west coast university - pbworksnurs460.pbworks.com/w/file/fetch/50266968/nurs 460... · web viewwcu...

WCU NURS 460 Professional Roles within Nursing

Section A:

Instructor’s Name Elizabeth Hartman MSN, RN, RNC-OB, CNEI. Instructor’s Contact Information, Course Pre and Co-Requisites

Phone Number: E-mail: [email protected] location: 2nd floor Faculty SuiteOffice hours: Mons 10 am-12 pm; Weds 12-1 pm; Thurs 12-1pm; & by appt.

Course Prerequisites NURS 203 and 213L or consent of campus deanCourse Co-requisites NURS 220 and 221L

II. Mission and OutcomesUniversity Mission: At West Coast University, we embrace a student-centric learning

partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

Program Mission: The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.

Program Learning Outcomes: 1. Apply concepts or theories from biological, physical or natural sciences as basis for professional nursing practice.

2. Utilize nursing process in health promotion, restoration, and disease and illness prevention.

3. Apply evidence-based practice in providing therapeutic nursing interventions for patients and families in a wide variety of health care, and community setting.

4. Apply critical thinking skills in providing culturally sensitive and developmentally appropriate nursing care to patients who are experiencing simple and/or complex health problems in a variety of settings.

5. Provide health care education to individuals, families, and aggregates.

6. Develop measurable goals that demonstrate the willingness to become a life-long learner in building expertise as a member of the nursing profession.

Revision Date: Month, Year (i.e. February, 2010)

Page 1August 2011

O ffi c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u sRevision Date:

Course Name: Professional Roles Within Nursing

Course Number: NURS 460Campus: Los Angeles


7. Utilize effective communication to interact with patients, families, and the interdisciplinary health team.

8. Assume responsibility for the delegation and supervision of the delivery of nursing care to subordinates based on the subordinate’s legal scope of practice and ability.

9. Demonstrate knowledge in applying client care technology skills such as computer and informatics skills.

III. Course InformationTerm: Term 16Class Meeting Dates: Jan 30th - April 7th 2012Class Meeting Times: Mondays 12:30- 5:30 pmClass Meeting Location: Room 214Class Credit Hours: 3 semester credits/5 contact hours per week/45 hours per termClass Credit Length: 9 weeksClass Required Texts, Learning Resources:

Blais, K.K. Hayes J.S. Kizier, B. Erb, G. (2006). Professional Nursing Practice: Concepts and Perspectives 5th ed. Upper Saddle River, New Jersey: Prentice Hall

Cowen, P.S. & Moorhead, S. (2006). Current Issues in Nursing (7th ed.). St. Louis, MO: Mosby.

Sigma Theta Tau Modules: The Use of Evidence to Guide Decision Making and Management Practices Transforming Organizations to Support Evidence Based Decision Making

Class Recommended Texts, Learning Resources:

Burns, N., and Grove, S. (2007). Understanding Nursing Research: Building Evidence Based-Practice (4th ed.). Philadelphia, PA: W.B. Saunders.

Cherry, B. Jacob S.R. (2002) Contemporary Nursing: Issues, Trends, & Management 2nd ed. St. Louis MI: Mosby.

Stevens, K.R. Cassidy, V.R. (1999). Evidenced Based Teaching: Current Research in Nursing Education. NLN Press. Ontario Canada: Jones and Bartlett Publishers

Sullivan, E. J. (2004) Becoming Influential: A Guide for Nurses. Upper Saddle River, New Jersey.

Course Catalog Description:

Registered nurses will use a systems approach in analyzing a variety of contemporary practice environments. This course should assist with developing new ideas of nursing practice and how to implement it within the present healthcare system.

Course Learning Outcomes: Course outcomes are

comprised of the knowledge, skills, values and/or behaviors that students should be able to demonstrate upon

1. Analyze issues and skills related to leadership, management, and nursing roles for practice with complex client systems and using Gordon’s conceptual framework

2. Analyze the interplay of contemporary issues and professional values.

3. Explain the historical development of healthcare systems and advanced roles in nursing.


Page 2August 2011



completion of the course. Course outcomes map to

the Program Learning Outcomes

Must be assessed in the course to determine if learning outcomes are met

4. Apply knowledge and skills necessary for consultation and collaboration in intra- and interdisciplinary practice and research.

5. Apply knowledge and innovative skills necessary for providing cost-effective and beneficial practice in a variety of healthcare settings.

6. Identify the components of evidence-based decision making and how these can guide strategic planning, performance improvement, resources allocation, and other management considerations.

