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RYERSON, CENTENNIAL AND GEORGE BROWN COLLABORATIVE NURSING DEGREE PROGRAM
NSE 32A/B Community Health Nursing Practice
2012‐2013 Course & year lead teacher Course lead – GBC Course lead – Centennial Corinne Hart, Office: POD 470D Susan Ord‐Lawson Mariana Duckitt Phone: 416‐979‐5000 ext. 6305 415‐5000 ext. 3950 416‐289‐5000 ext 8083 Email: [email protected] [email protected] [email protected] Course Description Building on knowledge and skills developed in NSE 22, this nursing practice course provides students with an opportunity to develop experience working with clients in a variety of community‐oriented settings. Using a theoretical approach that is relevant to the practice setting, students will collaborate with individuals, families, groups, and communities to ensure creative, caring, flexible, culturally sensitive nursing practice. Opportunities to develop skill in health promotion strategies, community‐based assessment and program planning and evaluation will be encouraged. There will be an emphasis on the critical use of research findings to guide practice as well as a continued emphasis on self‐reflection. Students will work independently in practice settings with agency personnel and a faculty advisor. Important: While students are to use theoretical frameworks that are appropriate to their specific practice settings, they are also required to integrate critical social theory as the overarching framework of NSE 32A/B, into their practice. This framework, which is congruent with the theoretical perspective used in NSE 31A/B, the co‐requisite theory course, enables students to critically reflect on the impact of a range of determinants of health on their practice. It also facilitates nursing practice that reflects the interdisciplinary and collaborative nature of community health. A note about reflective practice, the articulation of learning and community health nursing: Reflective practice is central to community health nursing. In NSE 32, students are encouraged to use academic, personal and civic perspectives to guide reflection about their practice. An academic perspective focuses on the similarities and differences between theory and practice while a personal perspective explores the student’s feelings, assumptions, strengths, weaknesses, traits, skills and sense of identity as they are challenged in practice. A civic perspective focuses on the interrelationship between nursing and the broader environment as it guides students to reflect on the ethical and social contexts in which they practice and consider how their practice supports their role as change agent within these contexts. (adapted from Ash & Clayton, 2004, p.140‐2 & 153‐4).
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Scheduled Hours: Lab: 14 hours/week (practice) Lecture: 1 hour/week (conference) Prerequisites: NSE 21, NSE 22, PAT 20, NUR 80 Teaching Methodology: Students will use a range of context‐relevant teaching/learning strategies designed to facilitate learning in the practice setting. Required Readings: American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author College of Nurses of Ontario (2007). Entry to practice competencies. Toronto Community Health Nurses Association of Canada, (2011) The Canadian community health
nursing standards of practice. http://www.CHNC.ca/nursing‐standards‐of‐practice.cfm Ryerson, Centennial, George Brown Collaborative Nursing Degree Program, Ryerson Campus, Student Handbook. 2012‐2013. www.ryerson.ca/nursing Strongly recommended: Canadian Nurses Association. (2010) Canadian Registered Nurse Exam Prep Guide.
Available to order online at: http://bookstore.cna‐aiic.ca/c267877p17556438.2.html Additional Requirements: *** Students are required to consult and use current literature and textbooks that relate to their practice setting and practice focus such as mental health/psychiatric, health promotion, as well as the required textbooks and readings from the co‐requisite courses NSE 31A/B and NSE 306. *** Students are required to check the NSE 32A/B Blackboard site daily (during the week). Students are responsible for being familiar with all material posted on the NSE 32 Blackboard site. ***Students are also required to check their Ryerson email at least once daily between Monday and Friday. Students are responsible for knowing all course related information sent to them by email.
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COURSE OBJECTIVES
Through this course the student will:
1. Demonstrate an understanding of community health and community health nursing. 2. Integrate critical social theory into nursing practice as the overarching theoretical
framework
3. Apply relevant community health concepts and frameworks, incorporating principles of diversity within the practice setting.
4. Develop skills in health promotion strategies, community‐based assessment and/or
program planning and evaluation as relevant to the practice setting.
5. Work collaboratively with peers, faculty, clients, and other health care professionals to promote health.
6. Utilize the Reflective Practice process to increase personal and professional agency.
7. Incorporate relevant concepts of leadership into community health nursing practice (as
relevant)
COURSE POLICIES Please refer specifically to the Collaborative Nursing Degree Program Ryerson Campus 2012‐13 Student Handbook (www.ryerson.ca/nursing) as well as the Ryerson Student Guide. You must be familiar with all policies as described in these documents related to:
• Nursing Practice o Collaborative Nursing Degree Handbook (2012‐13) ‐ Nursing Practice Policies
• Academic Policies and Protocols
o Collaborative Nursing Degree Handbook ‐ Academic Policies and Protocols and: Policy 134 Undergraduate Academic Consideration and Appeals www.ryerson.ca/senate/policies/pol134.pdf Policy 135 – Examination Policy www.ryerson.ca/senate/policies/pol135.pdf Policy 150 ‐ Accommodation of Student Religious, Aboriginal and Spiritual Observance Obligations www.ryerson.ca/senate/policies/pol150.pdf The policy states: Requests for accommodation of specific religious or spiritual observance must be presented to the instructor no later than two weeks prior to the conflict in question (in the case of final examinations within two weeks of the release of the examination schedule). In extenuating circumstances this deadline
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may be extended. If the dates are not known well in advance because they are linked to other conditions, requests should be submitted as soon as possible in advance of the required observance. Medical Certificates – Medical certificates are required for deadlines, tests and exams missed due to illness. Such documents should be submitted within 3 working days of a missed exam. Medical certificates and guidelines can be found at: www.ryerson.ca/senate/forms/medical.pdf Requests for accommodation due to disability ‐ Students with disabilities who require academic adaptations or services should contact the Access Centre, POD 61, (416) 979‐5290. Ongoing accommodation cannot be made without registration and consultation with the Access Centre.
