Group #4
UNIVERSITY OF FLORIDA
COLLEGE OF NURSING
COURSE SYLLABUS
SPRING 2013
COURSE NUMBER NUR 4748 - Section 02BD
COURSE TITLE Systems of Care 4: Multi-system Care
CREDITS 4
PLACEMENT BSN Program: 4th Semester Upper Division
PREREQUISITE Systems of Care 3: Restoration of Wellness
COREQUISITE None
FACULTY OFFICE PHONE OFFICE HOURS
Amber L. Pena, MSN, ARNP HPNP 352-273-6401 Wed:
PMHNP-BC, FNP-BC 4219 1 hour after class
apena13@ufl.edu Thurs:
Course Coordinator 1 hour before class
Deborah Popovich, MSN, ARNP HPNP 352-273-6342 Thursday 8:30-10:30 am
Assistant Professor 2223 or by appointment
popovdm@ufl.edu
Jean Ballantyne, PhD, RN HPNP 352-273-6390 Wednesday 2-4 pm
Clinical Professor 3225 or by appointment
ballantynej@ufl.edu
DEPARTMENT CHAIR
Joyce Stechmiller, PhD HPNP 352-273-6394 By Appointment
ACNP-BC, FAAN 3230
Associate Professor
stechjk@ufl.edu
COURSE DESCRIPTION
The purpose of this course is to examine multi-system alterations in equilibrium across the lifespan. Emphasis is on identification of principles from the science of nursing used to support safe and effective management of clients with multi-system illnesses in a variety of settings. Focus is on synthesis of knowledge from multiple sources to influence client-centered outcomes.
COURSE OBJECTIVES Upon completion of this course, the student will:
1. Evaluate the healthcare needs of clients with multi-system alterations in equilibrium across the lifespan.
2. Synthesize relevant knowledge from multiple sources in development of plans of care for clients with multi-system alterations.
3. Generate plans of care to facilitate individual and family transition to end of life.
4. Justify interprofessional plans of care to achieve optimal healthcare outcomes.
5. Establish priorities for interventions with clients having multi-system illness.
COURSE SCHEDULE
Days Time Room
Wednesday 7:25 am – 11:30 am G101
Thursday 11:45 am – 3:50 pm G101
*Exceptions: 1/9, 1/16 and 2/28 in room C1-9
E-Learning in Sakai is the course management system that you will use for this course. E-Learning in Sakai is accessed by using your Gatorlink account name and password at . There are several tutorials and student help links on the E-Learning login site. If you have technical questions call the UF Computer Help Desk at 352-392-HELP or send email to helpdesk@ufl.edu.
It is important that you regularly check your Gatorlink account email for College and University wide information and the course E-Learning site for announcements and notifications.
Course websites are generally made available on the Friday before the first day of classes.
ATTENDANCE
Students are expected to be present for all scheduled classes, other learning experiences, and assessments and attendance will be calculated in the final grade. Students who have extraordinary circumstances preventing attendance should explain these circumstances to the course instructor prior to the scheduled class or as soon as possible thereafter via email. Instructors will then make an effort to accommodate reasonable requests. A grade penalty may be assigned for late assignments, missed assessments and class absences.
It is the students’ responsibility to act in a professional manner. Students are not to use cell phones, iPads’ or other electronic devices during class unless necessary for assignments. If a student is engaged in texting or using electronic devices during outside of assigned activities, they will be excused from class and may receive a deduction of points from their overall participation grade.
There will be no make-ups for missed assessments. If a student misses an individual or group assessment, the score for that missed assessment will be an average of the other individual or group assessments.
ACCOMMODATIONS DUE TO DISABILITY
Each semester, students are responsible for requesting memorandum from the Disability Resource Center to notify faculty of their requested individual accommodations. This should be done at the start of the semester.
UNIVERSTY COUNSELING AND MENTAL HEALTH SERVICES
(352) 392-1575
STUDENT HANDBOOK
Students are to refer to the College of Nursing Student Handbook for information about University & College of Nursing policies, Academic Honesty, and professional behavior.