7. Identify at least three environmental, procedural and individual characteristics that facilitate or hinder the development and promotion of evidence-based decision making.

8. Identify the different roles that nurses perform and the different clinical or functional areas they practice.

Teaching and Learning Strategies Updated per course

reflecting the instructional strategies appropriate to the subject area.

Lecture, class discussion and case presentations Web enhanced modules - A series of web enhanced learning

modules have been structured for students to utilize in this course to augment and enhance learning. Class room discussion regarding major concepts presented in class.

Audiovisual/Computer-assisted instruction providing students with individualized learning options.

Case studies used for facilitating learning at the analysis and synthesis levels.

Student-peer interactions and student-faculty consultation.IV. Evaluation Methods, Grading

Formative Assessment of Student Learning: Will not count more than

80% of final grade Examples -- Evidenced-

based Research, presentations, Case Studies, Specific class projects, Weekly quizzes, homework assignments, clinical or lab assignments/assessment, practice exams

Summative Assessment of Student Learning: Will not count more than

30% of final grade Examples – Final Exam,

Term Paper or Term ProjectParticipation: Student Participation will

not account for more than 10% of the final grade.

Assignment/Assessments Due Date Points

Formative Assessment:Discussion Forum Participation Weekly 10Community Project Week 7 15Sigma Theta Tau Modules

Decision Making a Management Practices

Week 2 12

Transforming Organizations to Support Evidence Based Decision Making

Week 5 13

Professional Portfolio Week 6 25Summative Assessment:Systems Project and Paper Week 9 15Presentation – Poster Session Week 4 10Additional Information: Student must attain a score of at least 76% out of the 80% examination-oriented part of the total course grade. In other words, if the total number of points available in a given class is 100, then a minimum of 80 of those points are earned by taking examinations, and a student must earn at least 61 points of the 80 points (76%) out of those exam questions in order to pass the course. Assuming the student attains the minimum 76% (61 points), then the 20% non-examination activities (20 points) are added to calculate the final course grade. Note – A student can attain 76% of the combined examinations and still fail the course if not attaining enough points from non-examination assignments.

V. Policies and Procedures


Page 3August 2011



West Coast University Grading Scale (reflective of final course grade. See associated policy in Catalog)

Grade PointsWCU Numerical Scale

for non-program specific courses

Nursing and Dental Hygiene Specific Numerical Score

A 4 90-100 91-100B 3 80-89 84-90C 2 70-79 76-83D 1 60-69 64-75F 0 59 and below 63 and below

TC N/A Transfer Credit Transfer CreditW N/A Withdrawal WithdrawalI N/A Incomplete Incomplete

CR N/A Credit

Credit granted for 75% or higher on a challenge exam or Credit awarded

for NURS 199Attendance Policy West Coast University has a clear requirement for students to attend courses.

Students should review the Attendance Policy in the “Academic Policies and Procedures” section of the University Catalog.

Academic Integrity Policy

Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources, and submit original work. Academic honesty is central to the institution/student partnership towards student success.

Any assignment submitted for credit in one course cannot be submitted for any other course.

Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the “Academic Policies and Procedures” section of the University Catalog.

Academic Dishonesty

Students should review the Academic Dishonesty Policy in the “Academic Policies and Procedures” section of the University Catalog.

Reasonable Accommodations

West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps towards seeking the accommodation. The Reasonable Accommodations Policy is found in the “Academic Policies and Procedures” section of the University Catalog.

West Coast University Make-up Work Policy

In order to meet course objectives, students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence.

Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is


Page 4August 2011


http://westcoastuniversity.edu/content.aspx?id=130&ekfrm=274






passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade).

Classroom Policies Students are expected to dress professionally during class time. No children are allowed in classes or to be unattended on campus. Use of cell phones, Blackberries or any other electronic devises in the

classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.

Testing and Examination Policy

The university testing policy stipulates that no phones or other electronic devices, food or drink, papers or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed.

Once the exam results are available, students may schedule reviews of their exams with their instructors. Once the exam results are available, the instructor may review the test with students. This review is intended to help students learn, and is not intended for further distribution to other students.

Additional Program or Accreditation Requirements

Course Completion Requirements: Students are expected to participate in class. Participation includes being

present in the class, participation in discussions, and active engagement in the lecture/learning activities.

Students must achieve a passing grade of C or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.

Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the current day’s class session.

Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.

Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.

