KENT STATE UNIVERSITY COLLEGE OF NURSING …rcarlis5.yolasite.com/resources/N20010 syllabus_Fall 2010 Stark.pdf · Syllabus/20010/Fall10 Stark 1 KENT STATE UNIVERSITY COLLEGE OF NURSING

Syllabus/20010/Fall10 Stark 1

KENT STATE UNIVERSITY

COLLEGE OF NURSING

Interpersonal & Communication Skills

for Health Care Professionals

N20010

Prerequisites: Admission to Sophomore Nursing

Sequence NURS 10050

Fall 2010

Spring 2011

Summer 2011


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

Course Number and Title: N20010 Interpersonal Communication Skills for Health Care

Professionals

Credit Hours: 2 semester hours

Placement: Sophomore

Faculty (Subject to revision): Campus Email

Diana Fleming, MSN - Course Coordinator Kent [email protected]

Deb Shelestak, PhD, RN Stark [email protected]

Jean Zaluski, RN, M.Ed. Stark [email protected]

Course Description: This course is required for all nursing undergraduate students; it is an elective for non-nursing

students majoring in health care related fields. This is a skill development course, with readings,

experiential learning activities, and oral and written communication assignments. It is designed

to help students enhance their self-confidence in interacting with others, groups, and presenting

information. Assertiveness techniques, presentation of self, critical thinking, and collaboration

skills will complement the development of interpersonal and communication competencies.

Active learning methods are used.

Course Objectives:

1. Develop and enhance interpersonal, interdisciplinary, and public speaking skills

2. Demonstrate knowledge and application of APA formatting.

3. Demonstrate refinement of basic writing skills for papers and outlines.

4. Enhance study and test-taking skills.

5. Practice assertiveness skills and demonstrate the ability to manage scenarios using assertive styles of

communication.

6. Practice teamwork, collaboration, and facilitation skills, and demonstrate comprehension of groups

process, content, and development theory.

7. Demonstrate evidence of critical thinking in communications (paper, seminar presentation, class

discussion).

8. Begin a professional portfolio to use through progression through the College of Nursing.

mailto:[email protected]




Kent State University

College of Nursing

Position/policy on student plagiarism (Policy # 3342-3-01.8)

Faculty and students in the College of Nursing support and endorse the Student Cheating and Plagiarism

Policy #3342-3-01.8 of Kent State University which states that:

Standard “Students enrolled in the university, at all its campuses, are to perform their academic work

according to standards set by faculty members, departments, schools and colleges of the university;

cheating and plagiarism constitute fraudulent misrepresentation for which no credit can be given and for

which appropriate sanctions are warranted and will be applied”. Please refer to Policy # 3342-3-01.8 for a

more inclusive description of definitions and academic sanctions.

KSU CON Addition to Standard In addition to Policy 3342-3-01.8, the faculty in the College of

Nursing define plagiarism as: the deliberate and intentional use of someone else‟s writing, ideas or other

original work without directly crediting and acknowledging that person/institution/agency etc. As such,

this definition applies to all published work in professional and popular journals, newspapers, texts, theses

and dissertations and all internet sites where information may be obtained. It also applies to work in

progress or completed by other students, medical or nursing clinical reports, laboratory data, visual or

audio data or other materials indicative of the creative endeavors of others. It includes allowing another

person/student to alter or revise previously completed work of a different student and to submit it as

original. Students may discuss assignments among themselves or with an instructor but when the actual

work is done, it must be done by the student, and the student alone, unless the course faculty member

clearly specifies that two or more students may submit a paper and place all of their names on this one

paper/work.

Student-Faculty Consultation All academic work, written or otherwise, submitted by students to their

instructors is expected to be the result of their own ideas or research, or creativity. In cases where students

feel unsure about a question of plagiarism involving their work, they are obliged to consult their

instructors on the matter before submission of their work.

Acknowledgements of Sources When a student‟s assignment involves using research from outside

sources of information, the student must carefully acknowledge exactly where they got the information

from; i.e. the source. If the words of someone else are used, the student must put quotation marks around

the passage in question and add an appropriate indication of its origin. Making simple changes to an

original document or someone else‟s work while leaving the organization, content and/or phraseology

intact is considered plagiarism. Students must acknowledge such organization, content or phraseology by

citing sources in the document. If a student is unclear how to proceed, consult with the faculty member

before submitting the work.

Consequences If plagiarism is suspected, (As per Policy # 3342-3-01.8) a faculty member in the College

of Nursing may:

1 assign a grade of “F” or zero for the submitted work

2 assign a grade of “F” for the course in which the plagiarism took place

3 recommend to the Department Chair or Dean that further action be taken

4 refer to the Department Chair and Dean to determine whether or not further sanctions should

be invoked(Policy # 3342-3-01.8).

See specific policy (Policy # 3342-3-01.8) for further procedural details.

** This document was compiled from the Kent State University Student Cheating and Plagiarism

(Policy # 3342-3-01.8)as well as the Purdue University Online Source

(http://owl.english.purdue.edu)

http://owl/


Mass Media

Students are responsible to inform faculty if they did not give permission for pictures, videotaping, or

any

other electronic media during the educational process.

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 <http://www.registrars.kent.edu/disability/> 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.

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. 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 Averil, Associate Provost.)

