BRIDGE-TO-PROFESSIONAL NURSING CORE CONCEPTS COURSE DESCRIPTION: This transition course introduces the LPN-to-RN student to the framework and concepts of the Trinitas School of Nursing program. Role socialization, communication principles, nursing process, concept care mapping, teaching/learning principles, critical thinking, legal-ethical standards/issues and the role of cultural competence in contemporary nursing will be explored. Pharmacological concepts will be discussed and a review of medication administration with emphasis on drug/iv calculations will be conducted and regularly reinforced throughout the course. Theory Hours: 3 hours/week Credits: 3 credits Duration: 15 weeks FACULTY: Janine Graf-Kirk, MA, RN, BC John Lanier, MS, RN PRE-REQUISITES: Proof of current LPN license, satisfactory completion of College Placement Test or waiver, all buy-back credits, BIO 105, BIO 106, BIO 108, CHE 105 or CHE 113/114, ENG 101, PSY 101, PSY 205, SOC 101, Humanities 6 credits, G.P.A. 2.3 One year employment as a LPN in a health care setting CO-REQUISITES: NURE 212 THE STUDENT IS RESPONSIBLE FOR ALL INFORMATION CONTAINED IN THE STUDENT HANDBOOK Copyright 2006-2007. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Trinitas School of Nursing. 1
COURSE OBJECTIVES FOR : 1. Describe the impact of nursing theory on the profession of nursing. 2. Discuss the application of Orem s self-care framework in nursing practice. 3. Identify effective communication techniques used in managing care of clients from diverse cultural backgrounds. 4. Explain the role of professionalism in nursing. 5. Discuss nursing process and its components within a critical-thinking approach. 6. Apply concept mapping as a critical-thinking tool for care planning. 7. Discuss the principles of teaching/learning and their application in nursing. 8. Describe the legal aspects and ethical issues in contemporary nursing practice. 9. Discuss the basic principles of medication administration 10. Demonstrate the ability to perform drug and intravenous calculations accurately. 11. Discuss the factors that influence role transition from a licensed practical nurse to a registered nurse. 12. Access pertinent current information resources related to evolving trends and issues as part of ongoing professional development. All students enrolled in Trinitas School of Nursing NURE/NREL courses will be required to adhere to zero tolerance of: Academic Misconduct, Academic Dishonesty, Professional Misconduct and Illegal Activities The commitment to a Zero Tolerance policy fosters and upholds academic and professional integrity. It creates a safe, secure, and healthy environment to learn and work. Therefore, Zero Tolerance involving the above behaviors is subject to disciplinary processes up to and including dismissal from Trinitas School of Nursing. EFFECTIVE JANUARY 2006: If a student exits the program or if the sequence is not maintained, an application for re-entry is required. The student must submit the application to the Dean and a minimum GPA of 2.5 is required. There is no guarantee of re-entry into the Nursing Program. To stay active, a student not registered for courses at UCC must submit a no- fee application form each semester. 2
COURSE REQUIREMENTS: Completion of examinations and quizzes with a grade of 75 or higher Successful completion of assigned on-line exercises within allotted time frame. These on-line exercises are accessed at TBD Submission of a Concept Care Map based on a given client situation See the Student Handbook for general information on nursing course requirements GRADING SYSTEM: 1. Two (2) unit exams 50% 2. Concept care map 5% 3. Quizzes 10% 4. Web-based exercises 5% 5. Written Final exam 30% A grade of C+ (75) or better is required to pass this course. Resources for Success: Use of the following resources is strongly recommended to improve chance of success in this course: Computer Laboratory (Please note: You must bring personal headphones) Academic Learning Centers at all Union County College campuses Trinitas and UCC libraries Internet and web sites Tutoring sessions conducted by Skills Lab instructors (You must sign up) Teaching Methods/Materials: Include but not limited to, class discussions, guest speakers, journal articles, educational media (video, CAI), on-line exercises, demonstrations, role plays, written assignments. The unit on Dosage Calculations (Unit IX) will be integrated throughout the course, therefore, part of each class time will be devoted to drug and IV calculation practice. 3
