wcunurs110.pbworks.comwcunurs110.pbworks.com/w/file/fetch/54657636/NURS 110... · Web viewII. Mission and Outcomes. University Mission: At West Coast University, we embrace a student-centric

NURS 110 Introduction to Professional Nursing

Section A:Instructor’s Name Elizabeth Hartman, MSN, RN, RNC-OB, CNE

I. Instructor’s Contact Information, Course Pre and Co-RequisitesPhone Number: 818-299-5714E-mail: [email protected] location: Faculty suite, 2nd FloorOffice hours: Tuesday 10:30- 11:30; Thursday 12-1 pmCourse Prerequisites Required pre-requisite and general education courses: admission to core nursing.Course Co-requisites NURS 100 and 101L

II. Mission and OutcomesUniversity Mission: At West Coast University, we embrace a student-centric learning partnership that

leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

Program Mission: The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.

College of NursingPhilosophy:

The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’s lifetime. Nurses are lifelong learners and critical thinkers.

Program Learning Outcomes:

1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences.

2. Plan preventative and population focused interventions with attention to effectiveness, efficiency, cost, and equity.

3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using evidence based practice.

4. Apply nursing process and critical thinking when providing holistic, patient centered nursing care to diverse populations.

5. Design health care education for individuals, families, and communities.6. Comply with the professional standards of moral, ethical, and legal conduct in

practice.7. Develop an effective communication style to interact with patients, families,

and the interdisciplinary health team.

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O ffi c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u sRevision Date:

Course Name:Introduction to Professional Nursing RolesCourse Number: NURS 110

Campus:


8. Model leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.

9. Use patient care technology and information systems when providing nursing care in a variety of settings.

III. Course InformationTerm: 8Class Meeting Dates: June 18- Aug 25, 2012Class Meeting Times: Section 1- Tues 7:00-10:30 am

Section 2- Tues 12:30 -4:00 pmClass Meeting Location: Section 1-Room 214

Section 2- Room 214 Class Credit Hours: 2 semester credit/ 3.4 contact hours per week/27 hours per termClass Credit Length: 9 weeksClass Required Texts, Learning Resources:

California Board of Registered Nursing (2011). California Nursing Practice Act with Regulations and Related Statutes. Charlottesville, VA: The Michie Company/Bender Publishing

Miller, M.A. & Stoeckel, P.R. (2011). Client Education: Theory and practice. Sudbury, MA: Jones and Bartlett.

Potter, P. A. and Perry, A. G. (2013). Fundamentals of Nursing (8th ed.). St. Louis, MO: Mosby Elsevier.

Sigma Theta Tau Modules: www.atitesting.com Patient safety in the Health Care Workplace Legal, Regulatory and liability Issues

Class Recommended Texts, Learning Resource:

American Psychological Association. (2009).Publication manual of the American Psychological Association (6th ed.).Washington, DC: American Psychological Association

Agency for Health Care Research and Quality http://www.ahrq.gov

California Board of Registered Nursing http://www.rn.ca.gov/

Carpenito-Moyet, L.J. (2010). Nursing Diagnosis: Application to Clinical Practice. (13th

Ed). Philadelphia, PA: Lippincott, Williams, & Wilkins

Current Nursing: Nursing Theories http://currentnursing.com/nursing_theory/

North American Nursing Diagnosis Association http://www.nanda.org/

Quality and Safety Education for Nurses http://www.qsen.org/

Course Catalog Description:

This course introduces the student to theoretical foundations for professional nursing practice. The course focuses on nursing as a caring profession, nurse’s roles

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http://www.qsen.org/

http://www.nanda.org/

http://currentnursing.com/nursing_theory/

http://www.rn.ca.gov/

http://www.ahrq.gov/clinic/

http://www.atitesting.com/


and functions, ethical standards, legal aspects, health care delivery, communication, teaching/learning, critical thinking, and the nursing process. The Conceptual Framework and Philosophy of WCU will be explored as well as the capstone project.

Course Learning Outcomes: Course outcomes are

comprised of the knowledge, skills, values and/or behaviors that students should be able to demonstrate upon completion of the course.

