1 Faculty: Email Faculty Availability: Program Coordinator By Appointment Mary Elliott, RN, BScN, MEd Mary.elliott@humber.ca COURSE OUTLINE ACADEMIC YEAR 2013/2014 Practicum: Community & Population Health Nursing Course Code NRS.313 (NURS 3066) Schedule Type Code CLN Credit Value: 4 Clinical Hours: 12 hrs x 12 weeks Assigned Preparation: Prerequisite for Clinical Program: University of New Brunswick (UNB) - Humber Institute of Technology & Advanced Learning Collaborative Bachelor of Nursing Pre-Requisite(s) Year 1 & 2 courses Practice 12 hours x 1 week Co-Requisite (s): NRS.312 Pre-requisite for: Year 3, Term 2 Courses Restrictions: Open only to UNB-Humber Bachelor of Nursing Students Program Outcomes emphasized in this course: See Appendix A for BN Program Abilities Level Outcomes Year 1 Year 2 Year 3 X Year 4 1 Knowledge & its Application 2 Communication 3 Critical Thinking / Skills Analysis 4 Professional Identity 5 Social Justice / Effective Citizenship x 1.1 x 2.1 x 3.1 x 4.1 5.1 1.2 x 2.2 3.2 4.2 x 5.2 1.3 2.3 x 3.3 x 4.3 5.3 1.4 x 2.4 x 3.4 4.4 x 5.4 2.5 x 4.5 5.5 4.6 4.7 Approved By: Dean/Associate Dean: Signature: Dr. Lenore Duquette, RN, BScN, MEd, EdD Associate Dean, BN Nursing Date: August 13, 2013
2 Course Description / Course Rationale This nursing practice course focuses on the process of community development and community health nursing. A population within a community will be selected in consultation with the nursing faculty and the community. Students will then utilize the Population Health Framework to conduct an assessment, plan and deliver a health promotion activity to that select population group. The student will apply concepts of community health nursing in challenging situations with client populations. Learning Outcomes Upon successful completion of this course, students will be able to: 1. Knowledge and its Application 1.1 Integrates multiple sources and forms of knowledge into the collaborative program/ or community development. 2. Communication 2.1 Demonstrates effective writing skills in the practice of Community Health nursing. 2.2 Engages diverse audiences using developmentally appropriate and effective presentation techniques. 2.4 Engages in interdisciplinary/intersectoral partnerships to promote the health of clients. 3. Critical Thinking/Skills of Analysis 3.1 With guidance, examines multiple factors that influence health and collaborates with the client to formulate plans to meet priority needs. 3.3 Evaluates data and evidence to propose implementation of sound innovative interventions. 3.4 Uses theoretical and experiential knowledge to evaluate the program/ project. 4. Professional Identity 4.1 With direction, integrates ethical, legal and professional standards when advocating for and providing collaborative care with clients. 4.3 Develops an appropriate leadership style to collaborate effectively within the community. 4.5 Identifies learning needs and develops strategies to enhance professional practice. 5. Social Justice/Effective Citizenship 5.2 With direction, uses frameworks of primary health care and social justice to identify and address disparities in health outcomes and engage in culturally safe, collaborative practice. 5.4 With direction, integrates new knowledge and experiential learning to develop and practice effective citizenship and egalitarian relationships.
3 Essential Employability Skills (See Appendix B for definitions of essential employability skills) Essential Employability Skills are transferable skills that provide the foundation for a student s academic, vocational, and personal success. x Communication x Critical Thinking & Problem Solving x Interpersonal x Numeracy x Information Management x Personal Learning Resources Required Resources Diem, E. & Moyer, A. (2005). Community health nursing projects. Philadelphia: Lippincott Williams & Wilkins. Stamler, L.L. & Yiu, L. (2012). Community health nursing: a Canadian perspective, 3 rd edition. Toronto: Pearson Education Canada Supplemental Resources See blackboard site and other resources as directed by Clinical Teacher. Copyright Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book. See the Humber Libraries website http://library.humber.ca for additional information regarding copyright and for details on allowable limits. Learning Delivery Format There will be a variety of formats: independent study, discussion, group work, on-line resources and collaboration with community agencies.
