THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS

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1 THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS COURSE NUMBER: NUR 320 COURSE TITLE: Patient Education CREDITS: 3 Credits TERM: Spring/Fall PREREQUISITES: All Pre-nursing courses Co-Requisites: XXX Format: Hybrid (7-week hybrid) course consisting of 3 online discussion group segments and 4 on-site inter-active experiential teaching and learning segments INSTRUCTOR: Professor X EXTENSION: OFFICE: XXX [email protected] OFFICE HRS: X OTHER: XXXX MEETING TIME: LOCATION: NELSON XXX COURSE DESCRIPTION: This course introduces future healthcare professionals to the fundamentals of patient education. Students will learn the importance of empowering patients through education to increase patients ability and encourage positive behavioral, health-related changes. In addition, students will have the opportunity to work in interdisciplinary groups to create and evaluate patient education interventions. This course will promote integration of concepts related to education, research, and technology. REQUIRED TEXT: Bastable, S. B. (2013). Nurse as educator: Principles of teaching and learning for nursing practice. (4 th ed.). Jones and Bartlett Publishers: Sudbury, Massachusetts. American Psychological Association. (2011). Publication manual of the American psychological association. (6 th ed.). Washington, DC. RECOMMENDED TEXT: Gramet, P., Jacobs, K. Sopczyk, D, & Bastable, S. B. (2011). Health professional as educator: Principles of teaching and learning. Jones and Bartlett Publishers: Sudbury, Massachusetts. REQUIRED WEBSITES:

2 Stanford Patient Education Research: AMA Patient Educational Materials: AMA Health Literacy Materials: Medline Plus: Health Literacy CDC: Health Literacy PROGRAM STUDENT LEARNING OUTCOMES: The nursing program student learning objectives (NURSLO) are: 1. Caring Students will demonstrate caring attitudes and behaviors as they carry out the work of professional nursing with the understanding of human development, the goal of preserving dignity, and aspirations of promoting health and wellness for individuals, patients, and themselves. 2. Knowledge Students will apply knowledge synthesized from nursing science to evidence-based nursing care delivery. 3. Effective thinking Our students will use a variety of thinking methods such as, critical thinking, conceptual thinking, implementation thinking, and innovative thinking, to make decisions, solve problems, evaluate information, create new processes, and plan strategies. 4. Communication Students will demonstrate effective communication skills in therapeutic interactions, inter-professional information sharing, and scholarly dissemination. 5. Technological Aptitude Students will competently use technology to access information necessary for identifying trends used in decision making, promoting quality improvement, and preserving safety, to provide patient care, collaborate with inter-professional teams, and to continuously advance the nursing profession. 6. Lifelong learning Students will continue to advance their education to maintain knowledge and nursing skills necessary to provide quality patient care by engaging into systematic inquiry, investigation, and new knowledge generation.. 7. Cultural Competence - Students will demonstrate willingness to learn about other cultures and use the information to collaborate with patients to provide nursing care that meets individuals cultural and religious needs. 8. Leadership Students will apply knowledge of leadership theory and demonstrate leadership behaviors that complement particular situations. 9. Ethics Students will apply ethical standards of nursing in all situations with respect for the law, the profession, patients, and themselves.

3 COURSE STUDENT LEARNING OUTCOMES: (NURSLO 1, 2, 3, 4, 5, 6, 7) Upon completion of the course, the student will be able to: 1. Discuss the purpose, benefits, and goals of patient and staff education. 2. Indentify barriers to education and impediments to learning. 3. Discuss the process of assessing patient, family, and community learning needs. 4. Compare and contrast the learning styles of individuals, groups, and communities. 5. Identify the role of the healthcare provider as educator in the assessment of patients literacy levels. 6. Analyze readability and comprehension levels of printed patient education materials. 7. Discuss guidelines for writing effective patient education materials. CORE CURRICULUM INSTITUTIONAL STUDENT LEARNING OUTCOMES: 1. Effective Communication Operational Definition: Effective communication comprises an ability to speak and write in Standard English to increase knowledge and understanding or to promote change in a listener or reader, respectively. Outcome: Students will effectively communicate in oral and written form. 2. Computer and Digital Literacy Operational Definition: The ability to appropriately use technology and know how to identify, locate, evaluate, and effectively and responsibility use and share that information. Outcome: Students will use technology to identify, locate and effectively use information from various print and digital sources. 3. Diversity Awareness Operational Definition: Diversity Competence represents a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of diverse contexts. Outcome: Students will understand the differences and commonalities among people. 4. Critical Thinking Operational Definition: Critical thinking is a comprehensive and systematic exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Outcome: Students will reason abstractly and think critically. 5. Financial Literacy Operational Definition: Financial literacy represents ideas, concepts, knowledge and skills that enable students to become wise and knowledgeable consumers,

