BSN Program NURSING 1103 LPN-RPN Bridging Course Section 1 Section 1 Bow Lee Office: B153d Telephone: 605.323.5806 Email: blee@langara.bc.ca Office hours: Tue/Wed (prior to + following clinical) Fridays 1530 or by appt 2010/30
Table of Contents 2 of 21 Course Outline... 3 Process... 3 Learning Outcomes... 4 Overview of Concepts... 4 Required Texts... 6 Resources 6 Evaluation... 7 Assignments... 7 Professional Responsibilities... 8 Schedule... 9 Appendices Article Summary - Nurs 1103 - The E A S Y Guide... 10 Evaluation Chart... 15 Family Paper - Marking Criteria... 17 PROFESSIONAL GROWTH Presentation 28 Evaluation of Blackboard Discussions/Journal and Activities... 20 Pharm Quiz List... 21 e & [Lee], Sep_200930. Revised, 201030
COURSE OUTLINE 3 of 21 The LPN/RPN Bridging Course prepares Licensed Practical Nurses (LPNs) and Registered Psychiatric Nurses (RPNs) for placement in Term 4 of the Langara College Nursing Program. As stated by the Collaborative Curriculum Guide (May 2004) theory content and lab instruction will be introduced to participants using the decision-making framework and the process of critical thinking as key components as provided by the Collaborative Nursing Program (CNP). This course is intended as an overview of the e Nursing Program. Curriculum philosophy and an exploration of the main concepts drawn from the Term 1-3 courses; * Health I and II, * Professional Growth I * Healing I * Nursing Practice I, II and III * Self and Others I and II PROCESS Nursing 1103 is a weekly 4-hour nursing course. It is delivered in a mixed-mode format; consisting of a three hour face-to-face class component and a one hour online component using Blackboard CE6 learning management system. Classes consist of a variety of methods including but not limited to short lectures, presentations, discussions, individual work, and small and large group work. Guest speakers may be invited to some classes. CLASS OR CLINICAL PRACTICE CANCELLATION The nursing department makes every effort to replace a nurse educator when he or she is unable to attend a class or clinical practice. If a nurse educator needs to cancel a class or a clinical practice day, for whatever the reason, information regarding the class cancellation will be posted on Blackboard CE 6 as well as at the Registrar's Office (B-Building). As for the cancellation of clinical practice, individual nurse educators will inform his or her students of how cancellation will be conveyed during orientation week. It is important then to log on to Blackboard the day of class and of clinical practice. e & [Lee], Sep_200930. Revised, 201030
LEARNING OUTCOMES 4 of 21 This course will provide Licensed Practical Nurses (LPN) and Registered Psychiatric Nurses (RPN) with the opportunity to acquire awareness of the philosophy, and main concepts of the Collaborative Curriculum in preparation to enter Semester 4 of the CNP at e. Students have the opportunity to: review/practice nursing theory and skills to ensure the development of: Critical reflection, Academic writing/reading and Research skills as foundations of BSN education. learn about transitioning in role from LPN and RPN to the role of RN with BSN preparation reinforce caring relationships with clients and families, as well as with each other. OVERVIEW OF CONCEPTS The course begins with an orientation to, and exploration of, the various metaconcepts of the curriculum and of the philosophy of the Collaborative Nursing Program. The emerging field of nursing informatics and the concepts of electronic communication and literature searches are then introduced within the contexts of scholarly writing and evidence based practice. The student has opportunity to explore the theoretical frameworks underlying family-centered care. A major emphasis is on families' experiences with chronic health challenges. The determinants of health from individual, family, group and community perspectives within a health promotion framework are also examined. Self-awareness, interpersonal communications are then discussed with a focus on caring communication and its importance in the nurse-client and nurse-health professional relationships. Ways of knowing, critical thinking and reflection are included. An introduction to assessment utilizing Gordon s (1987) Functional Health Patterns and decision-making using the Decision Making Framework (2010). Several classes on pharmacology and psychomotor skill review and practice are followed by Safe Practice Appraisals (SPA) where the student demonstrates the ability to perform a skill in the Nursing Resource Education Center (NERC) safely and competently. Case scenarios will be utilized as a teaching/learning method to give students the opportunity to integrate the theoretical concepts of the course with simulated nursing practice. e & [Lee], Sep_200930. Revised, 201030
