Course Proposals

Course Name:  Nursing Foundations Clinical 
Course Prefix: NRSG
Course Number: 2250
             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: 2250

 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: Nursing Foundations Clinical

Abbreviated Course Title: Nrsg Foundations Clinical

Course Type:  LAB

Credit Hours:  3  or if variable hours:    to

Contact Hours: Lecture 0  Lab 9   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: Admission to the Nursing Program. Co-requisites: NRSG 2100 and 2200.

 

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

NRSG 2250. Nursing Foundations Clinical (3)
Guided laboratory and clinical experiences with emphasis on clinical application of nursing process, patient care skills, and professional behaviors. Focus on assessment, promoting wellness, and basic skills. Credit hours (3): 9 clinical hours per week. Prerequisites: Admission to the Nursing Program Co-requisites: NRSG 2100 and 2200.

 

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 2200 focuses on building a foundation of concepts central to developing the knowledge and skills base for the creative critical thinking and problem solving actions of nursing. This course introduces the students to the standards of 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 2250: Foundations of Nursing Clinical

 

A.                COURSE NUMBER AND NAME:

Nursing 2250: Foundations of Nursing Clinical

 

B.                 CREDIT AND CONTACT HOURS:

Nursing 2250 – Three (3) credit hours; 9 contact hours per week

 

C.                 COURSE DESCRIPTION:

Guided laboratory and clinical experiences with emphasis on clinical application of nursing process, patient care skills, and professional behaviors. Focus on assessment, promoting wellness, and basic skills.  Credit hours (3): 9 clinical hours per week. Prerequisites: Admission to the Nursing Program Co-requisites: NRSG 2100 and 2200.

 

D.                COURSE OUTCOMES:

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

·         Apply concepts basic to patient centered care to promote patient and family health, safety, and self-care management at the level expected of a first semester nursing student.   Student will be evaluated by clinical written assignments, and faculty evaluation of clinical performance. 

 

·         Implement a nursing student self-development plan designed to capitalize on personal strengths to achieve skill proficiency and clinical competency at the level of a first 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

 

·         Perform basic nursing interventions supported by evidence that promote optimal health and wellness in clinical practice.   Student will be evaluated by participation in clinical lab, skill performance, clinical simulation activities, written clinical papers, faculty evaluation of clinical performance, and student self-evaluation

 

·         Recognize the outcomes of nursing care processes and describe changes in nursing care and nursing care processes which improve patient outcomes.  Student will be evaluated by clinical written assignments, learning activities, case presentations, faculty evaluation of clinical performance, and student self-evaluation.

 

·         Demonstrate nursing care which reflects standard safe practices and error and hazard prevention. Student will be evaluated by participation in clinical lab, skill performance, clinical simulation activities, faculty evaluation of clinical performance, student self-evaluation.

 

·         Use electronic sources of health care information and document and plan care using an electronic medical record.  Student will be evaluated by participation in clinical lab, skill performance, clinical simulation activities, faculty evaluation of clinical performance, student self-evaluation, and course and unit examinations.

 

E.        TEACHING STRATEGIES:

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

·         Selected Readings

·         Focused discussions

·         Written assignments

·         Collaborative learning activities

·         Videos, CD ROMs, and computer based learning tools

·         Web sites and web accessible learning tools

·         Case presentations

·         Clinical assignments

 

F.         METHODS OF EVALUATION:

            Methods of evaluation include any or all of the following:

·         Lab Participation 10%

·         Skill performance 5%

·         Simulation activities 10%

·         Clinical written work  20%

·         Faculty evaluation of clinical performance 50%

·         Student self-evaluation 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):

Nursing Drug Handbook of choice

Laboratory and Diagnostic text of choice

Medical Reference Dictionary

Nursing Care Planning Text of choice (See instructor before obtaining)

 

 

G.                COURSE FORMAT:

 

1.      Responsibility/Roles ( Legal Issues, Ethics, Professionalism, Evidenced Based Practice)

2.      Communication (Advocacy, collaboration, Documentation, Safety, Teamwork)

3.      Health and Wellness ( Immunity, Teaching)

4.      Wholistic Patient (Culture, ethnic and social backgrounds, Spirituality)

5.      Assessment (Head to toe)

6.      Assessment of other populations (Pediatric, Geriatric,, Growth and Development)

7.      OB/ Antepartum

8.      OB/ Labor and Delivery/Postpartum

9.      Nutrition, Fluid and Electrolytes

10.  Urinary and Bowel

11.  Exercise, Sleep/ Rest, Immobility ( Care of the preoperative, intra operative and postoperative patient)

12.  Psycho social care med Surgical Patient ( Caring)

13.  Oxygenation and Tissue Perfusion

14.  Clinical Decision Making (quality Improvement, Informatics)

 

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.