REQUIRED TEXTBOOKS: REQUIRED TEXTS: Castillo, S. (2006). Strategies, Techniques, & Approaches to Thinking: Critical Thinking Cases in Nursing (3 rd ed.). Missouri: Saunders/Elsevier. Le Fever-Kee & Hays, E. (2006). Pharmacology: A Nursing Process Approach (5 th ed.). Philadelphia: Saunders/Elsevier. McHugh Schuster, P. (2002). Concept Mapping, a Critical Thinking Approach to Care Planning. Philadelphia: F.A. Davis. Perry, A. & Potter, P. (2006). Clinical Nursing Skills & Techniques ( 6 th ed.). St. Louis, MO: Mosby/Elsevier. Perry, A. & Potter, P. (2005). Fundamentals of Nursing (6 th ed.). St. Louis, MO: Mosby/Elsevier. Pickar, G. (2004). Dosage Calculations (7 th ed.). Albany, NY: Delmar Publishers. Ulrich, S. (2005). Nursing Care Planning Guides, 6 th ed. Philadelphia: Saunders/Elsevier. RECOMMENDED TEXTS: Hegstad, L. & Hayek, W. (2001). Essential of Drug Dosage Calculations. New Jersey: Prentice Hall. Nugent, P. & Vitale, B. (2004). Test Success (4 th ed). Philadelphia: F.A. Davis. Chapters are listed only in most cases for the text. It is your responsibility to find the portions of the chapters and books that correspond to the topics in the outline, lecture or search needs. 4
UNIT I The Development of Nursing 1. Discuss the significance of selected historical developments in nursing. 2. Summarize health practices through the course of history. 3. Explain the significance of current factors influencing nursing practice. 4. Describe the evolution of professional challenges experienced by nurses of diverse ethnic backgrounds. 5. Describe the image of nursing in art, media, and literature over time. 6. List strategies that would enhance the image of nursing. UNIT I The Development of Nursing A. The evolution of Professional Nursing 1. Historical perspective 2. Nursing in the United States B. Images of Nursing 1. Nursing in art and literature 2. Media campaigns for nursing 3. The reality of the contemporary nurse 4. Clash between beliefs and reality 5. Valuing the future of the profession 6. Creating a new image 7. Role of nursing organizations C. Trends and Issues in contemporary nursing education 1. Knowledge expansion and use of technology 2. Practice-based competency outcomes and evidence based content 3. Cultural diversity 4. Nursing shortage 5. Interdisciplinary approach 6. Consumer-oriented care 7. Ethics/bioethical concerns 8. Life-long learning UNIT I Perry and Potter (2006) Fundamentals in Nursing. 1. In a 100-word essay, write your vision for the profession of nursing in the future. 2. Participate in a discussion on future trends and challenges the nursing profession is facing. 3. Visit the following websites for more information contemporary image of professional nursing www.nursingworld.org/pressrel/2002/ltr0726.htm http://womenshistory.about.com/cs/nursesandnursing www.aahn.org/resource/html 5
UNIT II Theories of Nursing Practice 1. Explain a nursing theory and a nursing model. 2. Discuss selected nursing theorists and their theories. 3. Define the terms used in self-care framework. 4. Recognize the impact of self-care framework on the practice of nursing. 5. Discuss selected concepts of self-care framework. 6. Identify client, family and health team perspectives in relation to self-care. 7. Describe nursing systems. 8. Discuss the attainment of self-care requisites. 9. Apply self-care concepts to simulated client situations. UNIT II Theories of Nursing Practice A. Theories, Models, and Frameworks 1. Florence Nightingale: the first nursing theorist 2. Survey of major nursing theorists and their theories B. Orem s Self-care Framework 1. Self-care requisites a. universal b. developmental c. health deviation 2. Agency a. self-care b. dependent c. nurse 3. Nursing systems a. Wholly compensatory b. Partially compensatory c. Supportive-educative Unit II Theories of Nursing Practice Perry & Potter (2005). Fundamentals of Nursing 1. Create an information map on nursing theorists and description of their theories. 2. Interview a master s-prepared or doctoral-prepared nurse. Ask about how a specific theory has influenced her or his nursing practice or research. 6
