Introduction to Professional Nursing Practice



|[pic] | |National AmericanUniversity Course Syllabus |

Quarter: Winter 2013-2014

Course Title: Holistic Nursing Care in Acute Illness II and End of Life Clinical

Course ID: NS4145

Credit Hours: 4

Prerequisite: None

Instructor:

Name: Lori Baldrige, RN, BSN, MSN

Phone: 952-356-3693

Email: lbaldrige@national.edu

Office Hours:

Wednesday 1300-1600

Friday 1300-1500

Clinical Time:

Regina Hospital: Tuesday & Thursday 07-1600 for 6 days

Three Links Hospice: Tuesday or Thursday 0700-1900 for 1day

Martin Luther Manor: Monday, Tuesday, or Thursday 0600-1600 for 2 days

Course Description:

This course challenges the professional nursing student to integrate and synthesize the knowledge gained in the previous acute care nursing course to be applied to clients throughout the lifespan.  Students will learn to care for complex multisystem conditions in the acute care setting. The student will be challenged to apply and synthesize the nursing process and the health experience of the client and their family including end of life care.  Students will be exposed to a multidisciplinary approach to providing care to emergent and/or complex acute clients.  Students are expected to become proficient with diagnostic tests and procedures.

Textbooks:

| Book Title |

|Edition |

|Author |

|Date |

|Publisher |

|ISBN |

| |

|Intravenous Medications 2013 |

|29th ed. |

|Gahart |

|2013 |

|Elsevier |

|9780323084819 |

| |

|Laboratory and Diagnostic Tests with Nursing Implications |

|8th ed. |

|Kee |

|2010 |

|Pearson |

|9780135074053 |

| |

|Medical-Surgical Nursing, Volume 1 and 2 |

|8th ed. |

|Lewis |

|2011 |

|Elsevier |

|9780323065818 |

| |

|Nursing 2013 Drug Handbook with Web Toolkit |

|33rd ed. |

|Lippincott |

|2013 |

|Lippincott |

|9781451150230 |

| |

|Nursing Diagnosis Handbook: An Evidence-Based Guide to Planning Care |

|9th ed. |

|Ackley |

|2011 |

|Elsevier |

|9780323071505 |

| |

|Publication Manual of the American Psychological Association |

|6th ed. |

|American Psychological Association |

|2010 |

|American Psychological Association |

|9781433805615 |

| |

|Taber's Cyclopedic Medical Dictionary, Index - with DVD |

|21st ed. |

|Taber |

|2009 |

|McGraw Hill |

|9780077314590 |

| |

System Assessment:

None

System Research Requirements:

None

Objectives of the Course:

Upon successful completion of this course, the student will be able to:

1. Utilize the nursing process to create a plan of care for the complex patient.

Knowledge and skills leading to mastery of this competency:

a. Use clinical judgment and decision-making skills in appropriate, timely nursing care during emergency situations.

b. Demonstrate the ability to set nursing care priorities for that group.

c. Interpret, prioritize and perform a sequence of nursing actions based on the patient needs (nursing diagnoses, interventions, identified nursing actions and evaluation). 

d. Evaluate effectiveness of the nursing actions identified in the care plan for a patient.

e. Recommend modifications to the nursing care plan for a patient.

f. Revise the plan of care based on an ongoing evaluation of patient outcomes.

2. Effectively communicate with members of the healthcare team.

Knowledge and skills leading to mastery of this competency:

a. Use written, verbal, non-verbal and emerging technology methods to communicate effectively.

b. Compare/contrast the roles and perspectives of the nursing profession with other care professionals on the healthcare team.

c. Use inter- and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.

d. Communicate to nursing personnel the responsibilities for delegated actions.

