BSN Program Nursing 1121 Professional Growth 1 Section 2

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1 BSN Program Nursing 1121 Professional Growth 1 Section 2 Jennifer Timer RN BA, BScN, MSN Office: B153i Telephone: Office hours: Thursdays and by [201030]

2 Table of Contents Course Outline... 3 Process... 3 Learning Outcomes... 3 Overview of Concepts... 4 Required Texts... 4 Evaluation... 5 Assignments... 6 Professional Responsibilities... 6 Schedule... 7 Appendix 1 - Bibliography... 8 Appendix 2 - Blackboard Discussions Appendix 3 - Exams of 16 Compassion~Fairness~Honesty~Respect~Responsibility e & [J. timer], Jan_ Revised, Material adapted from course syllabi, Swanson_Liversidge_LeCavalier,_Stunder,_Rosentreter,

3 COURSE OUTLINE This course provides an introduction to the profession of nursing. The philosophical underpinnings and foundational concepts of the program are explored. The history of nursing, including a gendered analysis of the profession, is examined. The role of the nurse in the Canadian health care system is emphasized, as is the relationship between theory, practice, and research. Participants are introduced to the processes of critical thinking, critical reflection, and critical writing. PROCESS Nursing 1121 is a weekly 4-hour nursing course. It is delivered in a mixed-mode format, consisting weekly of a two hour face-to-face class component and a two hour online component using the 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 CANCELLATION The nursing department makes every effort to replace a nurse educator when s/he is unable to attend a class. If a nurse educator needs to cancel a class, for whatever the reason, information regarding the class cancellation will be posted on Blackboard CE6 as well as at the Registrar's Office (B-Building). It is important, therefore, to log on to Blackboard the day of class. LEARNING OUTCOMES Students have the opportunity to: 3 Develop knowledge and awareness of the culture of the nursing profession. Learn about the transitions that have occurred in nursing. Learn about the historical roots and traditions of the profession (with attention to the gendered history of nursing), become aware of the profession's influence on present-day nursing, and envision how the nursing profession may be actualized in the future. Develop an appreciation for the scope and context of contemporary nursing practice. Develop an awareness of the philosophy, beliefs, and values upon which the Nursing Program is based. Develop and understand self evaluation. Use informatics and research in scholarly writing.

4 OVERVIEW OF CONCEPTS 4 of 16 This course is organized around the philosophical foundations of the curriculum and reflects the following concepts: nursing caring and health promotion professionalism (including ethics, confidentiality, consent, legalities, and standards of practice) learning (e.g., critical thinking, critical reflection, critical writing) self as learner (learning styles, readiness to learn) social construction of nursing, historical perspective, socialization, society's views and expectations philosophy of the program humanism, phenomenology, feminism, critical social theory informatics image feminist perspectives on the gendered history of nursing gender issues (introductory level) evidence-informed practice introduction to the Canadian health care system introduction to professional resources (e.g., libraries, journals, CRNBC, CNA) REQUIRED TEXTS American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Davies, B., & Logan, J. (2008). Reading research: A user-friendly guide for nurses and other health professionals (4th ed.). Toronto, ON: Elsevier Canada. McIntyre, M., & McDonald, C. (2009). Realities of Canadian nursing: Professional, practice, and power issue (3rd ed.). Philadelphia: Lippincott Williams & Wilkins. Potter, P., Perry, A., Ross-Kerr, J., & Wood, M. (2006). Canadian fundamentals of nursing (3rd ed.). Toronto, ON: Elsevier Canada. (IN ADDITION: Students will also be required to access additional resources, including journal articles and websites. All required reading will be outlined both in weekly classes and learning activities.) Compassion~Fairness~Honesty~Respect~Responsibility e & [J. timer], Jan_ Revised, Material adapted from course syllabi, Swanson_Liversidge_LeCavalier,_Stunder,_Rosentreter,

5 ADDITIONAL RESOURCES Canadian Nurses Association. (2008). Code of ethics: The centennial edition. Ottawa: Author. e Nursing Department. (2010). BSN handbook. Vancouver, BC: Author. e Nursing Department. (2008). Proficiency tracking tool. Vancouver, BC: Author. e Nursing Department. (2008). Term 1 Performance Appraisal Form. Vancouver, BC: Author. The Writing Centre on the 2nd floor of the e Library EVALUATION In order to receive a minimum of 65% or a C+ or S grade in Nursing 1121, 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, 66% 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 5 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 an extension must be discussed with the 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.

