1 Gulf Coast State College Nursing Department RN-BSN Program Handbook for Students Published August 2012; Revised 10/12; 11/12; 5/1; 6/1: 5/14; 8/14; 9/14; 11/14; 2/15 i
2 HEALTH SCIENCES DIVISION RN-BSN Program Dear Registered Nurse: Welcome to the RN-BSN program and Gulf Coast State College! Many of you have been with us before and you may have earned you Associate degree with us as well. If that is the case, then I say welcome back! The purpose of this handbook is to provide you with information about policies and activities that apply specifically to this program and supplements information provided in the GCSC Student Handbook. If you need additional information or clarification, refer to the specific course syllabus, or contact your faculty advisor. We wish you success as you begin or continue your nursing studies with us. Sincerely, Randy Chitwood, DNP, RN Coordinator, RN-BSN Program/ Associate Professor, Nursing (850)
3 GULF COAST STATE COLLEGE RN-BSN STUDENT HANDBOOK Chapter Sub- Chapter Table of Contents Page 1 Overview of the Department of Nursing 1.1 RN-BSN Faculty and Support Staff Division of Health Sciences Mission Statement 2 1. Mission of the RN-BSN Program Vision of the RN-BSN Program Values of the RN-BSN Program Nursing Department Philosophy Statement 1.7 Statement of Purpose E-Learning (Distance Education) 5 2 Curriculum Information 2.1 Nursing Department Program Educational Outcomes Conceptualization of Curriculum RN-BSN Courses 8 2. Gulf Coast State College RN-BSN Suggested Curriculum Plan Skills Lab Performance Testing and Evaluation 20 General RN-BSN Program Information.1 Financial Aid / Scholarships 21.2 Health Record 21. Health Insurance 21.4 How to Implement Accidental Injury Coverage 21.5 Liability (Malpractice) and Accidental Injury Insurance 21.6 Health Sciences Nursing - Campus Labs 22.7 Children on Campus 22.8 Student Communication 22.9 Withdrawal from Nursing Cognate (Support) Courses Health Care Provider CPR Certification 2.11 Registered Nursing Licensure 2.12 Florida Foreign Language Upper Division Requirement 2.1 Student Academic Grievance Procedure 2.14 Nursing Advisory Committee 2.15 Nursing Student Association (NSA) 2.16 Faculty/Student Liaison Committee 2.17 Nursing Department Pinning Ceremony Nursing Department Awards Personal Pin Identification Number 24 4 RN-BSN Program Policies Student Code of Conduct Professional Critical Behaviors Attendance and Absence Policy Reasonable Accommodation / Disability Support Services Policy Taping Policy Cell Phones and Beepers Policy College Library Information Policy Preceptor Selection and Approval Process 26
4 4.7 Clinical Practice / Accountability Policy Safe Practice Policy Accident / Incident Policy Uniform Rules and Regulations Policy Grading Policy Evaluation of Written Assignment Policy Evaluation in Clinical and Lab Areas Policy Retention and Progression Policy Disciplinary Action Policy Dismissal Policies - Jurisdiction Clinical Dismissal Policy Clinical Appeals Process Readmission Policy 5 Division of Health Sciences Policies Fingerprinting and Background Checks Impaired Practice Policy Drug / Alcohol Reasonable Suspicion Testing Form 6 5. Division of Health Sciences Policy Statement on Infection Control Division Of Health Sciences Protocol For Needle Stick, Blood Or Potentially Infectious Body Fluids Exposure 40 XI
5 1 OVERVIEW OF THE DEPARTMENT OF NURSING: 1.1 ADMINISTRATION & FACULTY: ADMINISTRATION EXTENSION ADDRESS Holly Kuehner, PT, EdD * Chair, Health Sciences Division Randy Chitwood DNP, RN * Coordinator, RN-BSN Program Associate Professor, Nursing FACULTY EXTENSION ADDRESSES Carol Miller, MSN, RN 60 Assistant Professor, Nursing Scot Kirkland, MSN, RN, ARNP, ANP-BC 5817 Assistant Professor, Nursing Libby McNaron, RN, CST, CSFA, CNOR, MSN, * MSHRM, Professor, Surgical Technology; Nursing Keri Matheus, MSN, RN, WHNP 28 Assistant Professor Donna Fowler, DNP, RN, ARNP-BC, PCHCNS-BC Adjunct Professor, Nursing Jerry White, PhD, RN Adjunct Professor, Nursing 1.1 HEALTH SCIENCES SUPPORT STAFF: SUPPORT STAFF EXTENSION ADDRESSES Craig Wise, Assistant Coordinator for Health * Sciences Admissions