BSN Program Nursing 3235: Self and Others III Reflection on Caring Practice Section 1 and 2

Transcription

1 BSN Program Nursing 3235: Self and Others III Reflection on Caring Practice Section 1 and 2 Sections 1 & 2 Section 1 and Section 2 - Mondays Paramita Banerjee, RN B.Sc.N., B.A., M.Ed (Counselling Psychology) Office: B029m Office phone: pbanerjee@langara.bc.ca Office hours: Mondays am & 1-2 pm [201130]

2 OUTLINE TABLE OF CONTENTS 2 of 13 PAGE NUMBER Introduction and Welcome 3 Course Outline... 4 Process... 4 Learning Outcomes... 4 Overview of Concepts... 5 Required Texts... 5 Resources 5 Evaluation... 6 Assignments... 7 Professional Responsibilities Schedule.. 13 e & [Banagee], Jan_ Revised,

3 Welcome to Self and Others III 3 of 13 During this semester we will increase our self-awareness, and become more skillful when caring for others. In Self and Others III, students will learn group communication skills for interactions on professional interdisciplinary teams. Students will be given plenty of opportunity to view a variety of interaction styles and be able to practice these skills in order to develop their own professional style. Mindful therapeutic presence is a central theme of this course borrowed from the counselling profession. Students will learn basic counselling skills of grounding, empathy and feedback that are foundational in creating therapeutic relationships. We will learn about therapeutic group dynamics, which will help our therapeutic presence when engaging with others in participatory dialogue. Another key component of this course is learning how to make clinical decisions on health initiatives within a professional team. Group therapeutic skills will be reviewed, discussed and practiced in class in the project teams. Participation in class activities is crucial and will help consolidate group skills. Class activities will include; grounding & meditation, role-plays, simulation, leading groups and group exercises. I encourage each of you to come to class prepared to critically discuss the weekly readings and be open to new ways of being as you are invited to participate in class activities. It is important that each of us feel safe and respected when speaking out in class and within your teams We may not always agree with the subject matter under consideration, but we must use this opportunity to reflect on how it might help others and benefit our professional practice. On a few occasions, we will have guest speakers from the community to share their professional experience. I hope this will inspire and help demonstrate how innovative and dynamic public health nursing can be. In terms of communication, please come and see me during office hours. I enjoy face-to-face engagement and clear communication is best this way. Otherwise, or leave a voic and I will get back to you within 48 hours. Please note, for weekends, I check my s/voic on Fridays & Sundays to answer questions since I usually not on campus. I would like to thank Kim Soltysik among other previous instructors who contributed a great deal to developing this course syllabus and acknowledge their work. e & [Banagee], Jan_ Revised,

4 4 of 13 COURSE OUTLINE Building upon theories and concepts from earlier Self and Others courses, participants learning will focus on improving and enhancing their everyday relational caring practice with individuals, families, and groups PROCESS Nursing 3235 is a weekly 4-hour nursing course. It is delivered in a mixed-mode format; consisting of a two hour face-to-face class component and a two hour online component using Blackboard CE6 learning management system. Classes consist of a variety of methods including but not limited to short lectures, presentations, discussions, individual work, and small and large group work. Guest speakers may be invited to some classes. CLASS OR CLINICAL PRACTICE CANCELLATION The School of Nursing makes every effort to replace a nurse educator when he or she is unable to attend a class or clinical practice. If a nurse educator needs to cancel a class or a clinical practice day, for whatever the reason, information regarding the class cancellation will be posted on Blackboard CE 6 as well as at the Registrar's Office (B-Building). As for the cancellation of clinical practice, individual nurse educators will inform his or her students of how cancellation will be conveyed during orientation week. It is important then to log on to Blackboard the day of class and of clinical practice. LEARNING OUTCOMES Through a process of critical inquiry, participants will enhance and synthesize their understandings of the philosophical foundations of the curriculum (phenomenology, feminism, critical social theory, and humanism) that influence the meta-concepts of health promotion and caring as they engage with individuals, families, and groups in their clinical practice settings, namely mental health and community. Students have the opportunity to: Critically analyze their own way of being with others in a variety of practice contexts (e.g., through narrative inquiry) Assist in the process of co-creating meaning and co-constructing knowledge. Facilitate self and others' explorations of being in relation Further enhance the capacities that foster health promoting relationships with individuals, families, and groups Use empowerment and transformation processes in working with differences and conflict. Utilize a variety of decision-making processes when working with clients and colleagues. e & [Banagee], Jan_ Revised,