6 6 of 16 Anticipate a 1-2 week turn around response period for your nurse educator to adequately reflect and provide you with feedback to encourage forward movement in your understanding of the course s concepts and/or scholarly writing. ASSIGNMENTS Evaluation of the Learning Outcomes of Nursing 1121 include: Class Assignment Weight Due Date Blackboard Discussions 20 Ongoing Bibliography 25 Week 6 Midterm #1 25 Week 9 Final Exam 30 Exam Week 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 CRNBC standards of practice is Professional Responsibility and Accountability. Students are expected to have a working knowledge of 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 2. SAFE PRACTICE APPRAISAL (SPA) 3. CLASS CONDUCT 4. PROFESSIONALISM & ACADEMIC HONESTY 5. ASSIGNMENTS AND EXAMS 6. EXAM SECURITY Compassion~Fairness~Honesty~Respect~Responsibility e & [J. timer], Jan_ Revised, Material adapted from course syllabi, Swanson_Liversidge_LeCavalier,_Stunder,_Rosentreter,

7 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 educator teaching the course section in which students are registered. SCHEDULE WEEK DATE CLASS CONCEPTS, CONTENT ASSIGNMENTS 1 Sep 09 Introduction to Professional Growth I Nursing Theories and Conceptual Frameworks Confidentiality and Informed Consent 2 Sep 16 Nurse as Scholar Introduction to Academic Writing/APA 3 Sep 23 Library Electronic Searches/Nursing Databases Canadian Health Care Delivery Systems 4 Sep 30 Historical Perspectives Leaders in Nursing 5 Oct 07 Nursing Associations + Unions Technology and Informatics in Nursing 6 Oct 14 BIBLIOGRAPHY DUE at beginning of class Nursing Research / Evidence-Based Practice CNA Best Practice Guidelines 7 Oct 21 Ethical Concepts in Nursing Legalities of Nursing 8 Oct 28 Professional Nursing Standards CRNBC Standards of Practice 9 Nov 04 MID TERM EXAM 1 HOUR Nursing Image, Professionalism, Professional Roles, Interprofessionalism RN/LPN Scope of practice 10 Nov 11 No Class 11 Nov 18 Nursing in the Media 7 12 Nov 25 Life Long Learning Resume Writing 13 Dec 02 Wrap-up session/review for exam 14 Dec 09 Study for Final Exam

8 8 of 16 Compassion~Fairness~Honesty~Respect~Responsibility e & [J. timer], Jan_ Revised, Material adapted from course syllabi, Swanson_Liversidge_LeCavalier,_Stunder,_Rosentreter,

9 Overview Appendix 1 Writing a Bibliography -- Weight 25% -- Due Oct 14 Writing is an integral part of the academic process and the nursing profession. Writing helps build the cognitive skills needed for the complex decision making required in nursing practice (McCarthy & Bowers, 1994). Nurses write nursing documentation, scholarly research, and professional communication. With a strong focus on proper APA style, this paper will address the notion of writing as a scholarly activity that is a key component of the nursing profession. Objectives Develop writing skills appropriate to the professional needs of nurses Become proficient in conducting literature searches Employ the use of nursing research and literature in written work Apply knowledge and skills gained in English 1127 or 1128 Apply APA style in written work Content Using a minimum of three current, peer-reviewed, academic nursing journals, you will discuss why writing is a key component of the nursing profession. This assignment is not an opinion paper or a personal reflection you must use relevant nursing research, evidence, or literature to support your thesis. In addition, you will also address at least two additional topics relevant to scholarly writing. Potential additional topics include plagiarism, intellectual property, reducing bias in language, and the importance of nursing publications. Format 9 Proper APA style must be used throughout the paper. The first half of the paper should focus on why writing is a key component of the nursing profession. The second half of the paper should focus on the additional (minimum two) topics relevant to scholarly writing. Remember that this is a NURSING paper therefore you must use nursing literature and ensure the focus of your paper is nursing The paper will be maximum 6 pages including title page and reference list. Your final paper should look as though you are submitting it for publication. Grading This assignment will be marked using the EASY Guide see below for details.