Course Withdrawals:

Students who withdraw from the course are to notify their course coordinator and clinical instructor,

within 24 hours, in person or in writing.

https://exchange.kent.edu/owa/redir.aspx?C=ad3218f0626e446ea00ffbd34d8c2360&URL=http%3a%2f%2fwww.kent.edu%2fsas

https://exchange.kent.edu/owa/redir.aspx?C=ad3218f0626e446ea00ffbd34d8c2360&URL=http%3a%2f%2fwww.registrars.kent.edu%2fdisability%2f


Class Cancellation:

Follow cancellation policy for individual campus.

Instructional Strategies:

Discussion and a variety of active learning strategies are used to develop critical thinking. Students are

expected to prepare, participate actively, collaboratively, and independently in each class and complete

assignments.

Required Texts: American Psychological Association. (2009). Mastering APA style: Student’s workbook and training

guide (6th ed.). Washington D.C.: American Psychological Association.

American Psychological Association. (2009). Publication manual of the American Psychological

Association (6th ed.). Washington D.C.: American Psychological Association.

Nugent, P. M., & Vitale, B. A. (2008). Test-taking techniques for beginning nursing students (5th ed.).

Philadelphia: F. A. Davis.

Required Readings:

Assigned readings posted on ERES.

Web sites:

ATI testing site: www.atitesting.com

WIN-R Writing in Nursing-Resources: http://class.kent.edu

Purdue Online Writing Lab: http://owl.english.purdue.edu/owl/resource/560/01/

Writing Center: http://dept.kent.edu/english/WritingCent/portal

Student Expectations: Students are expected to attend class on campus, as well as participate on Online

discussion boards (where applicable). Students are expected to complete all assignments whether written

or oral by the listed due dates. Group work will be used for presentations and will contain peer

evaluations for assistance in grading all participants. The group has the right to request of the faculty

removal of any student not participating in the group project. This request will affect the grade of the

student removed.

For Seminar Presentations, ALL students are REQUIRED to dress in a professional manner. Students

are to be respectful and attentive to peers.

Assignments for the Course: 1. Title Page & Reference Page

2. Outline of paper with corrected Title Page & Reference Page

3. Scholarly paper: 5-7 pages (not including Title & Reference Page)

4. Seminar Presentations (2/student)

5. APA Workbook assignments

6. ATI Nurse Logic assignments

7. Miscellaneous assignments per Faculty

http://www.atitesting.com/

http://class.kent.edu/

http://owl.english.purdue.edu/owl/resource/560/01/

http://dept.kent.edu/english/WritingCent/portal


Grade Determination:

A = 91.0-100%

B = 82.0-90.9%

C = 73.0-81.9%

D = 64.0-72.9%

F = Below 64.0%

Students must receive a minimum of 73%. Grades are based on points earned by the student and not

percentages and are not rounded. There will be no opportunity for extra credit or bonus points.

All students who are experiencing difficulty in any part of the course are encouraged to seek help with

their faculty as soon as possible. It is the student‟s responsibility to consult with the course coordinator if

his/her average in the course is not above 75% after each exam and/or paper.

All papers will have grading guidelines (located in this syllabus) associated with the specific assignment.

The outline and paper must utilize APA formatting. Points will be distributed on the APA guidelines and

may vary based on the assignment type and requirements. (See individual guidelines)


Final Paper Assignment

Choice of Topics

Group Dynamics Communication with Diverse Others

Creating Teamwork at Work Assertive Communications in Nursing

Leading Healthcare Teams Interdisciplinary Communication

Healthcare Roles Generational Diversity

OR

Topics approved by individual faculty

Paper Directions:

1. Select a topic

2. Complete a title page and reference list of NO LESS THAN 10 references (Assignment #1)

Select and use professional peer reviewed articles, reliable web sites and electronic

sources, one book, and at least ONE edited book. MUST BE CITED IN THE TEXT

OF THE PAPER!!!

REFERENCES SHOULD BE LESS THAN 5 YEARS OLD UNLESS APPROVED BY

INDIVIDUAL COURSE FACULTY.

3. Complete formal outline including references in APA format (Assignment #3)

4. Write a five to seven (5-7) page paper (excluding title and reference pages) using methods of

information retrieval taught in class on library orientation / information literacy. Need a

minimum of FIVE references for the final paper. Include at least one direct quote AND one

block quote.

5. Use the rubric provided as a guide.

6. Must use APA formatting throughout the paper for title page, subheadings, in-text

citations, and reference page(s).


Week 1: Self Awareness/Orientation

Behavioral

Objectives

Content Learning Experiences

1. Develop and enhance

interpersonal,

interdisciplinary, and

public speaking skills

2. Develop knowledge of

APA formatting.

3. Demonstrate refinement

of basic writing skills for

papers and outlines.

A. Welcome

B. Orientation to the

course

C. Introduction of faculty

and students

D. Review course

syllabus, objectives /

purpose

E. Overview of course

assignments including

papers, seminars,

student portfolio,

written assignments

F. Overview of Vista for

obtaining

assignments,

submitting

assignments, technical

support

G. Review schedule of

due dates for

assignments

H. Phone and email

etiquette

I. Contact faculty for

questions

J. Introduce APA Style

Formatting

K. How to use APA

Workbook/ APA book

Activities:

Introduce self in class.

Each student interviews a peer and introduces

that peer to the classroom. Suggestions for

interview include: name, where from, family,

hobbies, sports, other special interests, why

chose nursing/other health care profession, and

how he/she views him/herself as a

writer/speaker.

Required Readings:

Bring to class:

Course syllabus and requirements

Hodson, C. (2008). Netiquette: Watching

Your P’s & Q’s in an Online World

(ERes)

APA workbook and publication manual

Read Chapter 1& 2 in the APA

workbook.

