BSN Program N4246 Nursing Practice 8 Section 1 and 2

Transcription

1 BSN Program N4246 Nursing Practice 8 Section 1 and 2 Section 1 Section 2 Janine Lennox RN, MN Kathryn Duke RN, M.Ed. Office: B010a Office: B010b Telephone: Telephone: jlennox@langara.bc.ca kduke@langara.bc.ca Office hours: by Office hours: by [201030]

2 2 of 17 Table of Contents Course Outline... 3 Process... 3 Learning Outcomes... 4 Overview of Concepts... 4 Required Texts... 4 Resources 5 Evaluation... 6 Assignments... 6 Professional Responsibilities... 7 Schedules... 8 Appendix Appendix Appendix Appendix Appendix e & [Ronaldson], Sep_ Revised,

3 COURSE OUTLINE 3 of 17 This nursing practice experience provides opportunities for participants to consolidate their learning and explore the transition to professional nursing as a BSN graduate. Participants also explore transitions in the health care system and the workplace that affect nurses. Participants develop their practice and enhance their knowledge within a specific area, for example, a particular setting of practice, a certain client population, or a specific health challenge. PROCESS Nursing 4246 is a weekly 4-hour nursing course. It is delivered in an alternative format with classes scheduled to be delivered consecutively in the first week of class and then in the last week to provide a total of 52 hours. An online component using Blackboard CE6 learning management system is also a part of the classroom hours and consists of weekly discussion group topics. 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. Participants learn about professional nursing practice, critical thinking, and critical reflection. Participants identify an area of focus and propose practice goals, experiences, and placements. They work in increasingly independent roles as active practitioners in a variety of nursing contexts. They work in collaboration with experienced practitioners who act as role models and preceptors. Praxis involves the examination of the dynamic interplay between theory and practice. Praxis is actualized by critical reflection, journalling, and active participation in nursing practice seminars. Faculty function as consultants, helping participants in the development and integration of their practice. CLASS OR CLINICAL PRACTICE CANCELLATION The nursing department 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 Students have the opportunity to: consolidate and integrate their learning and to advance their nursing practice e & [Ronaldson], Sep_ Revised,

4 4 of 17 explore issues of nursing practice, particularly in relation to the philosophy underlying the program and the meta and foundational concepts of the curriculum develop professional nursing skills for a variety of organizational climates and to explore various workplace issues explore the development and advancement of their nursing practice. OVERVIEW OF CONCEPTS The organization of this course is around the philosophical foundations of the curriculum and reflects the following concepts: organizational culture and climate power and politics quality of nurses work life networking supportive environments capacity building differences between leadership and management historical development of leadership styles risk management collaboration continuity of care across settings decision making for nursing practice integration of philosophical underpinnings and foundational concepts theoretical applications of nurses making the transition to the BSN role theoretical applications to nursing leadership personal job marketing See more details on the Course Schedule for each learning activities overview. REQUIRED TEXTS All texts from previous terms, including: Marshall-Henty, J., Sams, C., & Bradshaw, J. (2010). Mosby s Canadian comprehensive review of nursing text & your guide to short answer questions on the CRNE package. Toronto, ON: Elsevier. Marshall-Henty, J., & Bradshaw, J. (2010). Mosby s prep guide for the Canadian RN exam. Toronto, ON: Elsevier. OR e & [Ronaldson], Sep_ Revised,

5 5 of 17 Canadian Nurses Association. (2010). The Canadian registered nurse exam prep guide (5th ed.). Ottawa, Ontario: Author. AND Canadian Nurses Association. (2008). Code of ethics: The centennial edition. Ottawa: Author College of Registered Nurses of British Columbia. (2005). Professional practice requirements. Vancouver, BC: Author. College of Registered Nurses of British Columbia. (2009). Competencies in the Context of Entry-level Registered Nurse Practice in British Columbia. Vancouver, BC: Author. e Nursing Department. (2008). BSN handbook. Vancouver, BC: Author. e Nursing Department, (2008). Proficiency tracking tool. Vancouver, BC: Author. e Nursing Department. (2009). Term 10, Nursing Performance Appraisal Form. Vancouver, BC: Author. e Nursing Department. (2010). Term 10 preceptorship manual. Vancouver, BC: Author. RESOURCES Resources include required texts from previous terms and also: Experiences from other course work and nursing practice experience. All previous course materials, texts, etc. Learning partners: other students, nurse educators, nursing staff, clients, etc. Relevant School handbooks/manuals Agency policy, procedure, and other relevant manuals/materials Nursing practice settings Nursing laboratory Selected community resources Selected clients (individuals, families, communities) The Writing Centre, located on the second floor of the e Library. OTHER RESOURCES MAY 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 & [Ronaldson], Sep_ Revised,