Darby Brown, Senior Admin. Assistant 827 or * Emily Mifsud, Senior Admin. Assistant 829 or * 1.1 ADDITIONAL INFORMATION: DIVISIONS DIVISION NUMBERS Gulf Coast State College or Health Sciences Division Fax Number SELECTED GCSC SUPPORT SERVICES ALSO AVAILABLE TO ASSIST YOU: LOCATION EXTENSION Career Center / Job Placement Center * Counseling Center * Financial Aid & Veteran Affairs * Disability Support Services * TRIO Student Support Services ext. 581 Success Center ext. 41 Testing Center ext. 5 Returning Student Program ext. 85 Retention and Diversity Services Extension 2925 *Can be dialed as a direct extension. The last four digits are the extension.
6 1.2 DIVISION OF HEALTH SCIENCES MISSION STATEMENT: The mission of the Division of Health Sciences is to maintain high levels of academic and clinical standards while providing the medical community with effective and highly motivated health professionals. This goal is achieved by meeting the myriad of needs of students through supportive academic advising, counseling, and innovative instructional techniques. 1. MISSION OF THE RN-BSN PROGRAM: It is the mission of the GCSC RN-BSN program to serve as a bridge for the Associate degree or Diploma Registered Nurse into advanced professional practice, leadership and management positions, community health experiences, and other endeavors which will improve the quality of nursing practice in our region and beyond. The academic and clinical practice enhancement of the local Nursing workforce and the advancement of nursing science are central to this mission. 1.4 VISION OF THE RN-BSN PROGRAM: The GCSC RN-BSN Program fosters a culture of student excellence in scholarship, education, research, and service that will have a positive and far-reaching influence on health care delivery in the community, the state, and beyond. 1.5 VALUES OF THE RN-BSN PROGRAM: The faculty has adopted the core values form the National League for Nurses (NLN) Education Competencies Model as the core values for our program. These include: Caring Diversity Ethics Excellence (Quality and Safety) Holism Integrity & Patient Centeredness 2
7 1.6 Philosophy of the GCSC Nursing Department: The philosophy of the Department of Nursing is congruent with the mission, vision, and values of the College as we hold students and the welfare of the community of central importance. Faculty believes that nursing education is a means by which students are prepared for competent nursing practice at multiple educational levels, increasing in complexity and levels of responsibility and reflecting differentiated practice. The Department of Nursing philosophy serves as the foundation for the LPN, ADN, and BSN programs. Nursing is both an art and an applied science that is based on a unique body of knowledge derived from the biological, psychosocial and behavioral sciences. The nursing faculty supports the American Nurses Association definition of nursing as, the protection, promotion and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations. (Nursing Scope and Standards of Practice, 2 nd ed., 2010). Nursing practice is operationalized through use of the nursing process, application of critical reasoning and evidence-based practice to design and implement plans of patient-centered care. Professional standards guide nursing practice and nurses are accountable for their judgment and actions. Each person has physical, psychological, spiritual and cultural needs that must be met to function as individuals in society. Persons may be categorized as individuals, families, groups, and or populations. Persons are perceived as unique in ethnic, cultural and social backgrounds (human diversity) and reflect unique perspectives, needs and self-determined health goals. Health is a dynamic state viewed on a continuum of wellness and illness. The meaning of health is different for each person and is a manifestation of individual and group adaptive responses to the environment. The goal of nursing is to promote, maintain, and restore optimum health in individuals, families, groups and communities throughout the life span and to promote death with dignity.
