COURSE OUTLINE NSG 182: Health Assessment Fall 2011

COURSE OUTLINE NSG 182: Health Assessment Fall 2011 Lethbridge College provides high quality, innovative programs and services enabling learners to achieve their educational and career goals. Centre: Health Justice & Human Services Dean: Jane Friesen, ECE Dip., BA, MDEd jane.friesen@lethbridgecollege.ca 403-320-3202 Ext. 5251 Chair: Karla Wolsky, RN, BN, MN karla.wolsky@lethbridgecollege.ca 403-320-3424 Instructor: C01: Marisa Hakstol C02: Jacki Glover Instructor Availability: Program: Bachelor of Nursing After Degree (BNAD) Credits: 9 marisa.hakstol@lethbridgecollege.ca jacalynne.glover@lethbridgecollege.ca Class Time/Location Section Day & Time Room # C01 W 0800-1350 F 1130-1720 C02 W 0800-1350 F 0800-1350 TE2229/ TE2231 TE2227/ TE2227 Instructor & E-mail address Marisa Hakstol marisa.hakstol@lethbridgecollege.ca Jacki Glover jacalynne. glover@lethbridgecollege.ca Office Phone 320-3202 TE2242 Ext. 3474 TE2238 Ext. 5405 Pre-Requisites: Admission to the BNAD program Open to Prior Learning Assessment: No Co-Requisites: Nursing 181: Introduction to Nursing Open to Supplemental Exam: No NSG182 Fall 2011 Page 1

Course Description: This nursing practice course provides the foundation for developing therapeutic relationships and introduces the concepts of health assessment and basic nursing skills. It offers intensive practice in the lab environment in preparation for clinical practice in the following semester. Course Outcomes: 1. Demonstrate effective use of therapeutic communication techniques in interpersonal interactions with peers and faculty in all settings. 2. Demonstrate effective group process and participation skills, including development of meaningful learning partnerships with peers and faculty and the provision of constructive feedback. 3. Practice caring behaviours in the clinical laboratory setting. 4. Demonstrate critical thinking in the application of holistic nursing perspective and health promotion focus to nursing care activities. 5. Use problem-solving skills, informed by sound knowledge, to explain care needs at beginning practitioner level in simulation activities. 6. Perform systematic physical assessments, demonstrating knowledge of structure and function of pertinent body systems and appropriate assessment techniques. 7. Demonstrate knowledge and application of nursing principles in the performance of psychomotor skills related to personal care in the clinical laboratory environment. 8. Identify and document the health assets and needs of individuals and families within diverse cultural contexts and settings. 9. Demonstrate application of information management skills such as locating, and evaluating research as a basis for practice in the clinical laboratory setting. 10. Initiate self-reflection and setting of personal and professional learning goals by developing a learning plan to facilitate development of nursing practice 11. Demonstrate professional behaviour, responsibility and accountability in the laboratory environment. Course Format/Instructional Method: In this course, you will be expected to develop skills related to independent and interdependent learning. As an independent learner, you will be required to work in an online environment to complete learning modules and assignments prior to attending clinical laboratory classes. You will also develop an individual learning plan to help guide your learning. Contributing current best-practice evidence to classroom discussions is also required. As an interdependent learner, you will work in groups with the intent of developing skills for working collaboratively in the practice environment a member of the health care team. You will frequently work in pairs or triads when learning assessment and basic nursing skills and you will be required to act as a model, the nurse and the evaluator in various activities over the course of the semester. NSG182 Fall 2011 Page 2

In the practice course/lab environment, faculty tutors work in collaboration with all students. While the tutors are responsible for the curriculum content, role modeling of skills as well as student support and evaluation of student knowledge acquisition and skill performance, students and tutors engage in learning through an active learning process where everyone is responsible for: 1. Asking questions that stimulate discussion and appraisal of knowledge and skills needed in nursing practice. 2. Utilizing a variety of strategies to facilitate learning. 3. Assisting consideration of all skills learning in relation to: a. underlying rationale(s). b. the identification and application of principles to nursing practice. 4. Encouraging the use of resources that support the development of knowledge and skills. 5. Supporting the ongoing development of constructive group dynamics. 6. Respecting and supporting individual learning styles and needs. 7. Creating and fostering a climate of trust. 8. Cultivating respectfulness and responsibility for the resources utilized in the lab by leaving the lab in a prepared state for use by other students. Required Text(s), Materials, and Technology: Ackley, B.J. & Ladwig, J.B. (2011). Nursing diagnosis handbook. An evidence based guide to planning care (9th ed.). St. Louis, MO: Mosby. American Psychological Association (2009). Publication manual of the American Psychology Association. (6 th ed.). Washington, DC: Author. College & Association of Registered Nurses of Alberta (2008). Nursing practice standards (includes the Canadian Nurses Association (CNA) (2008) Code of Ethics. Retrieve document from http://www.nurses.ab.ca/carna- Admin/Uploads/new_nps_with_ethics.pdf Jarvis, C., Browne, A. J., MacDonald-Jenkins, M., Luctkar-Flude, M. (2009). Physical examination and health assessment. (1 st Canadian ed.) Toronto, Ontario: Elsevier Canada. User guide, access code, and textbook package) Potter, P. A., Perry, A. G., Ross-Kerr, J. C. & Woods, M. J. (Eds.). (2010). Canadian fundamentals of nursing (4 th ed.). Toronto, Ontario, Canada: Elsevier Canada. NSG182 Fall 2011 Page 3