• Codes of Student Conduct There is no tolerance for any behaviour that contravenes the Ryerson and/or specific School of Nursing Codes of Student Conduct (academic and non‐academic) and Professional Guidelines. Students are required to be familiar with:
o Collaborative Nursing Degree Handbook ‐ Professional Conduct Guidelines and: o Policy 60 – Student Code of Academic Conduct
www.ryerson.ca/senate/policies/pol60.pdf o Policy 61 – Student Code of Non‐Academic Conduct o www.ryerson.ca/senate/policies/pol61.pdf o Policy 156 – Removal of Students from Field Placements/Practica
www.ryerson.ca/senate/policies/156.pdf
• The Freedom of Information and Protection of Privacy Act (FIPPA) Policy http://www.ryerson.ca/about/generalcounsel/pdfs/FIPPA
• Student E‐mail Account policy Students are required to maintain and use their Ryerson e‐mail account for all communication with course instructors. Please refer to:
o Policy 157 – Establishment and use of Ryerson Student E‐Mail Accounts for Official University Communication. www.ryerson.ca/senate/policies/pol157.pdf
***IMPORTANT: Be Proactive: If you think you may have a problem that may affect practice: Students: It is vital that you, (as a student), are proactive and take responsibility for advising your faculty advisor and/or lead teacher in a timely manner, if you are experiencing a problem that has implications for your practice experience. This includes (but is not limited to) difficulties completing assignments and/or evidences and/or clinical hours and/or conference hours. If you are aware that you are having and/or may have academic and/or personal challenges that will compromise your potential for success it is up to you to make the appropriate people aware and access the appropriate resources. Teachers are not obliged to accommodate students “after the fact”. Please refer to policies in the School of Nursing Handbook related to illness, accommodation, absences and late submissions. In addition, if you are unhappy with a grade that you receive it is your responsibility to contact the instructor and follow the appropriate policies related to second readers and appeals. Failure to observe academic policies will jeopardize any academic appeals
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ASSIGNMENTS AND DUE DATES Assignments: FALL FALL: Due Dates Total Graded Value
Fall Term = 45% Critical Analysis of Community Placement: Week 4 10%
Conference Facilitation: determined with FA Summary:
Weeks 2 to 12 Due one week later
15% (5% Prep, 5% facilitation, 5% reflective summary
Learning Plan (LP) Draft 1 Week 3 LP Draft 2: reflects critical analysis and incorporates FA/preceptor feedback from
Draft 1
Week 5
LP Final: incorporates FA/preceptor feedback from Drafts 1 & 2 and signed by Preceptor & FA
Week 7
Learning Plan Guided Reflection
Week 7 – submitted with the final draft of LP
10%
End of semester summary guided reflection
Week 11 10%
Practice Log: signed by Preceptor Cumulative Log:
Weeks 6 & 12 Week 12
Academic Integrity online workshop: Completion Certificate filed in portfolio
Sign‐up wks 1 – 2 Must be completed by Week 8
Student self assessment, preceptor evaluation and portfolio: Submit all evidences in portfolio
Week 11
Assignments: WINTER WINTER: Due Dates Total Graded Value Winter Term = 55 %
LEARN Analysis:
Week 4 15%
Conference facilitation: determined with FA Summary:
Weeks 2 to 12 Due one week later
15% (5% Prep, 5% facilitation, 5% reflective summary
Learning plan WINTER term: Draft 1: reflects formal/informal assessment of the placement
Week 3
LP Final: incorporates FA/preceptor Week 5
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feedback from Draft 1 and is signed by preceptor & FA
End of Semester summary guided reflection
Week 11 15%
Aesthetic reflection and written explanation Week 9 10%
Student self assessment, preceptor feedback form and portfolio (include all evidences in portfolio)
Week 11
Note: The DSCN guidelines for grading written assignments as outlined in the 2012‐13 Collaborative Student Handbook will be used as the grading rubric for all graded assignments. Turnitin and academic integrity: Students will be required to submit the LEARN analyses and Critical Analysis of the Community Placement to the Turnitin plagiarism detection service. Students who do not want their work submitted to this plagiarism detection service must, by the end of the third week of the semester, consult with the faculty advisor to make alternate arrangements. When an instructor has reason to suspect the academic integrity of an individual piece of work the instructor may submit that work to the plagiarism detection service. Instructions for students using Turnitin.com are found at www.turnitin.com. This site also offers a student video to assist in using this service. IMPORTANT: In order to support student learning around academic integrity all year three students are required to successfully the following Academic online integrity workshop: Identifying and Avoiding Plagiarism by the end of week 8. This workshop is available through the Learning Success Centre. Go to: http://www.ryerson.ca/studentservices/learningsuccess/onlineresources/interactive/index.html and click on online resources. Once there click on Interactive learning tools. It is the student’s responsibility to complete at least one of these online resources. Upon completion of the workshop, students must have their completion the workshop signed off by their faculty advisor and the completion certificate included in the portfolio. There will be zero tolerance for breaches of academic integrity in this course. All instances of suspected plagiarism will be investigated and penalties assigned according to University policy.
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CRITERIA FOR A PASSING GRADE IN NSE 32A/B
Methods of Evaluation: a) Student performance is evaluated by the faculty advisor on a PASS/FAIL basis To attain a PASS grade in NSE 32, students must achieve
• A minimum cumulative grade of “C” (63%) in all required written assignments AND • Satisfactory nursing practice performance that meets the course objectives and the
College of Nurses of Ontario Standards of Professional Practice at the level required of a year 3 student.
Note: Students who do not achieve BOTH an overall “C” (63%) in their written assignments AND a Satisfactory in nursing practice performance will receive a FAIL grade. b) Attendance at and active participation in all mandatory orientation activities, practice days,
practice conferences and meetings with the faculty advisor.
c) Learning Plan & Evidences ‐ Completion and successful implementation of a satisfactory learning plan.
d) Reflective Practice ‐ Demonstration of satisfactory reflective practice in all activities, and
satisfactory completion of all required reflections in each semester. e) Successful completion of the required nursing practice hours. This includes all orientation
activities, 14 hours/week in placement and the weekly conference facilitation meeting. Extra hours that a student completes in the Fall may not be applied to the Winter semester. Repeated absence from either nursing practice and/or nursing conference will result in a failing grade.
f) Completion of a practice log indicating practice activities, date and time at practice, and the
numbers of hours for practice, orientation, and conference. g) Submission of a portfolio with all the required components in week 11 of each semester h) Successful facilitation of one practice conference each semester. i) Completion of at least 1 online academic integrity resource by week 8. Important: * Students who do not submit all required work by week 11, unless otherwise negotiated in advance with their faculty advisor, may receive a failing grade in NSE 32A/B. Extensions are only granted in extenuating circumstances. ** Students in practice placement that are more “clinical” in nature (for example, hospital based clinics) must demonstrate satisfactory knowledge about the primary illness/condition that is the
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focus of the placement. Please refer to the document “requirements for students in hospital and/or clinic settings” that is posted on the Year 3 Blackboard site. ‐
EVALUATION COMPONENTS Written work
• The critical analysis of the community placement, LEARN analysis, summary of aesthetic reflection, end of term summary guided reflections, and facilitation summary (preparation, facilitation & evaluation) will all be evaluated with letter grades, using the Ryerson grading criteria as outlined in the Collaborative Student Handbook.
Performance appraisal • The performance appraisal evaluates the student’s ability to practice nursing according to
the College of Nurses of Ontario Standards of Professional Practice (2002), at the level appropriate to year three of the Collaborative Program. In addition, the performance appraisal assesses the student’s ability to meet learning goals focused on community health nursing practice as set out in the student’s personal learning plan. In meeting the expectations for practice in year 3, students must integrate and build on standards and indicators developed and fulfilled during years 1 & 2. Students must also integrate application of community health nursing concepts and Community Health Nursing Standards into their practice.
Nursing practice
• Nursing practice is evaluated on a pass/fail basis. Progress in the nursing practice setting is assessed jointly by the student, the preceptor(s) in the assigned agency, and the faculty advisor. While the student’s self‐assessment and preceptor’s feedback are necessary and integral components of the process of evaluation, it is the faculty advisor who makes the ultimate decision regarding whether the student passes or fails NSE 32A/B.