4 Course Content Week Week of Activity Assessment 1 Sept 2 Assigned Preparation: Prerequisite for Clinical Practice Complete the Tri-Council tutorial on Ethics http://tcps2core.ca/welcome See assignment posted on Blackboard 2 Sept 9 Introduction to course and Orientation to Agency Submit to Professor/Clinical Teacher, the Assigned Preparation: Prerequisite for Clinical Practice Assignment 3 Sept 16 Project Development Dosage Calculation quiz and ongoing 4 Sept 23 Project Development 5 Sept 30 Project Development CASA Self Reflection 6 Oct. 7 Project Development 7 Oct. 14 Project Development Midterm Evaluation 8 Oct. 21 Project Development 9 Oct 28 Project Development 10 Nov 4 Project Development CASA Self Reflection 11 Nov 11 Project Development 12 Nov 18 Project Development 13 Nov. 25 Project Report and Portfolio Presentation to Agency Final CASA Review of Project Report Please note: this course schedule may change as resources and circumstances require. * Schedule may vary depending on placement and project requirements * Please refer to the NRS.313 Blackboard site for all clinical forms, documents and independent study requirements * Additional CASA supplemental documentation may be required. Student Evaluations Assignment Week Due 1 Assigned Preparation: Prerequisite for Clinical Practice Assignment Submitted to Professor/Clinical Teacher Week 2 2 Collaborative Assessment of Student Abilities (CASA) Self Reflection Weeks 5 and 10 (or more as assigned by Professor/Clinical Teacher) 3 CASA Midterm Evaluation Week 7 4 Dosage Calculation Proficiency Week 3 (and ongoing) 5 Project Report End of term 6 CASA Final Evaluation Week 13 Total 100 %
5 School Specific Field 1. Independent Learning Complete Assigned Preparation: Prerequisite for Clinical Practice Assignment (posted on Blackboard) and submit to Clinical Instructor Week 2 Complete the Tri-Council tutorial on ethics http://tcps2core.ca/welcome All courses that have a research component require a research designation. Students should understand the ethical requirements for research: obtaining permission; safeguarding privacy; ensuring anonymity where appropriate. Students should understand their obligations as researchers to both the subjects and to the wider research community. (Research Ethics Board, Designated Courses, 2012, p. 1). 2. Collaborative Assessment of Student Abilities -Self Reflection The Collaborative Assessment of Student Abilities (CASA) is a process of assessing student learning and performance in light of the clinical practicum s ability outcomes. Students will complete an assigned number of self-reflections based on the course outcomes. Each self-reflection must address a minimum of three different learning outcomes using separate events. Students will document their self-reflection using the Reflection Tool posted on Blackboard. It is expected by Year 3 of the BN program that students will reflect on the relationship between principles and practice. There will be a demonstrated assessment of the implications and consequences of actions and beliefs as well as the underlying rationale for practice. Students are required to consult the literature/evidence base to support their analysis including the Community Health Nurses Standards of Practice. This consultation should be noted on the Reflection Tool in APA format. At this point in the BN program, students will also incorporate ethical & political concerns. The issue of social justice is part of the deliberations regarding the value of professional goals and practice. The student will make links between the community and broader social structure and forces that affect population health. Due: Self Reflection is to be completed at Week 5 and 10 and submitted to the Professor/ Clinical Teacher 3. CASA Midterm and Final Evaluation Student learning and performance in relation to the clinical practicum s ability outcomes will be assessed using the Collaborative Assessment of Student Abilities (CASA) process. Students will engage in self-assessment of progress in meeting course learning outcomes at midterm and end of term using the Midway and Final CASA respectively. Students must address all abilities and outcomes in the midterm and final evaluations. Professors/Clinical Teachers will also assess learning and ability in meeting course learning outcomes at midterm and final using the Midway and Final CASA respectively. These forms will be posted on Blackboard.