(User guide, access code, and textbook package) Riley, J. B. (2008). Communication in nursing (6 th ed.). St. Louis, MO: Mosby Recommended Text(s) and Materials: Medical Dictionary your choice Lethbridge College Bookstore Other Learning Resources: Stethoscope Uniform- Storm Blue Penlight Sphygmomanometer Shoes- White UNIFORM FAIR 2011 Mon. Oct. 3 and Tue. Oct. 4 0900-1700 A & E Scrubs - Sunflower Room TE1202 Leister s - Canbra Room TE 1305 Assessments: Assignment/Activity/Exam Due Date Value 1. Pre-class quizzes 16 mini lesson quizzes 1% each - best 10 2. Reflections Caring and therapeutic communication Professional accountability 3. In-class multiple choice exam #! (weeks 1 through 5 (Wed) 4. Nursing Care plan Part A Part B Prior to start of related class Sept. 23, 2011 Oct. 5, 2011 10% 5% 5% Oct. 7, 2011 10% Oct. 12, 2011 8% Oct. 28, 2011 2% 5. Vital signs skill assessment By Oct. 14, 2011 5% 6. Communications paper Nov. 2, 2011 15% 7. OSCE Nov. 18, 2011 25% 8. Learning Plan Nov. 23, 2011 5% 9. In-class multiple choice exam #! content week 5 (Fri)-14 Dec. 9, 2011 10% NSG182 Fall 2011 Page 4

DESCRIPTION OF ASSIGNMENTS 1. Pre-class online quizzes (10%) prior to related class Prior to each class, you are required to complete a series of study guide questions and other online activities. Many of the pre-class study guides include a pre-class quiz. You are required to complete the quiz prior to attending class. The quizzes are open book and are to be completed within a 20 minute time frame. Each quiz is worth 1% towards your final grade and the best grades for 10 of the required quizzes will be used towards the final grade. 2. Reflections (5% each total 10%) o Caring and therapeutic communication Sept. 23, 2011 o Professional accountability Oct. 5, 2011 Reflection is a cornerstone of professional nursing practice. You will be required to submit 2 reflections addressing the topics of caring, and professional accountability. Each reflection will be a maximum of 3 pages and will include relevant illustrative examples, literature consideration, and discussion of your development as a nurse. (See marking rubric in assignments) 3. In-class multiple choice quiz #1 (10%) Oct. 7, 2011 This quiz will cover the content from weeks 1 through week 5 (Wednesday s class). 4. Nursing care plan total 10% Plan (8%) Oct. 12, 2011 Plan with evaluation completed (2%) Oct. 28, 2011 A NCP will be developed from client data prior to completing the health promotion activity with your health promotion interview with your interviewee (see Communication Paper assignment description). Your first interview was your opportunity to gather client data for the purpose of developing an individualized, client-centered teaching plan. For the first nursing care plan submission, the evaluation column will be left blank. One week after the educational session, submit the nursing care plan with the evaluation column completed. (see marking rubric) 5. Vital signs & aseptic technique skills assessment (5%) by Oct. 14, 2011 The purpose of this assignment is to allow you to demonstrate nursing practice skills. You will come to the examination area prepared to proceed through a variety of stations. At each station, you will demonstrate and verbally explain his or her actions in completing specific assignments. Any student with less than 80% on the assessment will complete another demonstration until 80% is achieved. The purpose of the retest is to achieve competency prior to practice placement but it will not result in a change of the original grade. (see marking rubric for specific content) 6. Communications Paper (15%) Nov. 2, 2011 Nursing occurs within the context of relationship and communication forms the basis of effective therapeutic relationships. Please see the detailed assignment description and rubric found in the Assignment and Topical Schedule Document. NSG182 Fall 2011 Page 5