5 5 of 13 OVERVIEW OF CONCEPTS Nursing 3235 explores four foundational concepts linked to the meta-concepts of Health Promotion and Caring. 1) Ways of Knowing (WK); 2) Personal Meaning (PM); 3) Time/Transition (TT); and 4) Culture/Context (CC). What we know and our understanding of self and others are inextricably linked to time and place because we are all situated in a particular context. Linked with the Decision-Making Framework (DMF), we explore how should we be with a particular individual and what leads to us tailoring our initiatives. Finally, what sort of reflection do we engage in to grow as nurses, both in terms of our technical work and the work of caring? This course is organized around the philosophical foundations of the curriculum and reflects the following concepts: Relational narrative Caring practice Personal philosophy of nursing Transformation World views Relational ethics and decision making Analyses of Communication Discourse and language Relational strategies with diverse populations/families Role of the nurse Interdisciplinary collaboration Power relation Crisis intervention REQUIRED TEXTS Arnold, E.N., & Boggs, K.U. (2007). Interpersonal relationships: Professional communication skills for nurses, (2 nd ed). Philadelphia: Saunders. RESOURCES Other resources used in the development of this course include: Nursing practice settings Self-directed nursing practice lab Selected community resources Selected clients (individuals, families, groups, communities) Portfolios Continuing Competencies Professional practice requirements e & [Banagee], Jan_ Revised,

6 6 of 13 Various websites, audio visual aides and handouts provided in class Nursing program textbooks Agency Project Leader (APL), Nursing Practice Nurse Educators Community resources Nursing practice settings Canadian Nurses Association. (2008). Code of ethics: The centennial edition. Ottawa: Author. College of Registered Nurses of British Columbia. (2008). Professional practice requirements. Vancouver, BC: Author. e School of Nursing. (2010). BSN handbook. Vancouver, BC: Author. e School of Nursing, (2008), Proficiency tracking tool. Vancouver, BC: Author. e School of Nursing. (2010). Term 7 [Performance Appraisal Form. Vancouver, BC: Author. The Writing Centre, located on the second floor of the e Library. EVALUATION In order to receive a minimum of 65% or a C+ or S grade in Nursing 3235, students must complete and submit all classroom assignments. As per College policy, a failing grade will be given if a student does not complete all of the course requirements. According to School of Nursing policy, 65% or a C+ or S grade is the minimum grade requirement for successful completion of all nursing courses. The grading scale for the School of Nursing is as follows: A % A % A % B % B 75 79% B % C % C 60 64% C % D 50 54% F 49% or below The dates for submission of assignments are pre-established and outlined in all course syllabi. Completion and submission of all assignments is an expectation of e. There is a late penalty of 5 % (of the total mark for the assignment) per day including weekends and holidays. If the submission of an assignment is on the due date and after the specified time, it is considered one day late. A request for extension must be discussed with the appropriate nurse educator at least one week in advance of the due date, or the request will not receive consideration. Subject to the nurse educator s agreement to grant an extension, the amended due date and time will be documented, either by letter or , and forwarded to e & [Banagee], Jan_ Revised,

7 7 of 13 the student during regular business hours, within three (3) days of the agreement. Anticipate a 1-2 week turn around response period from your nurse educator in order to adequately reflect and provide you with feedback to encourage movement in your understanding of the course s concepts and/or scholarly writing. ASSIGNMENTS Evaluation of the Learning Outcomes of Nursing 3235 include: Class Assignment Weight Due Date Project Team Agreement 10% Week 4 Team Presentation Project Contribution Project team process Reflection (online) 20% 10% = 40% 10% Assigned weeks 9-11 Week 9-11 Reflection on Topic (online) 10% Week 10 = 20% Simulation 5% Week 6 Cultural safety: Learning Module (online) Week 5 15% Week 8 Academic Paper 20% Week 9 TOTAL 100% e & [Banagee], Jan_ Revised,

