Oakland University, School of Nursing NRS 475: Nursing Synthesis Clinical for the RN

Transcription

1 Oakland University, School of Nursing NRS 475: Nursing Synthesis Clinical for the RN Overview: This professional nursing synthesis course is the capstone clinical course of the baccalaureate-nursing curriculum. The course allows the student to work in a selfdirected environment to develop a plan for the nursing care of individuals/families/groups in a variety of settings across the lifespan. Course Objectives: 1. Evaluate the application of the nursing process in a variety of settings. 2. Demonstrate the effective use of individual and agency resources in the delivery of nursing care to individuals/families/groups in a variety of settings. 3. Integrate national health objectives in caring for diverse groups in the community. 4. Integrate relevant research findings into professional nursing practice. One unique factor is that this is a no hands-on clinical experience. This means that in recognition of prior education and clinical experience, the student is not required to provide direct patient care but rather to expand beyond what is done on a daily basis. The student will look into the continuum of care as it precedes and follows the acute level of care. The emphasis is outside the acute setting. The student will be expected to visit, observe or attend community support groups, interview health professionals, locate and visit resource settings, support services or other options that augment the care required by clients. In addition there are options to look at what is available in terms of cyber support and resources for the public and professionals. Please note: should the student desire a hands-on experience, this can to be negotiated with the faculty. Then if needed, contracts will be arranged. Deliverable options are briefly described below. The student selects the topic or focus of clinical experience based on his or her own defined learning needs and interests. Each deliverable will require approximately forty-two hours to complete. (Note each clinical credit equates to 3 clinical hours multiplied by fourteen weeks, which equals 42 clinical hours.) By the second week of class, the student selects the topic (or focus) to be pursued, the deliverable(s) to be completed, negotiates deadlines with the faculty and submits a plan for the semester. The student then arranges his or her own observations, interviews, readings or other data collection requirements. To assist in making these plans a sample format developed by a former student is available in the course. A deliverable is the outcome product that reflects the studentdesigned experience related to the following options. There are more options than required. This allows the greatest amount of choice in

2 meeting the students learning objectives. There is also an option for a student-designed experience. Focus of the course deliverables: The student identifies a clinical condition or a population on which to base this experience. Examples of each are: A clinical condition could be congestive heart failure, cerebral palsy, obstructive lung disease, depression etc. A population could be the homeless, the elderly, adolescents, or an ethnic group etc. (Note in some instances a condition is so vast that the student may wish to further delimit the topic by combining the population and condition. For example adolescents with diabetes, gestational diabetes, or diabetes in Hispanic populations would allow the student to narrow down the focus of the course work.) Deliverable 1 - Continuum of Care Overview: The student identifies the components of the continuum of care from primary prevention through secondary (intervention) and tertiary prevention available within a community. The student then arranges to observe and/or interview providers at each of the phases of the continuum of care. This observation should focus on assessing the care provision requirements, the actual and potential role for the nurse and the nursing process, and the need for coordination at all levels of the continuum. Deliverable: a formal paper describing the continuum of care for the selected condition or population and the experiences undertaken. Deliverable 2: Complementary and Alternative (CAM) Healthcare Overview: The student identifies the current complementary and alternative (not alternate ways of treating a condition) healthcare measures in the literature, in clinical trials and in practice used to augment the care for the selected clinical condition or population selected. Deliverable: A synopsis of the practices, research, trials and literature, which support or refute the various practices along with an analysis of the issues related to the use of complementary and alternative healthcare measures in the treatment of the condition. Deliverable 3 - Cyber-support Overview: The student identifies web resources available to professionals and interested individuals applicable to the selected clinical condition or population. A summary of these resources is prepared. The student then identifies at least three interactive sites related to the condition or population of concern and logs on to a professional or a patient (preferred) site such as ask the professional clinical Listservs, bulletin boards, chat rooms or support sites. This site is then observed over a one-month period of time to identify content discussed and level of support/ information shared.