Course outcomes map to the Program Learning Outcomes

Must be assessed in the course to determine if learning outcomes are met

Upon completion of this course, students will be able to:1. Describe the historical and contemporary factors influencing nursing, nursing

roles, and healthcare today.2. Discuss current theories of professional nursing and central concepts of

nursing practice3. Implement personal lifestyle and study strategies to promote success in

nursing.4. Comply with legal, ethical, and professional standards of conduct.5. Explain the role of the nurse in preventing errors and providing a safe

healthcare environment.6. Explain “evidence-based practice” (EBP).7. Differentiate between the Registered Nurses’, Licensed Practical Nurses’, and

Unlicensed Assistive Personnel’s’ scope of practice.8. Describe the role of the nurse with respect to the use of the EHR as a legal

document.9. Understand the nurse’s responsibilities as they relate to HIPPA10. Apply effective teaching strategies for diverse learners; taking into account

developmental, cognitive, cultural, and psychosocial factors.

Teaching and Learning Strategies Updated per course

reflecting the instructional strategies appropriate to the subject area.

Lecture and case presentation followed by class discussion Interactive, computer based learning modules Self assessments followed by discussion Role play Group presentation Application exercises (Event reporting, Abuse screening)

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IV. Evaluation Methods, GradingFormative Assessment of Student Learning: Will not count more than

80% of final grade Examples -- Evidenced-

based Research, presentations, Case Studies, Specific class projects, Weekly quizzes, homework assignments, clinical or lab assignments/assessment, practice exams

Summative Assessment of Student Learning: Will not count more than

30% of final grade Examples – Final Exam,

Term Paper or Term ProjectParticipation: Student Participation will

not account for more than 10% of the final grade.

Assignment/Assessments Due Date Points

Formative Assessment:ATI Self Assessment Inventory(Bring results on first day of class)

Week 1 2

Professional Portfolio with Professional Goals Personal Education Plan

Week 2 10(5)(5)

ATI Critical Thinking Assessment: Entrance Week 2 N/AATI Nurse Logic 2.0 Beginning Tests(Must earn 90%. Bring results to class) Knowledge & Clinical Judgment Nursing Concepts Priority Setting Frameworks Testing & Remediation

Week 2 8

(2)(2)(2)(2)

ATI Skills Module Pre & Post Tests(Must earn 90% on Post Test. Bring results to class) HIPPA

Week 4 5

Sigma Theta Tau Nurse Manager Cert Module(Bring results to class) Legal, Regulatory and Liability Issues

Week 4 10

Documentation: Abuse Screening Week 4 5Sigma Theta Tau Nurse Manager Cert Module(Bring results to class) Patient Safety in the Health Care

Workplace

Week 5 10

Documentation: Event Report Week 5 5Documentation: Advance Directive Week 8 5Educational Brochure(Bring an extra copy to class)

Week 9 10

Summative Assessment:Role Identification Skits Week 4 10Developmental Teaching Plans Week 8 10Ethics Group Presentations Week 9 10

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V. Policies and ProceduresWest Coast University Grading Scale (reflective of final course grade. See associated policy in Catalog)

Grade Points WCU Grading ScaleA 4 93-100A- 3.7 90-92B+ 3.3 87-89B 3.0 83-86B- 2.7 80-82

*C+ 2.3 76-79C 2.0 73-75C- 1.7 70-72D+ 1.3 66-69D 1.0 63-65D- 0.7 60-62F 0 59 or below

TC N/A Transfer CreditW N/A WithdrawalI N/A Incomplete

CR N/A Credit*Additional Information:

The student must attain a score of at least 76% out of the 80% examination-oriented part of the total course grade. In other words, if the total number of points available in a given class is 100, then a minimum of 80 of those points are earned by taking examinations, and a student must earn at least 61 points of the 80 points (76%) out of those exam questions in order to pass the course. Assuming the student attains the minimum 76% (61 points), then the 20% non-examination activities (20 points) are added to calculate the final course grade. Note – A student can attain 76% of the combined examinations and still fail the course if not attaining enough points from non-examination assignments.