4. Dosage Calculation Proficiency The satisfactory grade is 90%. If 90% has not been achieved students will be directed to develop a learning plan to address this area needing improvement. The written plan will be shared with the Clinical Teacher \ Professor and those students who were not successful will be retested Week 5 at the North Campus in the Test Centre. Students must seek remedial assistance from a variety of resources which may include but are not limited to their Clinical Teacher \ Professor, Math Centre in the Guelph Humber Building, on-line learning options as well as their Dosage Calculation textbook. Students who are not successful in the second attempt Week 5 will be presented at Midterm CEC. These students must meet with the Year 3 Program Coordinator to review and discuss strategies for success. The third attempt will be completed at the beginning of Week 7 in the Test Centre. Students will have maximum of three attempts to be successful. 5. Project Report The student group will submit a typed project report utilizing the guidelines in Diem, & Moyer (2005) page 220 226. The report is to include the topics listed under Collaborative Project Report on page 406 of the text. A copy of the report will be provided to the agency as well as the Year 3 Program Coordinator. Due: End of Term Process of Evaluation Signing the Midterm and Final evaluations will indicate that both the student and the instructor have read, discussed, and had an opportunity to respond to the feedback. To receive credit for NRS.313, students will be required to achieve an overall satisfactory level of competence in clinical practice in each of the five abilities. Failure to meet the course abilities will result in a NON-CREDIT grade for the course. A NON-CREDIT grade means that the students will not be able to proceed in the program until a CREDIT is achieved in the course. Satisfactory (S) The student consistently performs at the expected level. (e.g. uses theoretical foundations to address health needs; facilitates therapeutic relationships; provides organized, safe, ethical care, demonstrates responsibility for own learning) Needs Development (ND) Unsatisfactory (U) The student performs below the expected level.(e.g. needs change/improvement in behaviour to meet the expected level; requires frequent assistance; at times is unprepared for clinical practice) The student does not meet the expected level. (e.g. needs extensive change/improvement in behaviour to meet the expected required level; requires extensive, consistent assistance; is unprepared for clinical practice) 6
7 The Clinical Excellence Committee (CEC) is comprised of the Program Coordinators from the Nursing programs at Humber College who are experts in scholarly teaching and learning. The committee meets weekly as required when students are experiencing difficulty achieving clinical course outcomes. The purpose of the CEC meeting is to review the data on student performance presented by the clinical teacher/professor and provide recommendations and remediation strategies to support student success CASA Supplemental Documentation Clinical Teachers\Professors will record consultation with students regarding performance and assessment of learning throughout the semester in relation to course abilities using the CASA Supplemental Documentation form. This record will provide data for inclusion in the Midway and Final Assessment of Student Learning. Students will have access to read and sign the information included in the record. The CASA Supplemental Documentation Record will become a part of the student file. Depending upon the student s particular weekly clinical assignment, the student will have gained experience in many, but not all, abilities according to S (satisfactory), N D (needs development), and U (unsatisfactory). By the end of the term it is expected the student will have addressed each of the abilities outlined in the guide. Clinical Practice Attendance Policy To successfully complete the UNB - Humber Bachelor of Nursing Program students must acquire, maintain, and continuously enhance nursing competence. Educational experiences which occur in a variety of practice contexts are designed to advance nursing competence in an integrated and deliberate manner. The acquisition of nursing competence is progressively structured in an incremental manner on a daily, weekly, and monthly basis. Failure to achieve competence in some learning activities can negatively impact success in other placement areas. Attaining competence in professional practice requires that nursing students actively engage in all planned clinical experiences throughout the program. Guidelines for Implementing the Clinical Practice Attendance Policy 1. Clinical practice refers to all laboratory, institution and community practice experiences. 2. In accordance with the General Course Regulations, Class Attendance in the University of New Brunswick Undergraduate Calendar, students are expected to attend all classes, laboratories, tutorials, or other class meetings officially designated for a particular course. An instructor may assign a final grade of F in the course to a student who fails to maintain the stipulated attendance policy. In addition, the Nurse s Association of New Brunswick, the regulatory body that approves the program, requires a minimum number of hours of clinical practice for graduation from the program.
8 3. Missed clinical time will be tracked for each student within each term and annually. Students who miss clinical time due to illness or personal crisis are required to submit documentation to support their absence (health care provider note) and must notify the clinical instructor and Coordinator in advance of the missed clinical time. 4. Students in the generic four year program who miss more than 10% of the required hours for the clinical practicum course, but have successfully met the course outcomes will receive an incomplete (INC) grade until they have completed the required 18 hours of clinical simulation learning (CSL). Failure to complete the simulated learning experience will result in a non-credit grade. Due to the accelerated and condensed nature of the program of study for the Second Entry/RPN to BN student in the collaborative degree the clinical practice attendance policy is different than those in the generic program. Second entry/rpn to BN students who miss more than 4% of the required hours for the NRS.313 clinical practicum course and have met the learning outcomes will be expected to complete 18 hours of clinical simulation learning (CSL). The grade for the course will be incomplete until the CSL is completed successfully. Failure to complete the simulated learning experience will result in a non-credit grade. There will be a fee charged for this make-up course and the student will be referred to Registrar s office by the coordinator to enroll. 5. The CSL is not a repeat of the clinical course. Students who have received a non-credit grade for the course are not eligible to participate in CSL and must repeat the entire course. School Specific Academic Regulations It is the student s responsibility to be aware of the UNB Academic Regulations www.unb.ca Nursing Program Test and Exam Protocol Policy, and the UNB-Humber Student Handbook. Reference should be made to the Humber website at www.humber.ca as the source for the academic regulations. Turnitin, an electronic plagiarism detection service, will be used for the submission of papers. Details of how to submit your paper will be provided in Week 1. Students who do not want their work submitted to this service must, by the end of the second Week of class, consult with the instructor to make alternate arrangements. When an instructor has reason to suspect that an individual piece of work has been plagiarized, the instructor shall be permitted to submit that work to any plagiarism detection service. Use of Turnitin is intended to support the student s learning by offering an opportunity for students to review their assignments for appropriate citation of sources prior to submitting the assignment. Students should be aware that their assignments are added to the Turnitin software pool of documents.