Community Project. A project involving a current urban issue, which demands improvement will be assigned. The instructor will provide the student with the area of focus and arrange a field trip to collect data and study the problem. The class will be divided into work groups and you will present your final analysis to the class in your group. This analysis must include the history of the issue, the


Page 5August 2011



current status, what resolutions are in progress and what resolutions have been attempted in the past, application of nursing process and nursing theory.

Professional Portfolio. Refer to the student handbook for guidelines.

AACN Essentials for Baccalaureate Education for Professional Nursing Practice

The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in NURS 460 Professional Roles in Nursing include the following:

Essential I, Liberal Education Outcome 4 - Use written, verbal, non-verbal, and emerging technology

methods to communicate effectively.o Poster presentation

Essential III, Scholarship for Evidence-based Practice Outcome 5 – Participate in the process of retrieval, appraisal, and

synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes.o Sigma Theta Tau modules – the use of evidence to guide decision

making and management practices, transforming organizations to support evidence based decision making.

Essential IV, Information Management and Application of Patient Care Technology

Outcome 1 – Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.o Systems project and paper

Essential VIII, Professionalism and Professional Values Outcome 13 – Articulate the value of pursuing practice excellence,

lifelong learning, and professional engagement to foster professional growth and development.o Discussion


Page 6August 2011



Guidelines for Writing and Grading Systems PaperUsing a systems approach, you may select and analyze any current issue that affects nursing practice /patient care.

Paper Requirements 1. Paper length is 7-10 pages, not including cover sheet and references. 2. You must use at least 5 journal citations. 3. Paper must be typed, double-spaced and adhere to APA format. 4. Papers will be presented to the class.

A. Introduction & Purpose of Paper (15%)1. Identify and define the issue. 2. Discuss why the issue was chosen and include a plan for developing the issue in this

paper. 3. Using a systems approach, outline how this issue directly or indirectly impacts health

care.

B. Body of the Paper (40%) 1. Relate the issue to nursing. Show evidence of a literature review by discussing why the

issue is important to nursing. 2. How does this issue influence health care needs of clients and the practice of nursing? 3. What are the implications for future nursing practice? 4. Discuss any relevant health care policy related to the issue.5. Present relevant literature/statistics that support your issue & attach research article to

your paper.

C. Summary and Conclusion (15%)1. Summarize the main points you presented in the body of your paper. 2. Identify any areas of new learning or ideas that you may have for future study.

D. Spelling and Grammar (10%) 1. Use complete sentences. 2. Combine similar thoughts and content into paragraphs. 3. Paper is free of spelling and typographical errors.

E. Organization of Ideas (10%) 1. Does your paper make sense? 2. Do thoughts flow in a logical, organized manner? 3. Is there a chronology (if appropriate)?

F. APA Format (10%) 1. APA format is to be used correctly throughout the paper and reference list/See APA

manual for specifics


Page 7August 2011



Poster Presentation

A poster presentation is to be presented in class based on your Systems project and paper. See course “Grading Criteria for Poster Presentation.”

The following grading criteria will be used in evaluating this project:

Criteria Evaluation Method PointsTopic Apply one of the following

nursing theories to a client’s case. Diagram the steps the model uses in the nursing process in this specific case.

RoyRogersOremGordonKingBennerPeplauHendersonNeumanMaslow (psychiatric model)

20

Color and graphics Color Graphics or photographs Readability

10

Content Introduction Methods Results Conclusions

40

References 3-4 data-based articles 5APA format Use of APA guidelines 5Group work Presentation style

Ability to answer questions20

TOTAL 100 points

Posters will be presented to the class. You will work in groups of two’s and the model you present must be different from other groups presenting.

****Note: All of the above assignments must be typed****


Page 8August 2011



Section B: Course Outline

Week/Date Class Objectives Content Outline Specific Course Activity Student AssignmentsWeek 1

CLO#1, 2, 3, 4, 5,

8

1. Describe the historical development of health care systems and roles in nursing.

2. Identify the various professional organizations within nursing- what they do and how they function today

1. Factors in society that encourage continued education

2. Professional role transition3. Models of transition4. Overcoming barriers5. Nursing as a profession6. Challenges in nursing practice7. Nursing as a discipline and

profession8. Professional socialization9. Role theory10. Role stress and strain11. Preventing burnout12. History of Nursing13. Development of modern

nursing14. Development of nursing in

America15. Professional nursing

organizations16. Ethical foundation of

professional nursing17. Comparison of values, ethics,

and morals18. Theories of moral development19. Nursing code of ethics20. Ethical decision making21. Advocacy