• A satisfactory evaluation in practice requires the demonstration of an ability to engage
in safe and professional practice that integrates community health concepts, the successful completion of the required nursing practice hours, the development and implementation of a satisfactory learning plan and related evidences, satisfactory completion of the required reflective analyses each semester, on‐going verbal and written feedback, and a minimum cumulative grade of “C” (63%) in all required written assignments. A satisfactory grade will also be informed by the end‐of‐semester written student self‐assessment, preceptor feedback, and faculty advisor performance appraisal.
• A verbal performance appraisal is performed at the mid‐point (between weeks 5‐8) of
each semester in consultation with the preceptor and faculty advisor. Any student whose progress is not satisfactory and/or is at risk of failing will receive this midterm appraisal in writing. This written mid‐term appraisal will identify the specific areas that
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the student must address in a satisfactory manner by the end of the term. Any student who receives either a written evaluation at the mid‐point of the fall semester, or a failing evaluation in at the end of the fall semester, will also receive a written evaluation at the mid‐point (weeks 5‐8) of the winter semester.
• Any student who has failed in the fall semester or is at risk of failing in either the fall or
winter semesters will develop a “Performance Improvement Plan” (PIP) in consultation with her/his faculty advisor. This plan will identify specific areas of weakness that must be addressed for the student to receive a passing grade and include specific criteria/outcomes and target dates for the satisfactory completion of these. A student who does not successfully meet the identified criteria by the designated date(s) will receive a failing grade for NSE 32A/B.
NOTE: So that students can assess their progress throughout the course, faculty will provide students with grades for all written work for NSE32 on a regular basis throughout the course.
Definitions: “Unsafe practice” vs. “Failure to meet course objectives”
1. Unsafe practice For the purposes of consistent implementation, “unsafe practice” refers to patterns of behaviour or an incident that puts self and/or others at a risk that is both imminent and of a substantive nature. In accordance with the Academic Variations Policy in the School of Nursing, “at any point during the academic year, the School of Nursing reserves the right to terminate a student’s experience in a nursing practice setting when patterns of behaviour place self, clients and/or others at risk. This will result in the student receiving an F grade for the course.” (Please see current Ryerson Academic Calendar) 2. Failure to meet course objectives The term “unsafe practice” does not refer to patterns of behaviour that demonstrate the student is unable to meet the objectives of the course at a given time within a given context, e.g. demonstrable lack of accountability. Nor does it refer to a student who is not demonstrating satisfactory progress towards meeting course objectives. A student who fails to meet the objectives of the course within the allotted time for course completion will receive an F grade at the end of the semester. Failure to meet course objectives does not constitute “unsafe practice”. When it is deemed that a student is not progressing toward the successful completion of course objectives at an appropriate pace during the academic term, the student, preceptor, and faculty advisor must meet to discuss the student’s performance to date and develop a remedial plan to address performance concerns. The discussion and plan must be documented and will be
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added to the student’s file. Unless the identified concerns meet the conditions specified above, failure to meet course objectives at this time, does not constitute unsafe practice. Nursing practice agencies reserve the right to refuse a placement to any student whose: 1) Performance does not meet the expected standards of practice for a student at the level of the course at that point in time; and/or 2) Patterns of behaviour fail to demonstrate successful progress towards meeting the course objectives. This scenario is not considered to be unsafe practice unless it refers to patterns of behaviour or an incident that puts self and/or others at a risk that is both imminent and of a substantive nature, as noted above in the definition of “unsafe practice”. If, after discussions between student, preceptor, and faculty advisor, it is determined that a student’s patterns of behaviour have resulted in the nursing practice agency terminating the placement, the student is deemed to have jeopardized her/his opportunity to complete the objectives of the course and will receive an F grade at the end of the semester. The School of Nursing is under no obligation, in these cases, to find an alternative placement. Failure to meet course objectives within the allotted time for course completion (i.e. one or two semesters, depending on the course) will receive an F grade at the end of the semester. Extensions to the semester or course year for practice hours will be granted only on medical or compassionate grounds and will be considered by the Course Faculty Leads in consultation with the Site Faculty Director.
Professionalism in our Learning Community
Students and faculty within the School of Nursing are colleagues in nursing. All members
of our learning community are expected to act with professionalism and academic integrity.
Honesty is the basic hallmark of academic integrity (www.ryerson.ca/~acadpol/policies.html).
Community members are expected to credit others’ ideas in written work, make a fair
contribution to group work, and behave with integrity during tests and exams. Trust, respect and
fairness are values that underpin effective collaboration and life‐long learning (The Center for
Academic Integrity, 1999). The Ryerson, Centennial, George Brown Collaborative Nursing Degree
Program and The Ryerson Post RN Nursing Degree Program expects students to listen to one
another’s viewpoints and to be respectful in communication. Students are required to attend all
classes and labs, to be prepared, to be on time and to give adequate notice if circumstances
prevent them from attending. Positive collegial professional relationships between students and
faculty members contribute to excellence in both nursing education and nursing practice. “The
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Recipient of Health Care is Considered the End Goal of Nursing Education” (Storch, Wagner, &
Berry, 2004, p. 13).
Storch, J. L., Wagner, S., & Berry, L. (2004). Final Candidacy Report of the Review Team of the
Canadian Association of Schools of Nursing for the Ryerson, Centennial, George Brown
Collaborative Nursing Degree Program. Toronto: Canadian Association of Schools of
Nursing.
The Center for Academic Integrity. (1999). The fundamental values of academic integrity: honesty,
trust, respect, fairness, responsibility [pdf file]. Retrieved from
http://www.academicintegrity.org/
ORIENTATION TO THE NURSING PRACTICE SETTING
1. Attendance is mandatory for:
a. The mandatory year 3 practice orientation in the Fall semester for all collaborative year 3 students. All students are also expected to complete the online workshop: Identifying and Avoiding Plagiarism b. Formal orientation sessions scheduled by specific nursing practice
agencies. ► It is the student’s responsibility to check the date, time and place of both the agency and the year 3 collaborative program orientation sessions. In the event of a conflict, agency orientations must take priority. Students must inform their faculty advisor and the collaborative year 3 lead teacher if
they have to miss all or part of the year 3 orientation in order to attend an agency orientation. Please check the nursing website www.ryerson.ca/nursing (go to ‘clinical placement’) for information related to these orientations.
► If the practice setting does not have a formal orientation session, it is the student’s responsibility to obtain the necessary orientation information regarding the agency.
c. Students who miss NSE 32 orientation
Are expected to be familiar with all material covered in the orientation
2. Within the first three weeks of each semester, students are required to orient
preceptors to the Collaborative Program Nursing Preceptor Handbook, NSE 32A/B course description, program objectives, CNO Standards of Professional Practice, 2011 Community Health Nursing Association Standards (CHNC), the evaluation methodology
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of the course, and other relevant information. Students are also required to provide faculty advisors with preceptor contact information.
EXPECTATIONS REGARDING NURSING PRACTICE PLACEMENT ATTENDANCE
1. Students are expected to stay in the nursing practice setting for the full working day, unless negotiated otherwise with the preceptor and faculty advisor.
2. When negotiating nursing practice days, students are reminded to be flexible and work
with the preceptor to accommodate both student learning needs and the preceptor's schedule. To meet the realities of placement availability, students may be required to have some flexibility around their placement hours.