9 While every effort is made by the Professor to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, College closure, technology/equipment problems or changes, etc.) In any such case, students, will be given appropriate notification in writing, with approval from the Dean (or designate) of the School. It is the responsibility of each student to be knowledgeable of the University of New Brunswick/ Humber General Academic Regulations, the Nursing Program Academic Regulations and the Charter of Student Responsibilities and Rights. Academic Integrity Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment. The University of New Brunswick places a high value on academic integrity and has a policy on plagiarism, cheating and other academic offences. Plagiarism includes: 1. Quoting verbatim or almost verbatim from any source, including all electronic sources, without acknowledgement. 2. Adopting someone else s line of thought, argument, arrangement, or supporting evidence without acknowledgement. 3. Submitting someone else s work, in whatever form without acknowledgement. 4. Knowingly representing as one s own work any idea of another. Examples of other academic offences include: cheating on exams, tests, assignments or reports; impersonating somebody at a test or exam; obtaining an exam, test or other course materials through theft, collusion, purchase or other improper manner, submitting course work that is identical or substantially similar to work that has been submitted from another course; and more as set out in the academic regulations found in the Undergraduate Calendar. Penalties for plagiarism and other academic offences range from a minimum of F (zero) in the assignment, exam or test to a maximum of suspension or expulsion from the University, plus a notation of the academic offence on the student s transcript. For more information, please see the Undergraduate Calendar, Section B, Regulation VII.A or visit; http://nocheating.unb.ca. It is the student s responsibility to know the regulations.
10 Personal Ethics Agreement In accordance with the UNB Academic Regulations Nursing Program Test and Exam Protocol Policy and the UNB-Humber Student Handbook students are expected to demonstrate academic integrity. All individual and group assignments submitted will now include a statement written or typed by the student(s) attesting to the authenticity of the work. Students will be expected to write this statement on the title page or covering page of all work they submit including exams and the last page of their Collaborative Assessment of Student Abilities (CASA) documents. If the assignment is submitted electronically the Personal Ethics Agreement statement should be typed on the assignment in the same manner as is expected for those assignments submitted in hard copy. Electronic submission of material containing the Personal Ethics Agreement implies signing the pledge. Students are expected to declare the following statement on all individual and group assignments submitted: I declare that this is my original work and the sources used are acknowledged. Student Name: (please print) Student Signature: Date: Please refer to Personal Ethics agreement that is required for all assignments (located on Blackboard site.) Policies and Procedures It is the student s responsibility to be aware of the College Academic Regulations which can be found on the following website: http://www.humber.ca/academic-regulations - follow link for Admission Requirements & University Regulations for the Bachelor of Nursing Degree Program. In addition, the School of Health Sciences have a link to outlines specific program-based policies and procedures. These policies can be found on the following websites: www.humber.ca and school site at http://www.healthsciences.humber.ca/programs/degrees/bachelor-of-nursing.html Research Principles 1. At Humber, no research activities involving human subjects, beyond the scope of professional practice, happen without an REB designation. 2. No research activities involving animals are permitted at Humber.
11 Research Activity This course has received approval from the Humber Research Ethics Board (REB) in accordance with criteria established by the Tri-Council. This designation permits minimal and no risk projects involving human participants to be approved by the course Professor. The Professor has completed ethics training and is well qualified to oversee these research projects. Any projects undertaken that are of greater than minimal risk, including those conducted with vulnerable populations, must be individually approved by the Humber REB. Academic Concern/Appeals If a student has questions or concerns regarding a grade on an assignment or test, the student should discuss the matter with the faculty member. The Program Co-ordinator and/or the Associate Dean may be asked to assist if the faculty member and student are unable to resolve issues. For additional information please refer to Section 13 of College s Academic Complaint and Appeal Policy at the web site identified above. Disability Services Humber seeks to create a welcoming environment where equity, diversity and safety of all groups are fundamental. Humber is dedicated to providing equal access to students with disabilities. The Disability Services staff are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact: Disability Services: http://www.humber.ca/disabilityservices North Campus: (416) 675-6622 X 5180 Lakeshore Campus: (416) 675-6622 X 3265 Disclaimer While every effort is made by the Professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Dean (or designate) of the School.
