UNIVERSITY OF RIO GRANDE-HOLZER SCHOOL OF NURSING RN-BSN Program Rio Grande, Ohio. Syllabus Spring Semester, 2008

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1 Syllabus Spring Semester, 2008 Course Title: Didactic: 7 hours/week; 12 hours lab; 11 credit hours Course Faculty: Course Leader: Donna Mitchell, Ph.D., R.N., C.N.S. Office: McKenzie Hall Room 116 Office Phone: Home Phone: Cell Phone: Lennie Davis, M.S.N., M.S., R.N., C.N.A.A., B.C., C.L.N.C. Office: McKenzie Hall Room 110 Office Phone: Home Phone: Cell Phone: Clinical Faculty: Lennie Davis, M.S.N., M.S., R.N., C.N.A.A., B.C., C.L.N.C. Donna Mitchell, Ph.D., R.N., C.N.S. Note: General University phone number is or toll free in OH, KY, WV, and PA: (Switchboard is on duty for these phone numbers only from 8:00 a.m. 5:00 p.m., Monday through Friday; however, if you know your party s extension, you can access your party s voice mail to leave a message at any time.) Course Description: This course serves as the capstone course and focuses on the role of the nurse in delivery of nursing care to the community, which is viewed as a unit. The professional leadership role to synthesize major curriculum concepts is explored and developed. Health care needs, delivery patterns, services, and resources are identified and analyzed. The community is assessed in relation to cultural and environmental influences, such as epidemiology, substance abuse, and violent behavioral patterns. A family theory perspective is used to identify such concepts as family communication patterns, types of families, loss grief, and family violence. Strategies to assist families and the community are discussed. Students discuss and define various roles within leadership, such as manager, teacher, participant in care delivery, and change agent. Major topics of discussion include leadership styles, group dynamics, collaborative practice, organizational structure, management processes, management styles, managed care, resource management, and change. Structured and unstructured health care environments are utilized to provide clinical experience for students with individuals, families, groups, and communities. There is a service-learning component to this course. Seven hours class, 12 hours lab. 2.

2 Prerequisites: Current Ohio active R.N. license and nursing professional liability insurance; NUR and NUR 40303, both with a grade of C or better in theory; and NUR with a satisfactory designation for clinical performance. Lab fee is required. Clinical: Tuesdays: 8:00 a.m. 12:00 noon - and other hours by arrangement. Classroom: Tuesdays: 12:30 p.m. 5:20 p.m. Course Outcomes: Upon completion of this course, the student will be able to: 1. Identify the professional nurse's leadership role within a practice setting. 2. Discuss and define various roles within leadership such as manager, teacher, participant in care delivery, and change agent. 3. Collaborate with colleagues of a health care delivery system to analyze the system. 4. Identify a researchable problem within the health care delivery system to implement a strategy for change. 5. Discuss the evolution of Community Health Nursing to the present day. 6. Differentiate between the purposes of community and family assessments. 7. Utilize the concepts of Community Health Nursing in any setting. 8. Define the leadership role(s) of the baccalaureate prepared nurse in the health care delivery system. 9. Discuss concepts related to At Risk Populations. 10. Utilize the concepts of Epidemiology in a community assessment. 11. Examine selected expanded roles of the community health nurse. 12. Examine factors of high risk community clients (individuals, families, groups, communities) and implications for community nurses. 13. Practice service-learning community concepts in the community partnership settings. Required Textbooks: Spradley, B. & Allender, J. (2004). Community Health Nursing: Concepts and Practice, 6 th Edition, Philadelphia: Lippincott-Raven Publishers. Yoder, Wise. (2007). Leading and Managing in Nursing, 4 th Edition, St. Louis: Mosby-Elsevier. Methods of Teaching/Learning: Material will be presented in a lecture/discussion format and through the use of guest speakers, student presentations, case studies, service-learning projects, and/or videos. Students will be expected to participate in class by sharing insights to the topics derived from assigned readings, clinical and life experiences. 3