5 of 21 The final classes of the course are an exploration of the concepts related to the profession of nursing throughout its history. A major emphasis is on roles and responsibilities of registered nurses within the context of the health care system. Professional nursing organizations including the College of Registered Nurses of BC (CRNBC), the Canadian Nurses Association (CNA) and the British Columbia Nurse s Union (BCNU) will be profiled in relation to the Registered Nurse role and scope and standards of practice. Throughout the course, in order to develop a conceptual and experiential understanding of the concepts and theories within the course, learning activities are used to engage the students. Most of the preparation for these learning activities will be done independently and prior to a class or online forum. This preparatory work will enrich a greater group dialogue during the class or online forum, leading to in-depth critical dialogue and questioning of the particular concepts being explored. Each learning activity also includes an aspect of critical thinking and critical reflection. It is the nurse educator s intent to facilitate, foster, and develop the students' critical inquiry skills of the issues relevant to nursing in order to assist them to fulfil the role of a professional Registered Nurse. It is hoped that while working through the course material, students will become increasingly aware of how and why their ideas, perceptions, feelings, thoughts and attitudes about society and themselves influence the way in which they make meaning of their personal experiences. In order to be successful in the Nursing 1103 class it is necessary to think about and practice the ABC s. A. is for attendance. You are expected to attend all Classes. It is your responsibility to sign in and out of the class on the signature sheets provided. All missed hours will be recorded social responsibility assessment sheet. If you are sick and unable to come to class, please leave an email for your nurse educator at least 1 hour before your class. If you miss a class it will be your responsibility to acquire the learning on your own. B. is for be prepared. In order to maximize your learning, it is required and expected that you complete the IN PREPARATION section of the required learning activity prior to the class. Students who come prepared learn the concepts and in more depth then those who are not prepared. As a courtesy to others, please come to class on time. C. is for contribute. Participation is critical when learning. Your active involvement in class, by asking questions or problem solving with a peer e & [Lee], Sep_200930. Revised, 201030
will enhance your learning and your enjoyment of the learning process. REQUIRED TEXTS (NOTE: TEXTBOOK REQUIREMNT FOR THIS TERM WILL BE DISCUSSED IN CLASS. 6 of 21 American Publication Association. (2010). Publication manual of the American Psychological Association. (6th ed.). Washington: Author. Anderson, K.N. (2009). Mosby's medical, nursing, & allied health dictionary (8th ed.). St. Louis, MO: Elsevier Mosby. OR Venes, D. (2009). Taber's cyclopedic medical dictionary (21st ed.). Philadelphia, PA: F.A. Davis. OR Stedman, G. (2009). Stedman's medical dictionary for the health professions and nursing (6th ed.). Philadelphia, PA: Lippincott Brophy, K. M., Scarlett-Ferguson, H. & Webber, K. S. (2010). Clinical drug therapy for Canadian practice. (2 nd Canadian ed.). Toronto: Lippincott, Williams & Wilkins. Davis, B., & Logan, J. (2008). Reading research: A user-friendly guide for nurses and other health professionals (4th ed.). St. Louis, MO: Mosby. Deglin, J.H., & Vallerand, A.H. (2010). Davis' drug guide for nurses (11th ed.). Philadelphia: F.A. Davis. Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., Obrien, P.G., Bucher, L., Barry, M.A., Goldsworthy, S. & Goodridge, D. (Eds.). (2010). Medicalsurgical nursing in Canada: Assessment and management of clinical problems (2 nd Canadian ed.). St. Louis, MO: Mosby. Pagana, K., & Pagana, T. (2005). Mosby's diagnostic and laboratory test reference (7th ed.). St-Louis: Mosby. Perry, A., Potter, P., Ross-Kerr, J. C. & Wood, M. J. (Eds.). (2010). Canadian fundamentals of nursing (4 th ed., rev..). Toronto, ON: Elsevier Canada. Predham, B & Buchholz, S. (2010). Henke s med-math: Calculation, preparation, and administration. (1 st Canadian ed.). Philadelphia, PA: Lippincott Williams Wilkins e & [Lee], Sep_200930. Revised, 201030
Weber, K., & Kelley, J. (2009). Health assessment in nursing (4 th. ed.). Philadelphia: Lippincott. William & Wilkins. RESOURCES 7 of 21 Several different types of resources will be utilized in Nursing 1103 class. This will include nursing practice settings (class, lab, community), lab demonstrators, audiovisual and computer resources, other selected readings, e Nursing Program Proficiency Tracking Tool, e Nursing Department Student Policies and Procedures. College of Registered Nurses of British Columbia. (2006). Professionals standards for registered nurses and nurse practitioners. Author: Vancouver, British Columbia. Can be downloaded from CRNBC website. Canadian Nurses Association. (2008). Code of ethics: The centennial edition. Ottawa: Author. e Nursing Department. (2010). BSN handbook. Vancouver, BC: Author. e Nursing Department, (2010). Proficiency tracking tool. Vancouver, BC: Author. e Nursing Department. (2010). Term 3 Performance appraisal form. Vancouver, BC: Author. The Writing Centre, located on the second floor of the e Library. EVALUATION In order to receive a minimum of 65% or a C+ or S grade in Nursing 1100, students must complete and submit all classroom assignments. As per College policy, a failing grade will be given if a student does not complete all of the course requirements. According to Nursing Department policy, 65% or a C+ or S grade is the minimum grade requirement for successful completion of all nursing courses. The grading scale for the Nursing Department is as follows: A+ 95 100% A 90-94 % A- 85 89% B+ 80 84% B 75 79% B- 70 74% C+ 65 69% C 60 64% C- 55 59% D 50 54% F 49% or below e & [Lee], Sep_200930. Revised, 201030
8 of 21 The dates for submission of assignments are pre-established and outlined in all course syllabi. Completion and submission of all assignments is an expectation of e. Failure to complete or submit an assignment will result in a mark of 0 for the given course. There is a late penalty of 5 % (of the total mark for the assignment) per day including weekends and holidays. If the submission of an assignment is on the due date and after the specified time, it is considered one day late. A request for extension must be discussed with the appropriate nurse educator at least one week in advance of the due date, or the request will not receive consideration. Subject to the nurse educator s agreement to grant an extension, the amended due date and time will be documented, either by letter or email, and forwarded to the student during regular business hours, within three (3) days of the agreement. Anticipate a 1-2 week turn around response period from your nurse educator in order to adequately reflect and provide you with feedback to encourage progression in your understanding of the course s concepts and/or scholarly writing. ASSIGNMENTS Summary of Assignments & Evaluation for Nursing 1111 Pharmacology Quizzes 10% Article summary 25% Professional Growth Presentation 25% Family Visits and Family Paper 25% Blackboard discussions /Journals/Misc 15% TOTAL 100% Note: All assignments must be completed in order to receive a passing grade in Nursing 1103. Assignment details and criteria for marking attached as appendices. e & [Lee], Sep_200930. Revised, 201030