6 6 of 17 Various websites, audio visual aides and handouts provided in class Nursing program textbooks Community resources Nursing practice settings Other nurse educators who are responsible for this course are: Deb Filleul, RN, B.Sc.N. Office: B010d Office hours: By EVALUATION Deb Filleul, RN, BSN, MSN Office: B153c Office hours: By In order to receive a minimum of 65% or a C+ or S grade in Nursing 1109, 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 Nursing Department 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 Nursing Department 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. Failure to complete or submit an assignment will result in a mark of 0 for the given course. 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 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 e & [Ronaldson], Sep_ Revised,

7 7 of 17 movement in your understanding of the course s concepts and/or scholarly writing. ASSIGNMENTS Evaluation of the Learning Outcomes of Nursing 4246 include: Class Assignment Weight Due Date Preceptor.ca 15 Week 3 Learning Objectives Plan 15 Week 2 Critical Incident Analysis 35 Week 8 Debate 30 Week 13 Webboard Discussions 20% midterm & final Clinical Practice 360 hours. S/U Practice Appraisal Form for Term 10 is used to evaluate clinical practice. Clinical Practice Assignments Weight Due Date Midterm PAF S Week 6 Final PAF S Week 12 Individual nurse educators may require individual assignments PROFESSIONAL RESPONSIBILITIES 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 Nursing Department Student Handbook. In particular, the following policies will be reviewed during Week 1 of the semester. 1. ATTENDANCE AND PARTICIPATION e & [Ronaldson], Sep_ Revised,

8 2. CLASS CONDUCT 3. PROFESSIONALISM & ACADEMIC HONESTY 4. ASSIGNMENTS AND EXAMS 5. WEB NETIQUETTE 8 of 17 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 & [Ronaldson], Sep_ Revised,

9 SCHEDULE 9 of 17 This course is scheduled to front end load classes within the first week to prepare students for the preceptorship. After the first week of class students will attend clinical practice with their preceptors according to the preceptors schedules. Webboard discussions, assignments and meetings with instructors will take place during this clinical practice. Students will attend two class days at the end of the term. WEEK DATE CONCEPTS & CONTENT ASSIGNMENTS 1 SEPT- 7 2 SEPT SEPT 20 4 SEPT 27 5 OCT 4 6 OCT 11 7 OCT 18 8 OCT 25 9 NOV 1 10 NOV 8 11 NOV NOV NOV 29 Introduction to all concepts and course Clinical Practice Learning Objectives Mid Term Evals and BB CI Analysis due DEC 2 & 3 WRAP UP AND PRESENTATIONS Final Evaluations& BB Debate presentation e & [Ronaldson], Sep_ Revised,

10 Appendix 1 Webboard Discussions 20 % 10 of 17 The schedule for discussions are posted below and on the Blackboard site. Topics include a sharing session regarding your placement, orientation to the preceptorship, your critical incident situation, the Workplace Issues Learning Activity and wrap up of the course. For the Workplace Issues, a schedule for your posting will be decided during initial classes. It is expected that you will respond to classmates postings and the following criteria will be utilized to provide marks for the activity. Guidelines for online discussions will be provided in the course resources. This rubric is intended to demonstrate different levels of achievement in discussions as well as to highlight the criteria used for evaluation. Utilize this rubric along with examples of your postings which illustrate your participation self-assigned mark. (out of 10% for midterm and 10% for final) Criterion Exemplary Acceptable Undeveloped Insightfulness Posting demonstrates Posting shows some Posting demonstrates thorough understanding of topic lack of understanding /6 understanding of the though perhaps or predominate topic, incorporates imperfect or superficiality knowledge from superficial at times 0 readings and lectures 3 6 Organization Posting contains a Posting contains Posting jumps from /3 logical progression of logical progression of idea to idea without ideas with good ideas; may have clear purpose or transitions between some rough direction points 3 transitions Clarity of Posting reflects Posting may have Numerous poorlychosen Communication consistently thoughtful infrequent lapses in words or /3 word choices with word choice or clarity improper use of terms clearly worded of meaning that obscure meaning sentences and 1.5 paragraphs 0 3 Writing Mechanics Grammar and Occasional grammar Numerous grammar /3 punctuation uniformly and/or punctuation and/or punctuation conform to standards of scholarly writing 3 errors 1.5 errors 0 Total: /20 e & [Ronaldson], Sep_ Revised,

