1 UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING RN-BSN PROGRAM NURSING W - PROFESSIONAL CONCEPTS SPRING 2009 Credit: Prerequisites: Admission to the BSN Program or consent of instructor Faculty: Kathryn Grams, PhD, RN Dean and Professor Education Annex, Room #275-B (Office) (Fax) Office Hours: Dalton: Thursday, 7:00-8:00 pm, and by appointment Course Description: This course provides an introduction to professional nursing and an overview of the roles and concepts essential to practice. It also meets the criteria for a Writing Across the Curriculum course. Learning Goals: 1. Identify the domains of nursing and the knowledge and attitudes required for competent clinical practice. (1)* 2. Explore the roles of professional nurses in contemporary health care delivery systems. (1) 3. Reflect on caring as the essence of nursing and establish caring interactions with others. (3) 4. View self and others as holistic beings with diverse cultural perspectives. (1, 5) 5. Define evidence-based practice in terms of evidence, expertise, and patient values. (6) 6. Explore the professional nurse s role in utilizing nursing theory/knowledge and research in evidence-based practice. (6) 7. Develop skills in collaboration, critical thinking, and written, oral, and electronic communication. (6, 8, 9) 8. Recognize the value of self-awareness, self-care, and empowerment. (2) 9. Examine the ethical and legal boundaries of professional nursing practice. (1, 4) 10. Develop a sense of commitment to the profession. (7) 11. Review the guidelines for Healthy People 2010 and their relationship to professional nursing practice. (1) * Indicates relationship between course learning goals and BSN program objectives.
2 Course Content: The Context of Professional Nursing Historical perspectives and educational patterns Professional roles and domains of practice Healthcare delivery systems Ethical/Legal principles of professional practice Concepts Essential to Professional Practice Caring for self and others Holism Communication through scholarly writing Critical thinking Health and illness and Healthy People 2010 Theory, research and evidence-based practice Cultural diversity Teaching and learning Healthcare informatics Required Textbooks: Creasia, J., & Parker, B. (2007). Conceptual foundations: The bridge to professional nursing practice. St. Louis: Mosby/Elsevier. Paul, R., & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools. Santa Rosa: Ca: Foundation for Critical Thinking. Perrin, R. (2009). Pocket guide to APA style. Boston: Houghton Mifflin Company. Hudacek, S. (2005). Making a difference: Stories from the point of care. Indianapolis, IN: Sigma Theta Tau International Honor Society of Nursing Center Nursing Press. Learning Activities: Assigned readings Independent study & multi-media materials Classroom activities, presentations and discussions Formal and informal writing activities (as specified in the Writing Across the Curriculum Requirements for the College of Arts and Sciences) Methods of Evaluation: Final grades are calculated as follows: In Class Writing Exercises 10% Philosophy of Professional Nursing Practice 35% Nursing Theory Presentation 30% Caring Interviews 10% Critical Thinking Inventory 15% 100%
3 Grading system: A = % B = 80-89% C = 75-79% D = 60-74% F = Less than 60% ATI Testing Requirements: Students are required to complete the ATI Critical Thinking Entrance Exam and the Self- Assessment Inventory in this course by the date identified on the course schedule. Students who do not complete these requirements will be given a D in the course. Official Communication: Official communication for this course will be conducted ONLY through campus (MyUWG) and the course site on WebCT Vista. Disability: The Student Development Center coordinates special services for disabled students including physical disabilities or learning disorders. Students must register with Disabled Student Services to receive certain accommodations including extended test time or individual testing. For further information, call Academic Honesty: The Department of Nursing faculty value professional and academic integrity and will not tolerate any form of student dishonesty or deception. The academic dishonesty policy of this course is the same as that of the University of West Georgia and is found in the UWG Connection and Student Handbook, Appendix A. Evidence of student cheating, fabrication or plagiarism may result in a grade of zero for the assignment, failure in the course, and dismissal from the program. Turnitin is used for plagiarism prevention in this course.
4 CLASS ATTENDANCE/PARTICIPATION UNIVERSITY OF WEST GEORGIA DEPARTMENT OF NURSING BSN PROGRAM NURSING 3122 PROFESSIONAL CONCEPTS LEARNING ACTIVITIES Purpose: Through class attendance and participation each student has an opportunity to communicate orally and take the intellectual initiative--to direct oneself actively in discussions of issues, ideas, opinions, concerns, and solutions. Both the contents of the student's contribution and the manner in which the student participates as a group member are important. Class attendance/participation is an important component of the course. A supportive learning environment is created when the student: 1. Prepares for classroom discussion by completing assigned readings. 2. Presents accurate and relevant information about the topics being discussed. 3. Identifies the source of information presented in discussion. 4. Gives critical, but constructive commentary on comments and positions of other class members. 5. Asks questions to seek clarification and stimulate further discussion. 6. Assists the group in directing discussion towards goals and problem solving. 7. Maintains an open mind that allows for personal and professional growth. 8. Speaks openly and freely without monopolizing the discussion and listens carefully when others are speaking. 9. Displays respect for self and others and interacts in a caring way. GROUP II ACTIVITIES IN WRITING TO LEARN Purpose: These activities represent Group II informal writing to learn activities as defined in the Arts and Sciences Writing Across the Curriculum Program. They are designed to encourage social and collaborative interaction in the classroom and help the student develop knowledge that is personally and professionally useful.
