du1ux2871uqvu.cloudfront.net file · Web viewKent State University College of Nursing. Term: *This course meets the Kent State University Experiential Learning Requirement. Course

Kent State University College of NursingTerm:

*This course meets the Kent State University Experiential Learning Requirement.

Course Number and Title: NURS 43001 Health Promotion in Professional Nursing PracticeCredit Hours: 3

Theory Hours: 30

Clinical Hours: 45

Lab Hours: 0

Placement: On Line

Faculty: Carol Beltz MSN,RN Frances Anne Freitas Ph.D., MSN, CNEContact the instructor by e-mail through Blackboard for further clarification or for any questions about the class. Messages sent this way are private and will not be shared with classmates.

Course Description: This course utilizes the nursing process to explore health promotion and disease prevention across the lifespan and healthcare settings. Theories and models are used to understand health behaviors. The course includes the role of the nurse; national health objectives; health literacy; education; counseling; transcultural considerations; factors affecting health promotion; and specific health promotion strategies. This course fulfills the university requirement for an ELR.Course Objectives:

1. Upon the successful completion of this course, the student should be able to:

1. Utilize critical thinking to explore theories and models for promoting and protecting health and preventing injury and disease across the life span.

2. Apply the Nation's Health Objectives as outlined in Healthy People 2020 to provide assessment, planning, and evaluation of health status and behavior risks for individuals, families, and communities.

3. Synthesize concepts related to health literacy and apply them in educating and counseling diverse clients.

4. Develop the nursing role through assessing, implementing, and evaluating effective health promotion strategies.

5. Foster professional development through self-directed learning which is goal directed and measurable.

(The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008)

This course outline may not be reproduced without permission of Kent State University College of Nursing.Syllabus Fall 2015 1

Academic Integrity and Plagiarism:Plagiarism Policy #3342-3-01.8 available at http://www.kent.edu/policyreg/administrative-policy-regarding-student-cheating-and-plagiarism and explained in more detail at http://www.kent.edu/ehhs/chds/policyprocedures/defining-and-avoiding-cheating-plagiarism.cfm

Electronic Communications:Students are reminded that e-mail is an official University means of communication with Kent State University students. Students are responsible for all information sent to them via their University assigned e-mail account. If students choose to forward their University email account, they are responsible for all information, including attachments, sent to any other email account(s). Students are expected to check their official University email account and other electronic communications on a frequent and consistent basis. The University recommends that electronic communications be checked minimally twice a week, if not daily. Each faculty will inform his/her group about the use of electronic communications/email.

Accessibility Services:University policy 3342-3-01.3 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services [SAS] (contact 330-672-3391 or visit www.kent.edu/sas for more information on registration procedures). (Revised 6/01/07)Regional Campus students should contact the Dean’s Office to acquire the name of the campus SAS representative to whom documentation should be submitted.

NOTICE OF COPYRIGHT AND INTELLECTUAL PROPERTY RIGHTS. Any intellectual property displayed or distributed to students during this course (including but not limited to powerpoints, notes, quizzes, examinations) by the professor/lecturer/instructor remains the intellectual property of the professor/lecturer/instructor. This means that the student may not distribute, publish or provide such intellectual property to any other person or entity for any reason, commercial or otherwise, without the express written permission of the professor/lecturer/instructor.

Class Attendance:Classes are conducted on the premise that regular attendance is expected. The individual instructor has both the responsibility and the prerogative for managing student attendance. If students anticipate an absence, they should consult with the instructor individually. In the event the absence was due to illness or injury, verification from the medical professional treating the illness or injury should be presented to the instructor.

Registration Statement:Students who are not officially registered for a course by published University deadlines are not eligible to attend class sessions or to receive credit or a grade for the course. Students who do not have a status of ENROLLED are not eligible to attend, receive credit, or a grade for the course.