8 Environment is viewed as the conditions or social systems that interact and affect health status and care provision to persons. It encompasses the social, economic, political, and legal context of the individual, the practice setting, and the health care system. Education is a partnership between faculty and students. Learning includes acquiring and generating new knowledge, skills and attitudes/values to enable the nurse to be a qualified, safe, competent practitioner. Nursing students, as adult learners, assume primary responsibility and accountability for their own learning. Faculty facilitates the student s education by guiding and providing learning opportunities to meet these components of nursing education: spirit of inquiry, evidence-based care, professional identity, practice competency, clinical reasoning, collaboration and a commitment to quality and core values. Recognizing that both the rate and style of learning differ within individuals, various learning modalities are used to facilitate the educational needs of students. Students and faculty share a personal and professional commitment to nursing education as a life-long process. Professional values are beliefs and principles that guide one s professional and personal behavior. Faculty and students support and aspire to exemplify the National League for Nursing s core values (NLN, 2010) in all aspects of educational and professional endeavors: Caring and Diversity The core of nursing practice is caring, therapeutic relations with individuals, families, and communities demonstrated by: enhancing and valuing individual differences, actively seeking to understand perspectives different from our own, and creating an environment of inclusion. Excellence To promote and maintain a commitment to the highest standards in: clinical practice, quality and safe care, scholarship, and life-long learning. Integrity and Ethics To maintain the highest moral and professional standards in all areas, characterized by: trustworthiness, openness, moral and ethical decision making, accountability, honesty, collaboration, and upholding professional standards. 4
9 Holism and Patient-Centeredness To recognize and value the unique and holistic functioning of individuals by: recognizing the physical, psychosocial, social, spiritual and cultural contexts of each individual; establishing therapeutic relationships; empowering patients and families; respecting self-determination; and collaboration. RN-BSN PROGRAM: It is the aim of the RN-BSN faculty that the registered nurse (RN) generalist of the 21 st century should be prepared to meet not only basic healthcare needs of the clients served but to also promote optimal health in the community as a whole. The Baccalaureate-prepared RN should be equipped with a knowledge base relative to the natural sciences, mathematics, humanities, and liberal arts. This professional nurse should have the skills necessary to lead and manage personnel, processes, and systems as well as a strong working knowledge of community health processes and procedures. The graduate of this program should be well prepared to pursue graduate studies and venture into advanced nursing practice as a competent member of the healthcare team. 1.7 STATEMENT OF PURPOSE: In order to meet the community s expressed needs for a large number of skilled nurses to care for the public, the purpose of the Gulf Coast State College nursing program is to remain on the forefront of nursing education and practice and to assist individuals in the completion of the Licensed Practical Nursing diploma and/or the Associate of Science or Bachelor of Science degree in Nursing. 1.8 E-LEARNING (DISTANCE EDUCATION): Faculty define E-Learning (Distance Education) as any educational process in which the majority of instruction takes place where student/s and instructor/s are not in the same place and may be separated by distance or time. Instruction may be synchronous or asynchronous or enhanced. Distance Education may employ correspondence, study, audio, video, or computer assisted instruction. 5
