NUR-305 Course Syllabus

Online Standardized Syllabus

NUR-305: Issues and Transitions in Professional Nursing

3 Credits

                                           

Instructor

Kellee Flurry, PhD., RN

Phone

601-543-5975

Office

Remote

E-mail

FlurryK@lackawanna.edu

Office Hours

5pm-7pm EST

 

 

 

Text

Kearney-Nunnery, R. (2016). Advancing your career: Concepts of professional nursing (6th ed.).    Philadelphia, PA: F. A. Davis Company.

Description

This course introduces the learner to the role of the baccalaureate prepared RN and focuses on the various roles of the professional nurse. Beginning with the historic beginnings of the profession, nursing’s evolution to a force for societal change is considered.  Emphasis is placed on trends and issues in contemporary nursing and includes the evolving realms of professional nursing knowledge. Advanced theoretical concepts will be explored.

Objectives

1.      Describe their motivation for returning to school for their Bachelor of Science degree in nursing.

2.      Examine the professional bases for nursing practice.

3.      Articulate critical abilities required for baccalaureate-level nursing practice.

4.      Explore elements included in quality of care for individuals, families, and groups.

5.      Develop a professional development plan that includes completion of the Bachelor of Science in nursing.

Requirements

Complete all weekly discussion, course readings and written assignments.

 

Evaluation

All weekly discussion and written assignments will be evaluated by individual rubrics.

 

Online Course Attendance Policy

Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. This pertains to online courses as well. Attendance is defined by participating in an academic activity within the online classroom, which includes posting replies in a graded discussion forum or submitting a written assignment. *Please note that the beginning of course activities common to all courses (Syllabus quiz, Course Navigation Quiz, Academic Honesty Pledge, Autobiography) DO NOT count for attendance purposes.

Students that fail to participate in an academic activity as described above in the online classroom prior to the last day to drop/add a course will automatically be dropped from the course.

Students who miss one week of participation will be DROPPED from the course. It is the responsibility of the student to formally withdraw from the course at the Registrar’s office.

 

Online Course Discussion Policy

In order to understand, remember, and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said.” “I agree.” Or “Good thinking.” are NOT acceptable. Also, you should NOT simply repeat what someone else has already said.

Good Discussions in Course Resources will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class discussion!

Ask yourself the following questions to help guide you in having a great discussion:

·         Did I answer the discussion questions directly demonstrating a clear understanding of the material that promoted conversation?

·         Did I support my answers to the discussion questions with research and reading?

·         Did I respond to at least two classmates?

·         Did I continue the conversation with peers that replied to my discussion?

·         Did I answer any additional questions the instructor may have asked?

·         Are all of my responses detailed and clear?

·         Did I participate in the discussion on 4 separate days?

·         Did I relate my responses to the course reading, notes, and/or personal life?

·         Did I provide the class with a response that is non-generic and inspiring – meaning that they learned from what I have contributed and can continue the conversation

·         Did I use proper grammar, spelling and netiquette?

 

Responses that do not move the conversation forward by providing information to which others can respond and build upon will negatively affect your weekly score.

 

Withdrawal Policy

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar.

To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar's Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. No exceptions will be made.

Students who violate the College's Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

 

Financial obligations to the College will be determined according to the Refund Policy.

 

Instructor Policies

·         All emails and responses posted in the General Questions section of the forum will be answered within one day.

·         All assignments will be graded within 5 days of the assignment due date

 

 

Grading

 

Unit 2 Assignment: Leadership Inventory Worksheet (150 pts)

 

Unit 4 Assignment: Health Information Technology: Innovation and Change Worksheet (150 pts)

 

Unit 7 Assignment: Professional Development Plan (210 pts)

 

Discussion: 7 Units with 2 DQs each (35 pts for each discussion)=490 pts

 

 

 

 

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

 

Due Dates and Late Penalties

o   The grace period for late assignments is as follows:

    • 1 day late-10% deduction off of the assignment grade
    • 2 days late-20% off of the assignment grade
    • 3 days late-the assignment will receive a grade of 0%

o   There will be no “extra credit.”