TOPICAL OUTLINE
Care of clients with multi-system alterations in health, including but not limited to:
1. Trauma
2. Cardio-pulmonary
3. Geriatric syndromes
4. Immune
5. Psychosocial
6. End of life
TEACHING METHODS
Team-based learning activities, case study exemplar presentations and analysis, class discussion, lecture, expert presentations, web-based activities, and integration of previous learning.
LEARNING ACTIVITIES
Participation in team, group and class discussions; case presentation and analysis, End of Life Module and web-based assignments.
EVALUATION METHODS/ COURSE GRADE CALCULATION
Case study presentations (indv) 20%
End-of-life module (indv) 10%
Individual assessments 25%
Team assessments (Team) 30%
Attendance/participation (indiv) 5%
Team-rated participation (Team) 10%
100%
GRADING SCALE/QUALITY POINTS * 74 is the minimal passing grade
A 95-100 (4.0) B- 82-83 (2.67) D+ 70-71 (1.33)
A- 93-94 (3.67) C+ 80-81 (2.33) D 64-69 (1.0)
B+ 91- 92 (3.33) C 74-79* (2.0) D- 62-63 (0.67)
B 84-90 (3.0) C- 72-73 (1.67) E 61 or below (0.0)
REQUIRED TEXTS
Ackley, B., & Ladwig, G. (2011). Nursing diagnosis handbook: An evidence-based guide to planning care (9th ed.). St. Louis: Mosby/Elsevier.
Deglin, J. H., Vallerand, A. H., & Sanoski, C. A. (Eds.). (2011). Davis's drug guide for nurses (12th ed.). Philadelphia: F. A. Davis Co.
Jarvis, C. (2008). Pocket companion for physical examination and health assessment (5th ed.). St. Louis: Saunders/Elsevier.
Kee, J. L., Hayes, E. R., & McCuistion, L. E. (Eds.). (2009). Pharmacology: A nursing process approach (6th ed.). St. Louis: Saunders Elsevier.
Lewis, S.L., Dirksen, R.F., Heitkemper, M.M., Bucher, l., & Camera, I.M. (2011).
Medical-surgical nursing: Assessment and management of clinical problems (8th ed.).
St. Louis: Mosby.
McCance, K. L., & Huether, S. E. (2010). Pathophysiology: The biologic basis for disease in adults and children. (6th ed.). St. Louis: Mosby/Elsevier.
Perry, S., Hockenberry, M., Lowdermilk, D., & Wilson, D. (2010). Maternal child nursing
care (4th ed.). Maryland Heights, MO: Mosby.
Schuster, P., & Nykolyn, L. (2010). Communication for nurses: How to prevent harmful events and promote patient safety. Philadelphia: F.A. Davis
Townsend, M. C. (2011). Essentials of psychiatric mental health nursing: Concepts of care in evidence-based practice (5th ed.). Philadelphia: FA Davis.
Van Leeuwen, A. M., & Poelhuis-Leth, D. J. (2009). Davis’s comprehensive handbook of laboratory and diagnostic tests with nursing implications (3rd ed.). Philadelphia: F.A. Davis
RECOMMENDED TEXTBOOKS AND RESOURCES
Agency for Healthcare Research and Quality. (n.d.).
Centers for Medicaid and Medicare Services. (n.d.).
National Guideline Clearinghouse. (n.d.).
. (n.d.).
All other texts from supporting courses.
Description and Criteria for Evaluation of Case Study Presentations
Objectives:
This assignment is meant to help the student focus on the complexity of care by identifying healthcare needs of clients with multi-system illness. They will identify realistic health outcomes, justify interprofessional plans of care to achieve optimal healthcare outcomes and establish priorities for interventions with clients having multi-system illness. Students will also be expected to identify potential preventable complications and how the problems could be prevented.
Description of Case Study Presentation:
Students will work in pre-assigned teams for the entire semester. One student from each team will represent their team for the daily case study presentation. Team representatives will be divided into separate presentation groups to respond to selected questions. The interactive, oral presentations will be approximately 20-minute in length and will be related to the assigned case study and questions. Students are expected to present this analysis of the exemplar to faculty and peers for constructive feedback and questions. This oral presentation should be cohesive, concise, and evidence-based. References should be included. No audiovisuals or handouts are required.