3 Course Requirements: 1. Class attendance for the entire class period is expected of all students. If the student misses the equivalent of 4 or more full class days the student s final course grade will automatically be lowered one letter grade. It is the student s responsibility to notify the School of Nursing on the day the course meets if he/she will not be in attendance. If the student misses a class period, it is the student s responsibility to obtain the information presented in class. 2. Each student will be assigned to one (1) class session for which he/she will be responsible for presenting an Environmental Scanning Exercise. The student will bring to class and orally share with the class at least one (1) article that has appeared in a local community or state newspaper in the past three to six months related to a community health care concern or issue or an environmental issue affecting the health and welfare of the population of a community. 3. Clinical time is required. The student is expected to spend an average of 12 hours per week in the clinical setting with preceptors applying and testing the theories and concepts presented in the course. Each student maintains a record (log) of clinical practice documenting the time spent in the clinical area. See forms. Record/logs/diaries are recorded outside of class time. 4. Each student will complete all course assignments. 5. The student will complete and submit a School of Nursing course evaluation form at the end of the semester. 6. The student will function under the ANA Code of Ethics. Evaluation Methods: Grades will be determined on a point system. Students will be evaluated according to the following criteria: Points *1. Windshield Assessment 100 *2. Community Analysis Service-Learning Project/Health Fair 70 4.Service-Learning Project/Teaching-Learning Project (Vinton Co. Schools) Class Participation 20 *6. Leadership Paper Quizzes 50 Total: 470 *Papers are due on assigned dates. Failure to submit on time constitutes an automatic 10% deduction in the student s earned grade for that paper. Note: Working on papers (typing, research, etc.) does not count as Clinical hours. Quizzes may be announced or unannounced. Quizzes may not be made up. Journal: Students will maintain a current journal documenting their thoughts, ideas, and feelings as they progress through the BSN-RN Program. Entries must be made weekly and shared periodically with course faculty. Faculty will announce when journals will be reviewed. 4.

4 American Disabilities Act Statement: ADA Statement: If a student wishes to be identified as having a physical, mental, or learning disability, that may or may not require reasonable accommodation(s), he/she must register with the Office of Accessibility. These registered students should identify themselves to their instructors and provide a written statement from the Accessibility Office that indicates the appropriate accommodations. The process of a student self-proclaiming the need for accommodation should occur as early in the semester as possible. The Office of Accessibility phone is and is located in Rhodes Hall room 116. Special Needs: If you have a chronic illness or disability that is covered under the Americans with Disabilities Act and you have special needs, you may inform the Nursing Faculty in writing of your condition. The faculty will work with the student and appropriate University agent to determine the reasonable accommodations that would be most beneficial. This syllabus is not to be construed as a contract with the student and may be subject to change. 5.

5 Course Schedule Week 1: (Jan. 8, 2008) Overview of Course and Syllabus Introduction of Course Faculty Week 2: (Jan. 15) Community Aggregates Community Assessment Return Clinical Experience Agreement Form Week 3: (Jan. 22) History of Community Nursing Conceptual Models and Theories Reading Assignment: Spradley (Textbook), Chapters 1 & 2 Week 4: (Jan. 29) Leading & Managing: Theories and Styles Matching Styles with Organization Reading Assignment: Yoder (Textbook), Chapters 1, 2, 3 Week 5: (Feb. 5) Group Dynamics, Team Building, Team Work Communication, Managing Information Reading Assignment: Yoder (Textbook), Chapters TBA 6. Week 6: (Feb. 12) Home Health

6 Nursing Process in the Community Nursing Diagnosis in the Community Levels of Prevention/Health Promotion Reading Assignment: Spradley (Textbook), Chapters 18, 19, & 37 Week 7: (Feb. 19) Strategic Planning and Goal Setting Consumer Relations Quality & Risk Management Reading Assignments: Yoder (Textbook), Chapters TBA *Special Note: Community Assessment Part I due Week 8: (Feb. 26) Role of Research in Leadership & Community Nursing Teaching/Learning and Teaching Strategies Planning Teaching Projects Reading Assignments: Yoder (Textbook), Chapter 20 Spradley (Textbook), Chapters 9 & 11 Week 9: (Mar. 4) Preparation for Group Project: Health Fair Epidemiology Communicable Disease Environmental Concerns Including Cultural Influences Reading Assignments: Spradley (Textbook), Chapters - TBA Week 10: (Mar. 11) Epidemiology (cont.) Communicable Disease (cont.) Environmental Concerns Including Cultural Influences (cont.) Reading Assignments: Spradley (Textbook), Chapters TBA Yoder (Textbook), TBA Week 11: (Mar. 18) No Class Spring Break 7. Week 12: (Mar. 25)