 

Academic Integrity

Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well. Please see the Student Handbook for a complete explanation.

 

The following are among the forms of dishonesty, in a classroom of any type, for which sanctions may be applied:

·         Using books, notes or other materials during an examination, unless expressly permitted;

·         Using purchased essays, term papers or preparatory research for such papers;

·         Copying others' work or engaging in unauthorized cooperation during an assignment or examination;

·         Allowing another student to copy from an examination or other assignment intended to be performed independently;

·         Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment;

·         Submitting as one’s own work originally done by someone else;

·         Submitting the same written report in more than one course without prior approval from the instructor(s) involved;

·         Stealing examinations or assignments;

·         Supplying or selling examinations or assignments;

·         Misrepresenting statements concerning work submitted;

·         Falsifying or fabricating experimental data or results;

·         Falsifying or fabricating the need for extensions on papers or make-up examinations.

·         Misrepresenting identity in an online course

 

(Please see student handbook for more information)

 

Disability Statement

Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution.  Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs.  Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab.  If you feel that you have a disability that has not been formally documented, you may meet with Mrs. Christine Kiehart in the Disability Services office to discuss your options. Please note that disability services do not include exemption from participation requirements in courses considered part of the School of Distance Education, including online and hybrid courses.

Lackawanna College Notice of Nondiscrimination

Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected classification. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal Law including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Americans with Disabilities Act of 1990.

 

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589, piggam@lackawanna.edu.

Equal Opportunity and Affirmative Action inquiries: Georgia Egan, Affirmative Action Officer/Director of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, EganG@lackawanna.edu or Gopu Kiron, Affirmative Action Officer/eLearning Director, Angeli Hall, Ground Floor, Vine Street, Scranton PA, (570) 504-7929, Kirong@lackawanna.edu.

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email: OCR.Philadelphia@ed.gov.   

Portfolio and Coursework

Lackawanna College will empower you to experience learning by inspiring your critical thinking, accessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.


 

Course Schedule

 

Week

Topic

Course Objective Met

NLN Competency Addressed

END OF PROGRAM OUTCOMES

[Essentials of Baccalaureate Education Competencies]

ANA standards of Practice and/or Standards of Professional  Performance

Related Assignment, Assessment, or Learning Activity

1

Unit 1: Professional Practice: Nurse as Leader and Manager

 

1. Describe their motivation for returning to school for their Bachelor of Science degree in nursing.

2.            Examine the professional bases for nursing practice.

3.            Articulate critical abilities required for baccalaureate-level nursing practice.

5.            Develop a professional development plan that includes completion of the Bachelor of Science in nursing.

NLN Competencies for Professional Identity- express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.

 

NLN Competencies for Spirit of Inquiry- act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative or evidence-based solutions to clinical practice problems.

 

•Synthesize theories and concepts from the arts and humanities and the natural and social sciences in professional nursing practice.  (Essential I)

 

•Translate research findings for the purpose of engaging in evidence-based nursing practice.  (Essential III)

 

•Use leadership skills and knowledge of the healthcare, financial, and regulatory systems to advance high quality, safe professional practice. (Essential V)

 

•Engage in lifelong learning in the ongoing development of one's self, nursing practice, and the profession. (Essential I)

 

 

•Demonstrate evolving competence in the professional role within a dynamic, multicultural, global society. (Essential IX)

Standards of Professional Performance

Standard 9. Communication

Standard 10. Collaboration

Standard 11. Leadership

Standard 12. Education

Standard 13. Evidence-based Practice and Research

Standard 14. Quality of Practice

Standard 15. Professional Practice Evaluation

 

Readings:

 

Chapter 1 and Chapter 10 in Kearney-Nunnery (2016).

 

Discussion:

Discussion Topic 1: Introduction

Write a short paragraph telling the class about you as a person and as a nurse so that the class may get to know you and develop the online community. Respond to these questions:

1.       In what area of nursing do you work?

2.       What has motivated you to return to school?

3.       What factors do you think will help or hinder your success in this program?

 

Discussion Topic 2: Leadership Theory and Ethics

Think of a supervisor with whom you have worked. Refer to the leadership styles listed on pages 169–170 of Kearney-Nunnery (2016) and discuss this individual’s leadership style.