ATI Assignments: The student must take the post tests for ATI homework assignments and score 90% or above to earn the designated points. Assignments are due at the start of class on the day assigned to be considered for grading.

Attendance Policy West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the “Academic Policies and Procedures” section of the University Catalog.

Academic Integrity Policy Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources, and submit original work. Academic honesty is central to the institution/student partnership towards student success.

Any assignment submitted for credit in one course cannot be submitted for any other course.

Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the “Academic Policies and Procedures” section of the

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http://westcoastuniversity.edu/content.aspx?id=130&ekfrm=274


University Catalog.Academic Dishonesty Students should review the Academic Dishonesty Policy in the “Academic Policies

and Procedures” section of the University Catalog.

Reasonable Accommodations

West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps towards seeking the accommodation. The Reasonable Accommodations Policy is found in the “Academic Policies and Procedures” section of the University Catalog.

West Coast University Make-up Work Policy

In order to meet course objectives, students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence.

Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade).

Classroom Policies Students are expected to dress professionally during class time. No children are allowed in classes or to be unattended on campus. Use of cell phones, Blackberries or any other electronic devises in the classroom

during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.

Testing and Examination Policy

The university testing policy stipulates that no phones or other electronic devices, food or drink, papers or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed.

Once the exam results are available, students may schedule reviews of their exams with their instructors. Once the exam results are available, the instructor may review the test with students. This review is intended to help students learn, and is not intended for further distribution to other students.

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Additional Program or Accreditation Requirements

Course Completion Requirements:

Students are expected to participate in class. Participation includes being present in the class, participation in discussions, and active engagement in the lecture/learning activities.

Students must achieve a passing grade of C+ or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.

Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the current day’s class session.

Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.

Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.

Professional Portfolio. Refer to the student handbook for guidelines.

AACN Essentials for Baccalaureate Education for Professional Nursing Practice

The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in NURS 460 Professional Roles in Nursing include the following:

Essential I, Liberal Education Outcome 1 – Integrate theories and concepts from liberal education into

nursing practice.o Nursing history and incorporation of how the arts have depicted

nursing throughout the centuries.o Describe the historical and contemporary factors influencing

nursing today.o Educational Brochure Pamphlet

Outcome 4 – Use written, verbal, non-verbal, and emerging technology methods to communicate effectively.

o Teaching project

Essential III, Scholarship for Evidence-based Practice Outcome 1 – Explain the interrelationships among theory, practice, and

research.o Students are introduced to the concept of nursing research and

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evidenced-based practice, nursing theories, nursing theoretical frameworks, nursing conceptual models, and non-nursing theories as applied and used to inform, expand and improve the practice of professional nursing.

Outcome 2-Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice.

o Introduction to the research process and evidenced-based practice via internet search for practice guidelines from nursing research

o Sigma Theta Tau modules – the use of evidence to guide decision making and management practices, transforming organizations to support evidence based decision making.

Outcome 6 – Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care.

o Case studieso Education needs assessment

Essential V-Healthcare Policy, Finance, and Regulatory Environments Outcome 4-Examine legislative and regulatory processes relevant to the

provision of health careo Identify methods for financing healthcare, advantages and

disadvantages of managed healthcare, the impact of population-based managed care and disease prevention.

Essential VI, Interprofessional Communication and Collaboration for Improving Patient Health Outcomes

Outcome 2 – Use inter- and intraprofessional communication and collaborative skills to deliver evidence-based, patient centered care.

o Teaching plans – life span, specific populationEssential VIII-Professionalism and Professional Values

Outcome 3-Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.o Discuss the significance of the Scope of Practice, Standards of

Performance, Code of Ethics for Nurses and the CA. Board of Registered Nursing Nurse Practice Act and their impact on the health and well-being of individuals, communities, and populations.

Outcome 4-Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.o Standards for professional behavior are delineated in assigned

readings, catalog and Nursing Handbooks.

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N110 ETHICS PRESENTATION

The purpose of this assignment is to provide an opportunity to apply ethical principles to healthcare situations.

Instructions: In small groups; prepare a 5-10 minute presentation, based on an ethical scenario provided by the faculty. Relate a course of action to the scenario that is based on ethical principles. All ethical principles learned in class that apply to the scenario should be included.