7. OSCE (25%) Nov. 18, 2011 Objective Structured Clinical Examination The purpose an Objective Structured Clinical Examination (OSCE) is to allow you to demonstrate learned nursing assessment skills. You will carry out a health history and physical assessment of a peer. You will demonstrate and verbally explain your actions in completing specific assignments. Any student with less than 80% on the assessment portion of the OSCE will complete another demonstration with his/her own instructor prior to clinical in second semester. The purpose of the retest is to achieve competency prior to practice placement but will not result in a change of the original grade. Failure to achieve 80% may result in the student s required withdrawal from the course. (see marking rubric for specific content) 8. Learning Plan (5%) Nov. 23, 2011 Lifelong learning is essential to developing and maintaining independence and competence in one s practice. Self-directed learning affords each individual an ideal opportunity to clarify and realize specific learning needs. Learning plans provide one way of identifying individual learning needs, describing how to achieve those needs, and providing evidence to support that learning has occurred. During clinical rotations, you will be required to submit individualized learning plans. This assignment is an opportunity for you to begin to develop the necessary skills in learning plan development. You will create a learning plan for the simulated clinical experience (see assignment overview and marking rubric) 9. In-class multiple choice quiz #2 (10%) Dec. 9, 2011 This quiz will cover the content from weeks 5 (Friday s class) through 13. Supplemental Examination: none available for this course Program/Course Attendance Requirements (if applicable): See NESA BN Programs handbook Grading System: University of Lethbridge and Lethbridge College Letter Percent GPA Letter Percent GPA A+ 95-100 4.0 C+ 71-74.9 2.3 A 91-94.9 4.0 C 67-70.9 2.0 A- 87-90.9 3.7 C- 63-66.9 1.7 B+ 83-86.9 3.3 D+ 59-62.9 1.3 B 79-82.9 3.0 D 55-58.9 1.0 B- 75-78.9 2.7 F 0-54.9 0.0 You must receive a grade of C or better to pass this nursing practice course. NSG182 Fall 2011 Page 6

General Course Expectations: Assignment Submission Assignments must be submitted at the beginning of class/clinical on the designated date at the start of class in hard and electronic copy unless alternative arrangements have been made with your tutor at least 48 hours prior to the due date. The tutor will determine which electronic format is to be used (e.g. assignment drop box, email or Turnitin.com. A late assignment will be assessed a 5% penalty for each 24 hours late, including holidays and weekends. Student Retention of Assignments and Evaluations You are required, as evidence of developing competence and reflective practice to maintain all classroom assignments and evaluations. These will be required in your Continuing Competency Assignment in Nursing 181 and are a beginning to building a Continuing Competence Portfolio as part of professional practice requirements in Alberta. Supplemental Examination: none Students are expected to arrive on time for class, to demonstrate respect, which includes shutting off cell phones during class. See NESA BN Programs Handbook for more information. Institutional Practices Course Work Used as Examples: Should your instructor wish to use your work in future educational purposes, you will be asked to complete and sign a Student Release Form, authorizing both the instructor and/or the College to use your course work. This form, along with a copy of your work, is retained in the official copyright files located in the College s Intellectual Property Office. If you have any questions regarding Copyright and/or Intellectual Property, please contact the Intellectual Property Office. Retention of Assignments and Exams: Examinations / assignments NOT intended to be returned to students will be retained for at least one year from the end of the term. Examinations / assignments intended to be returned to students but are not picked up by students will be retained to the end of the final grade appeal period. After the appropriate retention period, records will be destroyed in a secure manner. Academic Honesty: Academic Honesty is necessary for students to achieve excellence and for the preservation of the integrity and reputation of the course, the program and of Lethbridge College as an institution. Lethbridge College supports and demands academic honesty in all academic learning activities. NSG182 Fall 2011 Page 7

Plagiarism is a serious offence and will be handled in accordance with Lethbridge College policy. The penalties for plagiarism vary in degrees but may result in expulsion from the Lethbridge College. Lethbridge College uses plagiarism detection software such as Turnitin.com. Students should be aware that if their paper is submitted to a plagiarism detection service, a copy of their paper is retained as a source document in its reference database. As the author, the student retains ownership of the paper submitted. Recording of Classes: An audio recording is permitted only with the prior written consent of the instructor or if recording is part of an approved accommodation plan. Such a recording is for the personal use only of the student who has permission to record. Following the course all such recordings must be destroyed. Academic Accommodation: Students requiring academic accommodations (e.g. extra time, separate space, etc.) must register with Accessibility Services to determine eligibility for and implementation of these supports. If you have further questions, please feel free to speak to your instructor or to contact Accessibility Services for more information. Important Note: Students should be aware of policies and procedures that may impact them directly. More information can be found at http://www.lethbridgecollege.ca/about-us/policiesprocedures. NSG182 Fall 2011 Page 8