3. While students may be required to have some flexibility around placement hours, and
may, for some placement settings, be expected to attend practice into the evening hours, it is not appropriate for students to work night shifts or weekends unless they are doing this as a one‐time experience intended to meet a specific learning need. As with other placement‐related events outside scheduled hours, night and weekend experiences must be approved in advance by the faculty advisor.
3. Placement days have been negotiated by the Central Placement Office to balance the
realities of agency resources and maintain pedagogical integrity. Students must not independently negotiate changes in the designated hours or days to accommodate their own work/school/personal schedules. Changes in days, locations, programs and experiences for practice must be negotiated and agreed upon ahead of time, with the preceptor AND faculty advisor. This is mandatory for reasons of safety, legal liability, WSIB, professional accountability and pedagogical appropriateness of the change
5. While the timetable indicates days for practice, students are encouraged to take advantage of other placement‐related opportunities that may arise outside of regular nursing practice hours (e.g., workshops, health fairs, community meetings or health teaching opportunities). The preceptor and faculty advisor must approve, in advance, all placement‐related events outside scheduled hours.
6. The policy for notification of illness and absence in the nursing practice placement must
be followed as outlined in the Collaborative Nursing Program Handbook. In addition, students must notify their faculty advisor and preceptor about any illness or
absence before the start of each assigned nursing practice day. Students are also required to notify their faculty advisor upon return to the nursing practice placement. This policy also applies to nursing practice conferences.
7. Activities for ‘making up’ missed practice and conference hours must be negotiated with
the faculty advisor. All ‘make‐up’ activities must be congruent with the pedagogical requirements of NSE32A/B.
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Important: If the practice agency cannot provide the required number of practice hours, students must inform their faculty adviser as early as possible in the semester, so that accommodations can be made.
In both Fall and Winter semesters, students may only attend nursing practice during reading week if they are required to make up hours (e.g. schools that are closed during March Break, or inability to attend placement due to a temporary placement closure; student illness, etc.). Practice attendance during reading week must be negotiated in advance with the preceptor and faculty advisor.
Students may not apply any additional nursing practice hours acquired in the fall semester to the required hours for the winter semester.
In order to facilitate communication, students are required to return preceptor contact information to the faculty advisor at the start of the practice conference in week 3. Failure to do this will be considered as non‐accountable behaviour.
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LEARNING PLAN
1. The learning plan (LP) is intended to be used to organize and frame one’s learning, and as a means of communication between the student, faculty advisor, and preceptor. It is a strategy to help students apply theory to practice and demonstrate evidence of learning.
2. The learning plan constitutes a contract between the student, preceptor, and faculty
advisor as it identifies both the focus for the application of theoretical knowledge and the tangible work that will be completed over the semester. To ensure that the learning plan draws on course concepts and is realistic in the context of the placement, students must develop the plan in consultation with their preceptor and faculty advisor.
The learning plan must include:
• One learning goal that describes the theoretical concept/community nursing competency the student wants to focus on
• Strategies/Activities for meeting the goals (should follow steps of nursing process)
• Evidence(s) ‐ the tangible ‘project’ related to the student’s community practice in the placement
• A timeline with specific target dates for completing the evidence(s) • Clear criteria for the evaluation of each evidence • The relevant Community Health Nursing Standard(s) of Practice related to the
goal
Note: In the Fall semester, a Learning Plan Guided Reflection must be submitted with the final draft of the Learning Plan
3. The learning goal describes the focus of learning and should be based in community health
nursing concepts. For example, a student who intends to develop a teaching module or health promotion resource must frame this through theoretical concepts such as health education, social marketing or health literacy. A student who plans to do a survey must frame the goal through a concept such as community assessment. 4. Evidence(s) refers to the tangible ‘project/clinical activities’ developed in the process of
meeting the learning goal. All evidences must be developed in consultation with the preceptor and faculty advisor and must be congruent with the needs and realities of the placement.
Examples of evidences appropriate for NSE 32A/B include (but are not limited to): • Health promotion program or resource development • Health promotion program or resource evaluation • Presentation or teaching module(s) • Development of social marketing resources or activities • Needs assessment, community assessment activities
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• Participation in community development or advocacy activities and critical analysis of the experience
5. The nursing process must guide the development and implementation of the learning
goal. Students must be able to demonstrate, through the guided reflection, engagement in a process of
• Assessment (e.g. discussion with stakeholders, reading relevant documents, informal surveys, critical analysis of placements, etc.)
• Planning (e.g. exploring the relevant literature, seeking feedback and using this to revise an initial draft of the project, meeting with stakeholders to organize implementation of a project, etc.)
• Implementation (the actual, tangible evidence produced e.g. resource booklet, teaching session, etc.)
• Evaluation (developing clear criteria for evaluation for the tangible evidence(s), seeking feedback, reflecting on the feedback)
6. Anything developed by a student that will be disseminated to the public must first be
submitted in a timely manner, for approval to both the faculty advisor and preceptor. This includes (but is not limited to): surveys, educational materials (learning modules, presentations), websites, blogs, pamphlets, booklets, letters and posters. Students are also reminded to put their names on all work that is publicly disseminated and when appropriate, to copyright their work to themselves.
Important: Students are strongly advised not to wait until the final draft of the learning plan is approved, but to begin to work on their evidence(s)/projects early in the semester. As soon as the faculty advisor and preceptor have confirmed that general direction of an evidence is appropriate, preliminary work should begin on that evidence.
Important: It is important to note that the learning plan and development of evidences are not the only focus for learning in NSE 32. Students are expected to engage in activities and learning opportunities in the placement beyond those identified as evidences.
LEARNING PLAN GUIDELINES In the Fall semester, 3 drafts of the learning plan are to be submitted. Learning plans are due at the beginning of the practice conference unless otherwise advised by the Faculty Advisor. All plans are to be typed and include a cover page with the student, preceptor and FA name and placement site.
The first draft is due in week 3. This draft must begin to:
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• identify a goal, and include a preliminary description of the strategies/resources that will be used, possible evidences, timelines and criteria for evaluation of evidences
• reflect the needs, opportunities and constraints of the placement • be framed through relevant community health theoretical concept(s) • identify the community health nursing standard(s) of practice that are relevant
to the learning goal
A second draft is due in week 5. Draft 1, with the FA/preceptor feedback must be submitted with the second draft. The second draft must:
• include revisions that reflect both preceptor and faculty advisor feedback, and the deeper understanding gained through the Critical Analysis and ongoing assessment
• clearly identify strategies/resources, evidences, timelines and criteria for evaluation
A third, final draft of the learning plan must be submitted by week 7. Drafts 1 and 2, with the FA/preceptor feedback must be submitted with the final draft. The final draft must: • incorporate any additional feedback from both the faculty advisor and preceptor • be signed by the preceptor and faculty advisor • In the Fall semester, include a learning plan guided reflection (see below)
If the plan is not finalized by the end of week 7, the student will be at risk for failing NSE 32A/B at mid‐term
In the Winter semester only 2 drafts are submitted. A learning plan guided reflection is not included in the winter semester The first draft is due in week 3. This draft must:
• Identify a goal, and include an preliminary description of the strategies/resources that will be used, possible evidences, timelines and criteria for evaluation of evidences
• be realistic within the context of the learning opportunities available in the placement.