Appendix A: BN PROGRAM ABILITIES - LEVELED OUTCOMES 1. Knowledge and its Application Nursing Students integrate and apply knowledge, from nursing and an array of disciplines in the arts and sciences to provide comprehensive nursing care in times of health and illness. Program Outcomes Year One Year Two Year Three Year Four 1.1. Seeks, utilizes, and develops knowledge to support and enhance competence in professional nursing practice. 1.2. Intentionally applies understanding of the psycho-social, historical, spiritual and cultural dimensions of health and illness when working with diverse individuals, families, communities, and populations. 1.3. Appraises, provides and modifies nursing actions by synthesizing knowledge from nursing, the arts, and sciences integrating these with appropriate professional guidelines for best nursing practices. 1.4. Practices according to the standards, scope of practice and code of ethics of the provincial regulatory body, consistent with other national practice guidelines, in accord with provincial and federal legislation and in the context of primary health care. 1.1 With direction, accesses and uses knowledge from the humanities, social sciences, sciences and nursing to inform a beginning and holistic understanding of health and illness in diverse contexts and across the lifespan. 1.2 Recognizes multiple dimensions of health and illness, (biological, psycho-social, historical, spiritual, and cultural), appreciating their interrelated influences and their relevance to nursing practice. 1.3 Utilizes knowledge from nursing and the social sciences to create caring relationships in promoting health and understanding illness. 1.4. Identifies political, social, economic, cultural and environmental contexts that influence professional practice, disease prevention, health promotion, protection, and health maintenance. 1.1 With greater self-direction, examines and incorporates knowledge, principles, and information from nursing and other disciplines/professions, integrating these to assess, plan and provide beginning levels of nursing care with individuals and families. 1. 2. Seeks, integrates, and utilizes knowledge of determinates of health, along with other holistic conceptual frameworks of health and illness, incorporating these in planning and implementing nursing interventions with diverse individuals and families. 1.3. Applies knowledge from the sciences, liberal arts, and nursing incorporating a philosophy of caring to develop beginning levels of best nursing practice. 1. 4. Recognizes own developing nursing role (professional responsibilities) as well as those of the different interdisciplinary healthcare team members within the context of primary health care. 1.1 Seeks, critically examines, and utilizes evidence-based knowledge, informed by multiple theoretical frameworks, integrating these to provide nursing care with clients, families, and communities facing more complex acute or population based health challenges. 1.2. Critically examines social, cultural, spiritual and historical changes in definitions of health and illness, transferring this knowledge in culturally relevant practices that promote health or provide nursing care during illness with clients, families, communities and populations. _ 1. 3. Begins to integrate the determinants of health, evidence-based knowledge, research findings, and practice standards, theoretical and philosophical frameworks to appraise nursing therapeutics and to determine best nursing practice in the context of primary health care. _ 1.4. Integrates understanding of the Canadian health care system and the provincial professional regulating body into nursing practice environments. 12 1.1 Critically examines and integrates evidence-based knowledge from credible sources in nursing and other disciplines, basing practice decisions on this holistic, integrative process, and using this knowledge to provide competent nursing care with individuals, families, and populations experiencing complex health challenges. _ 1.2.Integrates contextually relevant dimensions of health and illness when providing nursing care in practice situations that are complex and unfamiliar. _ 1.3 Contextualizes nursing practice, by considering multiple sources of guidance for best practice, appraising and modifying professional actions to provide, safe, competent and effective nursing care in complex and unfamiliar environments. _ 1.4. Practices collaboratively and more autonomously, based on knowledge of the standards, regulations, competencies, and objectives of the provincial professional regulating body and in the context of primary health care.