UNIT III Nursing Process and the Concept Map 1. Define the components of the nursing process. 2. Identify sources of data. 3. Compare and contrast objective and subjective data. 4. Describe methods of data collection. 5. Recognize client s perceptions in regard to data collection. 6. Formulate nursing diagnoses based on data collected. 7. Formulate short and long-term goals and client outcomes based on identified problems or nursing diagnoses. 8. List nursing interventions appropriate to the identified nursing problems. 9. Identify scientific rationales as basis for nursing interventions. 10. Discuss evaluation of outcomes as a component of the nursing process 11. Apply the nursing process to simulated client situations. 12. Define concept map care plans 13. Identify the theoretical basis for clinical concept maps. 14. Identify steps in the concept map care planning process. Unit III Nursing Process and the Concept Map A. The nursing process 1. Components and definitions 2. Assessment a. sources of data 1. primary 2. secondary b. types of data 1. objective 2. subjective c. methods of data collection 1. observation 2. interview/history 3. physical assessment 4. medical exam/ diagnostic tests d. analysis of data 1. abilities/limitations 2. client perception e. nursing diagnosis 1. NANDA 2. P-E-S 3. Planning a. priority setting 1. self-care requisites/ universal 2. Maslow s hierarchy of needs Unit III Nursing Process and the Concept Map McHugh Schuster (2002). Concept Mapping, A Critical Thinking Approach to Care Planning Perry & Potter (2005). Fundamentals of Nursing. Ulrich, S. (2005). Nursing Care Planning Guide 1. Develop a concept map based on selected client situation. 2. Complete a concept care map using the components of the nursing process. 7
UNIT III Nursing Process and the Concept Map 15. Describe how the concept map corresponds to the nursing process. 16. Relate critical thinking processes to the nursing process and to concept map care plans. 17. Using concept mapping, develop a nursing care plan based on a given client situation. UNIT III Nursing Process and the Concept Map 3. Nursing systems b. Client goals/outcomes c. Nursing interventions 1. components 2. independent, dependent, collaborative 3. scientific rationale 4. Implementation/ helping methods a. case management 5. Evaluation a. behavioral changes in relation to goals/outcomes b. re-assessment in nursing system c. review/revision of care plan B. Concept Map 1. Clinical assessment data base 2. Developing a basic diagram 3. Analyzing and categorizing data 4. Analyzing problem relationships 5. Identifying goals, outcomes and interventions 6. Evaluating client s responses 7. Documentation UNIT III Nursing Process and the Concept Map 8
UNIT IV COMMUNICATION 1. Describe the development of communication skills. 2. Identify the levels of communication 3. Define the components of communication 4. Describe the aspects of communication in nursing relationships. 5. Discuss the characteristics of professional communication 6. Describe the assessment of patterns and barriers to communication. 7. Select nursing diagnoses that relate to communication patterns. 8. Formulate goals and outcomes in relation to communication patterns. 9. Compare and contrast therapeutic and non-therapeutic communication techniques. 10. Select basic communication techniques appropriate to nurse-client interactions. UNIT IV COMMUNICATION A. Principles of communication 1. Development of communication skills 2. Levels of communication 3. Components of communication 4. Forms of communication 5. Nursing relationships 6. Professional communication B. Assessment 1. Interview 2. Factors affecting communication a. physical b. psychological c. developmental d. sociocultural C. Planning and implementation 1. Communication techniques a. therapeutic b. non-therapeutic c. adaptation for special needs 2. Goals/outcomes D. Evaluation E. Documentation UNIT IV COMMUNICATION Perry & Potter (2005). Fundamental of Nursing. 1. Participate in a discussion and role play of professional communication and therapeutic techniques. 2. Listen attentively to your own conversations over the course of the next few days. Focus on your use of questions. This awareness can prove valuable in improving your communication skills 3. Make a list of the negative messages you frequently hear yourself making. Realize how these are affecting the ways in which you view your world. Assess how these messages affect your daily communication. Computer Software: Communication Skills:Building rapport and trust Video: Nurse-Patient Interactions by Concept Media 9