• be framed through relevant community health theoretical concept(s) • identify the community health nursing standards of practice that are relevant to
the learning goal The second and final draft must be submitted by the end of week 5. Draft 1 with the FA/preceptor feedback must be submitted with the second draft. The final draft must:
• incorporate feedback from both the faculty advisor and preceptor.
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• be signed by the preceptor and faculty advisor Guided reflections: While the learning plan is developed in conjunction with, and must be approved by the preceptor guided reflections are submitted to the instructor. While students are encouraged to share reflections with preceptors as appropriate, this is not a course requirement. NOTE: If the plan is not finalized by the end of week 5, the student will be at risk for failing NSE 32 A/B.
Learning Plan Guided Reflection Due: Week 7 ‐ Fall semester; submitted with the final draft of the learning plan Value: 10% Length: 3‐5 pages This guided reflection is intended to help students reflect on and articulate the process of developing their learning plan, and to guide the implementation and evaluation of evidence(s) to meet the learning goal. This reflection, which includes elements related to academic and personal learning, focuses on the assessment and planning stages of meeting the goal; an end of term reflection addresses implementation and evaluation as well as overall learning in the placement. This reflection is not a formal academic paper, although each point must be addressed in full sentences. APA 6th edition must be used for any references included in the reflection. Note: Although there may have been several steps to the development of an evidence (e.g. assessment, feedback, revision, final draft), for the purposes of the guided reflection, the final product is considered as the evidence. The following points must guide the reflection: Assessment: What did you consider in the process of developing your learning plan?
• Briefly describe your rationale behind choosing your learning goal. o How did your critical assessment of the placement and your own interests lead to
your goal? • What theoretical concepts did you consider in developing your learning plan? Why are
these concepts relevant to your learning and practice in this placement? (think about things such as growth and development, community development, program planning, diversity, literacy, etc.)
• Briefly explain why you chose to focus on the evidence(s) you plan to develop o How will this particular evidence(s) help you meet your goal? o What can the development of this evidence contribute to your learning, the
placement and/or the client population more generally?
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• Is there any other information that you still need to obtain in order to develop your learning goal and/or evidence(s)? If so, describe the strategies you will use to obtain this information.
Planning
• What do you need to consider in planning your evidences and meet your learning goal? • Describe who you may need to work with in order to implement the evidence (think
about both the intra and interprofessional relationships you will need to develop) • What kinds of opportunities and challenges do you anticipate in the process of
developing your evidence(s) and meeting your learning goals? • Are there any ethical considerations that you need to attend to in developing your
evidences and/or meet your learning goal? (please refer to CNA Ethical Framework and/or CNO Standards ‐
o http://www2.cna‐aiic.ca/CNA/documents/pdf/publications/Code_of_Ethics_2008_e.pdf
• How does the development of your evidence(s) align with the Community Health Nursing Standards of Practice?
Personal learning At this point in the semester:
o What is the most important thing you have learned about yourself and your community nursing practice? How will you integrate this learning into your practice as you move forward this semester?
Fall Semester End of Term Summary Guided Reflection Due: Week 11 ‐ Fall Semester Value: 10% Length: 4‐6 pages This guided reflection is intended to help students articulate their learning over the second half of the semester. It includes elements of academic, personal and to a lesser extent, civic learning and focuses on the implementation and evaluation of evidences and on learning in the placement more generally. This reflection is not a formal academic paper, although each point must be addressed in full sentences. Please use APA 6th edition for any references that are included in the reflection. Implementation of evidence(s) (the development of the tangible ‘product’ and submission/presentation to relevant stakeholders)
• Briefly describe the process of implementing your evidence(s) o How did you seek, and use feedback as you moved towards implementing your
evidence(s)?
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o Who did you need to collaborate with in order to plan and implement the evidence(s)?
What kind of relationships did you have to develop? How did the development of these relationships support and/or
challenge the implementation of the evidence(s)? o What opportunities and challenges (beyond those identified above) did you
experience in the process of implementing the evidence(s)? o Is there anything you wish you had known before implementing the evidence(s)? o Were there any ethical issues that arose in the implementation of the evidence?
If so, briefly describe. o What knowledge and/or skill will you take away from the process of
implementing the evidence(s)?
Evaluation Of evidence(s):
• What did you learn from the evaluation of your evidence(s)? o Consider: what worked or did not, what you would have done differently and/or
kept the same, how the evidence reflected the needs and realities of the placement and/or its clients, congruence with determinants of health, etc.
• How will the evidence(s) contribute to building capacity in the placement? o Consider: sustainability, access and equity, social justice, diversity, etc.
Evaluation and your overall learning
• Comment on how the process of developing, implementing and evaluating your evidences supported (or did not support) your ability to meet your learning goal.
o If you were not able to meet your goal, briefly explain why you think you were unable to do so.
Personal learning Consider the following in the context of your placement experience:
In addition to your learning plan/evidences, what other experiences supported your learning this semester? Why were these experiences important to your overall learning?
Have any of your initial assumptions or biases about your placement and its clients changed? Why do you think this is (or is not) so?
What tangible, health promotion and /or community nursing skills have you developed through this placement?
What broader lessons have you learned about community health nursing and the role of the community health nurse through this placement?
What have you learned about yourself through this placement? How will your learning inform your practice as you move forward into next semester? What insights have you gained about yourself in relation to your own civic and social
responsibility? (see, for example CNA – Means to an End document: o http://www2.cna‐
aiic.ca/CNA/documents/pdf/publications/Social_Justice_2010_e.pdf)
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Winter Semester End of Term Guided Reflection Due: Week 11 ‐Winter Semester Value: 10% Length: 4‐6 pages This guided reflection is intended as a way to show how learning occurred both during the semester and over the course of the year. While it draws on questions from the Fall semester, it is intended to enable students to reflect on the practice experience more broadly. This reflection incorporates elements of academic, personal and civic learning. This reflection is not a formal academic paper, although each point must be addressed in full sentences. APA 6th edition must be used for any references that are included in the reflection. Reflecting on the development and implementation of your Learning plan Assessment What did you consider in the process of developing your learning plan?
• Briefly describe how your assessment of the placement/clients and your own learning needs led you to choose your learning goal.
Planning and implementation of evidence(s)
o How did you seek, and use feedback as you moved towards planning and implementing your evidence(s)?
o With whom did you develop relationships (both intra and interprofessional) in planning and implementing your evidence(s)?
How did collaboration support the implementation of the evidence(s)? o Describe any opportunities and challenges you faced in the process of planning
and implementing your evidence(s). o Describe any ethical issues that arose in the planning and implementation of the
evidences.
Evaluation • What did you learn from the evaluation of your evidence(s)?
o Consider in your response: what worked or did not, what you would have done differently and/or kept the same, how the evidence reflected the needs and realities of the placement and/or its clients, congruence with determinants of health, etc.
• How will the evidence(s) contribute to building capacity in the placement? o Consider: sustainability, access and equity, social justice, diversity, etc.
