Course Outcome 1, 5, 6) 4. Explore the purpose of informatics in healthcare. (Course Outcome 6) 5. Identify the role of QSEN in healthcare delivery. (Course Outcome 1, 5, 6) 6. Compare and contrast the knowledge skills and attitudes of QSEN with current nursing practice experience. (Course Outcome 1, 5, 6) 7. Evaluate the technology used in quality improvement and error prevention. (Course Outcome 6) 8. Define sustainability as it relates to nursing and healthcare (Course Outcomes 1, 2) Learning Activities: 1. Group Case Study Topic will include applying communication in technology to a patient scenario 2. Give feedback on each other s Group Projects Suggested 1. http://www.americannursetoday.com/article.aspx?id=6356&fid=6276 2. www.ania.org Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 16
Group Presentation Purpose: The goal of this project is to develop a presentation on a selected topic from this course. The presentation will be shared with the entire class. Group work fosters communication and interaction skills, both of which are essential in professional nursing. (Course Outcomes 2, 3, 5) Directions: Students will be assigned to a group in the first week of class. In your group, you will be assigned a course topic. You and your group will create a PowerPoint presentation with a minimum of 15 slides (not including title and reference slide) with narration. You can narrate a PowerPoint presentations with a microphone and using the Record Slide Show option. You will be graded based on the grading rubric. Key points to include in the presentation: An overview of your topic A discussion of the importance of your topic for the professional nurse Anticipate how the knowledge will transform your practice, and how you might incorporate the knowledge into daily practice A discussion on how the change in your practice may affect patient outcomes, and predict how it may impact healthcare delivery within a real or fictitious healthcare facility. Make recommendations for future research in your topic area Use a minimum of 4 peer reviewed journal references. Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 17
Criteria Content/ Subject Knowledge Organization Learning Value of Presentation to Audience Creativity Length of presentation /Use of alternative formats Clarity, References & Mechanics Excellent 4 Points Demonstrates excellent evidence of knowledge by answering all audience questions with abundance of explanation and elaboration. Pertinent examples, facts or statistics. Support conclusions/ideas with evidence. Information is presented in a logical and interesting sequence that audience can follow. Flows well with excellent transitions. Significantly increases audience understanding and knowledge of topic; convinces audience to recognize the validity/ importance of topic regarding the professional BSN. Presentation is creative, stimulating, and attentiongrabbing with excellent visuals tied to the overall subject of research. 15 slides (not including title and reference slide) PowerPoint with narration Three or more references with correct APA format. No grammatical or spelling errors. Presentation is clear. Presentation Grading Rubric Good Acceptable 3 Points Demonstrates good evidence of knowledge by answering all audience questions, without elaboration. Includes some data or evidence that supports conclusions. Information is presented in a logical/ interesting sequence that audience can follow with clear transitions. Raises audience understanding and knowledge of topic; moderate discussion of how key topics relate to the professional BSN. Presentation is creative and interesting to view with appropriate visuals used to explain subject of research. 12-14 slides (not including title and reference slide) PowerPoint with narration One or two references with correct APA format. 1-2 grammatical/spelling errors. Presentation is mostly clear. 2 Points Demonstrates acceptable evidence of knowledge however uncomfortable with information and is able to only answer fundamental question from audience. Minimal data or evidence to support conclusions. Audience has difficulty following presentation; jumps around and lacks clear transitions. Raises audience understanding and knowledge or topic on some points; minimal discussion of how key topics relate to the professional BSN. Some creativity used to increase interest in presentation; visuals are used however not explained or put into context. 9-13 slides (not including title and reference slide) PowerPoint with narration One or no references used or poor use of APA format. 3-4 grammatical /spelling errors. Presentation is partially clear. Unsatisfactory 1 Point Demonstrates unsatisfactory evidence of knowledge with weak grasp of information and cannot answer questions from audience. Gives insufficient or no support for ideas or conclusions. Audience cannot understand presentation due to no sequence of information presented. Fails to increase audience understanding of knowledge of topic with no connections to professional BSN. Minimal creativity evident in presentation. Little or no visuals with too much text on slides. Fewer than 8 slides (not including title and reference slide) PowerPoint with narration or Does not include narration Includes no references. Five or more grammatical/spelli ng errors. Presentation is not clear. Points Received/ Comment /24 Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 18
Interactive Discussions Purpose: Interactive discussions create learning environments which will deepen the students knowledge, expand thinking, allow students to gain from peer experiences, and use knowledge to broaden the understanding. The use of interactive discussions in the hybrid learning environment allows for asynchronous learning. (Course Outcomes 1, 2, 3, 4, 5, 6) Directions: Students will be required to participate in the online interactive discussions. The schedule outlines which weeks require interactive discussions. Discussion question postings and participation posts will be graded using the Interactive Discussion Rubric. Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 19