8 8 of 13 The intent of project team assignments is to provide students with an opportunity to further their skills in communication, reflection, group process, decisionmaking, and nursing leadership. Within team assignments, students will have the opportunity to live by the team agreement, which the team develops together. Project team 6 Groups self selected composed of 5-6 members Team Process: 1. Identify timelines, divided tasks, and set up meeting dates. Majority of the project timelines are pre-set by the instructor. 2. It is recommended that your team take minutes during your group meetings in order to ensure all members are clear about task responsibilities and decisions. These minutes do not have to be submitted. ASSIGNMENT OVERVIEW: PROJECT ASSIGNMENTS 40% Collaborative teamwork is essential for success. Students are expected to be creative and to demonstrate the integration of theory into practice. With the course instructor, your team will choose a concept for which the team will coordinate a seminar for the class. Your team s responsibility will be to teach your colleagues by leading interactive learning activities which encompasses the application of course content into practice. Blackboard on-line instructions are included under assignments section in course tools, and marking criteria is under forms on the home page. There are three parts to the project assignments: 1). Project Team Agreement 2). Team Presentation (including on-line project summary) 3). Project Contribution Guidelines for Project Team Agreement - Part One = 10% of final mark This activity is for students to develop team purpose, norms and values in the form of an agreement as a way to establish healthy collegial relationships. The outcome is a collaborative written document that guides professional interactions. All team members must contribute to at least one item of this agreement. This activity builds trust & accountability, and contributes to the success of the team s presentation and member s personal contribution. The essential components of an agreement include: e & [Banagee], Jan_ Revised,

9 9 of 13 Group purpose (e.g. This team will develop a presentation on this topic because give rationale why it is important to nursing. Our team s purpose shall be achieved refer to team values/norms) Group values (e.g. equality, respect, trust, honesty, empathy etc..) Group norms expected of each member. Team members are to actively discuss and prioritize by choosing only those norms that will contribute to the team s effectiveness. Please pick group norms from any of these categories: a. Task (e.g. punctuality; attendance, preparation, time lines) b. Communication (e.g., polite, low calm tone, one speaker at a time) c. Decision-making (e.g. vote, consensus etc..) The length of the agreement should be no longer than one typed page and be submitted online as well as a signed hard copy by all team members be handed in to the instructor on the due date. Guidelines for Project Team Presentation - Part Two = 20% of final mark Team presentation: (see instructions in course tools under assignments & rubric under forms on home page) For the seminars that the team leads, please: 1. Be knowledgeable about the concept by doing research on the topic beyond the class readings. 2. Develop a teaching plan for the instructor on week 5 for feedback. 3. Design a creative presentation for your colleagues incorporating the clinical practice application of concept being taught. Use discussion questions, games, case studies, role-plays, posters, or multimedia. 4. Be interactive to engage the class and improve retention. 5. Respect class timeline, complete within 30 minutes timeslot. 6. Ensure an evaluative component to improve your presentation style and assess learning. 7. Submit a project summary report on date of presentation, 1-2 pages. (online instructions in course tools under assignments). Each project team can decide to choose a topic from the list below or arrange with the instructor on topic more relevant to the team s values/purpose. Teams must sign up for a topic by week 5 as presentations start week 9. Suggested Topics Power in relationships Relational ethics and decision-making Conflict transformation Advocacy & Social Justice e & [Banagee], Jan_ Revised,

10 Group dynamics Values-based decision-making 10 of 13 Project Contribution= 10 % of final marks (see blackboard rubric under forms on home page) Team work per individual member: Active participation in team meetings & in-class activities Completes tasks assigned by the team Active class participation in discussions on-line/in-class and readings Online participation is a requirement of Nursing The online components consist of: a) Preparation for class using the weekly course materials on blackboard b) Two postings on course content and team processes c) Completion of an online learning module on Cultural Safety d) On-line thread discussions on topics and project team process Blackboard instructions are in course tools under assignments and marking criteria in rubrics under forms on home page. Online Required Postings 20 % of final mark 1). Project team process: 10% Each team member must contribute at least one posting by completing the chosen week s learning module questions on team process. This posting can be private and put into the on-line assignment drop box only for the instructor to view and mark. Additionally, students are encouraged to share their postings in the online threaded discussion for their team to view and comment on, in order to build trust, accountability and openness. Online Assignments 2). Reflection On Topic: 10% Each student must complete at least one posting on-line by completing the reflection questions outlined in the chosen week s learning module and submit their answers in the assignment drop-box for marks. Students are encouraged to share their postings in the on-line threaded discussions to consolidate class learning and demonstrate leadership. e & [Banagee], Jan_ Revised,