Students will be given the case studies and class objectives a week in advance. Required readings will also be assigned, expected to serve as foundational knowledge to the topic. It is then expected that each team member will find evidence-based sources for presentation material.
Description and Criteria for Evaluation of Student Presentations:
Student presentations are essential for demonstration of critical thinking related to the course content. This assignment is meant to enhance the students’ critical thinking in nursing practice by applying previously learned concepts and evidence-based practice to a variety of clients with multi-system illness.
During the course, students will be selected a minimum of one time to present the case study. Evaluation of student performance will be calculated as the average of the student’s total presentations.
This will be evaluated as follows:
|Rating |Presenter Criteria |
|Outstanding |Implements at least 3 comprehensive, appropriate and current evidence-based sources from journals in presentation|
|91-100% |of case study exemplars. |
| |Analyzes appropriateness of selected evidence-based, client-centered outcomes for the plan of care. |
| |Develops a prioritized, interprofessional plan of care for the case study exemplar client system. |
| |Applies evidence-based client-centered outcomes to the plan of care. |
| |Identifies potential preventable complications and how the problems could be prevented. |
| |Applies concepts from the case study exemplar to other clients presenting from other populations, stage of life |
| |AND with similar illnesses. |
| |Encourages classmate participation and responds to comments by classmates and faculty, applying to case study |
| |presentation. |
|Good |Utilizes at least 3 appropriate and current evidence-based references for presentation of the case study |
|81-90% |exemplars. |
| |Discusses appropriateness of selected evidence-based client-centered outcomes for the plan of care. |
| |Develops an interprofessional plan of care for the case study exemplar client system. |
| |Identifies evidence-based client-centered outcomes for the plan of care. |
| |Identifies some of the potential preventable complications and how the problems could be prevented. |
| |Applies concepts from the case study exemplar to other clients from other populations. |
| |Responds to comments by classmates and faculty, applying to case study presentation. |
|Satisfactory |Verbalizes two or more references for presentation of the case study exemplars. |
|74-80% |Satisfactory analysis of appropriateness of selected evidence-based client-centered outcomes for the plan of |
| |care. |
| |Develops a plan of care for the case study exemplar client system. |
| |Applies outcomes to the plan of care. |
| |Identifies some complications. |
| |Listens to comments made by classmates. |
|Unsatisfactory |Verbalizes inappropriate, non-current or no references for presentation of case study exemplar. |
|0-73% |Vague or inappropriate plan of care for client system. |
| |Unable to recognize differences in the plan of care for client systems across the life span. |
| |Does not appropriately identify client-centered outcomes for plan of care. |
| |Does not identify preventable complications and how problems could be prevented. |
| |Rarely dialogues with classmates during presentation. |
WEEKLY CLASS SCHEDULE
| |
|Students will examine multiple alterations in equilibrium across the lifespan. Each class will focus on the health care needs and safe and |
|effective nursing and interprofessional care of clients with multi-system illnesses. Class discussion will apply principles learned in |
|previous classes and from examination of current evidence to the case study exemplars and to other clients with similar alterations and a |
|variety of settings in order to provide safe and effective care. |
| |
|Students are expected to review required content in their textbooks and resources given by faculty and previous class materials related to the|
|class topics and case study exemplars in preparation for class. They will also select appropriate evidence-based current journal articles for |
|discussion of the case exemplars. Additional directions for case study presentations will be posted on the E-Learning Sakai website. |
|Date |Topic |Faculty |
|Wed Jan 9 |Class focus: Orientation to course; In-class examples on understanding Team-Based Learning,|Professor Pena, |
| |practice individual and group tests. |Dr.Ballantyne |