3 Deliverable: an annotated report on the web resources found along with a journal summary of the one month interactive site observation experience. Deliverable 4 - National Health Objectives and Legislative Issues Overview: The student identifies national health objectives and legislative initiatives relative to the selected clinical condition or population. The student may elect to identify the related health care services required and visits those services to assess if the National Health Objectives have been implemented. The student may also visits and interviews (in person, by phone or on-line) the supporters and opponents of the legislation to identify the relevant issues. Another observation may include attendance a healthcare legislative rally. Deliverable: Preferably a PowerPoint presentation summarizing the National Health Objectives or current legislative related to the area of concern issues with strategies to approach the issues identified. The presentation will be posted on the on the course site. Deliverable 5 Health Education Overview: The student identifies an unmet health related teaching need for the condition selected. Identifies or develops teaching materials related to the selected clinical condition or population. Develops the student s own teaching module. Pilots the teaching materials and evaluates its effectiveness. Deliverable: A teaching module, usually done in PowerPoint, along with a write up of the target need identification, trial and evaluation done. Deliverable 6 Student designed experience Overview: The student identifies an experience relevant to the selected clinical condition or population and describes the suggested activities and deliverable. Approval of the faculty is required prior to undertaking the experience. Deliverable: Negotiated

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5 Course Syllabus School of Nursing Oakland University Nursing Synthesis Clinical for the RN NRS 475 CRN = 5 credits CRN = 4 credits CRN = 3 credits CRN = 2 credits CRN = 1 credit (Each clinical credit hour = 3 hours per credit per week) Course dates: Monday, January 10, 2005 through Saturday April 23, 2005 Location: Online Prerequisite(s): As described in the undergraduate catalog. Faculty: Gary Moore PhD RN Please use course mail as first option moore@oakland.edu Office location: 446 O Dowd Hall Office hours: Phone: By Appointment (please use course mail first) Computer requirements: Select "Computer Requirements" at Be sure to do a WebCT Browser Check available at Oakland s WebCT log in page. All course papers are to be submitted in Microsoft Word or saved as Rich Text Format. Presentations are done in PowerPoint; this is available on campus, and in many local libraries. It may already be a part of the software package on your computer. Overview: This professional nursing synthesis course is the capstone clinical course of the baccalaureate-nursing curriculum. The course allows the student to work in a selfdirected environment to develop a plan for the nursing care of individuals/families/groups in a variety of settings across the lifespan. Course Objectives:

6 5. Evaluate the application of the nursing process in a variety of settings. 6. Demonstrate the effective use of individual and agency resources in the delivery of nursing care to individuals/families/groups in a variety of settings. 7. Integrate national health objectives in caring for diverse groups in the community. 8. Integrate relevant research findings into professional nursing practice. Course Description Nursing 475 along with NRS 474 are the culmination of your Bachelors in Nursing Science coursework. As such this experience reflects not only what you have learned but is meant to help you prepare for what you will need as you advance in your careers and/ or elect to go on to graduate school. The Nursing Synthesis Clinical course NRS 475 is structured for the registered nurse adult-learner. As such there is the expectation of selfdirection, self-motivation and self-discipline within the framework of the course design. As part of that preparation, a description of learning developed by Dr. Thomas A. Angelo (2002) from the Institute for Teaching & Learning at the University of Akron is good to reflect on. 1. Declarative Learning learning the What, the facts and principles. 2. Procedural Learning learning the How, the skills and procedures. 3. Conditional Learning learning the When and Where, the application of information. 4. Reflective Learning learning the Why, this includes learning to understand one s self and others 5. Metacognitive Learning Learning How to Learn, learning to direct and manage one s own learning This description helps to explain how the first three types of learning were used for success in learning procedures, conducting assessments, and even to passing content specific tests. The last two types of learning are needed to expand one s understanding and application of information. Success in NRS 475; future career opportunities; and graduate work will require mastery of the last two levels of learning. Numerous options are offered so each student can create a meaningful individualized experience. The Nursing Synthesis Clinical course is made up of deliverables (or assignments). A deliverable is the outcome of a student-designed experience done in a preset format. The number of deliverables each student is responsible for depends on the number of credits taken. (Note your plan of study indicates how many credits you need for this course. Should you have any questions about your plan of study please contact your advisor Dr. Pam Marin.) Deliverable options are briefly described below and in more detail in the course content module section. The student selects the topic or focus of clinical experience based on his