7 Delegation: The Role of the RN in Ohio Legal Implications for Practice Employee Management/Time Management Conflict Resolution/Role Transition Change/Critical Thinking Reading Assignments: Yoder (Textbook), Chapters TBA Special Note: Community Group Project Health Fair assignment/summary due Teaching Projects: Week 13: (April 1) Advising Day No Classes Week 14: (April 8) Family Assessment Family Nursing Diagnoses Use of Contracting with Families Reading Assignments: Spradley, Chapters 12,14,15, &16 Teaching Projects: Special Note: Community Assessment Parts II & III due. Teaching Projects: Week 15: (April 15) Final preparation for Health Fair Leadership Papers due Leadership Paper Presentations

8 Week 16: (April 22) Health Fair Week 17: Finals TBA 9. Nursing 41101: Nursing Leadership and Nursing in the Community Clinical Experience

9 I. Role of the Faculty: The faculty is responsible for planning and evaluating student experiences with the preceptors. The faculty is also responsible and accountable for assuring that it is possible to meet course objectives in the specific agency. Specific faculty responsibilities and activities include: 1. Seeing that each student has approved preceptors. 2. Conferencing with student individually and in groups. 3. Conducting initial and terminal group conferences. 4. Consulting with preceptors and/or agency to evaluate the learning experience and future student placements. 5. Making periodic visits with student and preceptor in the clinical agency. 6. Recording and submitting grades. 7. Serving as liaison with student, preceptor, agency, and the. 8. Assigning student grades following consultation with the preceptor and reviewing the measures of learning which are identified in the course outline. II. Role of the Student: The student exercises initiative and good judgment when participating in a clinical experience. student is responsible for providing evidence of current R.N. license and professional liability insurance. The Specific student responsibilities and activities include: 1. Participating in orientation to the clinical facility, personnel, policies, procedures, and agency goals and philosophy. Orientation time can be counted as clinical hours. 2. Functioning within the framework of the assigned agency. 3. Evaluating the preceptored experience and clinical agency. 4. Seeking direct and indirect supervision from the preceptors and/or faculty member. 5. Participating in conferences with preceptor regarding progress toward completing course outcomes. 6. Maintaining research/field notes as required by faculty. 7. Consulting with faculty regarding successful completion of course outcomes. 8. Informing the agency preceptors and faculty if unable to arrive as scheduled. 9. Fulfilling time requirements for the clinicals. 10. Attending/participating in group and individual conferences as scheduled by the faculty. Clinical Experience Continued 10. III. Role of Preceptor: 1. Serving as a positive role model and allowing the student to participate in defined activities. 2. Providing expert guidance within the area of defined activities. 3. Participating in the evaluation process of the student. 4. Involving the student in activities in the designated clinical setting, that provide a learning environment.

10 5. Arranging for student to attend meetings related to the focus of the clinical experience and arranging for students to consult with nurses and other staff at this site and other institutions to meet objectives. 6. Be available on-site to the student during the scheduled clinical time. IV. Conclusion: This clinical experience will be successfully completed when the student has: 1. Demonstrated successful achievement of the above stated objectives. 2. Submitted clinical log. Service-Learning - Vinton County Schools Clinical Component The students, nursing faculty, and community partners will maintain an open line of communication and maintain confidentiality of all information. Each will function in a different role. 11.