2. Communication APPENDIX A -CONTINUED Nursing students communicate orally and in writing using structured coherent arguments to convey accurate and reliable information to diverse audiences in practice. Nursing students engage in authentic purposeful and collaborative communication using the concepts and techniques of the discipline. Program Outcomes Year One Year Two Year Three Year Four 2.1 Composes articulate, concise, credible, and defensible text consistent with the topic and appropriately leveled for the audience. 2.2 Connects with audience to convey ideas and information using effective verbal skills, non-verbal behaviours, and visual aids appropriate to the setting and intended purpose. 2.3 Uses therapeutic communication approaches to establish and maintain caring relationships with clients from a variety of cultures and diverse settings. 2.4 Engages in professional interactions with colleagues, administrators, and stakeholders, to address challenges and build partnerships in inter/intradisclipinary practice. 2.5 Uses available technologies to support communication in professional and therapeutic contexts. 2.1 Writes with beginning awareness of the elements of good writing, accurately portraying ideas consistent with the topic. 2.2 Speaks with beginning awareness of the elements of oral communication to convey ideas in predictable environments. 2.3 Recognizes the dimensions of the therapeutic relationship and with guidance uses purposeful communication techniques to promote the health of clients. 2.4 Recognizes the dimensions of professional relationships and begins to engage with peers, groups, and other members of the health team with awareness for differing perspectives, cultures, and ideas. 2.5 Beginning to use relevant information technologies to support communication. 2.1 Uses the elements of good writing to accurately and concisely communicate credible information in a variety of forms. 2.2 Uses elements of effective oral communication appropriately incorporating visual aids to enhance presentations. 2.3 Uses purposeful communication techniques that establish therapeutic and caring relationships to promote the health of clients and families. 2.4 Intentionally engages in professional relationships with colleagues and contributes the nursing perspective within the interdisciplinary health care team. 2.5 Beginning to use available technologies to support professional and therapeutic communication. 2.1 Adapts writing to effectively convey reliable information to a variety of audiences. 2.2 Engages audience using elements of effective oral communication incorporating presentation techniques appropriate to the setting and intended purpose. 2.3 Incorporates communication techniques within a counseling framework to facilitate therapeutic and caring relationships in changing health care situations. 2.4 Begins to develop partnerships with stakeholders and members of the health care team to support interdisciplinary practice that promotes the health of clients, communities, and populations. 2.5 Selects appropriate technology for use in a variety of settings with diverse audiences. 13 2.1 Composes articulate, concise, credible, and defensible text consistent with the topic and appropriately leveled for the audience. 2.2 Communicates complex ideas in engaging and appropriate ways to diverse audiences 2.3 Uses effective communication techniques and counseling frameworks independently to facilitate and maintain therapeutic and caring relationships in complex and unfamiliar situations. 2.4 Engages in professional interactions that address challenges with colleagues, administrators, and stakeholders, considering cultural and differing perspectives, and building relationships that enhance health and wellness. 2.5 Adapts to available technologies using them appropriately to support communication in professional and therapeutic contexts.
3. Critical Thinking/Skills of Analysis APPENDIX A-CONTINUED Nursing students engage in critical, reflective, and holistic analysis to evaluate the strength of a wide spectrum of evidence to formulate decisions. Program Outcomes Year One Year Two Year Three Year Four 14 3.1. Uses multiple ways of knowing to ensure the provision of evidence-informed nursing practice. 3.2. Utilizes a holistic approach guiding nursing practice through analysis of data from multiple sources. 3.3 Develops well reasoned arguments to formulate and defend sound, innovative and creative decisions. _ 3.4 Engages in reflective activities to enhance insight, intuition and ability to think beyond the obvious. 3.1 Comprehends the relationships between nursing knowledge and ways of knowing from the humanities, social sciences and sciences. 3.2 Completes holistic nursing assessments by collecting and considering data from the clients physical, psychosocial, cultural, and spiritual domains. 3.3 Scrutinizes evidence and identifies fallacies in reasoning to determine relevant and accurate information that informs personal decision making. _ 3.4 Reflects on personal knowledge, experience, and world view, acknowledging the presence of intuition and subjective ways of knowing. 3.1 Begins to develop clinical judgment by gathering relevant knowledge from multiple sources, questioning its use and with some direction applying it to formulate a plan of care. 3.2 Critically and reflectively uses more than one framework to organize and systematically summarize information as guides for nursing practice. 3.3 Formulates arguments and decisions about nursing care based on cause and effect analysis of information and evidence. 3.4 Recognizes limits to personal knowledge; examines assumptions and sources of uncertainty and discerns how these influence one s interpretation and assessment. 3.1 With some direction critically integrates varying perspectives and ways of knowing to formulate or challenge clinical decisions and plans for care. 3.2 With some direction critically and reflectively integrates multiple sources and frameworks to plan and implement care when working with clients, families, communities and populations. 3.3 Uses inductive, deductive, and other forms of reasoning to evaluate evidence, make connections between what is and what could be and propose sound and innovative interventions. 3.4 Critically reflects on and evaluates previous nursing situations, intentionally and carefully, transferring theoretical and experiential knowledge to the care of clients with similar diagnoses. 3.1 Implements nursing actions after engaging in a process of holistic inquiry and critical reflection. 3.2 Critically synthesizes intuitive and analytical processes to formulate nursing decisions that guide care. 3.3 Presents well reasoned arguments to and with peers to propose and defend sound, creative, and innovative changes. 3.4 Critically examines and uses previous learning experiences, intentionally and carefully transferring theoretical and experiential knowledge to augment nursing care in contexts that are complex and/or unfamiliar.