UNIT V Teaching/Learning 1. Identify the principles of learning 2. Describe factors that affect learning. 3. Recognize the relationship between developmental levels and learning needs. 4. Identify the principles of teaching. 5. Recognize data to be collected in the assessment of learning needs and ability to learn. 6. Select nursing diagnoses related to learning needs. 7. Formulate basic learning objectives. 8. Select appropriate teaching methodologies. 9. Identify methods utilized in evaluating learning outcomes. UNIT V Teaching/Learning A. Principles of learning B. Factors that affect learning across the life span C. Principles of teaching D. Assessment 1. Learning needs 2. Readiness/ability to learn 3. Ability to learn E. Planning 1. Goals and learning objectives a. cognitive b. psychomotor c. affective 2. Teaching methodologies F. Implementation 1. environment 2. performance 3. feedback G. Evaluation methods H. Documentation UNIT V Teaching/Learning Perry & Potter (2005). Fundamentals of Nursing 1. Choose a topic to be taught to a client and participate in a class discussion of related teaching/learning principles. 2. Complete on-line exercise related to this unit and submit as specified in the course calendar. 10
UNIT VI Concepts Related to Psycho-socio-cultural Issues in Nursing Practice 1. Define factors which affect the client s ability to meet psychosocial needs. 2. List data to be collected in assessing a client s psychosocial needs. 3. Describe factors that relate to ethnic and gender characteristics 4. Compare concepts of traditional and modern health belief practices. 5. Identify nursing implications in relation to psycho-socio-cultural needs. 6. Discuss selected theories on grieving. 7. Discuss physical and psychological responses to stress 8. Formulate nursing diagnoses and interventions related to psycho-sociocultural needs of the client. 9. Integrate knowledge of demographic and sociocultural variations into culturally competent nursing practice. 10. Integrate respect for differences in beliefs and values of others as a critical component of nursing practice. UNIT VI Concepts Related to Psycho-socio-cultural Issues in Nursing Practice A. Factors affecting the ability to meet psycho- social needs 1. Culture a. transcultural considerations b. beliefs related to health care 2. Family a. types b. functions/roles 3. Socio-economic factors 4. Self-concept 5. Spirituality 6. Sexuality 7. Loss/death and grieving 8. Stress 9. Perceptions of pain B. Nursing implications 1. Principles of culturally competent care 2. Self-awareness 3. Acceptance of client perception 4. Specific interventions to promote psycho-socio-cultural needs UNIT VI Concepts Related to Psycho-socio-cultural Issues in Nursing Practice Perry & Potter (2005). Fundamentals of Nursing 1. Participate in a discussion of various cultures and their health beliefs 2. Be prepared to answer and discuss the following question: What factors should the nurse consider when planning a health promotion program for a minority group who does not speak English? Computer Software: Transcultural Nursing 11
BEHAVIORAL OBJECTIVES CONTENT LEARNING OBJECTIVES UNIT VII Accountability and Ethical Practice 1. Define types of legal actions. 2. Identify the scope of registered nursing practice according to legal guidelines and the ANA standards. 3. Describe principles of licensure and reciprocity. 4. Discuss accountability of registered nursing as defined by the New Jersey Nurse Practice Act. 5. Compare ethical guidelines to legal standards. 6. Integrate basic concepts of human valuing that are essential for ethical decision making. 7. Analyze selected ethical theories and principles as a basis for ethical decision making. UNIT VII Accountability and Ethical Practice A. Legal Aspects 1. The law a. types of legal action 1. torts 2. malpractice 2. Scope of practice a. Nurse Practice Act b. State licensure 3. Documentation B. Ethics 1. American Nurses Association Code of Ethics 2. Ethical Principles a. autonomy b. beneficence/ nonmaleficence c. veracity 3. Dilemmas in Nursing Practice UNIT VII Accountability and Ethical Practice Perry & Potter (2005). Fundamentals of Nursing. 1. Participate in a discussion of a current legal/ ethical issue affecting registered nurses. 2. Group work: Using an ethical dilemma situation, explore and discuss the issues and the strategies the nurse might use in dealing with the dilemma. Submit a list of references used to support your views and strategies using APA format. 3. Visit the following websites for further information: ANA Center for Ethics and Human Rights www.nursingworld.org/ethics/ Center for Bioethics and Human Dignity www.cbhd.org Nursing Ethics Network www.bc.edu/bc_org/avp/son/ethics/nen.html 12