Discussion Board Grading Rubric Criteria Excellent Good Satisfactory Acceptable Unsatisfactory Points Frequency Minimum= Initial posting with 2 responses. Must post on 3 separate days for full points. Initial Discussion Question Posting Follow-Up Postings Content Contribution References & Support Clarity & Mechanics 5 Points Participates 3 or more times on 3 or more separate days. Posts well developed response that fully addresses all aspects of questions. Synthesized information from readings. Promotes the discussion and is well reasoned. Demonstrates analysis of others posts; extends meaningful discussion by building on previous posts; deeply reflective while enriching and advancing the discussion. Uses 1 0r more resource outside of the course materials. Uses correct APA references to literature or readings in addition to personal experience to support comments. Writing is excellent with sophisticated language applied. No grammatical or spelling errors. The paper is clear, succinct and pertinent. 4 Points Participates 3 times with postings on only 2 different days. Posts well developed response that fully addresses all aspects of questions. Response promotes discussion. Did not synthesize information from readings. Demonstrates analysis of others posts; extends meaningful discussion by building on previous posts; minimal depth of reflection with some enrichment or advancement of discussion. Uses at least 1 or more outside resources in addition to personal experiences to support comments but only uses some correct APA format. Writing is clear, reader is easily able to follow message; minor errors in grammar or spelling. The paper is mostly clear, succinct and pertinent. 3 Points Participates 2 times with postings on 2 different days. Posts satisfactorily developed response that partially addresses aspects of questions. Response does not promote discussion. Demonstrates satisfactory analysis of others posts with minimally meaningful discussion; does not enrich or advance discussion. Uses at least 1 or more outside resource in addition to personal experiences to support comments however uses incorrect APA format. Writing is difficult to follow at times; numerous errors in grammar and spelling but able to follow message. The paper is partially clear, succinct and pertinent. 2 Points Participates 1-2 times on the same day. Posts acceptable response with superficial thought and preparation; doesn t address all aspects of the question. Posts shallow contribution to discussion that simply agrees or disagrees or is repetitive of original statement; does not enrich or advance discussion. Uses no outside resources. Uses only personal experience. No references to readings or research to support comments. Writing is disjointed, rambling. Grammar and spelling errors interfere with message. The paper is pertinent but lacks succinctness or clarity. 1 Point Participates only 1 day with one post. Posts unsatisfactory response which does not address any aspect of question OR Initial post after Wednesday 2359 MST. Posts information that is off-topic, incorrect, or irrelevant to discussion. Includes no references OR personal experiences to support comments. Writing is disjointed, rambling; tone is disrespectful. Grammar and spelling errors interfere with message. The paper is not clear or succinct or pertinent. Total Points/ 25 Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 20
NUR310: Dimensions of Professional Nursing Theory, Practice And Transition Nursing Scholarly Paper Purpose: The nursing student will write a paper using APA format discussing one of the listed topics related to nursing profession (See attached list of topics). This paper requires the nursing student to explore the wealth of nursing research articles available in CINAHL and reflect on personal experiences in nursing. Directions: Once the student has chosen a topic, the student should reflect on two or three personal experiences that pertain to the topic. Next, the student will then perform a search, preferably using CINAHL, for current research and journal articles discussing the topic. Do not use medical research, this is a nursing scholarly paper. The nursing student will find a minimum of 4 nursing articles from nursing journals. You may not use Wikipedia as a resource. (Course Outcomes, 2, 4, 5 & 6) The paper will include the following major components: Introduction: The first few sentences and paragraph of a paper are extremely important. Your audience will form its initial perceptions of you, and of your interventions, from the introduction. If you go too far in your efforts to impress your readers, the strain will show in your writing. To avoid this problem, you need to step back and consider the specific purposes that an introduction is supposed to serve. A successful introduction will provide an overview of your paper, attracts the audience's attention, and prepares your audience for your interventions. Background on topic: This section will be specific to each topic chosen. It is important to discuss the main topic chosen in detail. How is it important to the nursing profession? Has there been any research on the topic? Has there been any recent report of the topic in the news or current events? What does the literature say on the topic (i.e. the articles you found in CINAHL)? Reflection: Narrate two to three specific examples that you have experienced on this topic. In this section, you may use personal pronouns and describe the incidents in a personal manner. Be sure to include details about where you were, what happened, and how did it make you feel? Make sure the reflective narration supports the topic, research, and conclusions you want to make. Thoughts/Impressions: What did you learn from researching the topic and from reflecting on your own experiences? Would you have handled the situation differently now that you have read current research on the topic? List one change you would suggest to your clinical site that incorporates what you learned from your research and reflection. List one suggestion for future research that you learned from your research and reflection. The paper will be a formal paper in APA format and will be 1250-1750 words long. Use your 6 th edition APA manual as a resource. Use the rubric as a guide to writing the paper. The faculty instructor will be grading based on criteria set forth in the rubric. Referencing the rubric as the students writes and edits the paper will ensure maximum points. Finally, my hope is the student finds inspiration and excitement in discovering research and reflecting. Have fun writing this paper. If you feel like you are struggling, see your faculty instructor or one of the many free writing tutors on campus for help. Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 21
Topics for Dimensions Scholarly Paper There is a projected nursing shortage predicted in the next 10 years. What changes to education or the health care system are likely to change or have you seen change? Preceptor and mentoring is an important aspect to the nursing field. What experiences have you or observed as a mentor or a nurse being mentored? Analyze the style of leadership and management that is used in your clinical area. Is it effective? Provide examples. Are there any leadership and management styles that would work better? Why? Nurses are often criticized for eating their young. Discuss incivility in nursing. What types of incivility have you experienced? Nurse to nurse? Physician to nurse? Patient to nurse? How can this be addressed? What is self-governance as it applies to nursing? Who are the people who hold governing power in your clinical institution? What processes can employees in the health-care facilities use to affect the quality of care that they provide? President Barrack Obama signed in the Affordable Care Act into law in 2010. Identify important elements of this law that affected your clinical care area. Should nurses support these changes? Why? Nursing informatics has changed the landscape of health care. Discuss how the design of equipment and other informatics programs has increased (or decreased) the quality of care. Spirituality may be regarded as the driving force that pervades all aspects of and gives meant to an individual s life (Catalano, 2012, p. 413). How does spirituality affect nursing care? What role does the nurse have in providing spiritual care to patients, how is providing spiritual care best accomplished? Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 22
Criteria Organization Reader can easily identify each section: 1. Introduction 2.Background on topic 3.Reflection 4.Thoughts/Impressi ons 5.Conclusion Background The background includes main topic Excellent 4 points Paper is organized. Includes all 5 sections in an organized fashion Paper is correct length. Clearly describes the background, importance to nursing. Rubric for Scholarly Paper Good Acceptable 3 point 2 points Paper shows moderate organization. Lacking one of the major components. OR Paper less than 1250 words OR more than 1750 words Partially describes the background, importance to nursing. Paper shows minimal organization. Lacking two or more of the major components. OR Paper less than 1000 words OR more than 2000 words Minimally describes the background, importance to nursing. Unsatisfactory 1 point Paper has no organization. Lacking three or more of the major components. OR Paper less than 750 words OR more than 2500 words Does not describe the background, importance to nursing. Points Received /Comments Reflection and Thoughts/Impression s Includes a 2-3 specific examples with detailed reflection. Answers Thoughts/Impression questions listed in directions. Conclusion The conclusion of the paper is clear and succinct AND clearly restates the thesis of the paper and how the thesis was supported and proved. Professional Writing No problems that cause distraction for the reader. Includes correct title page, citations, and reference page. Pages are numbered with running head. 12 Point Font Double-spaced throughout paper. Correct Reference Page and citations. Clear, well-worded and Includes a 2-3 specific examples with detailed reflections and Answers all Thoughts/Impression questions listed in directions. The conclusion of the paper is clear and succinct AND clearly restates the thesis of the paper and how the thesis was supported and proved. APA format followed with no errors. Free from spelling and grammatical errors. 4 or more appropriate resources. Includes correct title page, citations, and reference page Pages are numbered with running head Partially clear, wellworded or 1-2 specific examples with detailed reflections or Misses 1 answer of the Thoughts/Impression questions listed in directions The conclusion of the paper is clear however wordy only partially supports the thesis. APA format followed with minimal errors. One to three spelling or grammatical errors. 3 or more appropriate resources used. Unclear or 1-3 specific examples lacking details or Misses 2-3 answer of the Thoughts/Impres sion questions listed in directions The conclusion of the paper is unclear and wordy OR the thesis of the paper is unsupported. APA format minimally used with three to five spelling or grammatical errors. 1-2 outside resource or inappropriate resource used. Unclear or no specific examples or complete lack of detailed reflections or Misses 4 + answer of the Thoughts/Impre ssion questions listed in directions The conclusion of the paper is absent or thesis of the paper and how the thesis was supported and proved is absent. APA format not used. Six or more spelling or grammatical errors. No outside resources used. Total Points/20 Syllabus approved 2012/BSN 4.15.14; Revised and approved CC 4/11/16 23