11 I. Role of Faculty: The faculty are responsible for planning and evaluating student experiences with the community partner. The faculty are also responsible and accountable for assuring that it is possible to meet course objectives. Specific faculty responsibilities and activities include: 1. Providing an orientation to the community partner regarding the course objectives, skill level of the nursing students, and scheduled time for the clinical experience. 2. Seeing that a preceptor supervises each student. 3. Conferencing with students individually and in groups. 4. Conducting initial and terminal group conferences to focus on reflection of all learning experiences. 5. Consulting with preceptor and/or community partner to evaluate the learning experience and future student placements. 6. Making periodic visits with students and the preceptor in the community partner site. 7. Recording and submitting grades. 8. Serving as a liaison with the student, preceptor, community partner, and the. 9. Assigning student grades following consultation with the community partner and reviewing the measures of learning, which are identified in the course outline. II. Role of the Student: The student exercises initiative and good judgment when participating in a clinical laboratory experience. The student is responsible for providing evidence of current R.N. licensure and professional liability insurance. Specific student responsibilities and activities include: 1. Participating in orientation to the community partner site, personnel policies, procedures, and agency goals and philosophy. 2. Functioning within the framework of the community partner. 3. Evaluating the preceptored experience and community partner experience. 4. Seeking direct and indirect supervision from the community partner and/or the faculty member. 5. Participating in conferences with the preceptor regarding progress toward completing course outcomes. 6. Maintaining a reflective journal as required by the faculty. 7. Consulting with the course faculty regarding successful completion of the course outcomes. 8. Informing the community partner and faculty if unable to arrive for a clinical experience as scheduled. 9. Fulfilling time requirements for the service-learning project. 10. Attending/participating in group and individual conferences as scheduled by the faculty. 11. Sharing aspects of the community partner experience with peers in class. III. Role of the Community Partner: The community partner provides the student with an opportunity to engage in a service-learning project. Specific community partner responsibilities and activities include: 1. Providing an orientation to the students and faculty regarding the mission of the Vinton County School system, the health services provided to students enrolled in the Vinton County School system, the demographics of the population served, as well as the culture and health beliefs and practices of this culture. 2. Providing guidance and explanation as needed within the area of assigned activities. 3. Participating in the evaluation process of the student. 4. Involving students in activities in the school setting that provide a learning opportunity. 5. Arranging for the students to attend meetings in relation to the focus of the clinical experience. 12.

12 6. Being available on site to students during the scheduled clinical time. 7. Providing feedback to the faculty regarding the students experiences, growth, and progress. 13. Nursing Nursing Leadership and Nursing in the Community Clinical Documentation Guidelines The student is required to maintain a record (log) of all clinical time which is an average of 12 hours per week (5 hours with Community Preceptor, 5 hours with Leadership Preceptor, 2 hours with Community and Leadership projects). Students will document the following information in the log:

13 1. For every entry - date, time, length of activity, individuals involved, and specific activities undertaken. 2. Anecdotal entries of experiences including: a. Direct, experiential activities. b. Phone calls, meetings. c. Thoughts and feelings about your experiences. d. Literature citations referring to theory and research supporting your actions. e. Relatedness of clinical experience to theory. f. Record and summarize hours spent in clinical-related activities. Time spent in literature search, travel, phone calls, writing papers, or preparing presentations does not count towards required clinical time. 3. Final entry should consist of an evaluation addressing: a. Suitability of agency b. Interaction with preceptor c. Self-evaluation of performance, and self evaluation of the students overall growth in completing the. Discuss overall changes you note in yourself and your professional practice. 14. Preceptorship Policy for Clinical Placement Definition: A preceptor is a highly competent Registered Nurse with a specific area of expertise who is able to guide a student through the learning activities required to achieve the objectives of a clinical course. The preceptor participates in the evaluation of a student s performance, though the final judgment always rests with the course faculty. The selection of the preceptor is a collaborative effort between the RN-BSN faculty and the health care