10 Criteria CONTENT The E A S Y Guide Comments ORGANIZATION /3 EFFECTIVENESS OF EXPRESSION MECHANICS/ APA Total CONTENT Faculty Mark /12 /3 /7 /25 10 of The theme fits the assignment. 2. The writing limits the subject and focuses clearly and logically on a central idea. 3. Ideas are expressed rationally and without fallacy. 4. The idea presented is thought provoking and represents a significant challenge for the writer. 5. General statements are supported and explained with facts, specific instances, quotations, and other detail to make the theme clear. The best themes indicate a conclusiveness of supporting evidence, showing for example, that an instance or an illustration is typical or that the sample is representative. 6. The writer demonstrates knowledge of the subject whether gained by experience or by study. ORGANIZATION 1. APA format headings are used properly. 2. The focus and purpose are clearly identified through introduction and statement of thesis. 3. There is an introduction, body, and conclusion. A superior paper introduces the thesis so that it engages the concern or interest of the reader. The conclusion is emphatic, often suggesting the larger significance of the restricted thesis. 4. All paragraphs are developed and contribute to the total unity and development of the theme. Compassion~Fairness~Honesty~Respect~Responsibility e & [J. timer], Jan_ Revised, Material adapted from course syllabi, Swanson_Liversidge_LeCavalier,_Stunder,_Rosentreter,

11 5. Individual paragraphs are sufficiently developed with relevant and specific detail. There are adequate transitions between sentences and between paragraphs. 6. Transitions contribute to a logical progression of ideas. 7. The more important points are placed in positions of greater emphasis. EFFECTIVENESS OF EXPRESSION 1. The point of view or voice is consistent and appropriate. 2. Sentence patterns are coherent and varied. 3. The writing is concise; it avoids excessive wordiness and unnecessary repetition. 4. Trite expressions and slang words are not used in the writing. 5. The writing uses words correctly and avoids poor parallelism and unnecessary shifts in tenses. 6. Words are clear and accurate, appropriate to writer, reader, subject and situation. 7. Subordination is used appropriately. MECHANICS/APA A superior paper fits APA manuscript form and is free from mechanical errors. Following is a list of errors that are considered to detract from a theme. 1. Improper APA format ***0.25 MARKS WILL BE DEDUCTED PER APA ERROR*** 2. Misspellings 3. Unnecessary shifts in tense 4. Incorrect verb form 5. Lack of subject-verb agreement 11

12 Overview Appendix 2 Time to Speak: Online Reflective Discussions 12 of 16 Blackboard discussions are an integral part of this Professional Growth course, and worth 20% of the total course grade. You will be assigned a mark based on the extent and quality of your individual participation, collaboration, and feedback within your discussion group. The mark you will be assigned is individualized for each person within the group. There will be three graded discussions each worth 5% of the total course grade. *see Rubric below. Feedback will comprise the remaining 5%. ***Late submissions will have marks deducted accordingly*** Two of the main reasons for Blackboard discussions are to stimulate your thinking and to encourage you to be an active participant in your own learning. Keep in mind that there are no right or wrong responses to any part of these discussions. The main objectives are to explore the topics presented, to share your thoughts, and to practice giving feedback. Dates Discussion # Start Date Initial Posting Due End of Discussion Introductions Sept 9 n/a Sept 16 1 st Discussion Sept 16 Sept 2 nd Discussion Oct 7 Oct rd Discussion Nov 4 Nov 0900 Expectations Oct 0900 Nov 0900 Nov 0900 Provide at least one weekly individual contribution (approximately one to two concise paragraphs per contribution) AND respond/comment to at least two of your group members' postings. Compassion~Fairness~Honesty~Respect~Responsibility e & [J. timer], Jan_ Revised, Material adapted from course syllabi, Swanson_Liversidge_LeCavalier,_Stunder,_Rosentreter,

13 Post reflective comments which are specific, focused, timely, and related to the readings, questions, and comments of others. Contribute new information about the topic by providing an example, an experience, or a new source of knowledge (e.g., a journal article or website summary). Please ensure your postings add to the discussion. Refrain from simply stating I agree or That is a good point. Demonstrate openness to the groups' diversity of knowledge and views in a respectful manner. Use proper APA format when referencing or citing a source. Learning Objectives Through Blackboard discussions, all learners are given the opportunity (and are expected) to be equally involved in sharing valuable thoughts and ideas. A wide range of nursing Professional Growth topics will be introduced and explored using this venue. Some of the topics may be related specifically to class content, while others may not. These discussions are intended to be an extension or supplement to in-class content it should not be a mere duplication of what was already covered in class. Required Readings Some topics will require that you complete additional readings or visit specific websites, while for other discussion topics you need only rely on sharing your personal thoughts. The directions will be made very clear when the topics for discussion are presented. 13