10 2.0 Curriculum Information: 2.1 NURSING DEPARTMENT PROGRAM OUTCOMES: With the NLN Education Competencies Model as our framework, the faculty has developed the following program outcomes based on the six integrating concepts of the Competencies Model and The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008): Program Outcomes ADN Outcomes BSN Outcomes Relationship-Centered Care: Demonstrate self-awareness and respect for the dignity, diversity and uniqueness of others in establishing therapeutic relationships with patients, families, communities, and other members of the health care team. Nursing Department will: PROVIDER OF CARE: Demonstrate respect for the ethnic and cultural diversity of all in the development of therapeutic, holistic, caring relationships with patients, families, and communities and in professional relationships with all members of the health care team. Implement holistic, culturally competent, individualized, patient-centered care that includes promotion of health, wellness and functional capacities to individuals across the lifespan, groups, families, and communities in a variety of settings and within the ethical/legal framework of the profession (Essential VII). Context & Environment: Uphold professional standards, ethical and legal principles, organizational policies and accountability to provide health promotion and quality evidence-based care to clients, families, and communities. Apply knowledge of professional standards, ethical and legal principles, organizational structure, and leadership styles to promote teamwork, a safe and ethical climate and continuous quality improvement across a variety of healthcare environments. Incorporate professional standards while utilizing political, economic, organizational, educational, and advocacy strategies to improve health care delivery to individuals, groups, families, and the diverse global community (Essential V). Collaborate with health partners in efforts to identify and eliminate health disparities among vulnerable populations as defined by race/ethnicity, socio-economic status, geography, gender, age, disability status, risk status related to sex and gender, and among other populations identified as at-risk for health 6
11 disparities (Essential VI). Knowledge & Science: Incorporate evidence-based practice that draws on knowledge from a variety of disciplines and promotes a spirit of scientific inquiry in the planning and provision of quality, patient-centered care to individuals, families, and communities. Quality & Safety: Foster a culture of safe, effective, patient-centered care within complex healthcare systems, utilizing evidencebased practice to promote quality care and minimize the risk of harm to individuals, populations, and providers. Become novice consumers of research and utilize a broad base of scientific knowledge and contributions from other disciplines in the planning and provision of safe, effective, patient-centered care to individuals and groups. MANAGER OF CARE: Demonstrate evidence-based practices and promote quality care individually and by adhering to and implementing national standards and guidelines, implementing collaboration and communication with team members, and utilizing technology and current resources. Integrate knowledge from nursing theory, research, and the liberal arts to promote evidencebased critical reasoning for decision making that contribute to safe and quality patient outcomes. (Essentials I & III). Incorporate knowledge and skills in information management and patient care technology in the delivery of quality patient care (Essential IV). Demonstrate leadership/management principles incorporating system effectiveness, human, fiscal and material outcomes to achieve safe and quality health care outcomes for individuals, families, and communities (Essential II). Teamwork: Function effectively within nursing and interprofessional teams while facilitating mutual respect, communication, and shared decision-making to promote quality patient care. Personal & Professional Development: Demonstrate a commitment to lifelong learning and a practice based on professional and ethical standards that seeks to continuously improve care of patients, families, and communities within a dynamic Demonstrate effectiveness as a team member in collaboration within nursing and interprofessional teams to promote quality patient outcomes through effective communication. MEMBER WITHIN THE PROFESSION OF NURSING: Demonstrate a commitment to a broader knowledge base and evolving identity as a nurse, including problem solving skills, receptiveness to change, and accepting leadership roles within the healthcare environment. Demonstrate effectiveness related to communication/collaboration, teaching/learning, and information management to promote effective interdisciplinary team functioning for a safe practice environment (Essential VI). Demonstrate personal accountability for lifelong learning and professional development that reflects professional values, integrity, creative thinking, evolution of leadership responsibilities and scholarly inquiry (Essential VIII). 7