11 Learning Module: Cultural Safety 15% of final mark 11 of 13 This on-line module teaches about cultural safety and exposes learners to health inequities. The module aims to improve health care access, acknowledge cultural identities and provide a historical analysis of institutional discrimination. The attempt is to reduce unequal power relations between health care providers and First Nation clients. Students will follow on-line instructions in course tools under assignments and complete the required readings, activities and team sharing as part of this assignment. The on-line submission will be no more than 4-5 type pages. For instructions of this assignment see refer to on-line marking rubrics section in forms on the home page. Academic Paper =20 % of final mark Blackboard instructions are in the course tools under assignments and marking criteria in the rubric under forms on the home page. Chosen Relational topic, Beliefs and Practices The paper will discuss a relational clinical practice issue in the following manner: The paper demonstrates understanding of the use of the Langara decision- making framework. The discussion articulates the student s unique nursing philosophy incorporating own beliefs, values and experiences with the chosen topic. The paper will critically apply relational nursing theory to the chosen topic. Ideas are supported by references and class readings using APA style. Students will demonstrate self-awareness in terms of personal growth and professional identity. Students can decide to choose a topic from the list below or arrange with the instructor on more relevant topic to the student. Students must select a paper topic by week 5 as the paper is due week 9 and inform the instructor. This paper will be no more than 6-8 typed pages of content not including references. Suggested Relational Topic List Power in relationships Relational ethics and decision-making Conflict transformation Advocacy & Social Justice Group dynamics Values-based decision-making Spirituality in relationships Cultural safety e & [Banagee], Jan_ Revised,

12 PROFESSIONAL RESPONSIBILITIES 12 of 13 e requires all members of the College community (students and nurse educators) to conduct themselves in a manner that promotes a learning and working environment characterized by encouragement, free inquiry, integrity, mutual respect, professionalism, recognition of achievement, and social responsibility. The College community respects diversity, is civil, and provides for individual safety ( 1). Every practicing nurse in British Columbia, from the beginning student to the expert nurse, is required to assume full responsibility for knowing and adhering to the professional standards of practice. These standards serve primarily to ensure an acceptable level of professionalism (CRNBC, 2008). One of the College of Registered Nurses of British Columbia (CRNBC, 2008) standards of practice is Professional Responsibility and Accountability. Students are expected to have a working knowledge and adhere to the policies of e and those outlined in the e School of Nursing Student Handbook. In particular, the following policies will be reviewed during Week 1 of the semester. 1. ATTENDANCE AND PARTICIPATION 2. SAFE PRACTICE APPRAISAL (SPA) 3. CLASS CONDUCT 4. PROFESSIONALISM & ACADEMIC HONESTY 5. ASSIGNMENTS AND EXAMS 6. EXAM SECURITY 7. WEB NETIQUETTE Students are also required to use appropriate language and APA style for all assignments. Questions relative to the methods of evaluation should be directed to the nurse educator teaching the course section in which students are registered. e & [Banagee], Jan_ Revised,

13 SCHEDULE 13 of 13 WEEK CONCEPTS & CONTENT ASSIGNMENTS 1 First day of class Intro. & overview Team Sign Up - online Class HOWLS Self - values/beliefs Relational Nursing Theory 2 Therapeutic Alliance Team Sign Up- online Class HOWLS due 3 Project Team Process 4 Conflict transformation Project Team Agreement due 5 Relational Ethics and Decision Making Project team process posting due Presentation Teaching Plan due 6 Simulation 7 Praxis & Social Justice Peace process meetings 8 Power& Social Justice Peace process meetings Cultural Safety Learning Module due Group presentations 9 Privilege & Oppression Academic paper due Group presentations 10 Self Care Reflection on Topic Due Group presentations 11 Team Closure Schedule is Subject to change at the Instructors discretion or to provide study opportunities for Students. e & [Banagee], Jan_ Revised,