Evaluation and your overall learning
• Comment on how the process of developing, implementing and evaluating your evidences supported (or did not support) your ability to meet your learning goal.
o If you were not able to meet your goal through these evidences, briefly explain why you think you were unable to do so.
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Personal and Civic learning Consider the following in the context of your placement experience:
In addition to your learning plan/evidences, what other experiences supported your learning this semester? Why were these experiences important to your overall learning?
Have any of your initial assumptions or biases about your placement and its clients changed? Why do you think this is (or is not) so?
What tangible, health promotion and /or community nursing skills have you developed through this placement?
What broader lessons have you learned about community health nursing and the role of the community health nurse through this placement?
What have you learned about yourself through this placement? How will your learning inform your practice as you move forward into year four? How have your insights evolved in relation to your own civic and social responsibility?
(see, for example CNA – Means to an end o http://www2.cna‐
aiic.ca/CNA/documents/pdf/publications/Social_Justice_2010_e.pdf )
CRITICAL ASSESSMENT OF COMMUNITY PLACEMEMENT AND CLIENTS
Due: Week 4 ‐ Fall Semester Begin data collection: weeks 2 – 3 Value: 15%
• Submitted to Turnitin by 4 pm before Practice Conference • Hard copy submitted to instructor at Conference unless otherwise negotiated • No resubmissions of this assignment are permitted
This reflective analysis is intended help you to look critically at your placement and identify areas or issue that are relevant for you to focus on. In doing so it is also intended to guide you in the development of your learning plan. General Guidelines: Students are to address questions designed for their specific placement setting (see below). The answers must be scholarly, well written and demonstrate critical thinking/analysis. Please make sure to ensure accuracy and specificity of information in your answers. Although this is not a formal paper, with an introduction, conclusion, and transitions between paragraphs, each question must be answered in full sentences and paragraphs, rather than in ‘point form’. APA referencing must be followed for all references included in this assignment. Make certain to reference all personal communications as well as reports, brochures, web sites, media sources and anything else you use in your answers. Minimal referencing expectations are the NSE 31 required textbook and relevant community data sources (e.g. information about the setting on the web, in the agency’s promotional material, etc). NOTE: Students in the school‐based placements, (public, private, junior, senior and high school, all boards) and disaster preparedness placement while following the general guidelines
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noted above, will complete a slightly different critical analyses that reflects the specific context of these placements. Please see the NSE 32 Blackboard site for the assignment description and criteria. Students in all other community placements will address the following questions: Agency description
1. Briefly describe your placement. Where is it located? How long has it been around? What is the target population? Does the agency have a vision and/or mission statement? If so – what are they?
2. How is this agency/organization funded? What kind of administrative structure does it
have? Is it part of another organization or is it a “stand alone” agency? What services/program does it provide?
3. Does the agency articulate and/or demonstrate commitment to ensuring inclusivity in
relation to factors such as race, gender, sexual orientation, and ability/disability in both hiring practices/staffing and client service? Describe how it puts this commitment into practice.
4. What is the role of nursing in this agency? If there is no nurse, what could you see as
your own role as a nursing student in this placement?
5. Does the agency integrate interdisciplinary/interprofessional team work? What other disciplines are part of the team? Describe how the different disciplines work together to meet client and/or agency needs. How well does interprofessional/interdisciplinary collaboration seem to work?
Clients and client issues
6. Describe the type of clients served by the agency. What are the determinants of health that are relevant to the client group?
7. What has the agency identified as primary issues/needs in relation to the clients it
serves? Describe how this agency/organization attempts to meet these issues/needs. 8. Has the agency identified capacities or potential strengths of the client group? What are
these? Can you identify any others? 9. Are there any other agencies/organizations that work in collaboration with your
placement to meet client need? If so, what are they and what are their roles? 10. Do members of the target population face any challenges in accessing and using this
service? Why might that be so? (consider issues such as accessibility, language, hours of
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service, relevance of programs to the demographics of the population being served). Describe the strategies that the agency uses to help clients overcome these challenges.
11. Can you identify any gaps in information and/or service to the agency’s clients? Have
either clients or providers identified areas for additional focus?
12. Given the information that you have now collected – how does your learning plan (goal(s) and evidences) address client needs/issues or support agency programs or services?
WRITTEN LEARN ANALYSIS Due: Week 4, Winter Semester Begin literature review for analysis: weeks 1 – 2 Value: 15%
• Submitted to Turnitin by 4 pm before Practice Conference • Hard copy submitted to instructor at Conference unless otherwise negotiated • No resubmissions of this assignment are permitted
Critical reflective practice is fundamental to nursing. Nurses are encouraged to continually reflect on what they are observing, doing, and feeling in order to improve their practice. A LEARN analysis uses principles of critical reflection to help you strengthen skills of reflective practice. This LEARN reflection should centre on something that has made you think differently about your own community nursing practice. For example, the LEARN could address something that changed your assumptions, something that surprised or challenged you, or something that you had never considered before. It could also relate to something that you feel you might have done differently. What is important is that the reflection does not simply describe an experience, but demonstrates your ability to draw on theoretical concepts relevant to community health nursing, to analyse a scenario in your current practice and reflect on how this may influence your practice in the future. Examples of relevant concepts include (but are not limited to: social determinants of health, ethics, leadership, community development, health literacy, issues of diversity, growth and development, power, interprofessional collaboration. Note: Your reflection can relate to something that occurred in either the Fall or Winter practice scenario. In order to meet the expectations of this reflection the following criteria must be met:
1. The reflection must follow the LEARN format as described in the 2012‐2013 Collaborative Program Student Handbook.
2. References in the reflection must follow APA 6th edition referencing format.
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3. A minimum of 3 scholarly journal references beyond the NSE 31 required textbook must be integrated into the reflection. Please do not use textbooks such as Potter and Perry as scholarly references for this reflection.
4. The LEARN reflection must be submitted to Turnitin o Please refer to Ryerson University Policies related to Plagiarism in both the
Collaborative Nursing Degree Student Handbook and at www.ryerson.ca/senate/policies/pol60.pdf
AESTHETIC REFLECTION Due: Week 9 Winter Semester Value: 10% ‐ written explanation Reflective practice can occur in many ways. The purpose of this aesthetic reflection is to provide an alternative to the traditional written form of reflection and to support different ways of thinking about learning. This reflective assignment is also a means of helping you to consolidate and present your thinking about what you have taken away from this year. Specifically, the Aesthetic Reflection is intended to facilitate and encourage student creativity in addressing such questions as: “What have I learned over the course of this year about community health nursing’, and/or ‘what does community nursing mean to me?” The aesthetic reflection consists of:
1. An artistic type of presentation that reflects some aspect of the student’s personal/professional growth and development in relation to her/his community health nursing practice. The work can be based on a specific incident or issue that was experienced in practice or it can relate to the student’s community nursing practice more broadly.
2. A written explanation (graded component): of the work that discusses the meaning of
the work and explains its relevance to the student’s personal/professional growth and development in relation to community health nursing practice. This should be a maximum of 2 pages.
3. A short verbal presentation of the work during practice conference. Because all
students are required to present their reflections to the practice group, please do not submit an assignment that you are not comfortable sharing.