7 or her own defined learning needs and interests. Each deliverable will require approximately forty-two hours to complete. (Note each clinical credit equates to 3 clinical hours multiplied by fourteen weeks, which equals 42 clinical hours.) By the second week of class, the student selects the topic (or focus) to be pursued, the deliverable(s) to be completed, negotiates deadlines with the faculty and submits a plan for the semester. The student then arranges his or her own observations, interviews, readings or other data collection requirements. To assist in making these plans a sample format developed by a former student is available in the course. One unique factor is that this is a no hands-on clinical experience. This means that in recognition of prior education and clinical experience, the student is not required to provide direct patient care but rather to expand beyond what is done on a daily basis. The student will look into the continuum of care as it precedes and follows the acute level of care. The emphasis is outside the acute setting. The student will be expected to visit, observe or attend community support groups, interview health professionals, locate and visit resource settings, support services or other options that augment the care required by clients. In addition there are options to look at what is available in terms of cyber support and resources for the public and professionals. Throughout the course, the faculty member is available as a resource and guide as needed. Please note: should the student desire a hands-on experience, this can to be negotiated with the faculty. Then if needed, contracts will be arranged. There is no text required for this course since necessary readings should be based on the student s selected clinical condition or a population for the deliverables negotiated. APA format based on the 5 th edition is expected for all references regardless of format for the deliverable. Course materials and readings from prior nursing courses including NRS 474 provide some general resources related to databases and web resources. There are some recommended resources for some deliverables in the content module. Exemplar presentations from former students who have graciously permitted them to be shared will be available for your review the first two weeks of the class. There are four discussions for student s entries. The first occurs during the second week of class; thereafter each month during the semester and a final entry sharing the experience for future students. The first entry has a due date, with required content being the student s topic (focus) and the deliverable(s), which have been negotiated with the faculty to be shared. The next are open discussions providing an opportunity to share experiences, progress, efforts, frustration and suggestions with each other. <br< This Nursing Synthesis course consists of 1 to 5 deliverables based on the number of credits taken. Deliverables are designed to be worth 1 credit, 1 or 2 credits or 2 credits each. Focus of the course deliverables: The student identifies a clinical condition or a population on which to base this experience.

8 Examples of each are: A clinical condition could be congestive heart failure, cerebral palsy, obstructive lung disease, depression etc. A population could be the homeless, the elderly, adolescents, or an ethnic group etc. (Note in some instances a condition is so vast that the student may wish to further delimit the topic by combining the population and condition. For example adolescents with diabetes, gestational diabetes, or diabetes in Hispanic populations would allow the student to narrow down the focus of the course work.) A deliverable is the outcome product that reflects the studentdesigned experience related to the following options. There are more options than required. This allows the greatest amount of choice in meeting the students learning objectives. There is also an option for a student-designed experience. Deliverable 1 - Continuum of Care (1 credit) Overview: The student identifies the components of the continuum of care from primary prevention through secondary (intervention) and tertiary prevention available within a community. The student then arranges to observe and/or interview providers at each of the phases of the continuum of care. This observation should focus on assessing the care provision requirements, the actual and potential role for the nurse and the nursing process, and the need for coordination at all levels of the continuum. Deliverable: a formal paper describing the continuum of care for the selected condition or population and the experiences undertaken. Deliverable 2: Complementary and Alternative (CAM) Healthcare (1 credit to 2 credits) Overview: The student identifies the current complementary and alternative (not alternate ways of treating a condition) healthcare measures in the literature, in clinical trials and in practice used to augment the care for the selected clinical condition or population selected. Deliverable: 1 credit - A synopsis of the practices, research, trials and literature, which support or refute the various practices along with an analysis of the issues related to the use of complementary and alternative healthcare measures in the treatment of the