 

·         How was this style exhibited in their leadership? Provide examples.

·         How did this leader reflect the NLN Code of Ethics for Nurses in their practice? Provide examples.

 

 

 

 

2

Unit 2: Nurse as Colleague, Collaborator, and Critical Thinker

 

2. Examine the professional bases for nursing practice.

3. Articulate critical abilities required for baccalaureate-level nursing practice.

4. Explore elements included in quality of care for individuals, families, and groups.

 

NLN Competencies for Professional Identity- express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.

 

NLN Competencies for Spirit of Inquiry- act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative or evidence-based solutions to clinical practice problems.

 

•Apply critical thinking, decision making, and clinical reasoning skills in the provision of quality nursing care to individuals, families, groups, and communities.  (Essential II)

 

•Translate research findings for the purpose of engaging in evidence-based nursing practice.  (Essential III)

 

 

•Demonstrate effective inter-professional communication and collaboration to provide quality, patient-centered care. (Essential VI)

 

 

•Engage in lifelong learning in the ongoing development of one's self, nursing practice, and the profession. (Essential I)

 

 

•Demonstrate evolving competence in the professional role within a dynamic, multicultural, global society. (Essential IX)

Standards of Professional Performance

Standard 9. Communication

Standard 10. Collaboration

Standard 12. Education

Standard 13. Evidence-based Practice and Research

Standard 14. Quality of Practice

Standard 15. Professional Practice Evaluation

Standard 16. Resource Utilization

Standard 17. Environmental Health

 

Readings:

 

Chapter 6 and 7 in Kearney-Nunnery (2016).

 

Discussion:

 

Discussion Topic 1: Communication as Foundation to Interprofessional Collaboration

 

According to Kearney-Nunnery (2016), nurses must consider the following when choosing their words for verbal/oral communication:

  • Vocabulary
  • Meaning
  • Intonation
  • Pacing
  • Clarity, Timing, and Relevance

 

On page 101 of your textbook, read the explanations for effective communication skills. Then, answer these questions:

·         Which areas of communication are your strengths?

·         Which areas of communication are your greatest opportunities for improvement?

·         How are your working relationships with members of the healthcare team affected by your communication strengths and opportunities for improvement?

·         Is critical thinking important for professional communication?

 

 

Discussion Topic 2: Critical Thinking

Select and explore a problem/issue at your place of work. Analyze the problem-solving process. Using critical thinking and your readings from the text/chapter 7, briefly explain the problem and the steps taken to address or solve the problem/issue.

Unit 2 Assignment: Leadership Inventory Worksheet

Purpose

The purpose of this Assignment is to utilize the knowledge gained in this course to conduct an inventory of your own leadership characteristics and correlate leadership to patient safety.

 

Directions

1.       Review the leadership characteristics from the article in unit 1: Center for Creative Leadership. (2018). The Characteristics of a Good Leader. Retrieved from https://www.ccl.org/blog/characteristics-good-leader/

 

2.       Complete the leadership inventory worksheet and select 3 characteristics that are your strengths and 3 characteristics that are weaknesses or room for improvement.

 

3.       Complete the following requirements for each of your six chosen leadership characteristics.

1.       Describe the characteristic in your own words in column A

2.       Explain and give a rationale of why you consider the characteristic to be your strength or opportunity for improvement in column B.

3.       Correlate each characteristic to one or several of the ethical principles for nursing education from the NLN and give a hypothetical example from nursing practice in column C. 

 

 

3

Unit 3: Professional Ethics, Cultural Diversity & Quality Care

 

2. Examine the professional bases for nursing practice.

3. Articulate critical abilities required for baccalaureate-level nursing practice.

4. Explore elements included in quality of care for individuals, families, and groups.

 

NLN Competencies for Professional Identity- express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.

 

NLN Competencies for Spirit of Inquiry- act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative or evidence-based solutions to clinical practice problems.