Website Disclaimer:The websites included in this syllabus are provided only as a reference and/or resource and do not imply, directly or indirectly, Kent State University’s endorsement, sponsorship, or approval of these websites.


http://www.kent.edu/sas

http://www.kent.edu/ehhs/chds/policyprocedures/defining-and-avoiding-cheating-plagiarism.cfm

http://www.kent.edu/policyreg/administrative-policy-regarding-student-cheating-and-plagiarism

http://www.kent.edu/policyreg/administrative-policy-regarding-student-cheating-and-plagiarism

Kent State University does not assume responsibility and/or liability for the accuracy or reliability of the information contained in the websites. (This statement has been approved by Sue Averill, Associate Provost.)

Course Withdrawals: www.kent.edu/registrar/how-withdraw Students who withdraw from the course are to notify their course instructor, within 24 hours. Email

is the preferred method of notification. Instructional Strategies:

The course will be conducted through online lectures, discussion questions, required readings, written assignments, and an on site population teaching plan for a group of participants. The computer will be utilized to assist with instruction and enhance the student's knowledge of information technology.

Texts

Required Texts: American Psychological Association. (2010). Publication manual of the american psychological association (6thEd.) Washington, DC:Author ISBN 978-1-4338-05

Edelman, C., Kudzma E., & Mandle, C. (2014). Health promotion through the life span.(8th Ed.) St Louis: Mosby.ISBN 9780323091411

Student Expectations:Students are expected to complete assigned readings from required textbooks, journal articles, Web sites, or other sources. Some additional readings may be required for discussions and writing assignments. Readings, along with other assignments, are listed in the designated weekly folders on the classroom homepage and in the syllabus. You will find course materials in the Weekly Module folders accessed from the Menu bar on each course page. Course material is presented through the assigned readings and other course activities.

Evaluation Methods:

Population Group Teaching Plan (3 assignment parts) Clinical hours

1. Population Group Teaching – Part I: Population Group Pre-Planning – Assessment. Methods & Material, Behavioral Outcomes, Methods, and Content Outline Development (25 points)

2. Population Group Teaching – Part II: Evaluation Tools Development (25 points)3. Population Group Teaching – Part III: Implementation Power point or Video (25

points)

Discussion Forum (15 points)

Professional Portfolio (10 points)

o Total Points for the Course..............................100 Points


http://www.kent.edu/registrar/how-withdraw

Completion of a professional portfolio is a requirement of all undergraduates in the College of Nursing. You will develop your portfolio and add to the document in each course in this program. Details about the portfolio requirements are found in Appendix E of this syllabus.

Course grade is determined by compilation of the points obtained on the above assignments.

Failure to complete any course work will result in failure of the course. Late course work will NOT be accepted by faulty and will receive a grade of 0 (zero), unless the student has made arrangements with the faculty PRIOR to the due date.

Total Points for Course: Grade Determination

Grade Points Grade Points

A 92.5 - 100 C+ 77.5-79.9

A- 90-92.4 C 72.5-77.4

B+ 87.5-89.9 C- 70-72.4

B 82.5-87.4 D+ 67.5-69.9

B- 80-82.4 D 60-67.4

F >59.9

Portfolio:Students are to complete a portfolio page representing their clinical experience using the Kent State College of Nursing’s portfolio template. Students’ Competencies, Patient/Family Teaching, discovery of Evidence Based Practice, and a Personal Reflection of the experience should be addressed. Students must receive a SATISFACTORY on the portfolio to meet all clinical objectives. An example of the student portfolio can be found on the class Blackboard Learn site. Guidelines for the portfolio are in Appendix E.

.Uniform Policy

When out in the world completing on-the-ground coursework, students enrolled in NURS 43000 should at all time and in all places present themselves as professionals, representing Kent State University College of Nursing.

Technical Support

Assistance to resolve technical problems is available 24 hours a day, every day of the year. Contact Help Desk staff for assistance to resolve problems you believe are not associated with the computer hardware and software you have purchased from a vendor.