PROFESSIONAL RESPONSIBILITIES 9 of 21 Every practicing nurse in British Columbia, from the beginning student to the expert nurse, is required to assume full responsibility for knowing and adhering to the professional standards of practice. These standards serve primarily to ensure an acceptable level of professionalism (CRNBC, 2008). One of the College of Registered Nurses of British Columbia (CRNBC, 2008) standards of practice is Professional Responsibility and Accountability. Students are expected to have a working knowledge and adhere to the policies of e and those outlined in the e Nursing Department Student Handbook. In particular, the following policies should be reviewed during Week 1 of the semester. 1. ATTENDANCE AND PARTICIPATION 2. SAFE PRACTICE APPRAISAL (SPA) 3. CLASS CONDUCT 4. PROFESSIONALISM & ACADEMIC HONESTY 5. ASSIGNMENTS AND EXAMS 6. EXAM SECURITY 7. WEB NETIQUETTE Students are also required to use appropriate language and APA style for all assignments. Questions relative to the methods of evaluation should be directed to the nurse educator teaching the course section in which students are registered. e & [Lee], Sep_200930. Revised, 201030
SCHEDULE(subject to change) 10 of 21 * NERC = Nurse Education Resource Center, otherwise known as the Nursing Lab, Rm A371 Independent Lab practice days: Tuesday and Wednesdays Date Class Topic Lab (NERC*) Sept 9 Sept 16 Sept 23 Sept 30 Oct 7 Oct 14 Oct 21 Oct 28 Nov 4 Nov 11 Nov 18 Nov 25 Dec 2 Introduction to N1103 + Langara s Collaborative Nursing Curriculum Member Introduction 1 st Journal Assignment Pharmacology: Application of Theoretical and Nursing Principles of Care Developing Evidence Based Nursing Practice (Library and computer lab-l108) Academic Writing and Using APA Publication Style Chronicity, Change & Transition, and Family Assessment Article Summary due at start of class Chronicity, Change & Transition, and Family Assessment continued Interviewing in the Health Care Context Community Resources to Foster Health and Healing Caring for the Client Family Paper due at start of class REMEMBRANCE DAY HOLIDAY no class 1430-1530 (NERC): Oral, topical and controlled medications, parenteral medications 1430-1530 (NERC): Peripheral IV infusion maintenance and conversion from an existing intravenous to an intermittent infusion device (saline lock) and simple wound care 1430-1530: SPA Day 1 Professional Growth in Nursing 1430-1530: SPA day 2 PG Presentations PG presentations Overview of Proficiency Tracking Tool, Practice Appraisal Forms/Domains of Practice, Practice Portfolios. Bring your Proficiency Tracking Tool and Practice Appraisal Form for Term 3. Read Term 2 Learning Activity: Practice Portfolios. Competency appraisals e & [Lee], Sep_200930. Revised, 201030
Criteria APPENDICES: Article Summary - Nurs 1103 The E A S Y Guide 11 of 21 Evaluate, Analyze and Score Your own Summary Complete self-evaluation, attach to your summary and submit on due date. Body of paper is not to exceed 2 pages. Grading stops at the two-page mark. CONTENT Comments Grade or Score ORGANIZATION /5 EFFECTIVENESS OF EXPRESSION /5 MECHANICS /5 SPECIAL REQUIREMENTS APA format (reference list, citations, margins, font, running head, title page) CONTENT Grade /5 /5 /25 1. The theme fits the assignment accurate summary of the article s content 2. The writing limits the subject and focuses clearly and logically on a central idea. 3. Ideas are expressed rationally and without fallacy. 4. The idea presented is thought provoking and represents a significant challenge for the writer. 5. General statements are supported and explained with facts, specific instances, quotations, e & [Lee], Sep_200930. Revised, 201030
12 of 21 and other detail to make the theme clear. The best themes indicate a conclusiveness of supporting evidence, showing for example, that an instance or an illustration is typical or that the sample is representative. 6. The writer demonstrates knowledge of the subject. ORGANIZATION 1. The focus and purpose are clearly identified through introduction and statement of thesis. 2. There is an introduction, body, and conclusion. A superior paper introduces the thesis so that it engages the concern or interest of the reader. The conclusion is emphatic, often suggesting the large significance of the restricted thesis. 3. All paragraphs are developed and contribute to the total unity and developments of the theme. 4. Individual paragraphs are sufficiently developed with relevant and specific detail. There 5. are adequate transitions between sentences and between paragraphs. 5. Transitions contribute to a logical progression of ideas. 