 

• Synthesize theories and concepts from the arts and humanities and the natural and social sciences in professional nursing practice.  (Essential I)

 

• Apply critical thinking, decision making, and clinical reasoning skills in the provision of quality nursing care to individuals, families, groups, and communities.  (Essential II)

 

• Translate research findings for the purpose of engaging in evidence-based nursing practice.  (Essential III)

 

• Leveraging information and technology to deliver quality patient care and nursing services in a variety of settings. (Essential IV)

 

•Integrate professional values and ethical, moral, and legal aspects of nursing into one's professional practice. (Essential VIII)

 

•Engage in lifelong learning in the ongoing development of one's self, nursing practice, and the profession. (Essential I)

 

•Demonstrate evolving competence in the professional role within a dynamic, multicultural, global society. (Essential IX)

Standards of Practice

Standard 1. Assessment

Standard 2. Diagnosis

Standard 3. Outcomes Identification

Standard 4. Planning

Standard 5. Implementation

Standard 5A. Coordination of Care

Standard 5B. Health Teaching and Health Promotion

Standard 6. Evaluation

 

Standards of Professional Performance

Standard 7. Ethics

Standard 8. Culturally Congruent Practice

Standard 9. Communication

Standard 10. Collaboration

Standard 11. Leadership

Standard 12. Education

Standard 13. Evidence-based Practice and Research

Standard 14. Quality of Practice

Standard 15. Professional Practice Evaluation

Standard 16. Resource Utilization

Readings:

 

Chapter 12 and 13 in Kearney-Nunnery (2016).

 

Discussion:

Discussion Topic 1: Cultural Conflict and Advocacy

Nonjudgmental advocacy for patients of all cultures and value systems is a fundamental professional nurse role. Patient beliefs and choices may conflict with those of the nurse or other health care providers. They may even conflict with a recommended course of treatment.

 

·         Share an example of such a cultural or values conflict that you have encountered. How did you feel during this conflict?

·         Discuss how nursing advocacy power might be exerted in this situation to achieve an optimal outcome.

 

Note: Your chosen conflict in this Discussion will serve as the basis for your Unit 4 Assignment.

 

Discussion Topic 2: Quality Control and Quality Improvement

Briefly discuss quality control and quality improvement, then discuss a quality control/quality improvement issue that you would like to implement or either have been a part of within your facility. Discuss some of the steps that were implemented in the control and improvement process.

 

4

Unit 4: Nurse as Consumer and Leader of Informatics

 

2.            Examine the professional bases for nursing practice.

 

3.Articulate critical abilities required for baccalaureate-level nursing practice.

 

4.Explore elements included in quality of care for individuals, families, and groups.

 

NLN Competencies for Professional Identity- express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.

 

NLN Competencies for Spirit of Inquiry- act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative or evidence-based solutions to clinical practice problems.

 

•  Synthesize theories and concepts from the arts and humanities and the natural and social sciences in professional nursing practice.  (Essential I)

 

• Apply critical thinking, decision making, and clinical reasoning skills in the provision of quality nursing care to individuals, families, groups, and communities.  (Essential II)

 

• Translate research findings for the purpose of engaging in evidence-based nursing practice.  (Essential III)

 

 

• Leveraging information and technology to deliver quality patient care and nursing services in a variety of settings. (Essential IV)

 

• Use leadership skills and knowledge of the healthcare, financial, and regulatory systems to advance high quality, safe professional practice. (Essential V)

 

• Demonstrate effective inter-professional communication and collaboration to provide quality, patient-centered care. (Essential VI)

 

•Engage in lifelong learning in the ongoing development of one's self, nursing practice, and the profession. (Essential I)

 

•Demonstrate evolving competence in the professional role within a dynamic, multicultural, global society. (Essential IX)

Standards of Practice

Standard 1. Assessment

Standard 2. Diagnosis

Standard 3. Outcomes Identification

Standard 4. Planning

Standard 5. Implementation

Standard 5A. Coordination of Care

Standard 5B. Health Teaching and Health Promotion

Standard 6. Evaluation

Standards of Professional Performance

Standard 9. Communication

Standard 10. Collaboration

Standard 11. Leadership

Standard 12. Education

Standard 13. Evidence-based Practice and Research

Standard 14. Quality of Practice

Standard 15. Professional Practice Evaluation

Standard 16. Resource Utilization

 

Readings:

 

Chapter 11 and 15 in Kearney-Nunnery (2016).