Be prepared to complete the “Term Paper

Familiarization Test” in class.

Discuss topics for Seminars and Scholarly

Papers

Seminar Topics:

Teamwork

Collaboration

Interdisciplinary Communication

Communication with Difficult

People

Communicating with Diverse

Populations

Working with Diverse Populations

Generational Diversity in Nursing

Using Appropriate Communication

in Patient Education

Assertive Communication

Vista/WebCT: Introduce Win-R site


Week 2 (Part 1): ATI Standardized Testing & Test-Taking Skills

Objectives Content Learning Strategies

1. Enhance study and test-

taking skills.

2. Define test-taking

techniques

3. Demonstrate application of

study skills and critical

thinking skills to test-

taking.

A. ATI test-taking introduction

o Test –taking

techniques

o Types of tests

o Identifying key

words, clues,

determiners, opposites,

global options, duplicate

facts, denials

o Applying study skills

and critical thinking

skills to test-taking

techniques

o Introduction of

Nurse Logic

ATI presentation on ATI

Standardized Testing

Read: Nugent & Vitale, Ch. 7 & 8 –

Test Taking

Go to ATI web site:

www.atitesting.com.

- Create an account

- Go to My eLearning tab and

enter appropriate ID and

password.

- Go to Tutorials tab.

- Click on Nurse Logic tab.

- Put in Tutorial Access ID and

Tutorial Password.

- Complete Critical Reading

exercise. Once complete, print

the results for your instructor

for week 3 (5 points)



Week 2 (Part 2): Library Orientation & Information Literacy

4. Discuss the difference between the

“free Web” and the “gated Web.”

5. Learn how to identify quality

consumer health sites.

6. Understand the difference in types

of nursing journals.

7. Demonstrate how to search the

journal literature.

1. Review of what Google searches

and how to use it most effectively.

2. Understand the criteria for

evaluating web resources. Discuss

mega-health sites such as

MedlinePlus.

3. What is a peer-reviewed/ research

journal?

4. Learn the search process for

identifying journal articles, obtaining

needed copies, citing appropriately.

Access Vista WebCT: Searching

the Nursing Literature – Review

the sites for searching for

literature. After reviewing the

above, complete the following

assignment:

- Find 10-15 sources for Final Paper

topic. Formulate a Title Page /

Reference page due Week 4. Must

have at least one source of each of

the following types:

- Book

- Peer reviewed journal

- Electronic source (Example –

WebSite

- Edited book

-Find a consumer health Web site

addressing a specific health

condition. Review the criteria for

evaluating web resources. Evaluate

the quality of the Web site using the

worksheet for evaluating web

resources (linked from

http://www.library.kent.edu/webeval

Worksheet is available in three

formats: (PDF, Word, or RTF).

- - PDF:

http://www.library.kent.edu/

files/webevalform.pdf

- - Microsoft Word:

http://www.library.

kent.edu/files/webfmword.doc

- - RTF:

http://www.library.kent.edu/

files/webfmword.rtf

http://www.library.kent.edu/webeval


Week 3 : APA

Behavioral Objectives Content Learning Experiences

1. Identify the purposes of using

a style guide for paper

writing.

2. Develop an understanding of

the use of the APA index.

3. Identify the major sections of

a paper.

4. Review the use of thesis

development in papers;

review topic sentences,

correct paragraphing

5. Review basic punctuation

use: capitalization, commas,

semi-colons, colons,

possessives, contractions, and

apostrophes

6. Review sentence structures

and use of modifiers

7. Review outlining methods for

Papers

8. Discuss citing using APA

Format

9. Review active vs. passive

voice, sound-alike words, and

correct spelling

10. Identify APA and writing

errors (workbooks)

APA formatting and writing

techniques.

APA overview:

- Use of index

- Major sections of a paper

- Paper writing using thesis

development, topic sentences, &

correct paragraphing

- Proper punctuation use

APA technicalities

Writing technicalities

Preparation

Paragraphs

Arguments

Sources

Plagiarism

Faulty Skills

Quiz:

APA format (possible 15 points)

Assignment

Review pages 31-101 in APA

workbook (You may be quizzed on

this information)

First Seminar presentation on APA

by students - Peer review by group

members of group members to be

completed and turned in with

presentation. (Outline due week prior

to presentation.)

Go to ATI web site and login:

www.atitesting.com. Go to My

eLearning tab and enter appropriate

ID and password.

Go to Tutorials tab. Click on Nurse

Logic tab. Put in Tutorial Access ID

and Tutorial Password. Complete

Strategy Techniques exercise. Once

complete, print the results for your

instructor for week 4.

Resources available:

- Go to the KSU Writing Center

web page:

http://dept.kent.edu/english/

WritingCent/ and then to Mini-

Lessons, & select areas of

interest.

- Go to WIN-R (on Vista home

page). Find Resources for

Effective Writing>> Resources

for APA Format>> “Notes on

APA Rules and Writing,” by

Susan Taft.” Read, and print

this off for future use.

- Go to KSU Writing Center web

page – Pesky Pairs:

http://dept.kent.edu/english/Writing

Cent/ & Go to Mini-Lessons, then

Pesky Pairs



Week 5 Facilitating group discussions


1. Differentiate group

facilitation from presenting

before a group.

2. Identify goals for group

facilitation.

3. Identify group facilitation

methods.

4. Identify methods for dealing

with "problem people."

1. What is group

facilitation?