14 agency. Preceptors are selected based on their educational preparation, experience and level of expertise along with their ability and willingness to assist a RN-BSN student in obtaining learning experiences appropriate for meeting course objectives. Role of the Preceptor: The preceptor functions as a resource person, consultant, and guide as well as a positive role model for the student on a volunteer basis. The preceptor must be capable of providing a learning environment in which the student can participate in learning experiences required to attain course objectives. Specific Preceptor Responsibilities and Activities Include: 1. Orienting the student to the clinical facility, personnel, policies, procedures, and the goals and philosophy of the agency. 2. Informing the student of potential learning opportunities available in the agency so that the student may take advantage of the opportunities. 3. Maintaining verbal and/or written communication with the faculty as mutually agreed upon. 4. Conferencing with the student on a regular basis regarding progress toward completing the objectives of this course. 5. Providing the faculty with a written assessment of the student s progress. 6. Providing the University of Rio Grande-Holzer School of Nursing with a current resume/curriculum vitae. Student Name: Agency: Preceptor Clinical Evaluation Circle the number following each of the statements below according to the key: 5 = Strongly Agree 4 = Agree 3 = No Opinion 2 = Disagree 1 = Strongly Disagree 1. Utilizes clinical time to identify the professional nurse s leadership role in the community clinical setting. 15.

15 2. Utilizes the concepts of Community Health Nursing in the assigned agency. 3. Practices in the expanded role as a community health nurse Collaborates with health care colleagues to provide nursing care in a community health setting. 5. Discusses and defines various roles of the nurse leader today, e.g. manager, teacher, coach, change agent. 6. Collaborates with health care colleagues to analyze the structure and the function of the system. 7. Demonstrates a professional approach to clinical experiences and relationships with all colleagues. Comments: Preceptor s Signature: Student s Signature: Faculty Signature: Date: Date: Date: Faculty Comments: 16. Community Assessment (200 possible points) The purpose of this assignment is for two (2) to three (3) students to collaborate and perform an assessment of a chosen community. Students are to work in groups completing a windshield survey and gathering necessary data to define a community and its health needs. Part I, Part II, and Part III will be combined and graded for a possible 200 points following the criteria on the next page. One grade will be assigned to the group authoring the paper. Areas and topics to be addressed are: Part I: (100 points) I. Windshield Survey Data (you may use the Mosby Video on Community Assessment as a guide) A. Community Assessed - Describe community e.g. where located and population B. Physical environment

16 C. Dwellings D. Undeveloped areas E. Open spaces F. Commercial space G. Industry H. Access I. Water J. Boundaries K. Environment L. Neighborhood M. Schools N. Religion O. Government P. Community 17. Part II: (45points) II. Data - use available data i.e. census information to the community related to: A. Demographics B. Education C. Economy D. Morbidity and mortality rates E. Community resources F. Age distributions Part III: (45 points) III. Nursing Diagnoses & Action Plan: Synthesize and analyze the data collected to formulate and prioritize three (3) nursing diagnoses appropriate for the community assessed. Based on one (1) diagnosis (approved in advance by faculty) develop an action plan including collaborative efforts to address the identified problem. (5 points) APA Format (5 points)

17 Grammar, spelling, sentence structure, etc. 18. RN-BSN PROGRAM Community Assessment (200 possible points) The purpose of this assignment is for two (2) or three (3) students to collaborate and perform an assessment of a chosen community. Students are to work in pairs completing a windshield survey and gathering necessary data to define a community and its health needs. Part I, Part II, and Part III will be combined and graded for a possible 200 points following the criteria on pages 14 & 15. One grade will be assigned to all co-editors of the paper. Points Earned: Part I Part II Part III APA

18 Grammar, etc. Total Points 19. RN-BSN PROGRAM Community Project: Health Fair The purpose of this assignment is to identify the health needs of an assigned/chosen community and develop, implement, and evaluate a project to assist the community to meet these needs. Please complete a group class paper summarizing/addressing the following components. Part I: (20 points) Assessment of the Population Part II: (20 points) Analysis and Identification of Health Needs Part III: (20 points) Development of a plan to meet health needs through appropriate channels/resources

19 Part IV: (20 points) Organization and implementation of a community health fair focused on identified community needs Part V: (20 points) Evaluation of the Health Fair 20. Teaching/Learning Project The purpose of this project is for the student working in a community setting to identify a learning need of a specific population or aggregate and develop and implement a program to address the need. The student/s will discuss the following with the clinical faculty member following the completion of the teaching/learning project. I. Introduction to the Community Describe and define the community include: 1. Demographic data 2. Boundaries 3. Educational factors/developmental levels 4. Economic levels 5. Community resources 6. Environment 7. Vital statistics 8. Morbidity and mortality rates 9. Health resources