 

Discussion:

Discussion Topic 1: Evolving Technology and Change Theory

 

 

Think about the technological advancements implemented in the health care setting in the last 10 years.

1.       How has your workplace changed as a result?

2.       How did you and your colleagues cope with these changes?

3.       What elements of change theory were exhibited in this change process? (Consider change theories of Lewin, Lippitt, Havelock, Rogers, Bridges, and the Transtheoretical Approach (Prochaska, DiClemente, and Norcross), from your course reading as you formulate your answer.

4.       If the change you described included the implementation of evidence-based practices, what were the sources of the evidence-based practice change? Who translated the evidence (what was their background and how did they do it?)

 

Discussion Topic 2: Telehealth and Improving Access to Healthcare

What telehealth application would you like to invent to improve access to healthcare?

 

Reference:

 

Kearney-Nunnery, R. (2016). Advancing your career: Concepts of professional nursing (6th ed.). Philadelphia, PA: F. A. Davis Company.

Unit 4 Assignment: Health Information Technology: Innovation and Change Worksheet

Purpose

The purpose of this Assignment is to support the application of innovation in the healthcare setting to improve patient outcomes. You will examine current applications of health information technology (HIT) and correlate them to patient outcomes. You will also explore common forces associated with innovation and change.

 

Directions 

Complete part A and B of the Health Information Technology (HIT) Innovation and Change Worksheet.

 

5

Unit 5: Nurse as Consumer and Leader of Research and Evidence-based Practice

 

2. Examine the professional bases for nursing practice.

3. Articulate critical abilities required for baccalaureate-level nursing practice.

4. Explore elements included in quality of care for individuals, families, and groups.

5.            Develop a professional development plan that includes completion of the Bachelor of Science in nursing.

NLN Competencies for Professional Identity- express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.

 

NLN Competencies for Spirit of Inquiry- act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative or evidence-based solutions to clinical practice problems.

 

•Synthesize theories and concepts from the arts and humanities and the natural and social sciences in professional nursing practice.  (Essential I)

 

•Apply critical thinking, decision making, and clinical reasoning skills in the provision of quality nursing care to individuals, families, groups, and communities.  (Essential II)

 

•Translate research findings for the purpose of engaging in evidence-based nursing practice.  (Essential III)

 

 

•Use leadership skills and knowledge of the healthcare, financial, and regulatory systems to advance high quality, safe professional practice. (Essential V)

 

•Demonstrate effective inter-professional communication and collaboration to provide quality, patient-centered care. (Essential VI)

 

•Apply principles of prevention and health promotion in providing care to individuals, families, groups, and communities. (Essential VII)

 

 

•Integrate professional values and ethical, moral, and legal aspects of nursing into one's professional practice. (Essential VIII)

 

•Engage in lifelong learning in the ongoing development of one's self, nursing practice, and the profession. (Essential I)

 

•Demonstrate evolving competence in the professional role within a dynamic, multicultural, global society. (Essential IX)

Standards of Practice

Standard 1. Assessment

Standard 2. Diagnosis

Standard 3. Outcomes Identification

Standard 4. Planning

Standard 5. Implementation

Standard 5A. Coordination of Care

Standard 5B. Health Teaching and Health Promotion

Standard 6. Evaluation

Standards of Professional Performance

Standard 7. Ethics

Standard 8. Culturally Congruent Practice

Standard 9. Communication

Standard 10. Collaboration

Standard 11. Leadership

Standard 12. Education

Standard 13. Evidence-based Practice and Research

Standard 14. Quality of Practice

Standard 15. Professional Practice Evaluation

Standard 16. Resource Utilization

 

Readings:

 

Chapter 5 in Kearney-Nunnery (2016).