Examples of aesthetic reflections include, but are not limited to: Drawings, creative writing, stories, songs, music, poetry, paintings, sculptures, photo essays, collages, video‐taped expressions, crafts and/or needlework. Note: any images taken from public or other sources in the development of the aesthetic reflection must be appropriately referenced and credited.
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STUDENT‐LED CONFERENCE FACILITATION
Due: Weeks 2 – 12: as determined in consultation with FA.
Summary reflection due 1 week after the facilitation) Value: 15%
(5% preparation; 5% facilitation; 5% summary reflection) Facilitation overview
• The purpose of the conference is to provide a regular opportunity for sharing practice related issues, facilitate the application and critical analysis of community nursing concepts and help students develop and build on leadership and facilitation skills within a group context.
• Each student will facilitate one practice group conference per semester. If the group is
very large two students can negotiate with the faculty advisor to co‐facilitate for either 1 hour as a team, or 1/2 hour each.
• Facilitation is not the same as a presentation; rather the facilitation is intended to
encourage group discussion and participation.
Important: Practice group conferences are considered part of the expectations for NSE 32A/B. As such, it is each student’s responsibility to attend all practice group conferences. Missed conference time must be made up before the end of each semester. Failure to attend the required conference hours can result in a failing grade for NSE 32A/B. Please refer to the Collaborative Nursing Degree Student Handbook for policies related to conference attendance.
Facilitation Guidelines
The facilitating student is expected to develop a scenario that draws from the student’s practice setting. This can be an issue, a client scenario, or a problem/scenario. It can also be a hypothetical scenario that reflects a composite of clients who use the practice setting agency. So that all students in the group can prepare for the discussion of the scenario, the facilitator must send the case to the practice group by 8 pm on the Monday night before the facilitation.
The student facilitator is required to develop and disseminate an evaluation form to be completed by both peers and the faculty advisor. The facilitator is also required to submit a short (2‐4 pages) reflective self evaluation of the facilitation that summarizes and analyzes peer and faculty feedback. This self‐evaluation is due one week after the scheduled facilitation.
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The facilitation is comprised of two parts: PART 1 The first is a general group check in. It is up to the facilitator to begin this discussion and keep it going. The facilitator can ask about accomplishments of the week, as well as issues that arose in practice, group members’ placements, and challenges that people faced. Some groups (particularly those that are very large) may be using Blackboard as a means of identifying issues and/or checking in during the week. If this is the case, the ‘check in’ during conference might simply be a summary or other review of the issues that were identified on Blackboard, rather than having each member talk about their week. Other groups may find alternate ways of checking in. At the beginning of each semester, the group, in consultation with the faculty advisor, will identify the how the group will share information and check in with one another. PART 2 The second part of the facilitation is intended to help group members use a holistic and evidenced based approach to exploring and analyzing community health nursing concepts. This will be done through the facilitated analysis of a community health nursing case study from a number of different but complementary perspectives. To assist in this process, the student who is facilitating will be expected to develop a relevant community nursing scenario that is based in her/his practice setting. (See examples on NSE 32 Blackboard) In discussing the scenario, the facilitator should encourage the group to consider the theoretical principles that guide thinking about each area. The following diagram and the questions following should guide the discussion during the facilitation. It is important that the questions below are used as a guide rather than a “shopping list”; while each broad area should be covered, the facilitator should draw on the individual questions that are most relevant to the discussion.
See below for a visual representation of the areas for discussion:
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Looking at community nursing holistically
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Assessment (what factors should be assessed and why?): o Individual client assessment o Family assessment (if appropriate) o Community assessment
Determinants of health and issues of social justice
o What determinants of health are relevant to this scenario? (including life stage and concepts of growth and development)
o How do these determinants affect the scenario? o How do these determinants either work in isolation or interact in this scenario? o What issues related to social justice and equity are relevant to this scenario?
Health/illness related factors
o Are there any underlying health problems that should be considered in this scenario? How might these influence the the situation?
o What (if any) treatments, interventions and medications that should be considered in looking at this scenario? Why are these important?
Facilitating student should be prepared to guide the group in identifying relevant information related to pathophysiology, medications, treatments etc. It is not necessary to present an in‐depth discussion of these, but to identify what kind of information would be important and where/how it could be accessed.
Capacities, challenges and barriers
o What individual, family, community and/or institutional capacities, challenges and barriers are relevant to the scenario?
o What is the impact of these capacities, challenges and barriers on the scenario? Ethical considerations
o What ethical considerations are important in addressing this scenario and why? o What ethical issues might arise? o What is the role of the community health nurse in addressing/responding to
these ethical issues?
Interprofessional collaboration o Who (individuals, agencies, resource) should be involved in the situation
described in this scenario? What can they offer?
o What would the nurse need to know in order to involve the appropriate interprofessional partners?
o What might be the challenges of having these others involved? How would the community nurse best work with these partners?
o What is the role of the nurse within the interprofessional team in this scenario? Community health nursing and nursing strategies
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o What community health nursing competencies/standards are relevant to this scenario?
o What specific nursing and health promotion strategies could be used to address this scenario and why?
o What are the potential challenges that a nurse might experience in addressing this issue? How could these challenges be addressed?
Potential for nursing leadership
o Where/how could the nurse demonstrate leadership in this scenario? o What would “leadership” mean in this context?
Post Conference Facilitation Summary Length: 2‐4 pages Due: one week after the facilitation (submitted during conference)
**Please submit the peer/faculty evaluation forms with the Facilitation Summary Instructions:
Write a summary reflection/self evaluation utilizing the feedback given in class and from the formal evaluations tool. This summary should integrate your own evaluation of the experience and the feedback from peers and instructor to address all components of the facilitation including (but not limited to): • The process of your planning and implementation • Your ability to facilitate the group (e.g. your ability to “check in”; include group
members; handle group conflict; ensure inclusivity within the group; encourage participation)
• Your choice of scenario • Your feeling of preparedness for this facilitation • Your ability to lead a focused discussion around your scenario • Your thoughts on what you would do differently in the future • What you learned through this experience about community nursing
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Criteria for grading: Total grade: 15% Preparation for the facilitation: Value: 5% of total grade
• Case reflects the context of the student’s practice placement • Case is framed within a community context • Case is sent to practice group by (11:59 PM on the Sunday )before the facilitation • There is evidence during the facilitation that the student is well prepared to discuss the
various aspects of the case (e.g. demonstrates knowledge around medical issues, medication and treatment, consideration of issues related to life stage of client)
Facilitation Value: 5% Demonstration of:
• the ability to raise thoughtful and thought‐provoking questions • an ability to expand on issues raised by peers and the instructor • the ability to seek clarification of ideas from others in a positive manner • an ability to support group members with a constructive approach • the ability to encourage a focused discussion among group members • integration of NSE 31A/B course concepts into the facilitation • sensitivity to ideas expressed by peers
(Adapted from Chinn, 1991) Reflection and submission of peer/faculty evaluation form Value: 5% The reflection must:
• Integrate evaluation comments from Peer and FA evaluation tool • Discuss the process of planning and implementing the facilitation • Include a thoughtful analysis of how well you felt that you were able to facilitate
including: o the ability to “check in”; include group members; o handle group conflict; o ensure inclusivity within the group; encourage participation o Lead a focussed discussion around the case study
• Reflect critically on the choice of case study and CRNE like questions to facilitate discussion
• Your thoughts on what you would do differently in the future • What you learned through this experience about community nursing
**Important: While scholarly references are not required for this reflection, any references that are used must follow APA 6th edition referencing criteria.