6. The more important points are placed in positions of greater emphasis. EFFECTIVENESS OF EXPRESSION 1. The point of view or voice is consistent and appropriate. 2. Sentence patterns are coherent and varied. 3. The writing is concise as it avoids excessive wordiness and unnecessary repetition. 4. Trite expressions and slang words are not inappropriately used in the writing. 5. The writing uses words correctly and avoids poor parallelism and unnecessary shifts in tenses. 6. Words employed in the writing are clear and accurate, appropriate to writer, reader, subject and situation. 7. Subordination is used appropriately. MECHANICS A superior paper fits manuscript form and is free from mechanical errors. Following is a list of errors that are considered to detract from a theme. 1. Misspellings 2. Unnecessary shifts in tense 3. Incorrect verb form 4. Lack of subject-verb agreement e & [Lee], Sep_200930. Revised, 201030
EFFECTIVENESS OF EXPRESSION EVALUATION CHART MECHANICS 13 of 21 e & [Lee], Sep_200930. Revised, 201030
Superior (A B) Average (C) Poor Unacceptable (D F) 1. The point of view is consistent and appropriate. 2. Sentence patterns are varied and the thought is expressed clearly and forcefully through proper word order and subordination. 3. Specific words are always clear and accurate, appropriate to writer, reader, and subject. 4. The level of language and vocabulary is consistent. 5. The writer occasionally makes effective use of figurative language. 1. The sentences are mechanically correct but lack vitality and force. 2. There is an occasional awkward statement. 3. Words employed are not always as specific or accurate as they might be. The writer often chooses generalized words where particulars are necessary and mixes levels of language. 1. Sentences are frequently unclear, unified, or monotonous. 2. Word choice remains vague and generally ineffective. The vocabulary is too limited. 3. Trite expressions and slang terms frequently creep into the language. 4. No consistent point of view is expressed. 14 of 21 1. There is a consistent use of standard grammar, appropriate usage, punctuation and spelling. 2. The paper is relatively free from all mechanical errors. 3. Although there may be an occasional error in punctuation or spelling, there are no serious mechanical errors such as fragments or others listed under standards of evaluation. 1. Although clear, the expression is weakened by an occasional error in standard usage, punctuation and spelling. (See list of mechanical errors under standards of evaluation.) 5. More than one topic appears in a paragraph or paragraphs consists of only one or two generalized sentences. 1. The clarity of expression is seriously hampered by grammatical problems, such as fragments, lack of agreement, shifts in tense, run-on sentences, etc. 2. Punctuation and spelling errors are frequent. CONTENT ORGANIZATION e & [Lee], Sep_200930. Revised, 201030
Superior (A B) Average (C) Poor Unacceptable (D F) 1. The writing fits the theme assignment. 2. The treatment of the subject demonstrates intelligent thinking on the subject. 3. A significant central idea is developed through logical thought. 4. General statements are consistently fully supported and explained with facts, example, and other details. 5. The writer demonstrates a sound knowledge of the subject. 1. A central idea is apparent, but the development remains too general. 2. The depth of thought is limited because it relies upon the common or widely heard comments. It is not original and limited in interest to a very small group. 3. There is some support, but the support is inconsistent, repetitious, lacks sharp detail or remains relatively unimportant or obvious. 4. Some minor problems in logic or clarity of thought are present. 15 of 21 1. The development of the thesis moves clearly and logically through an introduction, body, conclusion. 2. It is evident the writer is aware of emphasis and proportion in his allotment of space to each point. 3. Paragraphs are unified and adequately developed and move the thought logically. 4. Adequate transition connects all elements of the paper. 5. Every sentence of the paper contributes to the development of the thesis. 1. The planned order of the paper is apparent but sometimes gets off the point. 2. There may be some weaknesses in emphasis and proportion as the writer fails to emphasize important ideas and less important ideas get excessive space. 