2. Identifying the pro-

cesses and outcomes

important for effective

group work

3. Understanding and

using facilitation methods

Barcelona, R. J. & Rockey, D.

L. (2010). Using collaborative

learning technologies to

facilitate effective group work.

Access:

http://uhs.berkeley.edu/home/n

ews/pdf/groupdiscussion.pdf

(“How to facilitate group

discussions” - UC Berkeley,

University Health Services,

Tang Center)

APA Assignment: Reference citations in-text – pp.

88-93.

http://uhs.berkeley.edu/home/news/pdf/groupdiscussion.pdf

http://uhs.berkeley.edu/home/news/pdf/groupdiscussion.pdf


Week 6: Learning Styles / Study Skills / Strategies

Behavioral

Objectives

Content

Learning Experiences

1. Identify personal learning

styles.

2. Identify blocks to study habits

and develop strategies for

improving study skills.

3. Discuss prioritization and

organization of study

materials and study time.

(WHY do I need to learn?

WHAT do I need to learn?

importance and personal

goals)

4. Discuss learning styles and

domains. (HOW am I going to

learn?)

5. Identify and discuss levels of

thinking.

6. Identify and discuss study

strategies.

A. Learning styles:

o Auditory

o Visual

o Application

o Conceptual

o Spatial

o Verbal

o Active

o Sensing

o Sequential

o Global

o Social

o Independent

o Creative

o Reflective

o Intuitive

o Pragmatic

B. Learning domains -

cognitive, psychomotor and

affective

C. Levels of thinking

o Knowledge

o Comprehension

o Application

o Analysis

o Synthesis

o Evaluation

D. Study Strategies

– capturing, resource use,

memorization, repetition,

alphabet clues, acronyms,

acrostics, group study,

information relation-ship,

recognition of common-

alities and differences.

Complete Learning Style

Questionnaire (Solomon & Felder)

Go to:

http://www4.ncsu.edu/unity/lockers/

users/f/felder/public/ILSpage.html

Nugent & Vitale, Ch. 3 & 4 – Time

management & Study Techniques

- Write a 1-2 page paper on your

learning style(s) & individual

strengths and weaknesses in

your personal study skills.

**Please include study

strategies that you might use to

facilitate your studying. Include

in-text citations

Learning Strategies:

Complete the Self-Assessment

Barriers to Productivity on page 21

of Nugent/ Vitale and bring to class

for discussion.

-Be prepared to discuss learning

styles, strategies, strengths and

weaknesses via seminar these issues

in an open forum.

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html


Assignment #2 (25 Points)

Learning Style, Study Skills, Weaknesses and Strategies

The purpose of this assignment is to introduce formal writing and APA formatting

style. Write a 1-2 page paper explaining the results of your learning styles

questionnaire. This is to be an informative paper and not a self analysis. Discuss

the learning styles and what they encompass. Then describe what study strategies

are best suited for someone with these learning styles. This paper is not to be

written in first person, but as information being provided to someone else. This paper must be in APA format and include in-text citations of literature

assigned on this subject. Students must provide a reference page with a minimum

of two (2) references.

See the attached grading rubrics for more information.


Week 7 Critical Thinking


1. Define critical thinking

2. Discuss levels of critical

thinking (WHAT have I already

learned? knowledge and

comprehension; HOW do I use

what I know? application; and

WHY does what I know make

sense? analysis)

3. Identify and practice critical

thinking skills

4. Define concept mapping and

discuss its use to enhance

critical thinking skills.

5. Discuss types of multiple

choice questions (knowledge,

comprehensive, application and

analysis), and practice the use of

critical thinking to answer each

type of question.

1. Definitions of critical

thinking

2. Levels of critical

thinking: basic, complex

and expert

3. Critical thinking skills:

inferences, asking

questions, thinking aloud,

scenario review

4. Applying critical

thinking to multiple choice

questions: knowledge,

comprehension,

application, & analysis

5. Strategies and activities

to improve critical

thinking

6. Concept mapping/mind

mapping

-Nugent & Vitale, Chapter 2 – Critical

Thinking

-Go to: http://studygs.net.index.htm and

review: Bloom‟s Taxonomy

-Go to http://studygs.net/mapping &

review concept/mind mapping.

-Review: http://philosophy.hku.hk/think

“What is Critical Thinking?” and “How

to Improve Critical Thinking.”

-Student leaders will facilitate a

discussion of the definitions and forms

of critical thinking, based on reading

assignment.

-Students will work in groups to develop

concept maps based on case scenarios

provided, then each group will present to

the class

-Students will discuss applications of

concept maps.



eLearning tab and enter appropriate ID

and password.


Logic tab. Put in Tutorial Access ID and

Tutorial Password. Complete

Prioritizing Questions & More exercise.

Once complete, print the results for your

instructor.

APA workbook: Grammar &

Punctuation – pp. 48-69.



Week 8 Study Skills


1. Identify personal strengths

and weaknesses in study skills.

2. Identify blocks to study

habits and develop strategies

for improving study skills.

3. Discuss prioritization and

organization of study materials

and study time. (WHY do I

need to learn? WHAT do I

need to learn? importance

and personal goals)

4. Discuss learning styles and

domains. (HOW am I going to

learn?)

5. Identify and discuss levels

of thinking.

6. Identify and discuss study

strategies.