11 Black Board Discussions Schedule 11 of 17 DATE TOPIC EXPECTATIONS ASSIGNMENTS Sept 6 Orientation Sept 13 Orientation Sept 20 Assessment Sept 27 Evaluation Oct 4 Conflict Oct 11 Mid term check and Debate work Oct18 Debate work Mid term BB eval Oct 25 Workplace Issues Nov 1 Workplace Issues Nov 8 Workplace Issues Nov 15 Debate work Nov 22 Final check Final BB eval Nov 29 BLACK BOARD TOPICS Students will find that the preceptorship experience is very different from traditional group placements. You will need to acquire skills to assist you to navigate unit culture, relationships and practice. The Black Board discussions will help you to develop insight into workplace expectations and procedures. The focus is on preparing students and providing supports for the preceptorship. Preceptor.ca is a website which provides specific information for students in this type of placement. Students will work through each module and any applicable additional readings while posting reflections on BB in the first weeks of the term. Discussion with the student group and guidance from section course leader will form the expectations for these discussions. After mid-term each group will post workplace issues discovered in the various clinical practice placements. Utilizing the Quality Practice Guidelines developed by the CRNBC students will analyze each situation and contribute to the discussion generated by each group member. Additionally, the BB forum will allow each group to work on developing their debate topic and to present the pro and con positions for the group s chosen statement. Through developing the online debate, each group will be prepared for the final debate presentation on the last days of class. e & [Ronaldson], Sep_ Revised,

12 Appendix 2 2. Learning Objectives Plan 15% 12 of 17 Research regarding preceptorships has established that student performance is enhanced by the establishment of specific goals with plans for achievement. You will be given a format for development of your learning plan which you will begin to develop with your classroom nurse educator in the preliminary class days. You will share these objectives with your clinical practice placement nurse educator and your preceptor, developing firm goals and objectives within two weeks of beginning the preceptorship practice placement. These goals and objectives will be reviewed and revised as necessary at mid-term and final evaluations. See the Learning Activity associated with this assignment which is placed under Learning Activities on the N4246 BlackBoard site. This assignment must be submitted to your section classroom nurse educator. Additional details will be given in class.. e & [Ronaldson], Sep_ Revised,

13 Appendix 3 3. Critical Incident Analysis 35% 13 of 17 Critical incident analysis (Ford cited in Webster, 2002) and reflective writing (Webster, 2002) facilitates development of insight into practice. Students frequently experience at least one critical incident within the final term. The purpose of this assignment is to assist students in developing critical thinking skills about critical incidents through reflective writing. Students will identify an incident which caused them to think about the situation or which caused them to feel disturbed about the ethics of the situation. This incident may involve patients, co-workers or patient family members. Students will reflect on the incident to clarify, understand and learn about the situation. Utilizing empirical and tacit knowledge, skills and experiences the student will identify outcomes for the patient and indicators for future consideration. It is expected that all academic papers will be appropriately referenced utilizing APA style. Additionally, APA style requires an introduction and body of the paper (as specified below). In the introduction, it is applicable to introduce the concept of critical incident analysis so that the reader understands the framework for your writing. It is essential that you read and refer to the Webster article when you write this paper but it is also essential that you search out other sources to support your conclusions. Gibbs (cited in Webster, 2002) outlines six steps to analyze a critical incident. The steps are as follows: 1. Description of the incident (What happened?) 2. Feelings (What were you thinking and feeling?) 3. Analysis (What sense can you make of the situation?) Here you will bring in empirical evidence from literature searches related to the physical, social, psychological, cultural, or other information related to the situation. 4. Conclusion (What else could you have done?). Again, search the literature, policies, professional guidelines for information to support and guide your reflections and writing. 5. Evaluation (What was good and bad about the experience?) 6. Action plan (If it arose again, what would you do?) Webster, J. (2002). Using reflective writing to gain insight into practice with older people. Nursing Older People, 14(9), Evaluation Evaluation will be based on your ability to identify and synthesize learning and experience from this critical incident. The organization and clarity of the writing, formatting, description and analysis will be critical to your marks in this e & [Ronaldson], Sep_ Revised,

14 14 of 17 assignment. Expectations are that this assignment will produce papers of excellent academic quality reflective of the baccalaureate degree being granted. It is not a journal and the paper is expected to be referenced as would any other academic paper. Referenced material should relate to the critical incident analysis technique itself (the Webster article or others), the topic or focus of the incident, health care challenge or nursing care provided. The paper should be 5 pages or 1200 words. EASY GUIDE format will be used to mark the paper. The Easy Guide will be available on Blackboard. e & [Ronaldson], Sep_ Revised,