•The Nature of Nursing•History of Nursing•Defining Nursing•Nursing Traditions

Cowen & Moorhead, Section 1

Blais et al. Unit 1 Ch 1-6


Page 9August 2011




Page 10August 2011




CLO#2, 7

1. Discuss the changing Practice of nursing

1. Legal foundation to professional nursing

2. The judicial system3. Legislation4. Nurse practice act5. Liability6. Impaired nurse7. Sexual harassment8. Collective bargaining9. Worldviews of nursing10. Theory vs. conceptual

framework11. Nursing theories12. Relationship of theories to

nursing practice

Discuss the relationship between nursing theory and clinical practice?

List reasons why some theories and the nursing process may not be a good fit

Compare and contrast patterns of knowing and ways of knowing? Carper

Blais et. al. Unit II

STT module: The Use of Evidence to Guide Decisions Making and Management Practices.

Review of expectations of Profession al Portfolio along with packet from RN Student Handbook

Week 3

CLO#5, 6

1. Discuss the Health Care Systems

•Nursing Theories & TheoristsNursing as a profession

•Nursing Theories& Theorists:a. Florence Nightingaleb. Orem: Self-care deficit modelc. Roy: Adaptation modeld. Neuman: System modele. Watson: Theory of Caringf. Leininger:g. KingH. Benner

Cowen & Moorhead,Section 6: Ch 43, 45 & 46


Page 11August 2011



Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments

Choose 2 of the nursing theories and discuss how the following are defined by the theory.Nurse PersonHealth Environment(see guidelines)

•Intro to Professional OrganizationsLinking Theory, Research & Practice

Week 4

CLO#5

1. Discuss health Care Costs, Knowledge and skills for providing cost effective and quality care in a variety of health care settings

•QSEN-Patient safety•QSEN-Quality ImprovemtQSEN Teamwork & Interprofessional Collaboration

Ann Marie Rivera inProfessional Portfolio & Resume

Cowen & Moorhead,Section 7: Ch 50 & 51


1. Consultation and collaboration in intra and interdisciplinary practice and research

2. Role challenges,

•QSEN- Evidence based practice•QSEN- Informatics•QSEN Team Work &


Blais et. al. Unit III


Page 12August 2011



Week/Date Class Objectives Content Outline Specific Course Activity Student AssignmentsCLO#4, 8

collaboration, and conflict Collaboration/ Interprofessional PRactice

Week 6

CLO#7, 8

1. Describe the Interplay of contemporary issues and professional values, Ethics, legal, and social issues of the ANA and other organizational

2. Identify various nursing certifications- their meaning to nursing today

3. Discuss the various educational degrees within nursing and their meaning

Cowen & Moorhead Section 11

Discussion 1: Discuss global population trends and demographics and analyze how global communications and mobility have impacted global health.

Discussion 2: Describe how the health care systems of low income countries might improve health outcomes and describe a successful outcome of a public health care system.

Debate:Is health a right or a privilege?


ANCC Nurse Certificationwww.nursecredentialing.org

Week 7Limit 20

Characters

1. Discuss issues and trends related to quality improvement and using evidenced-based research to

Discussion 1: Describe links between health and education and

Cowen & Moorhead,Section 4: Chp 32

Burns & Grove, Ch. 14


Page 13August 2011



Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments

CLO#4, 6

improve the practice environment and care

productivity and the relationships between health, the cost of illness, and the impact of health costs on poverty.

Video The luckiest nut in the world

Discussion 2: Discuss the cost effectiveness of making investments in health care and education the economic development of a country.

Discussion 3: Identify key international nursing organizational and how they support the WHO and UN global initiatives.

Presentations of global health care initiatives by various organizations

STT module: Transforming Organizations to Support Evidence Based Decision Making.

Week 8

1. Discuss issues and trends related to quality improvement and using evidenced-based research to

Cowen & Moorhead,Section 4: Chps 33, 34, 35 & 36Blais et. al. Unit IV


Page 14August 2011



Week/Date Class Objectives Content Outline Specific Course Activity Student AssignmentsCLO#4, 6

improve the practice environment and care (continued)

2. Poster Presentations

Burns & Grove, Ch. 14

Week 9

1. Poster presentations (continued)

Poster presentations (continued) Poster presentations (continued)Portfolio Due


Page 15August 2011


west coast university - pbworksnurs460.pbworks.com/w/file/fetch/50266968/nurs 460... · web viewwcu...

Documents