9 condition. 2 credits as above with no less than 3 actual site visits, observations & interviews with practitioners of complementary or alternative healthcare measures. Deliverable 3 - Cyber-support (1 credit) Overview: The student identifies web resources available to professionals and interested individuals applicable to the selected clinical condition or population. A summary of these resources is prepared. The student then identifies at least three interactive sites related to the condition or population of concern and logs on to a professional or a patient (preferred) site such as ask the professional clinical Listservs, bulletin boards, chat rooms or support sites. This site is then observed over a one-month period of time to identify content discussed and level of support/ information shared. Deliverable0: an annotated report on the web resources found along with a journal summary of the one month interactive site observation experience. Deliverable 4 - National Health Objectives and Legislative Issues (1 credit) Overview: The student identifies national health objectives and legislative initiatives relative to the selected clinical condition or population. The student may elect to identify the related health care services required and visits those services to assess if the National Health Objectives have been implemented. The student may also visits and interviews (in person, by phone or on-line) the supporters and opponents of the legislation to identify the relevant issues. Another observation may include attendance a healthcare legislative rally. Deliverable: Preferably a PowerPoint presentation summarizing the National Health Objectives or current legislative related to the area of concern issues with strategies to approach the issues identified. The presentation will be posted on the on the course site. Deliverable 5 Health Education (2 credit) Overview: The student identifies an unmet health related teaching need for the condition selected. Identifies or develops teaching materials related to the selected clinical condition or population. Develops the student s own teaching module. Pilots the teaching materials and evaluates its effectiveness.

10 Deliverable: A teaching module, usually done in PowerPoint, along with a write up of the target need identification, trial and evaluation done. Deliverable 6 Student designed experience (1 credit) Overview: The student identifies an experience relevant to the selected clinical condition or population and describes the suggested activities and deliverable. Approval of the faculty is required prior to undertaking the experience. Deliverable: Negotiated Further explanation of the deliverables with suggested activities and selected student exemplars are included in the Content Module Section of the course site. All exemplars are posted with student permission. Required Texts American Psychological Association. (2001). A Publication manual of the American Psychological Association (5 th ed.). Washington, D.C.: Author. Course Grading for NRS 475 Because this course is offered for variable credits, the course grade is based on the number of credits taken. Each deliverable is equal to 100% for one credit. Adding the credit/deliverable grades and dividing the total by the number credits taken calculate 95% of the course grade. Five points (or 5%) of the total grade are allocated for the completion of the posting on the discussion board. Academic Conduct Students are expected to practice and uphold standards of academic integrity and honesty as outlined in the Oakland University undergraduate and graduate catalogs under the section titled "Academic Conduct". The OU site for Academic Conduct is located at Academic dishonesty may result in a numerical grade of 0.0 for this course. In addition to the Oakland University Academic Conduct policy in the School of Nursing, completion of all course related assignments must be the result of the student's individual effort, except in the circumstance where the assignment requires group effort.