The competencies, contained in the Presentation Rubric, will be assessed through this assignment.

N110 ROLE IDENTIFICATION SKITS PRESENTATION

The purpose of this assignment is to provide an opportunity to apply knowledge of the legal scope of practice of the Registered Nurse (RN), Licensed Practical Nurse (LPN or LVN), and Unlicensed Assistive Personnel (UAP/CNA).

Instructions:In small groups, prepare 5 minute healthcare skits through which the roles of RN, LPN, and UAP can be played out. Clear differentiation of roles and legal scope of practice should be apparent in the skits. And, the skits should include examples of appropriate delegation.

The competencies, contained in the Presentation Rubric, will be assessed through this assignment.

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PRESENTATION RUBRIC

NAME: DATE:

PRESENTATION TOPIC: COURSE:

CRITERIA 4(Exceeds Expectations)

3(Meets Expectations)

2(Approaching Expectations)

1(Does Not Meet

Expectations)Weight

Content accuracy, utilization of current and pertinent information is used

o Information is complete, accurate, appropriate, and integrated effectively.

o Information is somewhat complete, accurate, appropriate and integrated effectively.

o Information is scant, mostly accurate, and not integrated effectively.

o Information is mostly inaccurate, not complete, and not integrated effectively.

Content has logical organization

o Content is organized logically with fluid transitions to capture and hold attention throughout entire presentation.

oOrganization of the content is congruent; transitions are evident.

o Organization of the content is somewhat congruent and transitions are not always evident.

o Organization of the content is not congruent and transitions are never evident.

Content appropriate for time allowed

o Presentation completed in the allotted time.

o Presentation completed no more than 1 minute over allotted time.

o Presentation completed no more than 2 minutes over allotted time.

o Presentation completed no more than 3 minutes over allotted time.

Pertinent references and citations

o Source materials are incorporated logically, insightfully, and elegantly; sources are documented accurately

o Source material is used logically and proficiently; sources are accurately documented

o Sources are incorporated logically and adequately; sources are documented accurately for the most part

o Source material is inappropriately or unclearly incorporated; documentation is infrequent

Method of Delivery: Use of visual aids is appropriate

o Creative, original, reflects the purpose of the presentation.

o Creativity and originality is evident.

o Creativity and originality is somewhat evident.

o Creativity and originality is slightly evident.

Method of Delivery; Handout/ outline

o Well written with proper grammar, spelling, and medical terminology.

o Mostly well written with minimal grammatical and spelling errors.

o Adequately written with minimal grammatical and spelling errors.

o Not well written with many grammatical and spelling errors.

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CRITERIA 4(Exceeds Expectations)



1(Does Not Meet

Expectations)Weight

Maintains eye contact and keeps the audience interested; presents information without reading

o Eye contact is effectively established; audience is attentive; does not refer to written notes

o Eye contact is established; most of the audience is attentive; refers to written notes occasionally

o Eye contact is minimal; most of audience is not attentive; mainly refers to written notes

o Eye contact is hardly established; audience is not attentive; must refer to notes constantly

Keeps audience interested and/or allows opportunity for interaction

o Language is memorable and usage is felicitous; tone is appropriate; interaction with audience takes place

o Most language is memorable and usage is accurate; tone is appropriate; some interaction with audience takes place

o Language is not very memorable; language usage is usually accurate; tone is often inappropriate; minimal interaction

o Language is not memorable and inaccurate; tone is inappropriate; no interaction with the audience

Keeps voice clear, audible and understandable.

o Voice clear, loud and articulate; gestures are paralinguistic cues are used to reinforce important ideas; no excessive of vocalized pauses (ah, um)

o Voice mostly clear and articulate, able to hear; gestures and paralinguistic cues are mostly used to reinforce important ideas; some vocalized pauses are used

o Voice is clear difficult to hear and understand; paralinguistic cues are sometimes used to reinforce ideas; several vocalized pauses are used

o Voice unclear, garbled, and difficult to understand; gestures and cues seldom used; vocalized pauses are used frequently; student is not articulate

Professional appearance

o Professionally dressed. Is not dressed provocatively.

o Dress is somewhat professional.

o Dressed unprofessionally, in jeans and tennis shoes.

o Dressed unprofessionally, shorts, sandals.

Overall Scoring Range 40-33 32-25 24-17 16-10

COMMENTS: ________________________________

________________________________

________________________________

FACULTY SIGNATURE: DATE:







N110 EDUCATIONAL BROCHURE

The purpose of this assignment is to provide an opportunity to apply education theories and concepts to written instructional materials for a public healthcare issue.

Instructions:Identify a healthcare related learning need in your community and the characteristics of the population impacted by the need. Design a single page trifold brochure to address the identified learning need. Include evidence based instructions with references. Ensure that the brochure is appropriately designed for the target population using concepts from health literacy, and considering the anticipated developmental and cognitive levels of learners. Submit an analysis of readability with your brochure using one of the tools on page 322-323 in the Miller & Stoeckel textbook. Demonstrate creativity while adhering to education principals for written materials through the use of graphic design.

The competencies, contained in the Educational Brochure Rubric, will be assessed through this assignment.



NURS 110 Introduction to Professional NursingEDUCATIONAL BROCHURE RUBRIC

NAME: DATE:

TOPIC:

Criteria 4(Exceeds Expectations)



1(Does Not Meet

Expectations)Weight

Needs Assessment o Identifies comprehensive learning needs relevant to the diagnosis.

oIdentifies most learning needs relevant to diagnosis.

o Identifies basic learning needs relevant to diagnosis.

o Some learning needs identified are not relevant to diagnosis

Evidence-based Information

o Provides current specific evidence-based practice supported with at least 2 references.

o Provides current specific evidence-based practice supported with at least 1 reference.

o Provides current evidence-based practice, but does not a provide supporting reference.

o Provides outdated or inaccurate information not supported by evidence-based references.

GraphicsOriginality

o The graphics and text used in the design project reflect an exceptional degree of student creativity.

o The graphics and text used in the design project reflect student creativity.

o The graphics and text used in the design project do not reflect student creativity.

o The graphics and text used by the student are based on the designs or ideas of others.

DesignAttractiveness

o The design project is exceptional in terms of design, layout, neatness, dominance, rhythm, size, etc.

o The design project is acceptable in terms of design, layout, and neatness; and demonstrates an understanding of the use of design tools.

o The design project is marginal and does not demonstrate a clear understanding of layout: dominance, size, rhythm, or balance.

o The design project is disorganized, distractingly cluttered, or devoid of necessary elements.

GraphicsRelevance

o All graphics are related to the topic and make it easier to understand while reinforcing key points.

o All graphics are related to the topic and make it easier to understand.

o All graphics relate to the topic.

o All or some graphics do not relate to the topic

Clarity of message o Message is bold, compelling and multilayered. It goes beyond the obvious.

o Message is clear and compelling. It may not be as subtle as it could be.

o Message is clear but fails to go beyond something simple or obvious.

o Message is absent or contradictory.

Overall Score Range 24 - 20 19 - 15 14 - 10 9 - 6

COMMENTS: ________________________________ ________________________________ FACULTY SIGNATURE: DATE:




N110 TEACHING PLAN

The purpose of this assignment is to provide an opportunity for students to apply the nursing process while planning education to meet the needs of patients.

Instructions:Develop a teaching plan based on an assigned scenario or case. Determine what elements you would include in your assessment of the learner. Identify anticipated or expected learner needs. Select and prioritize evidence based teaching strategies that would best meet the needs of the learner. Describe the resources you would provide to enhance learning. Explain methods that would be used to evaluate learning outcomes. Be sure to address developmental, cultural, and socioeconomic factors in the teaching plan. Provide rationales for elements of your teaching plan supported by references from the required course reading assignments. Use the teaching plan format shown in the assigned book by Miller & Stoeckel.

The competencies, contained in the Teaching Plan Rubric, will be assessed through this assignment.