 

Readings to use for discussion:

Gunnell, M. (2016). Research Methodologies: A Comparison of Quantitative,

Qualitative and Mixed Methods. Retrieved from

https://www.linkedin.com/pulse/research-methodologies-comparison-quantitative-mixed-methods-gunnell

 

Battard, J. (2017). Nonpunitive response to errors fosters a just culture. Nursing Management, 48(1), 53–55.

Cooper, C. H., Tupper, R., & Holm, K. (2016). Interruptions during medication administration: A descriptive study. MEDSURG Nursing, 25(3), 186–191.

Curcio, D. L. (2017). The lived experiences of nurses caring for dying pediatric patients. Pediatric Nursing, 43(1), 8–14.

Hanna, D. R., Paraszczuk, A. M., Duffy, M. M., & Lawrence, D. (2016). Learning about turning: Report of mailed surveys of nurses’ work to reposition patients. MEDSURG Nursing, 25(4), 219–223.

Hazel, H., Evans, J. M., & Forbat, L. (2015). Nurses respond to patients’ psychosocial needs by dealing, ducking, diverting and deferring: An observational study of a hospice ward. BMC Nursing, 14(1), 1–10.

McMullen, S. L., Kozik, C. A., Myers, G., Keenan, K., Wheelock, M., & Kalman, M. (2017). Improving nursing care: Examining errors of omission. MEDSURG Nursing, 26(1), 9–14, 19.

Vandermause, R., Neumiller, J. J., Gates, B. J., Prabu, D., Altman, M., Healey, D. J., Benson, … & Corbett, C. (2016). Preserving self: Medication-taking practices and preferences of older adults with multiple chronic medical conditions. Journal of Nursing Scholarship, 48(6), 533–542.

 

Discussion:

Discussion Topic 1: Critiquing a Research Article

Review the research articles found in the Unit readings. Choose one (1) article to discuss in the discussion below.

 

·         Describe the issue/problem addressed in this study and its significance.

·         Which research approach method was utilized to study this topic? Why?

                (Quantitative, Qualitative or Mixed Method Research). Use the Gunnell                  (2016) article from the readings.

·         Explain how the findings from this study can improve patient outcomes.

 

Discussion Topic 2: Addressing Issues/Problems with new Nursing Research

 

Reflect on problems you have observed in the healthcare setting that have a direct effect on patient outcomes. Think about how some of these problems could be addressed through new/original nursing research.

 

·         Choose one (1) such problem to discuss in the box below.

·         Describe the problem and its significance.

·         Explain how nursing research might be used to address this problem and improve patient outcomes.

·         Which research approach method should be utilized to study this problem? Why? (Quantitative, Qualitative or Mixed Method Research).

 

 

 

6

Unit 6: Population Health: Nurse as Health Promoter and Care Provider

 

2. Examine the professional bases for nursing practice.

 

3. Articulate critical abilities required for baccalaureate-level nursing practice.

 

4. Explore elements included in quality of care for individuals, families, and groups.

 

NLN Competencies for Professional Identity- express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.

 

NLN Competencies for Spirit of Inquiry- act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative or evidence-based solutions to clinical practice problems.

 

•Synthesize theories and concepts from the arts and humanities and the natural and social sciences in professional nursing practice.  (Essential I)

 

•Apply critical thinking, decision making, and clinical reasoning skills in the provision of quality nursing care to individuals, families, groups, and communities.  (Essential II)

 

•Translate research findings for the purpose of engaging in evidence-based nursing practice.  (Essential III)

 

 

•Leveraging information and technology to deliver quality patient care and nursing services in a variety of settings. (Essential IV)

 

 

•Use leadership skills and knowledge of the healthcare, financial, and regulatory systems to advance high quality, safe professional practice. (Essential V)

 

•Demonstrate effective inter-professional communication and collaboration to provide quality, patient-centered care. (Essential VI)

 

•Apply principles of prevention and health promotion in providing care to individuals, families, groups, and communities. (Essential VII)

 

•Integrate professional values and ethical, moral, and legal aspects of nursing into one's professional practice. (Essential VIII)

 

•Engage in lifelong learning in the ongoing development of one's self, nursing practice, and the profession. (Essential I)

 