20 II. Educational Planning 1. Discuss content of educational presentation and the teaching/learning principles that will guide it. 2. Discuss the logistics of the presentation include physical environment, and how offering was made accessible to the target population (include flyers, posters, etc.). 3. Discuss teaching methodologies/strategies. 4. Discuss evaluation methods used. 5. Proposed changes if project would be offered again. Clinical Experience Agreement Form 21. Student s Name: Address: Street City State Zip Code Experience Dates: RN License Number/State: Nursing Liability Insurance: Company Policy Number Effective Date Telephone Number/s (day/evening): Course Title/Number: Objectives: The student will have the opportunity to work with preceptor during performance of job duties in the community setting. The student will be included in discussions and observations of unique experiences in

21 the setting. The student will keep a journal of experiences while in the clinical setting. The clinical faculty will make episodic checks at the agency and will discuss the student s progression in the course with the preceptor. The clinical faculty will always be available by cell phone. In signing this agreement, I acknowledge that I have received institutional agency clearance in hosting this student in my work setting; I further accept the terms of my responsibility as a preceptor as outlined. Preceptor Agency Phone # Date Student Home Phone # Cell Phone # Date Clinical Experience Agreement Form 22. Student s Name: Address: Street City State Zip Code Experience Dates: RN License Number/State: Nursing Liability Insurance: Company Policy Number Effective Date Telephone Number/s (day/evening): Course Title/Number: Objectives: The student will have the opportunity to work with preceptor during performance of job duties in the community setting. The student will be included in discussions and observations of unique experiences in the setting. The student will keep a journal of experiences while in the clinical setting. The clinical faculty will make episodic checks at the agency and will discuss the student s progression in the course with the

22 preceptor. The clinical faculty will always be available by cell phone. In signing this agreement, I acknowledge that I have received institutional agency clearance in hosting this student in my work setting; I further accept the terms of my responsibility as a preceptor as outlined. Preceptor Agency Phone # Date Student Home Phone # Cell Phone # Date 23. Grading Criteria for Leadership/Clinical Analysis Paper The paper required for this course is designed to evaluate the student's ability to perform an analysis of a health care organization. This paper should include application of the principles discussed in class. The paper will be due on April 15, 2008* and typed following APA, 5th edition guidelines. The paper must be submitted with a copy of the Paper Evaluation Form attached. The paper will be graded utilizing the following criteria: 1. Introduction and discussion of the facility (Attach an organizational 20 points chart for facility with narration and explanation). 2. Discussion of the organization and how it operates. 20 points 3. Discussion of leadership and/or management style of your preceptor. 20 points 4. Summary of the experience. 20 points 5. Format (APA style) 10 points 6. Grammar, sentence structure, and lack of typos. 10 points Total Possible Points: 100 points

23 *Note: Paper is due on assigned date(s). Failure to submit on time constitutes an automatic 10% deduction in the student's earned grade for that paper. Leadership/Clinical Analysis Paper Guidelines 24. In your paper address and thoroughly discuss the following: I. The Facility/Department/Unit 1. Include historical data, where it is located, the clientele served, and demographics about the clientele. 2. Discuss services provided in general, number of physicians, number of registered nurses/staff mix, etc. 3. Discuss unit or department you specifically focused on. Describe this as you did in #1 & #2. 4. Physical layout of the facility and the department/unit. II. Organization: 1. Mission/goals - discuss mission or goals of the facility, division, and department. Are these being realized/achieved? Give evidence to support your yes or no statements. 2. Describe the organizational structure. How does the system work? What affects it? What are the driving forces? Who controls or motivates the organization? 3. Compare organizational chart with what you perceived/observed. If they have one, include a copy of it in your paper. 4. Describe and discuss this nursing department/unit identifying leaders, both formal and informal, and how the department/unit functions within its division. III. Leadership: 1. Describe and discuss the underlying leadership/management style(s) in the organization. Describe how people work together. Discuss communications patterns of the organization in the department/unit you observed. 2. Discuss the preceptor with whom you worked. What are his/her educational and experiential backgrounds? Be specific. A. How does the preceptor fit in the organizational plan? To whom does the preceptor report?

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