To talk to a live technical support agent, please call the following number:

330-672.HELP (4357)

Sessions and days of the WeekThe course is divided into seven weekly sessions. Due dates for assignments are stated in Day numbers. Day 1 is Monday, the first day beginning each weekly session.

Day of the week Day Number

Monday 1

Tuesday 2

Wednesday 3

Thursday 4

Friday 5

Saturday 6

Sunday 7

NURS 43000 – Course Schedule

Week Content Important Dates

1 Course overview Exploring health promotion concepts and definitions Discussion Board (See Learning Activities for dates)

2 Honing Nursing Assessment Skills Discussion Board (See Learning Activities for dates)

3 Theoretical Frameworks Discussion Board

4 Health promotion teaching plans Discussion Board (See Learning Activities for dates) Population Group Health Promotion Teaching Part 1-Assessment & Preplanning. Behavioral outcome, Methods and Content Outline Development

. Assignment Part 1 is due day 7

5 Assignment Part II is due day 7


Population Group Health Promotion Teaching Plan Implementation – ImplementationEvaluation of the Teaching – Learning Experience Population Group Health Teaching Plan – Part II: Evaluation Tools Development

6 Power point presentation showcasing the Population Group Health Promotion Teaching

Assignment Part III is due day 7

7 Professional Portfolio and Wrap Up

Peer Review of Classmates’ Power points

Discussion Board

Portfolio is due Wednesday, Week 7,

Discussion PostsDiscussion posts are a key component of this course. This is a method through which you demonstrate your understanding of course content and achievement of course objectives. Discussion participation is required for successful completion of this course. See the Discussion Grading Rubric for more details.After completing the assigned readings from textbooks, journal articles, Web sites, or other sources, you are expected to:

o Post your response to the weekly discussion question(s) by Day 4 of that week.o Respond to a minimum of two of your classmates' postings in a thoughtful

manner by Day 7 of that week. Since faculty may grade your initial response prior to day 7, if you do not participate by day 7 or your participation does not meet criteria, points may be deducted from the participation grade for that week.

o Read ALL discussion postings in your assigned group.o Respond to any questions posed to you by your instructor or other students.o Respond to any questions posed to the whole class, in your post or in a

classmate's post, by your instructor.o Your response to the weekly discussion question(s) must:

1. Be thoughtful and demonstrate critical thinking.2. Be professional. Inappropriate postings will be removed by faculty.3. Use citations (in APA style) from your assigned readings and other

sources to support your ideas.4. Include a reference list, in APA style, of all works cited.5. Be copied or written into the discussion text box and NOT attached as a

file.

Students should utilize their textbooks and seek out other resources (journal articles, professional web sites, etc.) to assist in supporting their answers. Initial responses to questions in the discussion forums should


https://learn.kent.edu/bbcswebdav/pid-308116-dt-content-rid-344036_1/xid-344036_1



https://learn.kent.edu/webapps/blackboard/content/Discussion_Rubric.html

include in-text citations in APA format and a reference at the end of your response. This will allow the instructor to see where you have utilized information from other sources. In responses to other students' postings, resources should be cited when appropriate.Refer to your APA Manual for assistance with APA style. Refer to the Discussion Grading Rubric in Appendix A of the syllabus for details on grading of the discussion questions. Post your initial response by no later than 11:59 p.m. (Eastern Standard Time) on Day 4. Respond to at least two of your classmates' postings by no later than 11:59 p.m. (Eastern Standard Time) on Day 7.

Guideline for Population Group Health Promotion Teaching Plan Assignment

The purpose of this assignment is for students to apply knowledge from human growth and development, health program planning, theories of learning and educational principles when presenting health promotion programs. Each student will develop and implement a health promotion teaching for a specific population group. The health promotion topic and setting must be approved by the course instructor before being implemented. The assignment has three graded parts. The rubric for part I, II, & III of the assignment is presented in Appendices B, C & D. Use the following as a guide in developing and implementing the population group health promotion teaching.