•Demonstrate evolving competence in the professional role within a dynamic, multicultural, global society. (Essential IX)

Standards of Practice

Standard 1. Assessment

Standard 2. Diagnosis

Standard 3. Outcomes Identification

Standard 4. Planning

Standard 5. Implementation

Standard 5A. Coordination of Care

Standard 5B. Health Teaching and Health Promotion

Standard 6. Evaluation

 

Standards of Professional Performance

Standard 7. Ethics

Standard 8. Culturally Congruent Practice

Standard 9. Communication

Standard 10. Collaboration

Standard 11. Leadership

Standard 12. Education

Standard 13. Evidence-based Practice and Research

Standard 14. Quality of Practice

Standard 15. Professional Practice Evaluation

Standard 16. Resource Utilization

Standard 17. Environmental Health

 

Readings:

Chapter 4 and 14 in Kearney-Nunnery (2016).

U.S. Department of Health and Human Services. (2010). Healthy People 2020: Topics and objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/default

This resource is intended to support your work on your Discussion topic for this unit.

Discussion:

Discussion Topic 1: Modeling the Pursuit of Health

Reflect on yourself as a role model of healthy behaviors. Correlate your answer to the goals of Healthy People 2020. Answer these questions.

·         What are your personal barriers to achieving the goals of Healthy People 2020?

·         What are the factors that help you achieve healthy behaviors?

·         How has the view and practice of health care changed from one of disease management to comprehensive health care?

Discussion Topic 2: Chronic Illness and Trajectory Framework

Recall a patient with a chronic illness for whom you have provided nursing care in the past. Apply the chronic illness trajectory framework to the patient experiences that you were able to observe.

 

7

Unit 7: Nurse as a Developing Professional

 

2. Examine the professional bases for nursing practice.

3. Articulate critical abilities required for baccalaureate-level nursing practice.

4. Explore elements included in quality of care for individuals, families, and groups.

5.Develop a professional development plan that includes completion of the Bachelor of Science in nursing.

NLN Competencies for Professional Identity- express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.

 

NLN Competencies for Spirit of Inquiry- act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative or evidence-based solutions to clinical practice problems.

 

•Synthesize theories and concepts from the arts and humanities and the natural and social sciences in professional nursing practice.  (Essential I)

 

•Apply critical thinking, decision making, and clinical reasoning skills in the provision of quality nursing care to individuals, families, groups, and communities.  (Essential II)

 

•Translate research findings for the purpose of engaging in evidence-based nursing practice.  (Essential III)

 

•Demonstrate effective inter-professional communication and collaboration to provide quality, patient-centered care. (Essential VI)

 

•Apply principles of prevention and health promotion in providing care to individuals, families, groups, and communities. (Essential VII)

 

•Integrate professional values and ethical, moral, and legal aspects of nursing into one's professional practice. (Essential VIII)

 

•Engage in lifelong learning in the ongoing development of one's self, nursing practice, and the profession. (Essential I)

 

•Demonstrate evolving competence in the professional role within a dynamic, multicultural, global society. (Essential IX)

Standards of Professional Performance

Standard 7. Ethics

Standard 8. Culturally Congruent Practice

Standard 9. Communication

Standard 10. Collaboration

Standard 11. Leadership

Standard 12. Education

Standard 13. Evidence-based Practice and Research

Standard 14. Quality of Practice

Standard 15. Professional Practice Evaluation

Standard 16. Resource Utilization

 

Readings:

 

Chapter 19 in Kearney-Nunnery (2016).

 

MindTools. (2019). SMART Goals: How to Make Your Goals Achievable. Retrieved

          from https://www.mindtools.com/pages/article/smart-goals.htm

 

Discussion:

Discussion Topic 1: Nurse as a Developing Professional

Imagine your ideal nursing career 5 years from now. Answer the following questions:

·         What will you do in your ideal future nursing career?

·         What setting will you practice in?

·         How will your nursing practice serve the needs of the healthcare industry and the public?