3. The paragraphs are unified and usually developed adequately. 4. Transitions may be too abrupt, or too mechanical (i.e. next, firstly, secondly, also). 1. The central idea is missing, trite, or shows little originality or examination. 2. The idea remains unsupported with specific detail or example. 3. Serious problems in the logic and clarity of thought are present in the writing. 4. The theme does not fit the assignment. 1. The plan and purpose of the theme are not clear. 2. There may be unnecessary repetition and inadequate development of paragraphs and thought. 3. Paragraphs are not sufficiently unified. 4. Transitions remain unclear or ineffective. e & [Lee], Sep_200930. Revised, 201030
16 of 21 Family Paper - Marking Criteria Critieria Comments Marks Structure:Family composition: Members of the internal family are introduced including ages, gender, roles within the family, & occupations. (1 mark) CHC as outlined in the literature is described. Pathophysiology, usual treatments, & management of the CHC is accurately described & supported by current (within 5 years) references. Minimum 3 references. (3 marks) Instrumental Function: The family s ADLs are described. (2 marks) The effect of the CHC on the family s activities of daily living is described. 2marks) Expressive Function: Communication patterns as identified by the family members are described. (1 mark) Your observations of the family members verbal and non-verbal communication during the interviews is described. Discuss the similarities and/or differences between family s statements and your observations. (2 marks) Effects of the CHC on family communication and effect of communication patterns on the management of the CHC are discussed. (2 marks) Learning Outcome Your significant learning outcomes. 2-3 outcomes with rationales/examples. (2 marks) Organization/Clarity Contains intro which clearly identifies the topic & outlines content of the paper; body; summary of main points Ideas are clear, progress logically Each paragraph has one main idea Transition between sentences & paragraphs is clear Spelling, punctuation, grammar all enhance clarity (5 marks) Format/Mechanics APA format is correctly applied, e.g. title page, table of contents, margins, headings, font size, page numbers, spacing, abbreviations, etc. Quotes/ideas from other sources are referenced properly in APA format: within text e & [Lee], Sep_200930. Revised, 201030
reference (5 marks) 17 of 21 The paper is not to exceed 4 pages (excluding title page, references, etc.) Please submit hard copy of paper at start of class (check schedule for date Week 10) Total: /25 ALSO: You must include a title page, references, and appendix, which includes a genogram, ecomap (found in Perry & Potter) and assessment using Gordon s Functional Health Patterns. e & [Lee], Sep_200930. Revised, 201030
PROFESSIONAL GROWTH Presentation Criteria 18 of 21 Each student will prepare and deliver an organized presentation to the class. The purpose of this assignment is to provide the student with an opportunity to explore and demonstrate clear and appropriate teaching and learning strategies and skills used in nursing education. This presentation will be graded out of 25 points and is worth 25% of your final N1103 mark. You are encouraged to think about current issues relevant to nursing practice. Grading of the presentation will be based on both the technical (delivery of the presentation) and content. The delivery of the presentation looks at your communicability and methods of presentation, i.e. how well the audience understands the words and/or audio-visual teaching aids that you use. Content examines the quality of literature review and the structure (introduction of topic, understanding of subtopics, conclusion/wrap-up) of the presentation. The evaluation criteria for the presentation are outlined below. PREPARATION 1. Outline submitted by due date /3 points Is the outline clear and logically developed? DELIVERY OF PRESENTATION 1. Audio-visual aids /3 points Are audio-visual aids legible and/or visually clear? Are they easy to read (i.e., font size; not too much information per slide, or too little per slide)? Are graphs labeled? Do any demos (clips, sounds) work? Is there appropriate referencing? 2. Speakers /4 points Is the speaker clear? Do we understand his/her subtopic? Does the speaker seem rehearsed, or are there many paused, ums, uhs, etc.? Is the speed of presentation appropriate (i.e., not too fast or slow)? Too much reading from notes? Facing and engaging the audience? Interactive? CONTENT 1. Literature review / 5 points Are external to class sources cited? Are some of these sources from scientific (i.e., peer-reviewed journals) sources, or are they all web/magazine/newspaper based? Reference list provided? 2. Introduction of topic e & [Lee], Sep_200930. Revised, 201030