12 healthcare environment.. The outcomes associated with The Essentials of Baccalaureate Education for Professional Nursing Practice are interwoven in the curriculum framework and validated through clinical evaluation tools and other instructional methods. 2.2 CONCEPTUALIZATION OF CURRICULUM (RN-BSN COURSES): SEMESTER 1 NUR 069 Advanced Health Assessment - ( credits) THEORY: 1. Building a rapport with the patient in the performance and documentation of a medical history. 2. Maintaining cultural awareness in the assessment process.. Physical assessment and documentation of findings for: a. Mental status and the neurological system b. The head, eyes, ears, nose, and throat c. The chest and lungs d. The heart, blood vessels, and lymphatic system e. The breasts and axillae f. The abdomen g. Male and female genitalia h. The anus, rectum, and prostate i. The musculoskeletal system j. The assessment of pain k. Growth & measurement l. Nutrition m. The skin 4. Communication skills verbal and written: a. Use of correct terminology. b. Documentation in a sequential manner. c. Problem-solving. d. Health teaching. LABORATORY SKILLS: 1. Head-to-toe physical assessment techniques. CLINICAL: None Skills are practiced in the laboratory setting 8
13 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES (cont.): NUR 119 Nursing Concepts & Theories ( credits) THEORY: 1. Introduction of historical & social influences on nursing a. Professional identity b. Coping with returning to school c. What is theory? 2. Theories of evidence-based nursing practice NUR 119 Nursing Concepts & Theories ( credits) cont. a. Evolution and use of formal nursing knowledge b. Model of health and illness c. Evidence-based practice. Critical components of professional nursing practice a. Effective communication b. Working with groups c. Critical thinking 4. Teaching and Management a. The teaching/learning process b. Leadership c. Management in organizations d. Professional ethics 5. Providing care a. Managing and providing care b. Healthy initiative for at-risk populations c. Quality health care 6. Health care issues in the new millennium a. Health care economics b. Protecting the populace c. Nursing health care agenda d. Expanding the vision LABORATORY SKILLS: None. CLINICAL: None. NUR 128 Pathophysiology ( credits) THEORY: 1. Altered cells and tissues 2. Inflammation and tissue repair. Altered immunity 4. Infection 5. Genetic and developmental disorders 6. Altered cellular proliferation and differentiation 7. Altered fluid, electrolyte, and acid-base balance 8. Altered neuronal transmission 9
14 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES (cont.): 9. Altered somatic and special sensory function 10. Altered hormonal and metabolic regulation 11. Altered ventilation and diffusion 12. Altered perfusion 1. Altered elimination 14. Degenerative changes in aging 15. Combining complex pathophysiological concepts LABORATORY SKILLS: None. CLINICAL: None. SEMESTER 2 NUR 167 Research Process for Professional Nursing ( credits) THEORY: 1. Introduction to nursing research & evidence-based practice 2. Introduction to the quantitative research process. Introduction to the qualitative research process 4. Examining ethics in nursing research 5. Research problems, purposes, and hypotheses 6. Understanding the literature review in published studies 7. Understanding theory and research frameworks 8. Clarifying quantitative research design 9. Examining samples and populations in research 10. Clarifying measurement and data collection in quantitative research 11. Understanding statistics in research 12. Critical appraisal of quantitative and qualitative research in nursing practice 1. Building and evidence-based nursing practice 14. Introduction to outcomes research LABORATORY SKILLS: None. CLINICAL: Research project (see criteria) SEMESTER 2 NUR 895 Teaching and Learning for the Healthcare Professional ( credits) THEORY: 1. Introduction of the Teaching Perspectives Inventory 2. Discussion of the NLN Nurse Educator Competencies 10
15 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES CONTINUED:. Introduction to the Faculty/Educator role 4. Legal and ethical issues in education 5. Identification of diverse learning needs 6. Learning styles in relation to teaching strategies 7. The teaching/learning process 8. Introduction to learning theory 9. Student-centered learning 10. Introduction to curriculum frameworks 11. Planning the teaching/learning encounter 12. Writing learning outcomes/objectives 1. Teaching strategies and resources 14. Teaching in the campus laboratory 15. Clinical education 16. Staff development 17. Community-based education 18. Evaluation and assessment 19. Constructing and evaluating tests LABORATORY SKILLS: None. CLINICAL: None. SEMESTER 2 NUR 66C Community Health - (4 credits) THEORY: 1. Introduction to Community Health a. Focus of public health b. Levels of prevention c. Healthy People 2020 d. Core Functions of public health e. Thinking upstream 2. Health Promotion in the Community a. Health Promotion Model b. Health promotion, Disease prevention, health protection c. Defining risk. The Process of Community Assessment a. Types of communities b. Determining the health of a community c. The Community Assessment process 4. Epidemiology a. Terminology of epidemiology b. Understanding rates c. Using epidemiology to describe population health 11