3 Professional Identity/Ethics APPENDIX A- CONTINUED Nursing students develop a dynamic and evolving professional identity and capability, incorporating personal and professional attributes and skills for practice in complex and unpredictable contexts Program Outcomes Year One Year Two Year Three Year Four 4.1 Integrates personal values with professional frameworks to ensure practice in accordance with legal, professional standards, and Code of Ethics. 4.2 Uses self-reflection to intentionally assess, critique, and modify nursing practice to ensure the ongoing delivery of comprehensive nursing care. _ 4.3 Demonstrates leadership when working in professional relationships with others. 4.4 Provides culturally competent nursing care honoring diversity among individuals, families, communities and populations. _ 4.5 Develops effective learning strategies for maintaining ongoing professional competence. 4.6 Demonstrates conduct and comportment/behavior consistent with a professional identity. 4.7 Recognizes the importance of maintaining wellness in one s own life. 4.1 With direction and within the context of nursing, health and wellness, recognizes, internalizes and uses basic concepts related to legal issues, professional standards and code of ethics to inform nursing care. 4.2 Recognizes and articulates personal values and beliefs and through self- reflection considers how these influence professional identity. 4.3 Recognizes diverse definitions and attributes of leadership when considering personal leadership style. 4.4 Articulates personal beliefs about culture and other forms of diversity and recognizes their potential influence on nursing care. 4.5 Recognizes one s personal learning preference in comparison to different learning styles and assumes personal responsibility for learning. 4.6 Recognizes socially constructed definitions of nursing comportment and how these influence one s own professional identity and conduct. 4.7 Recognizes the relationship between personal health practices and wellness in one s own life. 4.1 With direction, and within the context of working with clients experiencing health challenges and life transitions, considers and uses multiple concepts related to legal issues, professional standards and code of ethics to provide nursing care. 4.2 Analyzes personal and societal beliefs, values, and prejudices, to determine one s own philosophy of nursing practice. 4.3 Uses knowledge of leadership theory and understanding of context to enhance relationship with members of the health care team. 4.4 Recognizes cultural and other forms of diversity and with direction, acquires knowledge to inform culturally sensitive care. _ 4.5 Recognizes gaps in one s knowledge of nursing and related fields, and with guidance, develops and uses strategies to address learning needs. 4.6 Critically assesses and uses nursing discourse (code of ethics, Faculty policies, nursing theory) to define and develop professional identity and conduct. 4.7 Identifies individual health practices to maintain balance and wellness in one s life. 4.1 With some direction, and within the contexts of working with communities and clients with complex health challenges, integrates multiple concepts to discern applicable legal and professional standards when providing nursing care in ethically complex situations. _ 4.2 Uses critical self -reflection and knowledge of nursing theories to deepen one's philosophy of nursing care and to guide practice. 4.3 Develops a personal leadership style and considers that of others, to work effectively with clients, members of the health care and inter-sectoral teams. 4.4 Is inclusive when working with those from diverse cultures and groups to determine requirements of culturally competent care 4.5 Identifies gaps in knowledge and incorporates new knowledge and strategies to provide effective nursing care in complex situations. _ 4.6 Recognizes and considers the influence of context, consistently discerning and demonstrating professional conduct when faced with complex situations. 4.7 Recognizes personal wellness through individual health practices. 15 4.1 Independently integrates multiple concepts, as well as legal, ethical and professional standards to provide optimal nursing care in complex and unfamiliar situations. 4.2 Use critical self -reflection to assess and modify nursing practice to ensure the ongoing delivery of comprehensive nursing care. 4.3 Adapts and uses personal leadership style in complex and unfamiliar settings to work effectively with clients, members of the health care and inter-sectoral teams. _ 4.4 Adapts knowledge, beliefs and values to determine and provide culturally competent nursing care. 4.5 Anticipates one s own learning needs in the context of current professional trends, and develops new learning strategies to ensure the provision of quality nursing care. 4.6 Demonstrates professional conduct in ambiguous and unfamiliar situations. 4.7 Recognizes the capacity to balance personal wellness and professional commitment.