1. Read Edelman: Ch. 10, Health Education, and Ch. 15, overview of Growth and Development Framework.

2. Experience should be implemented in the 6th week of semester.3. Students are responsible for choosing teaching site and making

arrangements and/or cancellations.4. Validate time, date, and topic with Course instructor in advance (two weeks).

Provide instructor with contact persons' name and number.5. Observe the participants and assess learning environment prior to

presentation, review growth and development for select population and schedule a preplanning session with the contact person.

6. If teaching in schools, use school protocol (i.e., some schools require parental consent).

7. The teaching plan is to be word processed. Provide 1 (one) copy to the responsible point of contact/agency prior to experience.

8. Upon completion of teaching project, submit all project evaluations.


https://learn.kent.edu/webapps/blackboard/content/Discussion_Rubric.html


APPENDICES A-E

Appendix A: Discussion Forum grading


Each discussion question is worth 2 points. You will be evaluated based on the following

Appendix B:


Not done or does not meet expectations 0 points

Meets some expectations 1 point

Meets all expectations 2 points

Quality of information -Doesn’t use content and concepts from readings. -Most parts of question not answered. -No example given or example doesn’t relate to question. -Gives anecdotal information only.

-Uses some content and concepts from readings. -Some parts of the question not answered. -Examples/situation given, but only loosely relates to question or content. -Examples given, but not interpreted in relations to content.

-Focuses on weekly content and readings. -All parts of question answered. -Examples/situations given, if asked for.

Citations -No citations and/or reference list. -Does not use quality literature. -Greater than 3 errors in APA format.

-Not all works cited are in reference list. -Not all works in references are cited. -Quotes not properly formatted. -1 to 2 errors in APA format. -Literature not from professional sources.

-Cites required readings/materials or uses other literature to support ideas. -Includes reference list of citations. -Citations and reference list in APA format. -Quotes in proper format.

Critical thinking -Does not demonstrate critical thinking. -Repeats or restates information from articles or experience. -No creativity or original thought. --Quotes stand alone with no explanation or interpretation.

-Applies course content without critical thinking. -Response repeats, paraphrases readings, or relies heavily on quotes. - Quotes not directly related to content or explained.

-Demonstrates critical thinking. -Points are clear, logical, and defensible. -Uses creativity and original thoughts. -All quotes explained or interpreted.

Presentation of material -Many errors in grammar and spelling. -Not written in professional manner.

-Some errors in grammar and spelling. -Professional writing style somewhat apparent

-Uses proper grammar and spelling. -Professional writing style is apparent.

Timeliness Submits response late. Submits response on time.

Participation criteria -No interaction with peers.

-Responses superficial. -Responds to only 1 peer.

-Responds to posts of at least 2 peers. - Responses are thoughtful and insightful. Responds to all questions asked

Part I: Population Group Health Promotion Teaching- Pre-Planning – Assessment andPlanning for Methods & Materials and Behavioral Outcomes, Methods and Content Outline Development

Students will apply the newly acquired skills to begin the development of a health teaching project for their selected community group. This is the first part of the Population Group Teaching assignment

Design the methods and materials that you will use for the health promotion teaching plan. Include the title of your health promotion teaching plan, the learning objectives, and the outline of the content with identification of learning domains.

Your assignment should include the following identifying information:

Organization/Address/Contact Person/Name and Number Presentation Date & Time Number Present & Length of Session

Grading Criteria Possible Points

Points Earned/Comments

Topic: is congruent with Healthy People 2020 Objectives2

Assessment of Population Prior to Presentation:

Conducted a preplanning session with the contact person

Observed the potential group/audience Documents the growth and development of the

select population Documents discussed learning theory to be

utilized in the health promotion plan Documents a health promotion theory to be

utilized in the teaching plan Assessed and discussed the health literacy needs

of the population group

Assessed the teaching environment

5

Planning for Methods and Materials:

Documents planning for Charts, Graphs, Role playing, Talk, Movie, Slides.