16 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES CONTINUED: d. Research designs in epidemiology 5. A. Control of Communicable Diseases in Populations a. Communicable disease terminology b. Chain of transmission of communicable diseases c. Principles of immunization d. Communicable disease control using Levels of Prevention 6. Culturally Competent Health Education in the Community a. Goals of community health education b. Role of the nurse in health education c. Developing culturally effective health education messages 7. Planning, Implementing, and Evaluating Community Interventions a. Community as the client b. Using the nursing process with aggregates c. Role of the nurse in planning, implementing, and evaluating community interventions 8. The Health Care System and Economics of Healthcare a. The organization of public health b. Current legislation in public health c. Emerging issues in public health d. Financing healthcare 9. Environmental Health a. Environmental risk factor assessment b. Regulating environmental risk factors c. The role of the nurse in advocacy for environmental health 10. Global Health a. Affects of globalization on health and disease b. World Health Organization c. International Council of Nurses d. Role of the nurse in global health promotion 11. Vulnerable Populations: Mentally Ill and Homeless a. Scope of homelessness b. Factors contributing to homelessness c. Access to healthcare for the mentally ill and homeless d. Role of the nurse in community mental health 12. Community Problems: Violence and Drug Abuse a. Substance abuse in community populations b. Role of the nurse in prevention and treatment of drug abuse in the community c. Factors that influence violence in the community d. Role of the nurse in primary, secondary and tertiary violence prevention 1. Disaster Planning for Communities a. Types and characteristics of disasters b. Stages of disaster c. Roles of federal, state, and local agencies in disaster preparation and management d. Roles and responsibilities of nurses in disaster planning and response LABORATORY SKILLS: None. CLINICAL: 12
17 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES CONTINUED: 1. 0 hours of service learning: The student will select an area of health-related service in the community in which the focus is on health promotion or disease prevention in populations. The student will also select a preceptor in that setting who meets the criteria for serving as a preceptor as indicated on the Preceptor Approval Form. Learning objectives for the community clinical experience will be determined jointly by the student and the preceptor and approved by faculty prior to beginning clinical hours. The area of community involvement selected for this course can become a focus for each of the three clinical courses; Community Health, Leadership/Management, and the Capstone Practicum SEMESTER 2 NUR 925 Symposium I - (1 credit) THEORY: 1. Speakers from the community will discuss the following topics: a. Community/Public Health b. Healthy Lifestyles Education c. The Bay County Diabesity Action Team d. Community Projects e. Teaching and Learning in Healthcare Interactive discussion, narrative pedagogy, and reflection will be utilized to enhance the value of these talks. SEMESTER NUR 4655 Multicultural Factors and Health ( credits) THEORY: 1. Theoretical foundations of transcultural nursing 2. Culturally competent nursing care. The influence of cultural and health belief systems on health care practices 4. Transcultural perspectives in child bearing 5. Transcultural perspectives in the nursing care of children 6. Transcultural perspectives in the nursing care of adults 7. Transcultural perspectives in the nursing care of older adults 8. Nursing in multicultural healthcare settings 9. Creating culturally competent organizations 10. Transcultural perspectives in mental health nursing 11. Culture, family, and community 12. Cultural diversity in the healthcare workforce 1. Contemporary challenges in transcultural nursing 14. Religion, culture, and nursing 15. Cultural competence in ethical decision making 16. Perspectives on international nursing 1