15 Term 10 Debate (30%) Concepts: Appendix 4 4. Debate 30% 15 of 17 Learning Outcomes: This assignment is intended to increase your skills in supporting your decisions through investigation of evidence and thinking critically about an issue. Participants will develop debating skills Participants will develop knowledge of both sides of a contentious subject area /concept Participants will develop critical reflection skills. Overview: Debate can be defined as an old teaching-learning strategy that presupposes an established position, either pro or con, on an issue, assertion, proposition, or solution to a problem Tumposky suggested that debate nurtures students critical thinking skills and awareness of thought, and facilitates clinical reasoning and ability to share viewpoints with others while learning specific content (Darby, 2007). In Preparation: In your Blackboard groups choose a concept from the term 10 concept map found in Learning Resources on the Black Board site. Discuss and eventually determine a topic which the group as a whole would like to engage in debate. These topics may be related to an issue in global health, health care policy, interprofessional practice, nursing education, nursing practice, or patient safety as examples. The topic must provide an opportunity to take opposite sides in the discussion. Each group will develop a statement which then provides the basis for the debate. For example, Immunization for influenza should be mandatory for all health care professionals. This statement then provides the basis for the pro side, the evidence which supports the statement and for the con side, the evidence which supports voluntary immunization. As a group you will choose members to support each side of the debate. Search the applicable literature or other sources to support your side of the argument. It is expected that you will utilize at least three references. Also refer to the websites listed below to learn a few debating skills. You are also encouraged to source additional resources. e & [Ronaldson], Sep_ Revised,

16 16 of 17 Your section classroom instructor will assist you in developing your statement and debate materials through BlackBoard discussions. You will need to script your debate positions through development of a Power Point presentation and choose one or more group members to verbally present the debate in the final class days. The online PowerPoint presentation will be posted for your group only so that both sides of the debate can be viewed by the group. This will also allow you to form your rebuttals to defend your side of the argument. The intent is not a competition but to present both sides. But it could be fun! You will present your debate orally on the final class days. You will present both sides or the debate, be able to rebut the opposite side s argument and summarize your points. You may use your Power Points as an adjunct to the oral presentation. The audience will be able to ask questions of the presenting group. Participants will be aware of the topics prior to the presentations. Category Explanation of Marks Marks Due Date Topic choice References statement 5% Sept 21 Written Summary 5% Nov 30 Verbal Presentation Strength of arguments Depth of coverage of the topic Conviction in presentation 5% 5% 5% Dec 3 References: Darby, M., (2007). Debate: A teaching-learning strategy for developing competence in communication and critical thinking. Journal of Dental Hygiene, 81(4), How to debate effectively: Techniques for prevailing in a debate. How to debate. You Tube Debate Videos. 8#q=how+to+debate&hl=en&prmd=vb&source=univ&tbs=vid:1&tbo=u&ei=BMOC TJ6yMYXAsAOJ_qz3Bw&sa=X&oi=video_result_group&ct=title&resnum=5&ved =0CDIQqwQwBA&fp= fb98f224b e & [Ronaldson], Sep_ Revised,

17 Appendix 5 Midterm and Final Practice Appraisal Forms (PAF) 17 of 17 "As students work through the BSN program, there is ongoing assessment. This assessment takes different forms. Evidence of progress is assessed through means such as journal writing, nursing practice experiences, discussions between nurse educators and students. It is expected that the student will participate in self-evaluation and articulate experiences in practice. That is, the student is expected to critically reflect on their own practice and to identify their own learning needs" (CNP, 2004, p. 3-20). Assessing your progress is an integral component of learning at Langara College. Part of your responsibilities as a nursing student is to develop your skills of self-evaluation and reflection, and to critically examine your own overall standards of practice [Domains of Practice, Professional Responsibility Domain, Competency # 4.4]. The e Nursing Practice Appraisal Form Tool, adapted from the College of Registered Nurses of British Columbia (CRNBC)'s standards of practice, is used to identify demonstrated behaviours that indicate a satisfactory (S) performance and progression in the student s ability to attain the competencies identified in each of the five domains of nursing practice. Quality indicators are also included in the PAF to provide you with examples to support achievement of the competencies. Each student is required to complete The e Nursing Practice Appraisal form (PAF) twice throughout the term. The first completion will occur at midterm. The second completion will occur at the end of the term. Both the nurse educator and the student will add his or her own evidence in the PAF separately. Both parties will then meet at a mutually agreed upon day and time, review the PAF, clarify any points, and identify goals. Each PAF must be signed and dated by the nurse educator and the individual student. Each student will then receive a copy of his or her midterm and final Practice Appraisal. Please note: A signature represents that the nurse educator and the student have read the document. The signature does not represent agreement of what is documented in the Practice Appraisal form. Both the nurse educator and the individual student have the ability to record a statement at the bottom of the form signifying any disagreement with the contents, if applicable. Please submit an electronic copy of the midterm and final PAF to your nurse educator by appropriate due dates. Please label the electronic document as: 1) MidtermPAF_N4246_(addyourname) 2) FinalPAF_N4246_(addyourname) e & [Ronaldson], Sep_ Revised,