NURS 110 Introduction to Professional NursingTEACHING PLAN RUBRIC

NAME: DATE:

TOPIC:

Criteria 4(Exceeds Expectations)


2 (Approaching Expectations)

1 (Does Not Meet Expectations)

Total Points

Learners Needs Assessment

o Includes a comprehensive assessment of the learner’s needs using an established tool supported by evidence based research.

o Includes a complete assessment of the learner’s needs using an established tool.

o Includes an incomplete assessment of the learner’s needs using an established tool.

o Includes an incomplete assessment of the learner’s needs that is not supported by an established tool.

Learning style o Includes a comprehensive discussion of the learner’s style with references to evidence based research.

o Includes a complete discussion of the learner’s style.

o Includes a discussion of the learner’s style with 1 or more key elements missing.

o Includes only a brief discussion of the learner’s style with most key elements missing.

Readiness of the Learner

o Includes a comprehensive assessment of the readiness of the learner with reference to evidence based research.

o Includes a complete assessment of the readiness of the learner.

o Includes an assessment of the readiness of the learner with 1 or more key elements missing.

o Includes only a minimal assessment of the readiness of the learner with most key elements missing.

Teaching Plans :In Table FormGoal Development o Develops a clear and

comprehensive learning goal based on needs assessment data to formulate a teaching plan.

o Develops an appropriate learning goal based on needs assessment data to formulate a teaching plan with missing components of the goal.

o Develops an incomplete learning goal based on needs assessment data.

o Develops a learning goal that is not consistent with needs assessment data.

Learning Outcomes o Utilizes Bloom’s taxonomy of learning domains to formulate at least three (3) clear and appropriate learning outcomes.

o Utilizes Bloom’s taxonomy of learning domains to formulate at least two (2) clear and appropriate learning outcomes.

o Utilizes Bloom’s taxonomy of learning domains to formulate at least one (1) clear and appropriate learning outcomes.

o Did not use Bloom’s taxonomy of learning domains to formulate learning outcomes, and/or learning outcome is unclear or inappropriate.

Teaching Content o Identifies appropriate teaching content based on the learner’s needs and supports it with evidence based research.

o Identifies appropriate teaching content based on the learner’s needs.

o Some key elements of teaching content, based on learner’s needs, are missing.

o Teaching content is not based on the learner’s needs. .




Instructional Methods

oUtilized comprehensive instructional methods as determined by principles of adult learning

oUtilized appropriateinstructional methods as determined by principles of adult learning

oUtilized incomplete instructional methods as determined by principles of adult learning

o Utilized inappropriate instructional methods.

Time and Resources oAllocated time and resources appropriately to meet all learning outcomes.

o Allocated time and resources were appropriately to meet most learning outcomes.

o Allocated time or resources, but not both, appropriately to meet most learning outcomes.

o Allocated neither time nor resources appropriately to meet most learning outcomes.

Evaluation oUtilized 2 measureable evaluation methods derived from learning outcomes.

oUtilized 1 measurable evaluation method derived from learning outcomes.

oUtilized an evaluation method derived from learning outcomes that is not measurable

o Did not utilize an evaluation method derived from learning outcomes.

Written Component

ReferencesA APA format

oIncludes at least four (4) references, only one is a textbook andoDemonstrates mastery of APA (assigned edition) style and formatting, is free of errors, and follows all assignment instructions.

oIncludes three (3) references, only one is a textbook andoApplies APA (assigned edition) style and formatting, and conforms to all assignment instructions.

oIncludes two (2) references, only one is a textbook.and/oroInconsistent use of correct APA (assigned edition) style and formatting, and/or inconsistently follows assignment instructions.

oIncludes one (1) or less references, only one is a textbook.and/oroDoes not apply APA (assigned edition) style and formatting, and/or does not conform to assignment instructions.