19 of 21 /2 points Is there a clear introduction of the topic to be discussed, and subtopics? Does the opening slide give the name of the talk and the presenter? 3. Organization of topic /3 points Is the overall topic of the appropriate scope (i.e., not too large, so the subtopics are merely brushed over, and not too small, so the subtopics are repetitive)? Is the larger topic broken down into well-sized, logically related subtopics? Topic is well developed, clear and to the point? 4. Conclusion /2 points Does the conclusion sum up the goal that the presentation was focusing on, or did it just kind of stop? Is it prospective (that is, does it provide problems with the theory/topic that was discussed, or does it provide future directions for work, or unanswered questions or is it just like the end; stop talking now )? Was there an opportunity for discussion at the end? 5. Quality /3 points Did the presentation show an understanding of the issues addressed? Was it interesting, or just a list of facts? Was there an opportunity for questions? Were the questions answered adequately? Creativity? = /25 points = /25% Maximum time 30 minutes Total e & [Lee], Sep_200930. Revised, 201030
Evaluation of Blackboard Discussions/Journal and Activities 20 of 21 Evaluation of Blackboard discussions and activities will be based on this rubric. This rubric is intended to demonstrate different levels of achievement as well as to spotlight the criteria used for evaluation. The rubric is converted to points to determine your grade out of 15% for the course. The nurse educator will determine your grade. Criterion Exemplary Acceptable Undeveloped Insightfulness /5 Posting demonstrates thorough understanding of the topic, Posting shows some understanding of topic though perhaps imperfect Posting demonstrates lack of understanding or predominate superficiality 0 incorporates knowledge from readings and lectures 5 or superficial at times 3 Organization /3 Posting contains a logical progression of ideas with good transitions Posting contains logical progression of ideas; may have some rough Posting jumps from idea to idea without clear purpose or direction 0 between points 3 transitions 1 1/2 Clarity of Communication /3 Posting reflects consistently thoughtful word choices with clearly worded Posting may have infrequent lapses in word choice or clarity of meaning 1 1/2 Numerous poorlychosen words or improper use of terms that obscure meaning 0 sentences and paragraphs 3 Writing Mechanics /3 Grammar and punctuation uniformly conform to standards of scholarly writing 3 Occasional grammar and/or punctuation errors 1 1/2 Numerous grammar and/or punctuation errors 0 Total: /15 e & [Lee], Sep_200930. Revised, 201030
Pharmacology Quizzes 21 of 21 You will be completing several pharmacology online quizzes, which may include the following drug categories or medication calculation/guidelines/principles: Opioid Analgesics and Opioid Antagonists (Chapter 6)* Adrenergic Drugs (Chapter 17) Corticosteroids (Chapter 23) Antidiabetic Drugs (Chapter 26) Aminoglycosides and Fluoroquinolones (Chapter 31) Antihypertensives (Chapter 48) Diuretics (Chapter 49) Drugs that Affect Blood Coagulation (Chapter 54) Antiemetics (Chapter 62) Calculation of medication doses Calculations around IV fluid administration Final selection of quizzes will be announced in class. You can do the quizzes as many times as you want before the last day of classes for the term. The highest marks for all quizzes will be used to calculate your grade out of 10%. *Note: Chapters noted in brackets refer to chapters from Clinical Drug Therapy text by Brophy, Scarlett-Ferguson + Webber e & [Lee], Sep_200930. Revised, 201030