5 The student is encouraged to develop the ability to think critically and write clearly. Critical thinking is the process of evaluating ideas and deciding what to believe or do. It involves determining the value and accuracy of information and arguments by testing the truth of statements and the soundness of the reasoning that leads to conclusions (Ruggerio, 2004). Paul and Elder s (2008) universal structures of thought will be used as a framework to develop thinking and writing skills. Whenever we think, we think for a purpose within a point of view based on assumptions leading to implications and consequences. We use information to make interpretations and inferences based on concepts in attempting to answer a question or solve a problem. The standards of clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness will be used to measure the quality of student thinking and writing. Students will participate in the following activities to facilitate the development of these skills: In-Class Writing Activities Each student will participate in reflective writing exercises designed to explore classroom content and readings. These exercises are assigned throughout the course and represent 10% of the course grade. Caring Interviews Define caring as central to your professional practice. Interview 2 patients and 1 nurse colleagues to determine the nature of caring behavior in the nurse/patient and nurse/nurse relationships. Reflect on what makes you feel cared for and how you express caring. Use the Caring Interview Form to complete this assignment. This activity represents 10% of the course grade. Critical Thinking Inventory Complete the Critical Thinking Inventory (Ruggiero (2004). Please type your answers to the questions. Answers must demonstrate relationship to the concepts of critical thinking as defined by Paul and Elder (2008). This activity represents 15% of the course grade. Nursing Theory Presentation Purpose: To provide students with the opportunity to explore the concepts relevant to nursing theory and develop an understanding of the relationship between nursing theory and practice. This activity also provides the opportunity for students to develop skills in oral presentation and constitutes 30% of the course grade. Students will work together in groups for this activity.
6 Guidelines for Theory Presentation 1. Select a nursing theorist that you feel fits your personal philosophy of professional nursing practice and clinical interests. Options for theorists will be discussed in class and assignments negotiated with faculty. 2. Review the nursing literature relevant to the theorist you have chosen. A minimum of two sources must be used. A reference list, along with a copy of the materials, must be submitted at the time of the presentation. 3. Identify and define the components of the nursing metaparadigm (nursing, environment, person, and health) from the perspective of the selected theory. 4. Identify the major concepts of the theory and describe the relationships. 5. Develop an oral presentation (approximately 20 minutes in length and providing the opportunity for participation from all group members) that includes the following: a. Brief overview of theory including major concepts, definitions and relationships. b. Discussion of application and usefulness of theory to nursing practice. Presenters should use PowerPoint or other multi-media sources for presentations and provide handouts of relevant materials for classmates. This activity counts for 30% of the course grade and is evaluated by the faculty according to specific guidelines that will be provided in class.
7 GROUP I ACTIVITY IN WRITING TO COMMUNICATE Philosophy of Professional Nursing Practice Purpose: To encourage the student to explore his/her own philosophy of professional nursing practice and find personal meaning in being a nurse. It represents a Group I formal exercise in writing to communicate as defined in the Arts and Sciences Writing Across the Curriculum Program and constitutes 35% of the course grade. Who am I as nurse? This activity focuses on the aesthetic and personal and encourages you to create a mental image of yourself as a nurse. Begin this imaginative process by selecting a work of art - a photograph, statue, painting, drawing, poem, or musical piece - that best represents your personal concept of nurse. Take time to experience the work, noting aspects of its composition, imagery, and other elements that have symbolic association with you. What is my philosophy of professional nursing practice? A philosophy of nursing is a statement of beliefs about nursing and the values that form a basis for professional thoughts and actions. It is built on a foundation of beliefs about human beings, the environment, health, and nursing and flows from your personal experiences and mental images of what nursing means to you. Write a short paper that answers the above questions. It should include the following: A. A section addressing the first question, "Who am I as nurse?" or Who do I want to become as a nurse? Include: 1. A copy of the selected work of art. 2. A discussion of why you selected this particular work and the meanings it has for you. B. A section addressing the second question, "What is my philosophy of professional nursing practice?" Include comments that respond to the following: 1. I chose nursing as my profession because I believe that the essence of nursing is My vision for myself as a nurse is that I will...