Documents planning for a comfortable learning environment

Documents strategies congruent with the learner's needs

Uses teaching methods that stimulate a variety of senses

Plans Involvement of the group actively in the learning process

Makes the information relevant by recognizing the interests of the learner

Plans for strategies and methods are congruent

5


with the cultural needs of the group

Criteria for Behavioral Objectives: 5

Develops at least 4 behavioral objectives Objectives are measurable Objectives require high levels of cognition Objectives are achievable Objectives are of interest to the learner

Criteria for Content Outline: 5

Selects educational content appropriate to the health learning needs of a target audience

Begins with what is known about the topic Organizes health concepts in a manner

supportive of learning pedagogy Impacts learning through stimulating a variety

of senses Paces the learning appropriately Structures content to allow for questions Integrates active learning strategies Identifies the learning domains

Identifies the applied teaching strategies

References:

Textbook Referred journals Website resources APA formatted

Quality

3

Spelling and Grammar 2

Total Points 25


Appendix C Part II Population Group Health Promotion Teaching- Evaluation Tools DevelopmentDevelop three evaluation tools for the group health promotion teaching plan. One tool will evaluate learner outcomes, one will evaluate the teacher effectiveness and one will be your self evaluation of the teaching project. Consider:

1. What tools could you utilize to provide evaluation of the teaching plan?2. Examine your health promotion teaching plan and identify an evaluation method to be utilized for

each evaluation activity (learner, teacher effectiveness, self evaluation).3. Develop three evaluation tools: an evaluation tool to evaluate accomplishment of learner

objectives to analyze what the participants of the health promotion teaching project has learned.; an evaluation tool for teacher effectiveness and an evaluation tool for self evaluation.

Submit the developed tools to the assignment box. You will use the learner and teacher evaluation tools during the implementation phase of the teaching project. Include the summarized data of the three evaluations in your Power Point presentation.

Grading Criteria Possible Points

Points Earned/ Comments

Learner' s Evaluation Criteria: Apply the knowledge acquired through this

lesson to develop a quantitative tool to analyze what the participants of the health promotion teaching projects have learned.

Develop and submit this evaluation tool through the assignment box. You will use the tool during the implementation phase. Include the summarized data in your Power Point presentation

8

Presenter’ s Evaluation Criteria Develop five easily scored statements to

measure the presenters'/teacher’s effectiveness.

5

Self Evaluation Criteria

Develop a self-evaluation form regarding your teaching skills in presentation of the teaching plan and submit it to the assignment box.

8

Develop one statement to evaluate the overall presentation effectiveness.

Develop one statement to garner all areas for improvement of teaching skills.

References: APA formatted

4


Quality

Spelling and Grammar

Total Possible Points 25

Appendix D

Part III Showcase of Implementation of the Population Group Health Promotion Teaching

Prepare a PowerPoint presentation that showcases the IMPLEMENTATION of your Health Promotion Teaching project.

***** Photos or video taping is a REQUIRED aspect of this project.Incorporate photos and/or video into the powerpoint (audio is optional)******


Submit the completed PowerPoint presentation electronically through the assignment icon within the Weekly Module for faculty grading. Include all elements in APA format. Your presentation should have the following components in this order:

Title/Topic Slide

Introduction

Describe the addressed health promotion topic -Discuss its relevance to Healthy People 2020.

-Describe your participants.-Was the number of participants as planned, fewer, or more?

-Describe the learning atmosphere.-Discuss the pertinent pre-presentation and set-up details.

Presentation Critique

Discuss the salient strengths of your presentation.-What areas of the implemented project could be improved?-

Conclusion

Were your behavioral objectives met?