14 Blackboard Activity Rubric Nursing 1121 Criteria Exemplary (5) Good (4) Satisfactory (3) Poor (2) Unacceptable(1) Knowledge of the subject matter Evidence of research Grammar, punctuation, spelling Addresses the assigned topic Originality Exceeds all the required criteria at a highly proficient level Meets all the requirements. Meets the basic criteria for the assignment Meets some of the Fails to meet the criteria, but not at a project criteria level of proficiency Bring forth new or Present new or Know basic Displays only a Displays no expanded ideas expanded ideas information but minimal grasp of understanding of the that reflect high and makes don t apply it to an the concepts central concepts. level of critical practical applicationexpanded idea covered. Does not thinking on the expand upon the topic and central concepts. demonstrate practical application. Looked at other Doing the research Doesn t properly Doesn t properly Lack of appropriate online resources. by not necessarily use the research in use the research in research. Quoted course making a clear support of their support of their content. Properly connection ideas. Citations ideas. Citations No citations. cite from either between the contain errors (i.e.: contain errors (i.e.: primary or research and an failure to list author, failure to list author, secondary text. idea. etc.) etc.) or no citations Apply a concept at all. Research from the research used does not Properly cite to an original idea. support or resources. contradicts argument presented. The writing exhibits The writing exhibits The writing exhibits Numerous Excessive number of the following the following the following structural, errors. attributes: Good attributes: Good attributes: Few or grammatical or sentence structure. sentence structure. no structural, spelling errors. No understanding of Varied prose. Varied prose. Good grammatical or course vocabulary. Excellent choice of choice of spelling errors. Little demonstration vocabulary. vocabulary Limited scope of of vocabulary of the (appropriate for (appropriate for vocabulary used subject matter. subject matter). No subject matter). and variety of structural, Few or no sentence structure. grammatical or structural, spelling errors. grammatical or spelling errors. Directly answers Directly answers Indirectly answers Does not address Does not address the the question asked, the question asked. the assigned the assigned assigned question. and provides Meets all the question. Meets the question. Meets Does not meet any of additional insights. requirements of the majority of the only minimal the assignment Meets or exceeds assignment. assignment criteria. assignment criteria. criteria. all the assignment criteria. Evidence of original thought apparent throughout the posting. Clear application of the course concept being discussed. Evidence of original Allusion to an thought apparent original idea but throughout the with no clear posting with connection to the reference to the assigned topic or assigned topic or concept concept. Random original thoughts; no cohesion among ideas presented. No evidence of original thought

15 Timeliness Responses to Others Feedback Initial posting Initial posting Posts by the Postings, either Initial posting or completed on or before deadline, completed on or slightly before deadline; right on time. initial comments or responses submitted responses, within 1 more than one day allowing for sufficient time for peers to read, deadline. Response postings completed on or before day after deadline. after the deadline, or not submitted. reflect and respond assigned deadline. to it. Response postings completed on or before assigned deadline. Support or refute Support or refute Supports or refutes Does not refer to Does not address the the original posting the original posting, the original posting. the posting directly posting. with additional introducing a new or simply agrees or evidence. Respect topic or concept. disagrees without Respect the view of Does not respect the the view of peers Respect the view of explanation. Does peers by using views of peers by by using academic peers by using not respect the academic and non blatantly failing to use and non academic and non views of peers threatening academic and non threatening threatening fails to use language threatening language language academic and non language. threatening language. Feedback is Feedback is based Feedback is based Feedback is Feedback is vague, specific, timely, on specific partially on personal and/or not personal, based on supportive, and observations but is described supportively inferences, and/or is constructive. Focus disjointed from observations and phrased. judgmental. is on behaviour and relative partially on inferred observations, and conversation and/or understandings. is descriptive with is lacking examples, not examples. personal, inferential, or judgmental.

16 Appendix 3 Critical Appraisal of Nursing Knowledge ~ Midterm and Final Exams What do I know? How are my 'ways of knowing' being assessed? Exams can provide direction ~ a determination of how much personal development has been achieved ~ and allow us to set new goals for continued personal growth towards becoming a safe, competent, and ethical practitioner. There are 2 exams in this course, focusing on the concepts of N1121. Material tested will include notes from power point presentations, readings, class discussions, and student presentations (as well as any guest speakers presentations or DVDs viewed). Mark : 55 % of total Mark Format The midterm exam is worth 25% of your total mark. The final exam is worth 30% of your total mark. To give students the opportunity to prepare for the Canadian Registered Nurses Exam (CRNE), each exam will be designed to reflect its format and delivery. "The purpose of the CRNE is to protect the public by ensuring that the entry-level registered nurse possesses the competencies required to practice safely and effectively" (CNA, p.1 para. 4). Each exam will therefore include multiple choice questions. The midterm exam will be approximately 1 hour in length and the final exam will be 2 hours in length. Every student will require student ID. Dates Midterm Exam - Week 9 November 4 Final Exam - TBD - Week 14 16

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