·         What professional development will be necessary or beneficial to your desired future nursing career? Consider the following as you develop your answer:

o    Academic education

o    Continuing education

o    Certifications

o    Professional memberships

Discussion Topic 2: Nurse as a Professional

Do you believe that nursing is a profession? In what ways does your own nursing practice reflect the characteristics of a profession? Explain your answer.

Unit 7 Assignment: Professional Development Plan

Purpose

The purpose of this Assignment is to utilize your learning and knowledge to create your professional development plan.

Directions

1.       Create your Assignment in accordance with the provided Professional Development Plan Guide and the Professional Development plan template. This is a paper and will be typed in a word document. No PDFs will be accepted. Please see the instructions listed in the Guide.

 

2.       Your professional development plan will become part of your final BSN ePortfolio. Is it ok to say this here?

Please label your projects: username-project-unit.doc. For example, a student named Tina Allen would name her file TAllen-AssignmentName-Unit6.doc. Submit your Assignment in Unit 7 Assignment Dropbox by the end of the unit.

Assignment Requirements

Before finalizing your work, you should:

·         be sure to read the Assignment description carefully (as displayed above);

·         consult the Grading Rubric to make sure you have included everything necessary; and

·         utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

·         follow the conventions of Standard American English (correct grammar, punctuation, etc.);

·         be well ordered, logical, and unified, as well as original and insightful;

·         display superior content, organization, style, and mechanics; and

·         use APA 6th Edition format for crediting any necessary sources. 

 

 

 

 

RN-to-BSN Program e-Portfolio

 

All RN-to-BSN students are required to create an electronic portfolio (simply referred to as the e-Portfolio) which will be added through as you progress through the program with the final reflection and revised professional development plan submitted in your capstone course. The e-Portfolio assignment is designed to help you showcase your professional and academic growth through the RN-to-BSN program here at Lackawanna College, and will map to end-of-program learning outcomes.

 

The e-Portfolio will contain artifacts such as your professional development plan, certain course assignments, presentations, and other evidentiary documents which will demonstrate what you have accomplished throughout the Lackawanna College RN-to-BSN program and will demonstrate how you met the end-of-program outcomes.

LOCATION OF YOUR e-Portfolio - Your e-Portfolio will be housed on a LinkedIn account that you will establish for yourself. For those of you who are not familiar with LinkedIn, you can learn more about it here: https://www.lifewire.com/what-is-linkedin-3486382

The LinkedIn platform was decided on because it was designed for professional networking. In fact, some online job applications can be completed simply by linking your LinkedIn profile to the application. Your profile can serve as your resume, and potential employers can see samples of your academic work and achievements- which can help you to stand out as a candidate for a coveted position!

In your capstone course, you will revisit your professional development plan and revise it (now that your BSN will have been earned), and your revisions will reflect your “next steps.” Your final assignment will also include your final narrative addressing how course assignments helped you achieve each end-of-program outcome.

The RN-to-BSN end-of-program outcomes at Lackawanna College adheres to the Essentials of Baccalaureate Education established by the American Association of Colleges of Nursing. By the end of the program, the learn will be able to:

 

  1. Synthesize theories and concepts from the arts and humanities and the natural and social sciences in professional practice.  (Essential I)
  2. Apply critical thinking, decision making, and clinical reasoning skills in providing quality nursing care to individuals, families, groups, and communities.  (Essential II)
  3. Translate research findings to provide evidence-based practice of nursing.  (Essential III)
  4. Manage information and technology to deliver quality patient care in a variety of settings. (Essential IV)
  5. Use leadership skills and knowledge of the healthcare, financial, and regulatory systems to advance high quality, safe professional practice. (Essential V)
  6. Demonstrate effective inter-professional communication and collaboration to provide quality, patient-centered care. (Essential VI)
  7. Apply principles of prevention and health promotion in providing care to individuals, families, groups, and communities. (Essential VII)
  8. Integrate Benedictine and professional values and ethical, moral, and legal aspects of nursing into one's professional practice. (Essential VIII)
  9. Engage in a lifelong process of learning in the development of one's self, nursing practice, and the profession. (Essential I)
  10. Demonstrate evolving competence in professional role within a dynamic, multicultural, global society. (Essential IX)