18 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES CONTINUED: SEMESTER NUR 4827C Leadership and Management - ( credits) THEORY: 1. Leadership principles 2. Management principles. Change and innovation 4. Organizational climate and culture 5. Critical thinking and decision-making skills 6. Managing time and stress 7. Legal and ethical issues 8. Communication, persuasion, and negotiation 9. Motivation, team building and working with effective groups 10. Delegation 11. Power and conflict 12. Workplace diversity 1. The healthcare system, health policy, and health and Nursing 14. Evidence-based practice strategies for nursing leaders 15. Mission statements 16. Policies and procedures 17. Organizational structure 18. Decentralization and shared governance 19. Models of care delivery 20. Case management 21. Population health management 22. Quality improvement and healthcare safety 2. Staff recruitment and retention 24. Staffing and scheduling 25. Financial management; budgeting 26. Data management and informatics 27. Strategic management 28. Marketing CLINICAL: 1. 0 hours of service learning: The student will select an area of civic engagement which demonstrates a need for involvement and that the student is passionate about. This area of community involvement can be a focus for each of the three clinical courses; Community Health, Leadership/Management, and the Capstone Practicum. Learning objectives for each experience will be determined with input from the student and the preceptor and approved by faculty. 14
19 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES CONTINUED: SEMESTER NUR 4925 Symposium II (1 credit) THEORY: 1. Speakers from the community will discuss the following topics: a. Leadership/Management b. Multicultural Factors and Health c. Nursing Research d. Civic Engagement e. Creating an e-portfolio Interactive discussion, narrative pedagogy, and reflection will be utilized to enhance the value of these talks. SEMESTER 4 NUR 487 Health Care Policy and Economics ( credits) THEORY: 1. Managing costs and budgets a. Organizational elements of planning and budgeting b. The basic tools of economics c. Fiscal issues affecting the health care system d. Reimbursement systems for health care delivery e. The fiscal impact of nurses on the health care system 2. Legal and ethical issues related to health care economics a. The impact of government on health care b. The role of private enterprise in health care c. Changes related to the Affordable Care Act d. Health policy and professional ethics. Quality and Risk Management a. Application of quality management principles to selected clinical examples b. Differentiating between quality management and risk management 4. Policy and Politics 5. The role of nurses in healthcare policy 6. Market competition and antitrust laws 7. The health insurance market a. Private insurance b. Medicare/Medicaid c. National Health Insurance 8. Not-for-profit vs. For-Profit healthcare agencies 9. The nursing shortage and the effect on the healthcare economy 15
20 2.2 CONCEPTUALIZATION OF CURRICULUM NURSING COURSES CONTINUED: SEMESTER 4: NUR 4847 Clinical Decision Making ( credits) THEORY: 1. Critical thinking, clinical judgment, and the nursing process a. 7 aspects of critical thinking in problem solving (Delphi Report) 2. Legal aspects of nursing practice a. Tort law in nursing. Health care informatics a. Analyzing research 4. Genetics and Genomics a. Pedigree creation b. Identifying familial health issues 5. Rural health concepts a. Group lesson plan addressing obesity in a rural community b. Discussing roles of the nurse in rural setting 6. Intimate partner violence as a health care problem a. Identify resources for victims b. Role of the nurse 7. Vulnerable populations a. Affordable Care Act b. Nursing roles 8. Patient Safety a. Patient safety culture b. IOM and Department of HHS roles c. Nursing roles and responsibilities NUR 4945C Nursing Capstone Practicum (2 credits) THEORY: hours of service learning: The student will select an area of civic engagement which demonstrates a need for involvement and that the student is passionate about. This area of community involvement can be a focus for each of the three clinical courses; Community Health, Leadership/Management, and the Capstone Practicum. Learning objectives for each experience will be determined with input from the student and the preceptor and approved by faculty 2. Finalization of service learning experience. Presentation of service learning experience 4. Finalization of Capstone e-portfolio 5. Critical reflection on the experiences of the RN-BSN program 16
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