1. Time-management, self-

discipline, delegation, procras-

tination

2. Prioritization and

organization

-Identify goals – long term,

short term, measurable, realistic

-Priority setting – Pressing/

Important, Not pressing/

Important, Pressing/Not important,

Not pressing/not important

-Organization – calendars,

materials

3. Learning Styles – auditory,

visual, application, conceptual,

spatial, verbal, active, sensing,

sequential, global, social, inde-

pendent, creative, reflective,

intuiting, pragmatic. (from

Soloman & Felder website and

McWhorter book)

4. Learning domains-cognitive,

psychomotor and affective

5. Levels of thinking –

knowledge, comprehension,

application, analysis, synthesis,

and evaluation (from Nugent &

Vitale)

6. Study strategies – capturing,

resource use, memorization,

repetition, alphabet clues,

acronyms, acrostics, group

study, information relation-

ship, recognition of common-

alities and differences.

Assignment:

-Nugent & Vitale Ch. 3 & 4 –

Time Management & Study

Techniques

-Go to http://www.studygs.net/

index.htm and review:

a. Preparing

b. Studying

c. Resources

Complete the Self-Assessment

Barriers to Productivity on page

21 of Nugent/ Vitale and bring

to class for discussion.



eLearning tab and enter appropriate ID

and password.


Logic tab. Put in Tutorial Access ID

and Tutorial Password. Complete

Mastering Alternative Items exercise.

Once complete, print the results for

your instructor.

APA: Headings & Language Biases –

pp. 38-47.



Week 9 Teamwork and Group Process & Development


1. Identify the types of teams

you might work on in your

future professional role.

2. Identify the characteristics

of true teamwork.

3. Discuss the benefits of

effective teamwork.

4. Discuss the limitations and

potential pitfalls of teams.

5. Review group process and

development theory.

1. Student discussion on

types of teams they may

participate on in their

future professional role.

2. Faculty lecture on

teamwork, and group

process and development.

3. Student discussion on

the benefits, limitations,

and potential pitfalls of

teams. Address group

leadership strategies when

teams are high

functioning, intermittently

capable, struggling, or

failing /dysfunctional.

Adams, S. (2009). The four stages

of effective team-building.

Training & Management

Development Methods, 23(1),

317-320.

Access:

http://www.teamocracy.com/team

building.php

Review steps to teambuilding and

roles of team members.

-Divide in groups and choose

student facilitator. Student leaders

facilitate a discussion of the

benefits, limitations, and potential

pitfalls of teams. Address group

leadership strategies when teams

are high functioning,

intermittently capable, struggling,

or failing/ dysfunctional

-Cronewett, L., Sherwood, G.,

Barnsteiner, J., Disch, J.,

Mitchell, P., Taylor-Sullivan,

D., Warren, J. (2007). Quality

and safety education for

nurses: Nursing Outlook 55(3),

122-131. (Review each of these

sections - Patient-centered

care, teamwork &

collaboration, evidence-based

practice, quality improvement,

safety, & informatics.)

-Cronewett, L., Barnsteiner, J.,

Pohl, J., Moore, S., Taylor-

Sullivan, D., Ward, D.,

Warren, J. (2010). Quality and

safety education for nurses:

Nursing Outlook, 57(6), 338-

348. (Will be used more than

once).

http://www.teamocracy.com/teambuilding.php

http://www.teamocracy.com/teambuilding.php


Week 10 Health Care Roles


1. Explore the roles and

backgrounds of different

members of health care teams

2. Identify how team member

roles influence communica-

tion within the team

Roles and backgrounds of

health care team members,

and their influence on

communications

Assignment:

-Students are to research

different members‟ roles on the

healthcare team. Locate and

bring to class a minimum of two

legitimate journal articles on the

roles and background of

members of health teams. (If

possible, identify articles that

discuss communications among

team members.)

-Come to class prepared to

discuss the following:

- What/who are the different

members of the healthcare

team?

- What are the educational

levels for each team

member? How does

education level affect

communication?

- How does the role of each

team member affect

communication?

- How does the work culture

play into communication?

APA workbook: Spelling,

hyphenation, capitalization, &

italics – pp. 70-79.



Sullivan, D., Ward, D., Warren,

J. (2010). Quality and safety

education for nurses: Nursing

Outlook, 57(6), 338-348. (Will

be used more than once).


Week 12 Generational Diversity


1. State pros and cons

of stereotyping.

2. Discuss the effects

of cultural diversity

and generational/urban-

rural/etc. differences

on interdisciplinary

team communications.

3. Identify communica-

tion issues that may

occur as a result of

cultural clashes.

1. Stereotyping Pros:

-Easy categorization

-Minimizes uncertainty

and anxiety

2. Stereotyping Cons:

-Discrimination, prejudice

-Failure to get to know

individual

3. Role of culture on verbal

and nonverbal communica-

tion:

-Varying meanings

-Gestures

-Facial expression

-Tone of voice

-Words

4. Communicating across the

generations

-Traditionalists / Veterans

-Baby Boomers

-Generation X

-Generation Y / Millennial

5. Team diversity

-Gender

-Socioeconomic status

-Education level

-Rural vs. Urban

6. Healthcare Provider role –

MD, Nurse (RN vs. LPN),

Respiratory Therapist,

Physical Therapist,

Pharmacist, Nursing Assistant

Assignment:

-Grover, S. M. (2005). Shaping effective

communication skills and therapeutic

relationships at work. AAOHN Journal, 53(4),

177-182.

-Sherman, R. O. (2006). Leading a

multigenerational nursing workforce: Issues,

challenges and strategies. Online Journal of

Issues in Nursing, 11(2), 5 pages.