|Thurs Jan 10 |Class Focus: Care giving across the lifespan. |Professor Pena, |
| | |Professor Popovich, |
| |Case study exemplar: An older adult with multisystem alterations in function requiring a |Dr. Ballantyne |
| |caregiver. | |
|Wed Jan 16 |Class Focus: Caring for clients across the lifespan with multisystem alterations in |Professor Popovich |
| |equilibrium related to tissue integrity. | |
| | | |
| |Case study exemplar: Children and adults with thermal trauma. | |
| | | |
| |**END OF LIFE MODULE due-must be completed before class** | |
|Thurs Jan 17 |Class Focus: Care of clients with alterations in fluid volume across the life span. |Professor Popovich |
| | | |
| |Case study exemplar: Children and adults with decreased circulating fluid volume due to | |
| |hospital-acquired infections. | |
|Wed Jan 23 |Class Focus: Care of clients with chronic multisystem illnesses and disabilities across the|Professor Popovich |
| |life span. | |
| | | |
| |Case study exemplar: Children and adults with multisystem alterations in equilibrium | |
| |related to heart and lung disease. | |
| | | |
|Thurs Jan 24 |Class Focus: Care of clients with chronic multisystem illnesses and disabilities across the|Dr. Ballantyne |
| |life span. | |
| | | |
| |Case study exemplar: An individual with multisystem alterations in equilibrium related to | |
| |total brain injury. | |
|Thurs Jan 24 |HESI – Exam #1 |Dr. Bradley |
|Fri Jan 25 |Location to be announced. | |
|Sat Jan 26 | | |
|Wed Jan 30 |Individual Assessment |Professor Pena |
| |Team Assessment |Dr. Ballantyne |
| |on Jan 16th-24th classes | |
| |Class review on content of all previous classes | |
| |*begins at 8:45 am | |
|Thurs Jan 31 |Class Focus: Caring for clients across the life span with multisystem changes in |Professor Pena |
| |relationship patterns due to differences in sexuality. | |
| | | |
| |Case study exemplars: Adults and children with significant gender dysphoria. | |
|FRI Feb 1 |1st Peer Evaluation due at 5pm on Sakai | |
|Wed Feb 6 |Class Focus: Caring for clients across the lifespan who have multisystem alterations in |Professor Pena |
| |equilibrium related to altered nutrition. | |
| | | |
| |Case study exemplar: Individuals with multisystem illnesses related to poor nutritional | |
| |intake. | |
|Thurs Feb 7 |Class Focus: Caring for clients across the lifespan with multisystem illnesses related to |Professor Pena |
| |alterations in immunity. |Dr. Ballantyne |
| | | |
| |Case study exemplar: An older woman with acquired immune deficiency syndrome. | |
|Thurs Feb 7 |HESI – Exam #2 |Dr. Bradley |
|Fri Feb 8 |Location to be announced. | |
|Wed Feb 13 |Class Focus: Caring for clients across the lifespan who have multisystem alterations in |Professor Pena |
| |equilibrium related to violence. | |
| | | |
| |Case study exemplars: Adults and children in abusive relationships. | |
|Thurs Feb 14 |Individual Assessment |Professor Pena |
| |Team Assessment |Dr. Ballantyne |
| |on Jan 31st-Feb 13th classes | |
| |Review content of all previous classes | |
|Wed Feb 20 |Class Focus: Caring for clients across the life span with pervasive developmental disorders|Dr. Elder |
| |that affect client psychosocial patterns of relationships. | |
| | |Professor Pena |
| |Case study exemplar: A child within a family with autistic spectrum disorder. | |
|Thurs Feb 21 |Class Focus: Care of clients across the lifespan with chronic altered perceptions of |Professor Pena |
| |reality. | |
| | | |
| |Case study exemplar: A young adult client with an altered perception of reality that | |
| |affects relationships with others. | |
|Friday Feb 22 |HESI #3 (if needed) |Dr. Bradley |
| |Location to be announced | |
|Wed Feb 27 |Class Focus: Care of clients with altered cognitive function across the life span |Professor Pena |
| | |Dr. Ballantyne |
| |Case study exemplar: An older adult at risk or experiencing decreased cognitive function | |
| |affecting the multi-systems and psychosocial patterns of relating. | |
|Thurs Feb 28 |Individual Assessment |Professor Pena |
| |Team Asssessment |Dr. Ballantyne |
| |on Feb 20th-Feb 27th classes | |
| |Review content of all previous classes | |
| |2nd Peer Evaluations due on Sakai by 5 pm | |
* See additional information for case study presentations and discussions, evaluation, health care bundle and the End of Life assignment on the NUR 4748 course E-Learning Sakai website.
|Approved: |Academic Affairs Committee: |09/09 |
| |General Faculty: |09/09 |
| |UF Curriculum Committee: |10/09 |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.