COMMENTS:

FACULTY SIGNATURE: ___ DATE:



NURS 110 Introduction to Professional NursingSection B: Course Outline

Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments

Week 1

CLO# 1,2,3,5,7

1. Differentiate between health and wellness.2. Summarize the historical development of nursing.3. Compare and contrast theories and conceptual

models of nursing.4. Identify the roles of nurses and the major

differences between nursing and medicine.5. Describe different types of healthcare settings and

roles of nurses in those settings.6. List the five primary characteristics of a profession.7. Discuss the development of nursing organizations

and their purposes.8. Describe appropriate professional nursing behavior

to be demonstrated by nursing students.9. Develop a list of short and long-term goals for your

student nursing career.10. Outline the AACN nine essentials of baccalaureate

nursing education.11. Identify strategies that will lead to student success

in the formal academic setting, giving consideration to different learning styles.

12. Develop a personal education plan for the term.

Health & Wellness

Growth of Nursing

Theoretical Foundations

The HealthCare Delivery System

Nursing Roles

Professionalism

Nursing Education AACN Nine

Essentials Strategies for

Success

Review Syllabus

Discuss Self Assessment Inventory results

In small groups, prepare 5’ presentations of ways to represent nursing students, WCU, and the profession of nursing well during study at WCU.

Individually create a Personal Education Plan Calendar for this term. (Demonstrate a balance of class time, study time, work, family time, personal time, and sleep.) Discuss the adequacy of plans and decision making to enhance success.

WCU student handbook

Potter & PerryChapters 1, 2, 3, 4, 6

ATI Nursing Getting Started: Steps to Success

ATI Self Assessment Inventory DUE Critical Thinking (40) Learning Styles (45) Professional Characteristics

(50) Work Values (60)





Week 2

CLO# 3, 4

1. Describe critical thinking as it is used by nurses in decision making, delegation, and prioritization.

2. Explain the relationship of the nursing process to critical thinking.

3. Outline the components of the nursing process and their cyclical nature.

4. Discuss the patient’s role in developing Care Plans.5. Differentiate between subjective and objective

assessment data.6. Describe how to use NANDA to select and write

nursing diagnosis.7. Describe guidelines for writing outcomes

statements.

Critical Thinking

Nursing Process Overview Assessment Analysis & Diagnosis Planning

ATI Critical Thinking Assessment: Entrance

Apply critical thinking using case scenarios

Practice Selecting and writing diagnoses

Practice writing outcomes statements

Potter & PerryChapters 15, 16, 17, 18

ATI Nurse Logic DUE: Knowledge and Clinical

Judgment Nursing Concepts Priority Setting Frameworks Testing & Remediation

Review QSEN Quality/Safety Competencies: www.qsen.org Teamwork & Collaboration

Personal Education Plan Calendar DUE

Educational/Professional Goals DUE

Week 3 1. Select interventions based on nursing diagnoses.2. Differentiate between nurse-initiated, physician-

initiated, and collaborative interventions.3. Describe the consultation process used, when the

RN determines the need for other disciplines to participate in patient care.

4. Discuss delegation of care principles.5. Describe elements of the evaluation process and

how it leads to discontinuation of problems in the Care Plan.

6. Explain how evaluation leads to quality improvement.

7. Discuss steps to revise or discontinue a part of the plan of care.

Nursing Process Implementation Evaluation Managing Care

Practiceselecting and prioritizing interventions

Practice using assessment data to evaluate patient progress toward goals in the Care Plan

Potter & PerryChapters 19, 20, 21

Review QSEN Quality/Safety Competencies: www.qsen.org Quality Improvement







Week 4 1. Discuss the significance of the Board of Registered Nursing (BRN) Nurse Practice Act.

2. Outline the legal scope of practice of a Registered Nurse.

3. Define legal concepts pertinent to nursing such as malpractice, negligence, and standard of care.

4. Identify different types of abuse.5. Discuss the role of the nurse in identifying and

reporting suspected abuse.6. Discuss the implications of Electronic Health

Records (EHR) to nursing practice.7. Describe legal expectations related to nursing

documentation.8. Describe HIPPA as it related to the Electronic Health

Record (EHR).9. Identify behaviors that constitute a HIPAA Violation.

Legal Responsibilities Nurse Practice Act Concepts Specific

Laws/Regulations

Documentation

Role Identification Skits - Use the Nurse Practice Act and work with in a small group to create a 5 minute skit to compare and contrast the roles of RN, LVN, and UAP.

In pairs, practice abuse screening and documentation. Discuss.

