Course Proposals

Course Name:   Patient Centered Nursing Care 1 
Course Prefix: NRSG
Course Number: 2300
             Submitted by (Name & E-Mail):  Kathy Culliton, kculliton@weber.edu

Current Date:  8/12/2011
College: Health Professions
Department:   Nursing                              
From Term: Fall  2012 

Substantive

new 

Current Course Subject N/A
Current Course Number

New/Revised Course Information:

Subject:  NRSG            

Course Number: 2300

 Check all that apply:
    This is for courses already approved for gen ed.
    Use a different form for proposing a new gen ed designation.
DV  CA  HU  LS  PS  SS 
EN  AI  QL  TA  TB  TC  TD  TE

Course Title: Patient Centered Nursing Care 1

Abbreviated Course Title: Pt. Centered Nrsg Care 1

Course Type:  LEC

Credit Hours:  3  or if variable hours:    to

Contact Hours: Lecture 3  Lab 0   Other 0

Repeat Information:  Limit 0   Max Hrs 0 

Grading Mode:  standard

This course is/will be: a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

Prerequisites: NRSG 2100, 2200, and 2250. Co-requisites: NRSG 2350 and 2400.

Course description (exactly as it will appear in the catalog, including prerequisites):

NRSG 2300 Patient Centered Nursing Care 1 (3)
Focused theory with emphasis on nursing care across the lifespan for patients experiencing changes in health status. Focus will be on identifying chronic diseases and developing a nursing strategy to promote wellness and quality of life for the patient. Clinical will focus on application of theory related to nursing care of patients in multiple environments and across the life-span. Credit hours (3): 3 lecture hours per week. Prerequisites: NRSG 2100, 2200, and 2250. Co-requisites: NRSG 2350 and 2400.

Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)

Nursing 2300 focuses on patients experiencing chronic conditions across the lifespan and the responsibility of the nurse to use creative critical thinking and problem solving skills to assist patients to their highest level of function. This course builds upon the fundamental concepts introduced in the first semester of nursing with emphasis on increasing the student's competence in patient centered care, teamwork, evidence based practice, quality assurance, safety, and information technology.

Course delivery and learning activities are based on moving students toward achievement of the Associate Degree Program outcomes. These outcomes are based on QSEN, NLN Accreditation Standards, Nursing Practice Standards, NCLEX-RN Content, along with evolving national standards for education of an excellent nursing workforce.


 

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

The nursing curriculum revision moves away from a medical, disease focused, and compartmentalized content driven curriculum to a model focused on building knowledge around concepts that encourage creative critical thinking and problem solving.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

Other departments in the university do not teach nursing courses.
 

4. Is this course required for certification/accreditation of a program?

yes

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

 SEQ CHAPTER \h \r 1WEBER STATE UNIVERSITY

SCHOOL OF NURSING

COURSE SYLLABUS 2010-2011

Nursing 2300 - Patient Centered Nursing Care I

 

A.                COURSE NUMBER AND NAME:

Nursing 2300 - Patient Centered Nursing Care I

 

B.                 CREDIT AND CONTACT HOURS:

Nursing 2300 – Three (3) credit hours. Theory: 3 credit hours; 3 contact hours per week

 

C.                 COURSE DESCRIPTION:

Focused theory with emphasis on nursing care across the lifespan for patients experiencing changes in health status.  Focus will be on identifying chronic diseases and developing a nursing strategy to promote wellness and quality of life for the patient. 

 

D.                COURSE OUTCOMES:

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

·         Develop patient centered nursing care plans to promote patient and family health, safety, and self-care management at the level expected of a second semester nursing student.   Student will be evaluated by written assignments, learning activities, case presentations, and unit and course examinations. 

·         Construct a personal self-development plan intended to focus development of critical thinking and problem solving ability necessary for competency at the level of a second semester nursing student.   Student will be evaluated by participation in clinical lab, skill performance, clinical simulation activities, professional clinical goals, faculty evaluation of clinical performance, and student self-evaluation.

·         Explain the role of evidence in supporting concepts and processes which promote optimal health and wellness in clinical practice.   Student will be evaluated by course written assignments, learning activities, case presentation, and unit and course examinations.

·         Describe the potential outcomes of nursing care processes and implement changes in nursing care and nursing care processes which improve patient outcomes.  Student will be evaluated by course written assignments, learning activities, case presentations, and unit and course examinations.

·         Propose nursing care which promotes standard safe practices along with error and hazard prevention. Student will be evaluated by course written assignments, learning activities, case presentations, and unit and course examinations. 

·         Discuss the use of  electronic sources of health care information for improving patient care.  Student will be evaluated by course written assignments, learning activities, case presentations, and unit and course examinations.