4 savers, investors, users of credit, money managers, and citizens of a global workforce and society. Outcome: Students will implement and apply financial decision-making skills to become knowledgeable consumers, savers, investors, users of credit, money managers, and citizens. 6. Integrative and Life-Long Learning Operational Definition: Lifelong learning is an all-purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence. The Lincoln University prepares students to be this type of learner by developing specific dispositions and skills while in school. Outcome: Students will use skills that support life-long learning. ASSESSMENT MEASURES (TOOLS) DIRECT AND INDIRECT for each SLO: (NURSLO 1, 2, 3, 4, 6, 7) COURSE STUDENT LEARNING OUTCOMES (NURSLO 1, 2, 3, 4, 5, 6, 7) Upon completion of the course, the student will be able to: 1. Discuss the purpose, benefits, and goals of patient and staff education 2. Identify barriers to education and impediments to learning 3. Discuss the process of assessing patient, family, and community learning needs. 4. Compare and contrast the learning styles of individuals, groups, and communities Nursing SLO ILO Assessment Methods *To be determined by assigned nursing faculty. Option given here 1, 2, 3, 1, 5 Critique case study, discussion, 8, 9 assignments 1, 2, 3, 7 1, 3 Critique, Examination, case study, 1, 2, 3, 1 Examination, case study, 4, 8, 9 1, 2, 3, 4, 6, 7 3, 1, 4, 6 Examination, case study, 5. Identify the role of the healthcare provider as educator in the assessment of patients literacy levels. 1, 2, 3, 4, 5, 6 2, 1, 5, 6 Examination, case study, 6. Analyze readability and comprehension levels of printed patient education materials 1, 2, 3, 4, 6, 7 1, 3, 6 Examination, case study, 7. Discuss guidelines for writing effective patient education materials 1, 2, 3, 4, 5, 6, 7, 8, 9 1, 2, 3, 5 Examination, case study,

5 Teaching Strategies: 1. Class participation: Learning through role play, group discussion and case studies, and simulation. 2. discussion: Discussion questions with student response and comments related to required text readings and articles. 3. Peer Evaluation: Student evaluation of peers presentations. 4. Patient Educational Material Critique with Paper: The student is to critique a patient educational material, discuss the readability level and changes, if needed that should be recommended. 5. Written Patient Education Material Assignment: Student development of a written patient educational material. 6. Electronic Patient Education Material Assignment: Student development of an on-line patient educational material and presentation. Method and computation by percentage for final grade for NUR Class participation 2. discussion 3. Peer Evaluation 4. Patient Educational Material Critique with Paper 5. Written Patient Education Material Assignment 6. Electronic Patient Education Material Total Points Dates/Location Topics Readi ng/ass ignme nt Week 1 Overview - Syllabus Review - Patient Education and Its Significance to Healthcare

6 Week 2 - Principles of patient education and learning - Ethical and legal considerations - Financial implication for healthcare education - Ethical and legal considerations - Financial implication for healthcare education Week 3 - Theoretical Frameworks - Teaching Styles Week 4 Week 5 Week 6 Week 7 Week 8 No class Week 9 - Theoretical Frameworks - Teaching Styles Assessment - Learning needs of the patient and family - Computer Literacy - Health Literacy - Cultural considerations - Computer Literacy - Health Literacy Cultural considerations Developing Patients Education Materials - Developmental Considerations - Readability tools - Generational Considerations - Learning Styles - Individual education vs. group education Semester Break Education Planning & Implementation Week 10 - Education Planning - Individual education vs. group education

7 Week 11 Week 12 Week 13 Week 14 Week 15 Technological Tools - - Communication aids: - Digital pens - Information transmission: TV, videos, PP with voice-overs, audio, screen casting, image sharing - Simulation - Emerging technologies - Technological Tools Evaluation - Patient learning - Patient education materials Student Presentations Final Assignment Due ELECTRONIC COMMUNICATION: Students are required to use Lincoln University and Moodle to access class materials. Please communicate with course faculty via frequently. Please permit 48 hours for a response to s. CLASS and ONLINE EXPECTATIONS: All students are expected to prepare for and participate in ALL class and online sessions. If emergent situations arise directly notify the clinical faculty prior to the start of the clinical day. CALCULATION OF FINAL GRADES: = A = C = A = C = B = C = B = D = B = D Below 58 = F INSTRUCTIONAL METHODOLOGY: Interactive learning is facilitated by the instructor. All segments of the course will be presented utilizing an adult learning centered environment. Students are expected to be self-directed in their own learning and are encouraged to use the resources provided to

8 enhance the learning process. Learning is enhanced through lecture/discussion, in-class small group activities, and audiovisual materials with discussion, assignment of specific readings from various professional resources and publications, and chapters in required textbooks. Discussion guides, collegial collaboration class activities, and presentation will be incorporated into the classroom learning environment. The student will participate in discussion, learning activities, and teaching projects during the theory segment of the course which will be completed in multiple learning environments supplemented by the Moodle online learning system. EVALUATION: To show competency of the standard stated objectives, the student will be expected to obtain a minimum passing grade of 75% for each course. ATTENDANCE POLICY: Lincoln University uses the class method of teaching, which assumes that each student has something to contribute and something to gain by attending class. It further assumes that there is much more instruction absorbed in the classroom than can be tested on examinations. Therefore, students are expected to attend all regularly scheduled class meetings and should exhibit good faith in this regard. See Lincoln University and Nursing Student Handbooks. STUDENTS WITH DISABILITIES STATEMENT: Lincoln University is committed to non-discrimination of students with disabilities and therefore ensures that they have equal access to higher education, programs, activities, and services in order to achieve full participation and integration into the University. In keeping with the philosophies of the mission and vision of the University, the Office of Student Support Services, through the Services for Students with Disabilities (SSD) Program, provides an array of support services and reasonable accommodations for students with special needs and/or disabilities as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of The Services for Students with Disabilities Program seeks to promote awareness and a campus environment in which accommodating students with special needs and/or disabilities is natural extension of the University s goal. UNIVERSITY ACADEMIC INTEGRITY STATEMENT: Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor's instructions when completing tests, homework, and laboratory reports, and they must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is, therefore, expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity.