Course Number: N330

Course Title: Nursing Role Development 1

Catalog Description: Beginning integration of ethical decision-making, communication and therapeutic nursing interventions into the caregiver and advocate roles with clients in a variety of settings. This course is a flagged course for University Studies and is designed to meet the requirements in writing as it applies to the field of nursing.

This is an existing course that has previously been approved by A2C2 X .
OR
This is a new course proposal _____. (If this is a new course proposal, the WSU Curriculum Approval Form must also be completed as in the process prescribed by WSU Regulation 3-4.)

Department Contact Person for this course: Catherine Nosek M.S., Ph.D.(c), RN

Email: cmnosek@winona.edu

General discussion of each objective in the Writing Flag as it relates to learning activities in N330: Role Development I.

1. Practice the processes for creating and completing successful writing in the field. As students learn to care for client’s health needs they begin to learn the professional roles of provider of care, advocate, and scholar. Not only are nursing students required to learn the hands-on and critical thinking skills of providing accountable, safe nursing care; they must also learn to effectively communicate through writing, individualized care plans and documentation specific to the policies and procedures of the health care agencies they are affiliated. This includes documentation of nursing care as reflected in the nursing process exercises (e.g. care plans) assigned in the course as well as specific charting as required by the agencies within which students do their practicum experiences. Written assignments (e.g. care plans, OR critique, agency documentation, interview summaries) are designed so that students learn to perfect their writing and thinking skills throughout the semester.
2. Understand the main features and uses of writing in their fields. Throughout the semester students learn how to apply the nursing process as they function in the roles of provider of care, advocate and scholar. Application of nursing process not only requires safe and efficient provision of nursing care, but also that students are able to articulate effectively and precisely all aspects of nursing process in the care of individual clients. Accurate documentation of assessments, interventions, and client responses is an essential aspect of professional nursing. Throughout the semester students have opportunities to write and develop individualized care plans for clients in long term care and hospital settings. Students participate in writing of care plans in the formats specific to the agencies they are assigned, and through assignments that are handed in and graded throughout the semester.
3. Adapt writing to the general expectations of readers in their field. Students must learn to articulate, through writing, the language specific to health care and the discipline of nursing. Students have the opportunity to develop writing skills specific to nursing and health care throughout all assignments within this course. This includes documentation in client charts (patient records), writing individualized care plans in the client charts (either by using specific chart forms or computerized versions), as well as written assignments that are developed and graded throughout the semester.
4. Make use of the technologies commonly used for research and writing in their fields. Nursing students have practicum experiences in a variety of health care settings. These practicum experiences include long-term care facilities, hospitals, and client homes. Students are expected to learn the documentation procedures that are specific to the agencies that they are assigned. Computers have become an essential part of health care agencies today. Students are expected to learn and adapt to the use of computerized systems as they pertain to client care and documentation.
5. Learn the conventions, evidence, format, usage, and documentation in their fields. As students learn the skills of nursing process through documentation, they also learn to articulate the skills of application of theory and scientific principles that support the meaning of client assessment findings, formulation of client goals, and rationale for individualized therapeutic nursing interventions and collaborative interventions for adult clients in a variety of health care settings. Written assignments are intended to prepare the student for the critical thinking and documentation skills necessary for practice. Where appropriate, students learn to use the American Psychological Association as an essential guide to documenting references used in the preparation of assignments..

Credit and Time Allotment: 3 semester credits, site-based experience (96 hours of practicum)

The credits for this course are designated for site-based experiences. Students are required to spend 96 hours in site-based experiences in various settings throughout the semester. Students can expect to spend 4-6 hours/week preparing for each of their site-based experiences and the written and assignments.

A. General Purpose of Course: This site-based experience (SBE) introduces the student to the professional nursing role. It offers the students opportunity to apply the skills, decision-making, and nurse-client relationship principles taught this semester. Students will have experiences in the community and in health care facilities to develop their nursing roles.

B. Curriculum Concepts, Subconcepts, Roles and /or Theories Emphasized in Course: This course focuses on the professional nursing roles of provider of care and advocate as students experience caring for clients’ health needs. This course emphasizes the health assessment and nursing process skills necessary to provide therapeutic nursing interventions to clients. Experiences will foster a beginning integration of critical thinking, communication skills, and therapeutic nursing interventions with clients in a variety of settings. These skills will be demonstrated throughout the practicum experiences, which not only include hands-on skills, but also incorporate a variety of written and oral assignments specific to helping students in developing skills necessary for professional practice. This course is a flagged course for University Studies and is designed to meet the requirements in writing as it is applied to the profession of nursing. The concept of change is addressed as students analyze their learning needs in relation to the development of their professional nursing roles as they start the nursing major.