3. Effectively delegate and supervise members of the healthcare team.

Knowledge and skills leading to mastery of this competency:

a. Identify essential components of delegation.

b. Identify responsibilities that must not be delegated.

c. Use a thoughtful decision making process.

d. Provide clear and specific directions.

e. Communicate method of performance, expected results and parameters.

f. Determine which nursing actions are to be delegated and the level of nursing personnel to whom they should be delegated.

g. Supervise performance of task.  Demonstrate clinical judgment and accountability for patient outcomes when delegating and supervising members of the health care team.

4. Refine the ability to reflect on practice.

Knowledge and skills leading to mastery of this competency:

a. Create an intentional process to reflect on clinical reasoning and nursing experiences.

b. Engage in a reflective nursing practice to provide leadership in promoting advocacy, collaboration and social justice.

c. Value the ideal of lifelong learning to support intentional reflection and excellence in nursing practice.

d. Assume accountability for personal and professional behaviors.

e. Recognize the relationship between personal health, self-renewal, reflection and the ability to deliver sustained quality care.

5. Manage and direct the care of the client with complex psychosocial and/or psychological health needs.

Knowledge and skills leading to mastery of this competency:

a. Promote adaptation to change or loss of independence or death.

b. Create an adaptation critical thinking model using the Roy Adaptation Model.

c. Interpret critical behaviors for adaptation and coping associated with the Roy Adaptation Model (behaviors, stimuli, physiologic mode, self-concept mode, role function mode and interdependence mode).

d. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

e. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

f. Facilitate patient-centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

g. Provide nursing care based on evidence that contributes to safe and high quality patient outcomes within healthcare microsystems.

h. Create a safe care environment that results in high quality patient outcomes.

i. Engage in caring and healing techniques that promote a therapeutic nurse-patient relationship.

j. Deliver compassionate, patient-centered, evidence-based care that respects patient and family preferences.

6. Utilize complex teaching/learning theory to complete a teaching/learning activity with patients and their families.

Knowledge and skills leading to mastery of this competency:

a. Evaluate the use of evidence-based practices to guide health teaching and health counseling throughout the lifespan.

b. Critique the principles of teaching and learning to the care of patients and their families.

c. Evaluate the effectiveness of your patient teaching.

d. Explain health literacy considerations to foster patient engagement in their care.

7. Apply basic organizational and systems leadership in the delivery of safe, competent, and culturally congruent quality nursing care to clients in the emergent and/or acute care setting.

Knowledge and skills leading to mastery of this competency:

a. Apply leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery.

b. Acquire leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the inter-professional team.

c. Establish an awareness of complex organizational systems.

d. Examine basic organizational structure, mission, vision, philosophy and values.

8. Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.

Knowledge and skills leading to mastery of this competency:

a. Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes.

b. Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes.

c. Apply safeguards and decision making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.

d. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment.

e. Advocate for the use of new patient care technologies for safe, quality care.

Academic Integrity Policy:

Please refer to the NAU undergraduate catalog () and the SON student handbook ().

Attendance Policy:

Please refer to the NAU undergraduate catalog () and the SON student handbook ().

Teaching/Learning Strategies:

Direct client care

Nursing process (case studies and care planning)

Clinical care conferences

Written assignments

Documentation

Clinical sites

Assessment Methods:

Nursing Care Plans

Care plan assignments must be passed at ≥ 80%

Clinical Performance Evaluation

Must pass

Performance Demonstration and written assignment

Delegation assignment must receive a passing grade

Grading Scale:

Pass/No Pass for course

Written Work Policy for Clinical

o See the calendar for due dates of written work required throughout the course.

o 5% of total points will be deducted each calendar day (calendar day is any day between Monday and Friday) for any late assignments.

o Assignments are due by 10:30 on the scheduled class day.

➢ 5% of total points will be deducted each calendar day (calendar day is any day between Monday and Friday) for any late assignments.

Failure to achieve a passing grade in a theory or clinical course will result in the failure of the associated theory or clinical course.

