Course Proposals

Course Name:Patient Centered Nursing Care Clnical 3 
Course Prefix: NRSG
Course Number: 2550
             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: 2550

 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 Clnical 3

Abbreviated Course Title: Pt. Centered Nsg. Clinical 3

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: NRSG 2300, 2350, and 2400 or Admission to the PN to RN Program Co-requisites: NRSG 2500 and 3100.

 

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

NRSG 2550. Patient Centered Nursing Care Clinical 3 (3)
Clinical course focused on application of concepts related to nursing care of patients in acute care settings and across the lifespan in the nursing practice lab, simulations, and clinical settings. Credit hours (3): 9 clinical hours per week. Prerequisites: NRSG 2300, 2350, 2400 or Admission to the PN to RN Program Co-requisites: NRSG 2500 and 3100.

 

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 2550 is a clinical course that focuses on the integration of acute care concepts in the the care of patients through guided nursing practice lab experiences, simulation, and clinical assignments in a variety of health care environments. This course requires the student to critically think and analyze the application of the concepts central to Quality and Safety in Nursing Education (QSEN) standards. The course focuses on safety, evidence based practice, collaboration for quality outcomes, and clinical problem solving in acute care settings and situations.

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 2550 - Patient Centered Nursing Care Clinical 3

 

A.                COURSE NUMBER AND NAME:

Nursing 2550 - Patient Centered Nursing Care Clinical 3

 

B.                 CREDIT AND CONTACT HOURS:

Nursing 2550 – Three (3) credit hours.  Clinical: 3 credit hours; 9 contact hours per week

 

C.                 COURSE DESCRIPTION:

Clinical course focused on application of concepts related to nursing care of patients in acute care settings and across the lifespan in the nursing practice lab, simulations, and clinical settings.

 

D.                COURSE OUTCOMES:

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

 

 

 

 

 

 

E.        TEACHING STRATEGIES:

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

·         Selected Readings

·         Clinical Assignments

·         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:

·         Clinical written assignments 20%

·         Participation in clinical lab 5%

·         Skill performance 10%

·         Clinical simulation activities 10%

·         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):

 

G.                COURSE FORMAT:

Clinical application of theory related practice:

1.      Fluid and Electrolytes – acute renal failure, hemodialysis, shock, fluid volume excess

2.      Acid-Base and Oxygenation- ABG’s, asthma, anxiety, DKA, salicylate toxicity, electrolytes.

3.      Perfusion- assessment EKG, dysrythmias, ACS, AMI, angina, acute heart failure, aneurism

4.      Metabolism- liver disease, DKA, hyperosmology

5.      Cellular Regulation- cancer (lung, skin, colorectal, leukemia)

6.      Infection and Tissue Integrity - emerging infections, meningitis, MRSA, burns

7.      Immunity- HIV, AIDS, MS

8.      Intracranial regulation – altered LOC, increased intracranial pressure, head injuries, spinal cord injuries

9.      Sexuality, Health and Wellness, Violence, -workplace issues, violence, sexual assault, sexuality issues in the acute setting

10.  Reproduction – Labor and delivery concepts,

11.  Reproduction – breastfeeding, maternal/fetal conflict, adolescent childbearing

12.  Reproduction- Grief and Loss- Mood and affect – Fetal loss, psychiatric disorders of pregnancy

13.  Assessment – mental health assessment

14.  Ethics and Legal Issues - mental health practice issues, pt rights, forced meds, voluntary and involuntary commitment, landmark laws

 

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.