1. Incorporate caring into nursing roles of provider of care, client advocate, and scholar.

2. Utilize critical thinking in caring for clients in a variety of settings.

3. Demonstrate self-accountability for using safe assessment techniques, facilitative communication, and therapeutic nursing interventions.

4. Analyze the dimensions of change in their learning paradigm.

5. Administer nursing care to an adult at various stages in a variety of settings (long-term care,

acute care, etc.).

6. Describe pathophysiology and common treatment modalities for selected health conditions. Demonstrate beginning level understanding and use of APA format in written work.

7. Demonstrate satisfactory performance of behaviors identified in the Caring Skills syllabus and site-based evaluation tool.

Guided application of content from Health Assessment I, Caring Concepts I, Caring Skills I, Pharmacology, and Pathophysiology in the SBE.

A. Strategies: Individual student/instructor conferences

Small learning group activities such as writing and critiquing of careplans

Site-based experiences that incorporate hands-on, written, and verbal

application of concepts.

Written assignments

Clinical nursing process papers

Case presentations

Case studies

Clinical summaries and written preparation materials

Caring group activities

Communication labs combined with Well-Elder visits = 20 hours

Long-term care facility = 24 hours

(Orientation/transition day & 3 clinical days (6-hour days)

Acute care experience (hospital) = 34 hours

(Orientation/transition day, 1 day in OR, & 4 clinical days (6 hour days)

Critical thinking test = 3 hours

Caring groups = 6 hours

Flu shot clinic = 5 hours

Orientation = 4 hours

(course, OSHA)

Total Hours = 96 hours

Rochester Campus

Course Orientation = 3 hours

Communication Labs, Long Term Care facility, = 18 hours

And communication presentations LTC

Hospital preparation workup = 12 hours

Acute Care experience = 33 hours

(3 hrs orientation, hospital 5- 6-hour shifts)

Operating room experience (including orientation) = 8 hours

Same Day Surgery experience = 6 hours

Caring Groups = 6 hours

Critical thinking tests = 3 hours

2. Prepare for each site-based experience as directed. This includes written summaries of diagnostic testing, medication administration specifics, written & verbal care plan components.

3. Establish a caring relationship with an adult client in the long-term health care setting.

4. Write nursing care plans for the identified nursing diagnoses of an adult client.

5. Provide basic nursing care for clients in the assigned health care facility. Using agency specific protocols, effectively document care provided.

6. Demonstrate specific functional health assessments on assigned clients. Using agency specific protocols, effectively document through written and verbal reports, those assessments.

7. Participate in all small learning group discussions.

8. Complete all written and verbal assignments as directed. This includes agency specific documentation, as well as individualized client care plans; senior adult interview written summary, synthesis, and critique; operating room experience written summary and critique; and/or other written and verbal assignments specific to the agency and campus.

9. Perform all MBN abilities assigned to this course.

1. Course Grade: The course grade will be based on written assignments, a case presentation, and performance in the SBE.

Course assignments are designed to meet the requirements of preparation for professional practice, as well as University Studies flagged course criteria.

B. SBE Performance and non-graded assignments-Will be evaluated on a pass/no credit basis. Evaluation will be based on criteria outlined in the Clinical Evaluation Tool. ATTENDANCE IS REQUIRED AT ALL CLINICALS.

2. Students must pass both assignments and SBE in order to successfully complete this course. Failure to maintain an average of C or better on the written and verbal assignments, or to pass the SBE clinical evaluation criteria will result in failure in the course.

3. Grading scale:

A= 92-100% C=74-82%

B= 83-91% D=65-73%

A. Faculty: Every student will be assigned to a small learning group for their SBE. These groups will be facilitated and coordinated by a faculty member. This faculty member will be your clinical instructor and resource person for the quarter. The course coordinator will be available for questions and discussion of course-related issues during posted office hours.

B. Required /Recommended Text:

Required:

1. Pagana, K. D., & Pagana, T. J. (1998).Manual of diagnostic and laboratory tests . Mosby

Inc.

2. Lewis, S., McLean Heitkemper, M., & Ruff Dirksen, S. (2000). Medical surgical nursing: assessment and management of clinical problems (5^th ed.). Mosby Inc.
3. (Winona campus only) Wilson, B. A., Shannon, M. T., & Stang, C. L. (2000). Nurses drug guide. Appleton & Lange.
4. (Rochester campus only) N330: Mosby’s Drug Cards
5. Wilkinson, J. M. (2000). Nursing diagnosis handbook with NIC interventions and NOC outcomes (7^th ed.). Prentice-Hall, Inc.