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PORTFOLIO
Due: Week 11, each semester The year 3 specific portfolio must include, but is not limited to:
1. Learning plan specific to each semester of year 3 2. Copies of mid‐term (end of fall semester) and final (end of winter semester) Faculty
performance appraisal, preceptor feedback form and student self assessment for each semester.
3. All written assignments (Critical appraisal, Guided reflections, LEARN, Facilitation summary)
4. All evidences 5. Ongoing log of nursing practice hours – signed by the student and preceptor 6. An updated resume 7. Peer evaluations if appropriate 8. Academic Integrity Workshop completion certificate
If applicable, the portfolio must also include:
1. A copy of any mid‐semester (approximately week 6) written performance appraisal 2. A copy of any Performance Improvement Plan (PIP) 3. Negotiated evidence(s) related to the PIP
The professional portfolios must be neat, organized and presented with a table of contents. The portfolio should be divided into sections, which are delineated with tabs.
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Appendix A
DAPHNE COCKWELL SCHOOL OF NURSING/COLLABORATIVE PROGRAM GUIDELINE FOR GRADING WRITTEN ASSIGNMENTS
PERCENTAGE
CATEGORY
DESCRIPTION
90 ‐ 100 A+
EXCEPTIONAL
Assignment demonstrates superior performance as evidenced by: ♦ Comprehensive grasp of the subject matter ♦ Exceptional capacity for originality, creativity,
and critical thinking ♦ Comprehensive review of literature and
integration of relevant concepts ♦ Superior ability to organize and present ideas
logically and fluently ♦ Superior ability to analyze, synthesize, and
express ideas logically and fluently ♦ Exceptional ability to make critical and
insightful evaluation of relevant materials ♦ Exceptional level of scholarly writing ability
and correct use of APA guidelines. 80 – 89 A‐ to A
EXCELLENT
Assignment demonstrates excellent performance as evidenced by: ♦ Comprehensive grasp of the subject matter ♦ Excellent capacity for originality, creativity, and
critical thinking ♦ Comprehensive review of literature and
integration of relevant concepts ♦ Excellent ability to present ideas logically and
fluently ♦ Excellent ability to analyze, synthesize, and
express ideas logically and fluently ♦ Excellent ability to make critical and insightful
evaluation of relevant materials ♦ Excellent level of scholarly writing style and
use of APA guidelines. Form and APA format are essentially correct.
70 –79 B‐ to B+
GOOD
Assignment demonstrates good performance as evidenced by:
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♦ Good grasp of the subject matter ♦ Good capacity for originality, creativity and
critical thinking ♦ Comprehensive review of literature and
integration of relevant concepts. One or more key areas of research may not be addressed
♦ Good ability to organize and present ideas logically and fluently
♦ Good ability to analyze, synthesize, and express ideas logically and fluently
♦ Good ability to make critical and insightful evaluation of relevant materials
♦ Good level of ability in use of APA format and writing form. Occasional minor errors in form and format.
63 to 69 C to C+
SATISFACTORY
Assignment demonstrates satisfactory performance as evidenced by: ♦ Satisfactory grasp of the subject matter ♦ Adequate review of literature and integration
of relevant concepts. One ore more key concepts are not addressed
♦ Satisfactory ability to analyze and synthesize concepts
♦ Satisfactory ability in expressing ideas logically and fluently
♦ Inconsistent presentation of arguments ♦ Satisfactory ability to make critical and
insightful evaluation of relevant materials ♦ Satisfactory level of scholarly writing and use
of APA guidelines. Some errors in form and format throughout.
50 ‐ 62 D‐ to C‐
NOTE: A FINAL GRADE IN THIS CATEGORY FOR NURSING COURSES WILL RESULT IN A PROBATIONARY STATUS (SEE PROMOTION POLICY VARIATIONS)
Assignment demonstrates unacceptable performance, as evidenced by: ♦ Minimal familiarity with the subject matter ♦ Minimal review of appropriate literature ♦ Minimal ability to analyze and synthesize key
concepts ♦ Limited ability to problem solve ♦ Poor organization or lack of focus in the
presentation of ideas
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THE STUDENT MUST REPEAT THE COURSE AND ACHIEVE A GRADE OF ‘C’ OR BETTER AND REMAINS ON PROBATION UNTIL A ‘C’ IS ACCOMPLISHED.
♦ Poor ability to make critical and insightful evaluation of relevant materials
♦ Minimally acceptable or inconsistent ability in demonstrating scholarly writing and use of APA guidelines. Occasional major errors in APA form and format.
Below 50 percent
FAILURE
Assignment demonstrates unsatisfactory performance as evidenced by: ♦ Superficial treatment of the subject matter ♦ Adopts a personal rather than a professional
view of the subject matter ♦ Absence of originality, creativity and critical
thinking ♦ Fails to identify and review appropriate
literature ♦ Lack of analysis and synthesis of key concepts ♦ One or more major sections of the assignment
is missing ♦ Unacceptable writing style and/ or failure to
use APA guidelines appropriately. Consistent gross errors in form and APA format.
Revised and approved by Faculty May 2002
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Appendix B REQUIREMENTS FOR STUDENTS IN HOSPITAL AND/OR CLINIC PLACEMENTS
Students in medically oriented placements such as clinics MUST have this basic knowledge by the beginning of week 3 of the semester. Failure to do so may result in the student being designated unsafe to practice. A designation of being unsafe will result in withdrawal from practice and a failure in NSE 32A/B ILLNESS/CONDITION RELATED INFORMATION 1. Have a basic understanding of the illness/condition
• Review the primary medical condition/illness that the placement focuses on including: o Relevant anatomy and pathophysiology related to the illness o Illness signs and symptoms, disease process, relevant demographics (is there a
particular group that this illness affects? E.g.: Does it affect specific age group, ethnic group, socioeconomic group
– or does being part of a particular group affect the progression and/or treatment of the illness?
2. Have a basic understanding of meds/treatments
• What are the main medications and treatments used to treat this illness? • Learn about the main 2‐3 meds (action, when used and why, main side effects and
things to be aware of, main drug interactions) 3. Have a basic understanding of psychosocial factors related to this illness
• For example, are there any psychological issues that must be considered? • How do clients deal emotionally with this illness/condition? • Are there any implications for determinants of health?
This basic preparation can be done by going back to patho text, looking at other appropriate nursing texts and asking preceptor for some resources either before the first week or during the first week in practice. AGENCY INFORMATION 1. Important policies and procedures related to the setting including but not limited to:
• Emergency and code procedures • Where to find common things used in the placement (e.g. BP cuffs, meds, forms, etc) • Policy manuals • Other setting specific policies and procedures that are regularly followed
