How To Teach Nursing 1121

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1 COURSE FACILITATOR: Nursing Nursing 1121 : Professional Growth I Introductory Course Packet Bow Lee CONTACT: Office: B153D Phone: blee@langara.bc.ca

2 COURSE DESCRIPTION Professional Growth I: Nurses Work Semester One This course provides an introduction to the profession of nursing. The philosophical foundations and the 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 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. ENDS-IN-VIEW This course has three intentions: (1) to develop an awareness of the nursing profession; (2) to develop an awareness of the philosophy of the curriculum; and (3) to develop an appreciation of the role of informatics in the nursing profession. First, participants have opportunities to develop their knowledge and awareness of the culture of the nursing profession and learn about the transitions that have occurred in nursing. In particular, participants 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. In this sense, participants have opportunities to develop an appreciation for the scope and context of contemporary nursing practice. Second, participants have opportunities to develop an awareness of the philosophy, beliefs, and values upon which the CNP is based. PROCESS The course is designed to introduce participants to the profession of nursing and the philosophical foundations and foundational concepts of the nursing program. Learning activities are designed to engage the participants actively in experiencing many of the values and beliefs in the program philosophy. The participants use resources and engage actively in dialogue (written and oral), individually and in small and large groups. (Course Description, Ends-in-View, Process + Overview as outlined in Collaborative Curriculum Guide, Partners of the Collaborative Nursing Program in British Columbia, 2004, May Revised) pp 4-6 to 4-7)

The role of the nurse in the health care system is emphasized, as is the relationship between theory, practice, and research.

3 OVERVIEW This course is organized around the philosophical foundations of the curriculum and reflects the following concepts: nursing caring and health promotion professionalism (includes ethics, concept of confidentiality, legalities, standards of practice, and ethical conduct) learning (e.g., critical thinking, critical reflection, critical writing) self as learner (learning styles, readiness to learn) context/culture ways of knowing personal meaning time/transitions social construction of nursing B 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 at introductory level evidence-based practice introduction to health care system introduction to professional resources (e.g., libraries, journals, RNABC, CNA) RESOURCES INCLUDE: Selected readings from the CNP Curriculum Guide (philosophical foundations, meta and foundational concepts) Competencies in the Context of Entry-level Registered Nurse Practice in British Columbia (CRNBC, 2006) (will be in effect Jan 2007 available on CRNBC website) Professional Standards for Registered Nurses and Nurse Practitioners (CRNBC, 2005) (also on CRNBC website) The New Health Care (RNABC, 1998) (on CRNBC website) RNABC Student Membership Selected readings (history of nursing, nursing theorists, characteristics of a profession/ professional) CNA Code of Ethics for Nurses (1997) Library tours (on and off site) History of Nursing Resource Group Audiovisual and computer resources Course Learning Activities Faculty + Peers

lities, standards of practice, and ethical conduct) learning

4 CRITERIA FOR EVALUATION : (will be discussed further in class) Assignments related to Learning Activities 25% (Library Assignment /5, APA / Standards /5, WebCT Discussion participation /15) In-Class Midterm Quiz 25% Written Assignment 20% Final Exam 30% Grading Scale (As per Nursing Student Policies and Guidelines): A % A % A % B % B % B % C % C % (MINIMUM grade requirement to PASS.) C % D % F - 49% or below REQUIRED REFERENCE TEXTS American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. Davies, B., & Logan, J. (2003). Reading research: A user-friendly guide for nurses and other health professionals (3 rd ed.). Toronto, ON, Canada: Elsevier Canada. [Primarily used for reference only] McIntyre, M., Thomlinson, E. & McDonald, C. (2006). Realities of Canadian nursing: Professional, practice, and power issue (2 nd ed.). Philadelphia: Lippincott Williams & Wilkins. Potter, P., Perry, A., Ross-Kerr, J., & Wood, M. (2006). Canadian fundamentals of nursing (3 rd ed.). Toronto, ON, Canada: Elsevier Canada. (NOTE: Students will also be required to access additional sources, including journal articles and websites. All required reading will be outlined both in weekly classes + learning activities.)

65-69% C - 60-64% (MINIMUM grade requirement to PASS.) C- - 55-59% D - 50-54% F - 49% or below REQUIRED REFERENCE TEXTS American Psychological Association. (2001).

5 NURSING COURSE REQUIREMENTS for PROFESSIONAL GROWTH Adapted from Student Understandings, R. Paul The following list of expectations/student requirements for this course is itemized, and will be discussed in class. If you have questions or are unclear about any item, please clarify these with the course facilitator. It is understood that All students registered in Nursing 1121 have read and agree with the points itemized, unless a written response is submitted to the course facilitator before the end of the 2 nd week of classes. 1. This course consists primarily of large and small group work and discussions to enhance participatory learning. Though not totally avoidable, lecture-style will be kept to a minimum. 2. Consistent class attendance and active participation both in class and through WebCT discussions is required. 3. In order to be an active participant during class discussions, pre-assigned course readings, reflections, and work must be completed. 4. If unable to attend class due to illness, or some other urgent issue, the student is required to inform the instructor prior to class via either or voic . As well, the student will take full responsibility for making up for any content missed. It is advisable to set up a buddy system in order to ensure you are able to obtain class handouts and keep on top of what has been missed. The facilitator s will not be responsible to review and re-teach missed class content due to absences. 5. Learning Activities are used throughout this course both in preparation for classes, during classroom activities, and for reflection. If unclear as to work required for these learning activities, it is the student s responsibility to ask for clarification. 6. A C grade, and Satisfactory attendance record constitutes a passing grade in this course. Required graded work includes: - Library Assignments (Workbook or Log) + required Learning Activities exercises noted in learning activites; - Participation in WebCT discussions; - Academic Paper Assignment; - Written Quiz # 1 and Final Exam. 7. All written assignments must be completed and submitted as requested by the designated deadline date/time. If assignments are late without a legitimate reason (eg. emergency type situation), marks will be deducted from late assignments with a cumulative 5% reduction each day (including weekends) the assignment is overdue. 8. If unable to write in-class quizzes, students are required to inform the facilitator via e- mail or phone prior to the scheduled quiz; or will receive an automatic zero (0). These quizzes will not be rescheduled or re-written. Instead, the student will be required to submit an additional academic paper assignment on a topic related to the quiz content. This paper will be worth up to a maximum of 75% of the quiz missed and will be due one week from the date of the exam missed. 9. The policy on plagiarism will apply to written work that is submitted. 10. As a member of the Professional Growth I class, students are expected to share ideas and come to an agreement with fellow students as to any additional class expectations that members of our class should abide by. As individuals, we all learn differently and have different needs. To ensure that the classroom environment is optimal and conducive to learning for a large majority, a list of class rules may need to be generated, depending on individual class needs. This list will be open to amendments throughout the term if the group sees this as necessary. I have read and understand the course requirements. This copy is for your own records and reference. I will be circulating a copy for students to sign. Please do share any concerns you may have with me either on a one-to-one, or collectively prior to your signing. Many thanks

If you have questions or are unclear about any item, please clarify these with the course facilitator.

BSN Program Nursing 1121 Professional Growth 1 Section 2

BSN Program Nursing 1121 Professional Growth 1 Section 2 Jennifer Timer RN BA, BScN, MSN Office: B153i Telephone: 604.323.5811 Email: jtimer@langara.bc.ca Office hours: Thursdays 1300 1400 and by email