 

E.        TEACHING STRATEGIES:

Teaching strategies are selected based on the method of delivery and may be site specific:

·         Selected Readings

·         Lecture and structured presentations

·         Focused discussions

·         Written assignments

·         Collaborative learning activities

·         Videos, CD ROMs, and computer based learning tools

·         Web sites and web accessible learning tools

·         Case presentations

 

F.         METHODS OF EVALUATION:

            Methods of evaluation include any or all of the following:

·         Unit Examinations  50%

·         Final Examinations   20%

·         Responses to structured discussion & critical thinking exercises (15% Online)

·         Written assignments 10%

·         Case presentations 5%

 

Grading Scale:

 

100-95% = A

 89-87% = B+

 79-77% = C+

 69-67% = D+

 59% and below = E

 94 90%  = A-

 86-83%  = B

 76-73%  = C

 66-63%  = D

 

 

 82-80%  = B-

 72-70%  = C-

 62-60%  = D-

 

 

Students must have an 80% average in this course to pass the course and continue in the nursing program. (Refer to School of Nursing Student Handbook)

To receive a grade, all course requirements must be met.

 

E.                 REQUIRED TEXT(S):

Berman, A. J., Snyder, L. J., Kozier, B. J., & Erb, G. (2012),Kozier & Erb=s fundamentals of nursing (9th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Snyder, S. J., Kozier, G., J., & Erb, G. (2008). Study guide for Kozier & Erb=s fundamentals of nursing (9th ed.) Upper Saddle River, NJ: Pearson Prentice Hall.

Smith, S., Duell, D. & Martin, B. (2011) Clinical nursing skills: Basic to advanced skills. (9th ed.).Upper Saddle River, NJ: Pearson Prentice Hall.

Ball, J. W. & Bindler, R. M. W. (2012) Pediatric nursing: Caring for children (5th ed.).Upper Saddle River, NJ: Pearson Prentice Hall.

Alfara-LeFevre, R. (2009). Applying nursing process: A tool for critical thinking (7th ed.). Philadelphia PA: Lippincott, Williams & Wilkins.

Smeltzer, S., Bare, B., Hinkle, J., & Cheever, K. (2010). Brunner and Suddarth’s textbook of medical surgical nursing (12th ed.). Philadelphia PA: Lippincott, Williams & Wilkins.

Boyer, M. (2010). Study guide to accompany Brunner and Suddarth and Suddarth’s textbook of medical surgical nursing (12th ed.). Philadelphia PA: Lippincott, Williams & Wilkins.

Polan, E. & Taylor, D. (2007). Journey across the lifespan: Human development and health promotion (3rd ed). Philadelphia PA: F. A. Davis.

Anderson, M. A. (2011). Caring for older adults holistically (5th ed). Philadelphia PA: F. A. Davis.Davidson, M. R.,

London, M., & Ladewig, P. (2011). Maternal newborn nursing and women’s health across the lifespan (9th ed). Upper Saddle River, NJ: Pearson Prentice Hall.

London, M., Ladewig, P., Davidson, M. (2011). Student workbook and resource guide for: Maternal newborn nursing and women’s health across the lifespan (9th ed). Upper Saddle River, NJ: Pearson Prentice Hall.

Publication Manual of the American Psychological Association (2009).

 

F.                  RECOMMENDED TEXT(S):

 

G.                COURSE FORMAT:

Unit 1 Management of Care – Advocacy and Collaboration

Unit 2 Comfort

Unit 3 Physiological Homeostasis – Acid-Base, Fluid and Electrolytes

Unit 4 Oxygenation

Unit 5 Perfusion

Units 6-8 Reproduction

Unit 9 Intracranial Regulation

Unit 10 Cellular Regulation

Unit 11Health andWellness

Unit 12 Infection, Immunity, and Inflammation

Unit 13 Metabolism

Unit 14 Decision Makin and Evidence Based Practice

 

 

H.                SYLLABUS DISCLOSURE STATEMENT:

            The syllabus is the governing document for this course.  Your decision to take this course amounts to your tacit consent to the conditions of this syllabus.  The professor, as well, is bound     by the terms of this syllabus and may not make any significant changes unless they are approved       by the class as a whole.

 

L.         SERVICES FOR STUDENTS WITH DISABILITIES:

Any student requiring accommodations or services due to a disability should contact Services for Students with Disabilities (SSD) in room 181 of the Student Services Center in order to find out how to receive the necessary academic accommodations. SSD can also arrange to provide course materials (including this syllabus) in alternate formats if necessary. Please phone: (801) 626-6413.