8 4. I clearly define the following concepts (components in nursing s metaparadigm). Define these concepts based on nursing literature and then describe the meaning they have for you. a. Nursing - what nursing is, who nurses are, and what they do. b. Person - the nature of being human. c. Health - what it means to be healthy for my patients/clients and myself. d. Environment - the context in which nurses practice and how they interact with it. e. Caring, holism, and critical thinking should also be incorporated into your discussion. The paper should be approximately words in length and be submitted electronically using Microsoft Word. It should include an introduction with purpose statement, be clear and logical with a thorough presentation of ideas, and contain a summary and conclusion. Each of the above topics should be fully developed and explicated with definitions and examples to illustrate your perspective. Documentation of references should follow the Pocket Guide to APA Style (2009), and correct spelling, grammar, and punctuation should be used. A minimum of five (5) references is required for a satisfactory paper. Grades will be awarded based on Paul and Elder s (2008) standards of clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness and assigned as follows: outstanding (A), good (B), satisfactory (C), or unsatisfactory (D). Outstanding papers will receive a numerical grade of 95; good, a numerical grade of 85; satisfactory, a numerical grade of 75 and unsatisfactory, a grade of 70. Students will electronically submit the first drafts of their papers for review and constructive feedback by the faculty; a grade will be assigned to the draft. The second submission will also be submitted electronically for review and be assigned another grade. A graded copy of the first draft must be submitted with the final draft. The two grades will be averaged together to represent the grade for the Philosophy of Professional Nursing Practice (35% of the course grade).
9 UNIVERSITY OF WEST GEORGIA DEPARTMENT OF NURSING BSN PROGRAM CARING INTERVIEWS 1. Define caring as central to your professional nursing practice. What makes you feel cared for? How do you express caring? 2. Interview 2 patients and 1 nurse to determine what reflects caring behavior in the nurse/patient relationship and the nurse/nurse relationship. Patient Comments What nurses do for me that is caring Patient #1: Patient #2: Nurse Comments What I do for patients that is caring
10 Nurse Comments What I do for other nurses that is caring 3. Develop a personal self-care practice plan. Things I like to do: Things I want to do: Things I am doing:
11 UNIVERSITY OF WEST GEORGIA DEPARTMENT OF NURSING BSN PROGRAM Critical Thinking Inventory* Answer all of the questions in this critical thinking inventory honestly and thoroughly, acknowledging not only the pleasant facts about yourself but also the unpleasant ones. (If you ignore the latter, they will influence you no less; in fact, your refusal to face them may intensify the harm they do.) Reflect on your answers, noting the areas in which you are especially vulnerable. Your goal is to know your intellectual habits so well that you can predict exactly which thinking problem will arise for you in any particular situation. 1. Exactly what influences have shaped my identity? How have they done so? How has my self-image been affected? In what situations am I less than an individual because of these influences? 2. In what ways am I like a good thinker? In what ways like a poor thinker? What kinds of situations seem to bring out my best and worst qualities? 3. To what extent has my perspective on truth been reasonable? 4. How careful am I about separating hearsay and rumor from fact? About distinguishing known from assumptions or guesses? How difficult is it for me to say, I don t know? 5. How consistent am I in taking the trouble to make my opinions informed? 6. To what extent do I think that mine is better? (Not only the personal mine but the ethnocentric mine, as well?) In what ways has this kind of thinking affected my view of personal problems and public issues? To what extent does it affect my ability to listen to those who disagree with me? My ability to control my emotions? My willingness to change my mind and revise a judgment? 7. In what matters am I inclined to assume too much, take too much for granted? 8. To what degree do I tend to have the either/or outlook, expecting the right answer will always be extreme and never moderate? 9. To what or whom do I feel the strongest urge to conform? In what situations has this conformist tendency interfered with my judgment? 10. Do I tend to be an absolutist, demanding that truth be neat and simple, or a relativist, claiming that everyone creates his or her own truth? In what ways has my characteristic tendency hindered my development as a critical thinker? 11. In what matters am I most biased toward change? Am I overly accepting of change or overly resistant to it? What is the cause of this tendency and how can I best control it? 12. In what situations do I seek to confirm my biases rather than control them? In what situations do I interpret evidence in a way that flatters my bias?
12 13. How often do I approach issues with a double standard, overlooking flaws in arguments that agree with mine and nitpicking those that disagree? 14. To what extent do I tend to jump to conclusions? Do I tend to do so more in certain areas? If so, which? Do I draw my conclusions prematurely purely for the sake of convenience? Am I motivated by the desire to sound authoritative and impress people? 15. To what extent do I overgeneralize? What kinds of stereotypes do I most readily accept? Racial? Religious? Ethnic? 16. To what extent do I oversimplify complex matters? Am I just unwilling to take the trouble to learn the truth in its complexity? Or do I feel threatened by answers that are not neat and tidy? What has made me this way? 17. What errors of expression do I most often commit? Reasoning that if B follows A, A must be the cause of B? Shifting the issue to avoid difficult or embarrassing discussion? Contradicting myself? Arguing in a circle? Making meaningless statements? Confusing real with bogus authorities? Making false analogies? Using irrational appeals? 18. Which of the following errors are most characteristic of my responses to challenges and criticism of my ideas: Automatic rejection? Shifting the burden of proof? Straw man? Attacking the critic rather than discussing the issue? Adapted from Ruggerio, V. R. (2004). Beyond feelings: A guide to critical thinking. Mountain View, CA: Mayfield Publishing Company, pp
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