11 Faculty expectations include the clear differentiation of what is the student s original work and what is a citation or paraphrase. All direct quotations including citations from web sources must be cited. To insure a clear understanding of citation students are expected to use the APA manual 5 th edition as the guide. There are also web sites that provide information on paraphrasing and plagiarism, Purdue ( and the University of Toronto ( have web sites of interest related to this plagiarism and how to avoid it. Take time to review these. Americans with Disabilities Act Students with special needs are urged to identify themselves to the faculty and discuss their concerns. Additional help can be obtained thorough the Office of Disability Support Service, 106 North Foundation Hall. Semester Expectations Dates Week 1 January 10 16, 2005 Expectations Read course syllabus, content modules, grading information. Post questions if any. Begin to consider focus of the clinical experience Begin search for supporting information, services, and resources for your experience. Week 2 January Negotiate with faculty focus of deliverables, deliverable plan, and due dates. Submit finalized plan to faculty prior to the 21st Post clinical focus and deliverables for class to view by 1/21/05 Continue search for supporting information, services, and resources for your experience. Begin site visits as appropriate Week 4 January 31 February 6 Week 5 February 7 13 Reminder for monthly posting 2/9/05 Recommended first due date Week 6 February Week 7 February 21 27

12 Week 8 February 28 March 5 Reminder for monthly posting 3/2 Recommended second due date March 6 13 Winter Break Week 9 March Week 10 March Reminder for monthly posting 3/22 Recommended third due date Week 11 March 28 April 3 Week 12 April 4 10 Week 13 April Reminder for monthly posting 3/22 Recommended fourth due date Week 14 April Discussion postings see expectations Course evaluation Week 15 No Final planned Course Policies On-line Discussions There are open discussions that students participate in five times during the course. This discussion is meant to be a "sharing experience" with fellow students about issues encountered in the clinical, suggested resources, progress through the deliverables. Faculty response will occur as appropriate. The grading for the discussion content is based on meeting the required entries timelines. Each entry is worth 1 point.. Discussion postings and mail should be written at a college level, be in readable format that has been spell checked and proofed prior to posting. (I find that writing in a word processing program first then pasting affords me spell check and limits on-line time.) As a reminder postings to the discussion board are for everyone to read. Only mail or respond privately options are to the individual.

13 The faculty allocates all points for assignments. Grades for assignments will be posted within 2 weeks of submission. Rules of netiquette will be observed at all times. The course requires an open exchange of ideas. The expectation is that all feel free to express him/her selves and have views respected. At no time does this mean that other than professional language is used nor that inflammatory responses be included. Any such entries will be deleted and no points allocated for the entry. Remember and discussion lack inflection and expression that real conversation communicates so take care to prevent inadvertent misunderstandings. Many sources are available on the web under netiquette. One is: Others can be found by searching for "netiquette" with your browser. APA writing expectations: The American Psychological Association 5 th edition (2001) format will be expected for all citation of sources and in the executive summary. See also the presentation on PowerPoint Late Submissions: Five (5) points will be taken off for late assignments. The due dates for all assignments are negotiated at the time of the student s submission of the plan for the semester. No late discussions are considered. Academic Year: The Oakland University and School of Nursing academic year calendars will be followed for schedules, registration, holiday s etc. General Policies: All policies and procedures found in the Oakland University catalog and School of Nursing handbook will apply for this course. Student Nurse Professionalism Expectations - Undergraduate Students in the School of Nursing (SON) are educated in classroom, laboratory, and clinical settings that constitute a professional learning environment. The ANA Standards of Professional Performance are the standards of the profession and are part of the foundation for the SON s curriculum and student expectations. The Standards identify nine behaviors that are expected of every registered nurse. As part of the student nurse s development, it is imperative that these behaviors are demonstrated in all professional settings as part of becoming/being registered nurses. This includes the classroom, laboratory, and clinical settings. (Please refer to the student handbook or course website for the entire document.) Student Perception of Classroom/Clinical/Lab Faculty Effectiveness Students will be provided the opportunity to evaluate this course and faculty toward the

14 end of the semester. The information students provide regarding the course and faculty is extremely valuable to both the School of Nursing faculty and administration. Student feedback is especially useful for faculty as they continue to revise and refine course content and teaching strategies. Please take the time to complete the evaluation forms. We appreciate your time and attention to this important matter. Grade Conversion Scale Oakland University School of Nursing GRADE CONVERSION Note: 70% = 2.5 PERCENTAGE GPA

15 Approved Faculty Assembly 2/20/03