-Communication and Team Diversity IN

CLASS EXERCISE OR WRITTEN

ASSIGNMENT (at faculty discretion)

Interview individuals of different generations

than yourself regarding work ethic and

communication styles. Compare and contrast.

-Utilize the following questions for guidance

through the interview and in writing your

paper. State what you learned and how this

will be applicable to working with different

generations in your practice:

What generation do you belong to?

What type of work do you do?

What is your educational background?

What is your definition of "responsibility"?

What does "accountability" mean to you?

What is your preferred way of communicating

– at work and outside of work - and why?

How does this suit your lifestyle?

What motivates you to work?

How do you view people in authority?

How do you prefer to resolve conflict?

APA workbook: Abbreviations & Quotations

– pp. 80-87.


www.atitesting.com. Go to My eLearning tab

and enter appropriate ID and password.

Go to Tutorials tab. Click on Nurse Logic tab.

Put in Tutorial Access ID and Tutorial

Password. Complete Nursing Guidelines &

More exercise. Once complete, print the

results for your instructor.

Additional Learning Activities Stereotyping Activity:

Break up into groups, each group will decide how to describe a certain type of person: i.e., nurse, farmer, computer

geek. Then compare with the whole class‟ understanding. Discuss the pros and cons of stereotyping.

•Barnga: A simulation game on cultural clashes

Student-centered learning activity: break into groups of 4-5 students and play Barnga



Week 14 Interdisciplinary communications


1. Describe the Joint

Commission patient

safety goal: To improve

the effectiveness of

communication among

caregivers.

2. Define interdisciplinary

communication.

3. Explain the steps involved

in giving shift-to-shift

report.

4. Describe communication

techniques with

physicians.

1. Discuss Joint

Commission Patient

Safety goals in relation to

communication.

2. Discuss ways /time

points at which inter-

disciplinary team

members communicate.

3. Review the important

aspects of effective

communication in

reporting to the next

shift, transferring unit,

diagnostic areas, and/or

physicians. Technique to

be utilized (SBAR):

Situation

Background

Assessment

Recommendation

Assignment:

- Lunney, M. (2010). Use of

critical thinking in the diagnostic

process. International Journal of

Nursing Terminologies and

Classifications, 21(2), 82-88.

-Pope, B., B.; Rodzen, L. &

Spross, G. (2008). Raising the

SBAR; How better communication

improves patient outcomes.

-JCAHO Perspectives on Patient

Safety, "The SBAR Technique:

Improves Communication, En-

hances Patient Safety," pp. 1-2.



Sullivan, D., Ward, D., Warren, J.

(2010). Quality and safety

education for nurses: Nursing

Outlook, 57(6), 338-348. (Will be

used more than once).


Week 15: Assertive Communications


1. Identify and discuss the

differences between non-

assertive, assertive, and

aggressive behaviors and the

consequences of each type of

behavior for both the sender

and the receiver.

2. Discuss and practice verbal

and nonverbal components of

assertive behavior.

4. Practice assertive responses

to scenarios.

5. Discuss situations in both

personal and professional lives

when assertive behaviors can

be used and why they should

be used.

1. Components of

Assertive Behavior:

Eye contact, body posture, dis-

tance/physical contact, gestures,

facial expression, voice tone,

inflection & volume, fluency,

timing, listening, thoughts,

content

2. Key points about

assertive behavior:

Honest, direct & firm, equaliz-

ing, verbal & nonverbal, positive

at times, negative at times,

appropriate for person/

situation, socially responsible,

learned, not inborn

3. Differences between and

consequences of aggres-

sive/non-assertive/ assert-

ive behaviors for sender

and receiver

4. 6 types of „I‟ Message

Statements: I want, I feel, I have mixed

feelings, flat-out-no, empath-

etic assertion, confrontational

assertion

5. Ways other people may

interact with you that will

require assertive commun-

ication

Putting you off, distracting,

denying, blaming, verbal-

abusing, joking, reinterpreting,

psychoanalyzing, acting like

"poor me, sending negative

vibes, apologizing, threatening,

debating, procrastinating, refus-

ing to negotiate

Assignment:

-Michaelsen, L.K. & Schul-

theiss, E.E. (1988-9). Making

feedback helpful. The Organ-

izational Behavior Teaching

Review, 13(1), 109-13.

-Lazoritz, S. & Carlson, P.J.

(2008). Don't tolerate disrup-

tive physician behavior.

American Nurse Today, 3(3),

20-2.

Buonocore, D. (2006). Speak

your truth proven strategies for

effective nurse-physician

communication. Critical Care

Nurse, 26(5), p.72.

-Assertive methods (see next

2 pages in syllabus)

-Class will discuss assertive-

ness components, key points,

and when possible/appropriate,

students will demonstrate for

the class what the components

and key points look or feel like.

-Students discuss several

situations in their own life in

which they have used

aggressive/ nonassertive or

assertive behaviors, and the

result of those behaviors.

Would they change their

response(s) if they had the

opportunity? If so, how would

they respond?

-Students will pair off and

practice scenarios.

**Group I Final Papers Due**


Techniques of Assertive Communication

1. Broken record: A skill using calm and persistent repetition of the same words -- saying what

you want over & over -- without having to rehearse arguments or counter others‟ logic or deal

with angry feelings; tends to tone down one‟s own anger. Allows one to feel comfortable

countering manipulative traps, argumentative baiting, or power plays by authority figures. E.g.,

“No, I cannot work a double shift tonight … No, I‟m sorry, I can‟t work a double tonight …”

2. Disagree: Make a straightforward & direct, but calm, statement. “I don‟t agree.”

3. Fogging: Calmly acknowledge to your critic the probability that there may be some truth in

what s/he says, but allow yourself to remain your own judge. Acknowledge that you heard them

but you‟re not agreeing. Avoids the need to defend yourself against all of someone‟s criticism

by being selective about what fits for you and what doesn‟t in what they have said. E.g., “I agree

I was insensitive to Robert‟s needs at that time and I understand that I made him angry. But I

also see insensitivity as unusual behavior for me, and not an area of general deficiency.”

**Note: comfort with assertive, open exchanges does require the maturity to hear, acknowledge,

and own one‟s limitations. It may or may not require a statement of the need to change.**

4. Negative Assertion: A more extreme form of fogging. Expressing acceptance of criticism

regarding your errors and faults, without having to apologize, by sympathetically agreeing with

comments about your negative qualities. Allows you to accept more comfortably the negatives

of your behavior or personality without getting defensive and anxious, or resorting to denial,

while at the same time defusing your critic‟s anger or aggression. E.g., “I agree, I do tend to

have pretty high control needs.” “You‟re right, I don‟t like doing performance evaluations and I

put them off too long.”

5. Negative Inquiry: A skill that uses the active prompting of criticism in order to use the

information (if helpful) or exhaust it (if overstated or off-base) while prompting your critic to be

more assertive & specific. Hear the person out, gather the information so that you can respond

constructively. E.g. “What exactly do you find to be careless about my work?”

6. Self-disclosure: The ability to initiate discussion of both positive and negative aspects of who

you are to enhance communication, understanding, and build trust in the relationship. Includes

feelings or facts about yourself that may previously have caused feelings of uneasiness, guilt, or

shame. “I‟ve been feeling less self-confident since my husband and I separated. This would not

be a good time for me to take over any extra assignments.” “I‟d like to have that weekend off so

that I can participate in the Gay Pride events downtown.”

7. Redefine: Don‟t accept someone else‟s negative label for your behavior. Redefine your

behavior in neutral or positive terms. “I‟m not being nosy or manipulative. But I do want to

know what your plans are for the unit so that I can make plans for myself.” “You think I‟m not a

team player. But I am – as long as I‟m comfortable with what the team has decided to do. In

this case, I think the team decision is not a good approach to the problem.”


8. Stipulate Consequences: When pushed to the limit of your tolerance, or where you feel

threatened, consider promising realistic negative consequences. Be prepared to follow-through

with what you are/are not willing to do because the other person may call your bluff. “My head

nurse has been my salvation working on this unit. If you’re going to replace head nurses with

charge nurses, then I may not want to stay employed here.” “If you continue dating other

women while you and I are involved, I’m going to have to break off with you.”

9. Dismiss: Ignore the comment completely – or deny its relevance to the problem under

discussion. Return to what is relevant. E.g., “That‟s not the point here.” “My personal life is

not the issue, but reasonable expectations from you are relevant.”

10. Bargain for a Workable Compromise: Bargain for acceptable partial solutions for what

you want. If the compromise affects your personal feelings of self-respect or self-worth,

however, there should be no compromise. E.g., “I‟m willing to talk with Dr. Smith about his

criticisms but not without an impartial mediator present.” “I‟ll agree to take minutes today but

only if others share the responsibility at future meetings.” “I‟m not willing to apologize for what

I did just to protect the director‟s ego. But I‟ll talk over the incident with her if she‟s willing.”

Week 16: APA Final Quiz


Student Portfolio

Purpose: The purpose of the Student Portfolio is to provide evidence of student‟s learning and

development throughout the BSN program.

The portfolio will be formatted for online use. You will be given an example and specific

instructions in class.

Creativity is encouraged. This portfolio is meant to demonstrate evidence of your growth and

accomplishments as a baccalaureate nursing student. Faculty in any nursing course at any level

may ask to see your portfolio.

Points awarded: 10

Grading will be based on completeness. Portfolio must be completed by the last class.


Grading Guidelines for Assignment #1

Title Page & References for Final Paper from Library Search

Hand in this form with your paper.

Paper Elements Points Available Points Earned

Title Page – Include page header,

running head, title of paper, name, &

university

5

10-15 references (minimum of 10

references)

At least one from each of the

following:

Electronic

Journal

Book

Edited book

Must be Creditable references

15

APA format

15

Paper turned in when due

(-1 point for each day late)

Total

35

Faculty comments:


APA and Writing Guidelines: Assign. #1 - Hand in with paper

PAPER ELEMENTS Points Points

Available Earned

GENERAL REQUIREMENTS

1" MARGINS .5

FONT SIZE & CHOICE .5

DOUBLE SPACING .5

TITLE PAGE

TITLE CENTERED & CORRECT INFO 1

RUNNING HEAD CORRECTLY FORMATTED 1

RUNNING HEAD & PAGINATION 1

RUNNING HEAD THROUGHOUT PAPER 1

BODY OF PAPER

ORGANIZATION n/a

THESIS DEVELOPMENT n/a

HEADING & SUBHEADING FORMATTING n/a

GRAMMAR n/a

SPELLING n/a

PUNCTUATION n/a

SENTENCE STRUCTURE n/a

TOPIC SENTENCES n/a

STRUCTURE OF PARAGRAPHS n/a

CITATIONS – CORRECT FORMAT n/a

DIRECT QUOTES / PARAPHRASING / BLOCK

QUOTES n/a

REFERENCES LISTED CORRECTLY 5

ELECTRONIC

JOURNAL

BOOK

EDITED BOOK

OTHER

REFERENCE PAGE

ALPHABETICAL 2

DOUBLE SPACING & HANGING INDENTATION 2

ALL REFERENCES CITED IN BODY OF PAPER n/a

REFERENCE PAGE TITLE .5

Total 15



Learning Style, Study Skills, Weaknesses, and Strategies



Discuss your learning style(s)

2.5

Study skills strengths / weaknesses

2.5

Strategies to improve

5

APA format (see next page)

15



Total

25

Faculty comments:


APA and Writing Guidelines: Assign.#2 - Hand in with paper


Available Earned


1" MARGINS .5


DOUBLE SPACING .5

TITLE PAGE

TITLE CENTERED & CORRECT INFO .5

RUNNING HEAD CORRECTLY FORMATTED .5

RUNNING HEAD & PAGINATION .5

PAGE 1 OF PAPER .5

PAPER TITLE ON PAGE 2 .5

BODY OF PAPER

ORGANIZATION .5

THESIS DEVELOPMENT 1

HEADING & SUBHEADING FORMATTING .5

GRAMMAR 1

SPELLING 1

PUNCTUATION 1

SENTENCE STRUCTURE 1

TOPIC SENTENCES 1

STRUCTURE OF PARAGRAPHS .5

WRITTEN IN ACTIVE VOICE – THIRD PERSON .5

CITATIONS – CORRECT FORMAT .5


QUOTES .5

REFERENCES LISTED CORRECTLY .5

ELECTRONIC

JOURNAL

BOOK

EDITED BOOK

OTHER

REFERENCE PAGE

ALPHABETICAL n/a

DOUBLE SPACING & HANGING INDENTATION .5

ALL REFERENCES CITED IN BODY OF PAPER .5


Total 15



Formal Outline



Outline formatted correctly

5

Paper topic stated

5

Main points support paper topic and

are logical for progression of paper.

Sub-topics listed and support main

points

10

Title page and reference page

resubmitted with corrections (if

applicable). If not, -1 point for each

day not resubmitted.

APA formatting (next page)

15



Total

35

Faculty comments:


APA and Writing Guidelines: Assign. #3 - Hand in with paper


Available Earned


1" MARGINS .5


DOUBLE SPACING .5

TITLE PAGE

TITLE CENTERED & CORRECT INFO 1

RUNNING HEAD CORRECTLY FORMATTED 1

RUNNING HEAD & PAGINATION 1

PAGE 1 OF PAPER .5


BODY OF PAPER

ORGANIZATION n/a

THESIS DEVELOPMENT n/a

HEADING & SUBHEADING FORMATTING n/a

GRAMMAR n/a

SPELLING n/a

PUNCTUATION n/a

SENTENCE STRUCTURE n/a

TOPIC SENTENCES n/a

STRUCTURE OF PARAGRAPHS n/a

CITATIONS – CORRECT FORMAT n/a


QUOTES n/a

REFERENCES LISTED CORRECTLY 5

ELECTRONIC

JOURNAL

BOOK

EDITED BOOK

OTHER

REFERENCE PAGE

ALPHABETICAL 2

DOUBLE SPACING & HANGING INDENTATION 2

ALL REFERENCES CITED IN BODY OF PAPER n/a


Total 15


Grading Guidelines Assignment #4

Final Paper Student Name: _________________________ Date: _______________

Title of Paper: ________________________________________________



Identified topic and clearly defined

purpose of paper

25

Included at least FIVE credible

references with ONE FROM EACH

SOURCE: 1. Electronic

2. Professional Journal

3. Edited book

4. Unedited book

10

Had correct APA format for:

1. Title page

2. Page header

3. Manuscript title

4. Fonts and margins

5. Body of paper with in-text citation

6. Quotations (direct AND block)

7. Reference page(s)

(see next page with APA details)

30

Submitted paper by due date

(-1 point for each day

late)

Total

65

Faculty comments


APA and Writing Guidelines Paper #4


Available Earned


1" MARGINS .5


DOUBLE SPACING .5

RUNNING HEAD AND PAGINATION THROUGHOUT

PAPER AND TITLE PAGE .5

TITLE PAGE

TITLE CENTERED & CORRECT INFO .5

RUNNING HEAD CORRECTLY FORMATTED .5


BODY OF PAPER

ORGANIZATION 0-2

THESIS DEVELOPMENT 0-2

HEADING & SUBHEADING FORMATTING .5

GRAMMAR 0-3

SPELLING 0-3

PUNCTUATION 0-3

SENTENCE STRUCTURE 0-2

TOPIC SENTENCES 0-2

STRUCTURE OF PARAGRAPHS 0-2

CITATIONS - CORRECT INFO & PUNCTUATION 0-2

DIRECT QUOTES OR PARAPHRASING

BLOCK QUOTATIONS

REFERENCES LISTED CORRECTLY 0-3

ELECTRONIC

JOURNAL

BOOK

EDITED BOOK

OTHER

REFERENCE PAGE

ALPHABETICAL .5

DOUBLE SPACING & HANGING INDENTATION .5

ALL REFERENCES CITED IN BODY OF PAPER 1

Total 30

Documents

KENT STATE UNIVERSITY COLLEGE OF NURSING …rcarlis5.yolasite.com/resources/N20010 syllabus_Fall 2010 Stark.pdf · Syllabus/20010/Fall10 Stark 1 KENT STATE UNIVERSITY COLLEGE OF NURSING