What was outcome of your evaluation by participants for this health promotion project?

References

Rubric for Power point presentation

Criteria Exemplary Proficient Inadequate Possible Points

Organization & Writing

3 points Presents information in a logical, interesting sequence which the audience can follow.

2 points Audience has difficulty following presentation because student jumps around.

0 points Audience cannot understand presentation because there is no sequence of

3 Possible Points


Writing on slides is clear, concise, and well organized.

Follows accepted conventions of grammar, punctuation, and spelling with excellent sentence/paragraph construction.

Writing on slides are mostly clear, concise, and well organized, with good sentence/paragraph construction.

information.

Writing on slides is unclear and/or disorganized.

Grammatical errors or spelling substantially detract from the paper.

Introduction 3 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.

2 points The introduction is clear and coherent and relates to the topic.

0 points The introduction does not orient the audience to what will follow.

The sequencing is unclear and does not appear interesting or relevant to the audience.

3 Possible Points

Content Knowledge

5 points The content is written clearly and concisely with a logical progression of ideas and supporting information.

The slides give the audience a clear sense of the project’s main idea and highlights.

3 points The content incorporates only a few facts with a logical progression of ideas and supporting information.

0 points The content lacks a clear point of view and logical sequence of information.

Information is incomplete, out of date and/or incorrect.

5 Possible Points

Presentation Critique

5 points

Information is honest, accurate, and reflects the implemented project.

The critique provides a comprehensive examination of the strengths and weaknesses of the project.

The behavioral objectives were evaluated

Evaluations of participants are summarized

Evaluations of teacher are presented

3 points

Includes persuasive information relative to the community project, but does not completely mirror implemented project.

The essence of the critique was narrow.

Behavioral objectives are not completely evaluated

Evaluations of participants, teacher and self are not completely presented

0 points

The information lacks the element of critical reflection.

No critique is presented

Behavioral objectives are not evaluated

Evaluations are not presented

5 Possible Points


Self evaluation of teaching is summarized

Graphics 5 points The graphics assist in presenting an overall theme and enhance understanding of concept, ideas, and relationships.

Images have proper size (not blurred or hyper stretched) and resolution and all images enhance the content.

There is a consistent visual theme.

3 points The graphics depict material and assist the audience in understanding the flow of information or content.

Images are too large or small in size.

Images are poorly cropped or the color or resolution is fuzzy.

0 points The graphics are unrelated to the content.

Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.

5 Possible Points

Conclusion 4 pointsProvides video verification of the event.

Recapped the important points of this health promotion project

1 point

Recapped the important points of this health promotion project

0 pointsFails to recap the important points of this health promotion project Video verification is absent.

4 Possible Points

Total Points 25


APPENDIX E: PROFESSIONAL PORTFOLIO Professional Portfolio Overview The RN/BSN program requires that each student

develop and maintain a professional electronic portfolio. The portfolio is used to showcase the student’s professional and educational accomplishments and can be used for career advancement. The portfolio is started during the first course and pages are added for each BSN and liberal education course completed.

Value 10 points Grading Rubric Click here for grading expectations Due Week 7, day 4 Pages to be included for NURS 43000 Homepage

Name Title Credentials & certifications

Professional nursing philosophy Your personal reflection on professional nursing

Professional goals 3-5 overall professional goals for program

NURS 43000 3 individual course goals o Reflective statement on how goals were met and professional growth that occurred Course objectives o Reflective statement on how objectives were met and changes that occurred in professional role development Course project o Attach course project o Attach additional item (such as a discussion question response, or article) of particular interest or related to professional development o Reflective statement on each attached item describing learning value and why it was included

Liberal education courses Include a page for each liberal education course as you take it. Give a short description of the course and attach any projects you developed.

Directions for developing the portfolio Directions for developing your portfolio on Google Docs can be found at http://www.library.kent.edu/files/SMS_GoogleSiteBasics.pdf