BEHAVIORAL OBJECTIVES CONTENT LEARNING OBJECTIVES UNIT VIII Global Issue in Nursing Practice: Emergency Preparedness and Response for Today s World 1. Describe competencies for professional nurses related to mass casualty events. 2. Describe the interaction between local, state, and federal emergency response systems. 3. Examine the roles of public and private agencies in preparing for and responding to a mass casualty event. 4. Compare and contrast chemical, biologic, radiologic, nuclear, and explosive agents and treatment protocols. 5. Describe the process of communicating effectively using correct emergency preparedness terminology in regard to a mass casualty incident. UNIT VIII Global Issue in Nursing Practice: Emergency Preparedness and Response for Today s World A. The basics of emergency preparedness and response B. Stages of Disaster Continuum 1. Preimpact 2. Impact 3. Postimpact C. Personal Proctection and Safety D. Decontamination E. Communication within the Health Care Facility UNIT VIII Global Issue in Nursing Practice: Emergency Preparedness and Response for Today s World See internet links 1. Review your health care facility s emergency response plan. How does the facility s plan compare with the information presented in this unit? 2. Access resources related to disaster preparedness on the Internet. Centers for Disease Control & Prevention http://www.bt.cdc.gov/emcontact/index.asp http://www.bt.cdc.gov/training/index.asp US Dept of Homeland Security http://www.dhs.gov/dhspublic/ http://www.ready.gov http://redcross.org http://nursingworld.org/news/disaster 13
UNIT IX DOSAGE CALCULATIONS 1. Review basic mathematical computations essential for drug dosage calculations. 2. Apply and convert basic systems of measurement. 3. Accurately interpret the drug order. 4. Calculate accurately oral and parenteral drug dosages. 5. Calculate accurately pediatric drug dosages using body weight determination 6. Calculate the intravenous solution flow rate for manual or electronic infusion systems. 7. Calculate dosages for simple titration deliveries. 8. Utilize ratio-proportion and/or dimensional analysis methods of drug dosage calculations. UNIT IX Dosage Calculations A. Mathematics Review 1. Ratio and proportion 2. Dimensional analysis 3. Solving equations B. Systems of measurement 1. Metric 2. Apothecary 3. Household 4. Conversion C. Drug Orders 1. Drug labels 2. Medication records D. Oral dosage calculations E. Parenteral dosage calculations F. Intravenous calculations G. Pediatric dosage calculations H. Specific medication dosages 1. Insulin 2. Heparin 3. Titrated medications UNIT IX Dosage Calculations Pickar, G. (2004). Dosage Calculations (7 th ed) 1. Participate in practice calculations in the classroom 2. Complete and submit on-line assignments within specified time period 3. Manipulate equipment used for medication administration A competency pre-test will be administered It is strongly suggested that students complete as many practice exercises as possible for dosage calculations Computer Software: Abbreviations & Equivalents Drugs and Solutions Practice 14
UNIT X Making the Transition from LPN to RN 1. Discuss factors that influence the role transition from a licensed practical nurse (LPN) to a novice professional nurse. 2. Differentiate the role of the LPN and the role of the professional nurse 3. Recognize that a form of reality shock may occur as the LPN begins his/her role as a novice professional nurse 4. Design strategies to ease the transition from LPN to professional nurse. 5. Make the transition from LPN to professional nurse UNIT X Making the Transition from LPN to RN A. Culture shock (reality shock) 1. Stages 2. Causes B. Special needs of novice nurses 1. Interpersonal/communication skills 2. Clinical skills 3. Organizational skills 4. Delegation skills 5. Priority setting skills 6. Assertiveness skills C. Strategies to ease transition 1. Biculturalism 2. Role models and mentors 3. Preceptorship 4. Self-mentoring 5. Professional organizations 6. Self-confidence and self-esteem 7. Time and energy management 8. Accepting responsibility for selfmanagement UNIT X Making the Transition from LPN to RN http://www.nj.gov/lps/ca/medical/nursing.htm http://www.op.nysed.gov/nurse.htm 1. Compose a letter to your employer notifying him/her of your desire to change employment status whether it is a move to a different institution or within the institution from a licensed practical nurse to a professional nurse. 2. List your 5-year personal and career goals. 15
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