16 4 Social Justice/Effective Citizenship APPENDIX A- CONTINUED Nursing students become responsible global citizens, by engaging the principles of Primary Health Care and the ethics of caring and social justice in diverse contexts Program Outcomes Year One Year Two Year Three Year Four 5.1 Recognizes the limits and bias of knowledge and uses this recognition to collaboratively propose and engage in alternative approaches to nursing practice. ------------------------ 5.2 Utilizes culturally relevant concepts and frameworks of social justice, Primary Health Care, and caring to engage in collaborative practice. 5.3 Considers local, national, and global perspectives of social justice to arrive at informed decisions for nursing practice. 5.4 Critically examines the effects of membership in a privileged group, as well as power dynamics of oppression and domination, and explores root causes of disparities and considers possible approaches to addressing them. 5.5 Engages in activities that consciously develop self as a respectful, responsible and committed citizen, who promotes social justice, in professional, local, national, and global communities. 5.1 Compares and contrasts historical views and cultural paradigms of justice (distributive, restorative, social), considering how these change historically and how they influence personal conceptions of justice. ----------------- 5.2 Recognizes the central attributes of Primary Health Care, social justice and caring and their relationship to culturally competent and safe nursing practice. 5.3 Recognizes the influences of social, political and economic structures on the organization of health care. 5.4 Reflectively explores Trans -national literature, scholarship on the ethics of social justice, professional identity, social privilege, and effective citizenship, recognizing contradictions that may exist in one s own values and beliefs, and communicates effectively with self and with others about the effects of these contradictions. 5.5 Develops a narrative imagination through the exploration of diverse literature, art, film, social scientific, scientific and applied experiences, which contribute to an enhanced appreciation of the complexity of the natural and cultural world, across time and across diverse social, political and economic contexts. 5.1 Critically reflects on one s own social and cultural conceptions of social justice and caring, and with facilitation, uses new understandings of these to reach decisions about competent and safe nursing practice with individuals/groups 5.2 Compares and contrasts different discourses of ethics based on the language of Primary Health Care, social justice and caring, and with facilitation, uses these to reach culturally sensitive and competent nursing decisions when working with individuals and families in diverse contexts. 5.3 Compares and contrasts differences in health outcomes and health delivery based on an understanding of the determinants of health and various political-economic and national/ international contexts. 5.4 Engages effectively in collaborative efforts and communication with others to develop shared understandings of power dynamics and imbalances to learn about best practices or alternative approaches that address structural causes of disparities. 5.5 Uses basic understanding of culture, society and history to engage with clients and consider different approaches to nursing care that are culturally sensitive. 5.1 Critically examines research approaches, scientific evidence and culturally accurate knowledge, and with facilitation, uses these to collaborate with others, and to reach informed decisions about nursing interventions in diverse contexts. 5.2 With facilitation, uses frameworks of social justice to identify contradictions in health outcomes and to engage in culturally safe nursing practice that addresses disparities in health outcomes. 5.3 Recognizes and incorporates international, trans-national or cross cultural approaches to social justice exploring their application to current practice. 5.4 With some facilitation in experiential and service learning, integrates new knowledge to develop practices and relationships that engage and challenge the dynamics of colonialization, oppression or domination. 5.5 With some direction, collaborates with others, reviewing existing research and knowledge to critically appraise and select effective approaches to care that are culturally competent and safe. 5.1 Integrates culturally relevant frameworks of Primary Health Care while collaborating effectively with others, to identify contradictions in health outcomes, to propose and engage in alternative approaches to nursing practice. 5.2 Collaborates with others in unfamiliar contexts, considering perspectives of social justice, to provide culturally competent and safe nursing practice in the context of Primary Health care. 5.3 Collaborates with others in determining how new approaches to the delivery of care may improve Primary Health care and address disparities in health outcomes. 5.4 Collaborates and communicates effectively with others in unfamiliar contexts to form interprofessional, intraprofessional and interdisciplinary relationships based in social justice and egalitarian relationships of power. 5.5 Engages with others, in unfamiliar contexts, to develop approaches to health care that are culturally competent and safe supporting self-determination and de-colonialization.
17 Appendix B-Essential Employability Skills Essential Employability Skills (MTCU Requirements) Communication Reading Writing Speaking Listening Graduates of the program reliably demonstrate the ability to: 1. communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience 2. respond to written, spoken, or visual messages in a manner that ensures effective communication Presenting Numeracy Understanding and Applying Mathematical Concepts and Reasoning 3. execute mathematical operations accurately Analysing and using Numerical Data Conceptualizing Critical Thinking & Problem Solving Analysing Synthesising 4. apply a systematic approach to solve problems 5. use a variety of thinking skills to anticipate and solve problems Evaluating Decision-Making Creative and Innovative Thinking Information Management Gathering and managing information Selecting and using appropriate tools and technology for a task or project Computer literacy Internet skills Interpersonal Teamwork Relationship management Conflict resolution Leadership Networking Personal Managing self Managing change and being flexible and adaptable Engaging in reflective practice 6. locate, select, organize and document information using appropriate technology and information systems 7. analyse, evaluate and apply relevant information for a variety of sources 8. show respect for the diverse opinions, values, belief systems n and contributions of others 9. interact with others in groups or teams in ways that contribute to the effect working relationships and the achievement of goals 10. manage the use of time and other resources to complete projects 11. take responsibility for one s actions, decisions, and consequences Demonstrating personal responsibility