For nursing courses that contain theory and lab portions, or theory, clinical, and/or preceptorship portions: Failure to achieve a passing grade in the theory portion of the course, and a “P” or “S” in the associated lab, clinical, and/or preceptorship portions, will result in a failing grade of “F” for the course, in which case the student will be required to repeat the entire course.

Course Content:

This content outline is a guide and is subject to change.

|Week |Learning Plans |Learning Activities |

|Week 1 | |Computer orientation |

| |Orientation |Specific clinical site orientation |

| |Computerized Information System (CIS) |Facility and unit tour |

| |Organizational structure, mission, | |

| |vision, philosophy and values |Review: |

| | |Guidelines for Reflective Journaling – Handout 1 |

| | |Clinical site specific handouts |

| | | |

| |Inter- and intra-professional |Handout 1: Communication Scenarios |

|Week 2 |communication | |

| |Reflection in Practice | |

| |Teaching/Learning | - Rapid Estimate of Adult Literacy in |

|Week 3 |Discharge planning |Medicine, Revises (REALM-R) |

| |Health Literacy |Medication Knowledge Assessment |

| | | -Rapid Estimate of Adult Literacy in |

| | |Medicine—Short Form (REALM-SF) |

| |Prioritization of care |Prioritization of Cares – Handout 2 (Activities 1 – 3) |

|Week 4 |High quality patient outcomes |Patient Outcomes – Handout 3 |

| | |Nurse Sensitive Indicators – Handout 4 |

| | |Review: |

| | | |

| | |

| | |lity/Research-Measurement/Nursing-and-Quality.aspx |

| |Healthcare team members |Effective Teams and Learning About Health Professions – Handout 1 |

|Week 5 |Microsystems |Rapid Response Teams – Handout 2 |

| |Rapid Response Teams |Review: |

| | | |

| | |

| | |ing.pdf |

| | | |

| |Delegation and supervision |Handout 1 - Delegation of Tasks to Licensed and Unlicensed Caregivers |

|Week 6 | |Handout 2 – Delegation Case Study |

| | |Handout 3 – Delegation Exercises |

| | |Review: |

| | |Minnesota Board of Nursing |

| | | |

| |Restraints |Critical Thinking Exercise - Handout 1 |

|Week 7 |Safety |Alarm Safety Learning Activity – Handout 2 |

| |Loss of Independence |Illness Behaviors and Beliefs – Handout 1 |

|Week 8 |Illness behaviors and beliefs | |

| | |Review: |

| | | |

| |Death and Dying |Personal Reflection of Death |

|Week 9 |End of Life Care | |

| |Cumulative Experience |Clinical Reflection Paper – Handout 1 |

|Week 10 | | |

| | |Review: |

| | |Course objectives, assignments and post-clinical discussions |

Course Specific Guidelines:

Attendance at clinical orientations and clinical experiences is both mandatory and necessary to successfully meet the objectives for each clinical experience. Meeting clinical objectives with a passing grade may not be possible if absences from clinical occur. Absence from clinical orientations will count as accrued absence for that clinical experience.

If a student is to be absent, the clinical area must be notified at least one half hour before the scheduled duty time. Ask for the name of the individual with whom you leave a message. Notification to your clinical instructor must be done within two hours of the clinical start time. Failure to notify the clinical site and your instructor is an unexcused absence and may be grounds for course failure.

Clinical absences may result in a failure in the course. Make-up days may be arranged for a student when approved by the Program Director if they meet the documented extenuating circumstance criteria. Make-up may be a clinical experience, a paper, or other appropriate activity and will be determined by the clinical faculty and the Program Director.

During clinical experiences, students may not go off the premises for meals, breaks or for any other reason unless directed to do so by NAU faculty. Immediate health care staff are to be notified when and where any breaks are taken.

Student Responsibilities:

• Students must adhere to the policies listed in the NAU undergraduate catalog (), the NAU student handbook (), and the SON student handbook ().

• Student must also remain compliant with the policies of the nursing program and the university.

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