Potter & PerryChapters 23, 26

Nurse Practice Act 2011 Scope of Regulation Pg 5-18

Review QSEN Quality/Safety Competencies: www.qsen.org Informatics

Sigma Theta Tau Module DUE: Legal, Regulatory and liability

Issues

ATI Skills Module Post Test DUE: HIPPA

Abuse Screening Documentation DUE

Role Identification Skits DUEWeek 5 1. Define the term “evidence-based practice” (EBP).

2. List the types of evidence that may be used to substantiate EBP, moving from the most reliable to the least reliable.

3. Describe common patient safety risks.4. Discuss the role of the nurse in risk management.5. Explain the responsibility of the nurse in event

reporting.6. Demonstrate documentation on an “Event Report“

form.

Evidence Based Practice & Quality Care

Safety Use a case study to complete an Event Report. Discuss

Potter & PerryChapters 5, 27

Review QSEN Quality/Safety Competencies: www.qsen.org Evidence Based Practice Safety

Sigma Theta Tau Module DUE: Patient safety in the Health

Care Workplace

Event Report Documentation DUE

Week 6 1. Analyze methods to assess a learner.2. Describe changes in patient education that have

Patient Education Assessment

Miller & StoeckelChapters 4, 9, 10







occurred as a result of the internet.2. Identify cues of readiness to learn.3. Compare and contrast different learning styles.4. Discuss developmental stages as they relate to

learning.5. List physical, cognitive, and psychosocial factors

related to learning.7. Discuss the term motivation as it related to learning

and select means to assess it.8. Differentiate between the different learning.

domains; cognitive, affective, and psychomotor.9. Explain the differences between goals and objectives.10. Demonstrate the ability to write measurable,

behavioral objectives for each of the 3 learning domains.

Developmental Stages

Motivation Literacy Gender Cultural Special Populations Learning Domains Blooms Taxonomy Behavioral

objectives

Week 7 1. Outline the purpose and components of a learning contract.

2. Discuss methods to determine literacy levels and readability on print and educational material.

3. Identify strategies to educate to low literacy level individuals.

4. Examine gender characteristics and implications for learning.

5. Discuss cultural considerations related to learning and their relevant teaching strategies.

6. Describe teaching strategies for a variety of disabilities and special conditions.

7. List the three main components of instructional material.

8. Select instructional methods and materials to meet the needs of people with different learning styles and abilities.

9. Compare and contrast evaluation and assessment.10. Identify the purposes of evaluation.11. Distinguish between five basic types of evaluation;

Patient Education Learning contracts Instructional

methods & materials

Evaluation in healthcare education

Teaching Plans

ATI Critical Thinking: Entrance

Practice writing measurable, behavioral objectives using case studies.

Evaluate print media

Miller & StoeckelChapter 11, 12, 13





process, content, outcome, impact, and program.12. Develop a teaching plan for an individual.

Week 8 1. Discuss the significance of the ANA Code of Ethics for Nurses.

2. List the items contained in the Patient’s Bill of Rights.

3. Explain how ethical standards are associated with commitment to the patient, personal excellence, and nursing as a profession.

4. Examine the roles of values, ethics, and contemporary ethical issues in nursing practice.

5. Identify ethical issues related to patient care.6. Describe the process of ethical decision making.7. Explain patient advocacy as it relates to nursing.

Professional Ethics Concepts ANA Code of Ethics Patient’s Rights Advocacy & Ethical

Decision Making Advance Directives

Discuss Advance Directives

Potter & PerryChapters 7, 10, 22,

Review ANA Code of Ethicswww.nursingworld.org

Review Patient’s Rightshttp://www.aha.org/advocacy-issues/communicatingpts/pt-care-partnership.shtml

Review QSEN Quality/Safety Competencies: www.qsen.org Patient Centered Care

Advance Directive DUE

Teaching Plan DUEWeek 9 Ethics group

presentations

Practice teaching using educational brochures

Education Brochure DUE

Ethics Presentation DUE




http://www.aha.org/advocacy-issues/communicatingpts/pt-care-partnership.shtml



http://www.nursingworld.org/

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