Texas Fast Start Programs Alamo Colleges and Collin College Initiative
TWC Contract Number: 2014GRF000
The new Medic/Paramedic Fast Track program at Collin College was developed as a part of the Texas Work Force Commission (TWC) Fast Start grant. The TWC grant provided $229,421 in financial support for the implementation of the new program at Collin College through mentoring by Alamo Colleges, as well as for the online nursing curriculum development and revision for the Concept‐Based Curriculum at Alamo Colleges and Collin College. For more information on the program and enrollment, contact the Collin College Nursing Department at 972‐548‐6772. Contact for further details: Ola Hudgins, Alamo Colleges Account Executive and Co‐Project Coordinator – ph. 210‐486‐5054 Joyce Sizemore, Collin College Co‐Project Coordinator – ph. 972‐548‐6895 1
FAST TRACK
MEDIC/PARAMEDIC
TO ADN, RN
COLLIN COLLEGE Collin College
Associate Degree Nursing
Medic/Paramedic Fast Track Program
POINTS REQUIREMENT
Selection into the nursing program includes several factors related to the criteria for admission.
1. One point for completion of Biology 1406 with a grade of “C”. This course may also be
credited by taking the CLEP exam.
2. Applicants who have completed the biology courses (Anatomy and Physiology I & II, and
Microbiology) receive one point for every course completed with a "C" or above. Any of the
three courses in progress at the time of application will not be recognized with a point. A
maximum of 3 points may be attained.
3. The cumulative GPA of the prerequisite courses completed must be 2.5 or above. Students can
gain a maximum of 3 points in this area, depending on the range of the GPA as follows:
1 = 2.5 - 2.99
2 = 3.0 - 3.59
3 = 3.6 - 4.00
4. The applicant must have an overall cumulative GPA of 2.5 or above from all college courses
completed and applicable to the nursing degree plan at Collin College. An applicant can achieve
a maximum of 3 points in
this area using the following scale:
1 = 2.5 - 2.99
2 = 3.0 - 3.59
3 = 3.6 - 4.00
5. The PSB-Nursing School Aptitude Exam contains five areas of assessment:
• Academic Aptitude (total)
• Spelling
• Reading Comprehension
• Natural Sciences
• Vocational Adjustment
Applicants scoring at or above the 40th percentile in any of the stated areas will receive one
point. Applicants scoring at or above the 70th percentile on reading comprehension, natural
sciences and vocational adjustment will receive two points.
A maximum of 8 points can be achieved.
Applicants will be ranked according to points accumulated at the time the application materials
are reviewed. Collin College Associate Degree Nursing Program reserves the right to make
changes in admission criteria and program information as circumstances require. We also reserve
the right to consider qualified Collin County residents, who have earned credits at Collin
College, as priority applicants over non-residents due to space limitations. Applicants will be
ranked and selected based on the number of points earned. In the event of a tie
for final slots into the program, qualified applicants will be considered on an individual basis by
the selection committee.
Total of possible points = 18
CURRICULUM OUTLINE FAST TRACK‐ MEDIC/PARAMEDIC Prerequisites
Lec
Lab
Ext
Cont
Credit
3
4
0
112
4
2401
Anatomy and Physiology I 1
2402
Anatomy and Physiology II
3
4
0
112
4
2420
Microbiology for Non-Science Majors
3
4
0
112
4
2301
General Psychology 1
3
0
0
48
3
2314
Live-Span Growth and Development
3
0
0
48
3
Total Hours
15
12
0
432
18
Nursing faculty will determine the application and approval process. Students accepted into the Grant Pilot Bridge
Program will receive credit for the following courses: RNSG 1161,RNSG 1125, RNSG 1430, RNSG 1126 and RNSG
1533
Total Hours
9
8
4
336
12
Lec
Lab
Ext
Cont
Credit
Clinical - Nursing Transition
Clinical
Introduction to Health Care
Concepts
Professional Nursing
Competencies
Concept-based Transition to
Professional Nursing Practice
0
0
4
64
1
1
0
0
16
1
0
4
0
64
1
2
4
0
96
3
Total Hours
3
8
4
240
6
Lec
Lab
Ext
Cont
Credit
SEMESTER 1
RNSG
1163
RNSG
1128
RNSG
1118
RNSG
1324
SEMESTER 2
ENGL
1301
Composition I
3
1
0
64
3
RNSG
1137
Professional Nursing Concepts III
1
1
0
32
1
RNSG
2362
0
0
12
192
3
RNSG
1538
Clinical III - Nursing - Registered
Nurse Training
Health Care Concepts III
4
4
0
128
5
Total Hours
8
6
12
416
12
Lec
Lab
Ext
Cont
Credit
SEMESTER 3
HUMA
RNSG
RNSG
RNSG
1301
Introduction to the Humanities 2
3
0
0
48
3
2138
Professional Nursing Concepts IV
(Capstone)
Clinical IV - Nursing - Registered
Nurse Training
Health Care Concepts IV
1
1
0
32
1
0
0
12
192
3
4
4
0
128
5
Total Hours
8
5
12
400
12
GRAND TOTAL HOURS
43
39
32
1824
60
2363
2539
RNSG 1128(1170) – Introduction to Health Care Concepts 1 SEMESTER HOURS: LECTURE: 1 CONTACT HOURS: PREREQUISITES: ADMISSION TO ADN PROGRAM RNSG 1118, 1324, 1163 CO‐REQUISITES: COURSE DESCRIPTION This course is an introduction to concept‐based learning with emphasis on selected pathophysiological concepts with nursing applications. Concepts include acid‐base balance, fluid and electrolytes, immunity, gas exchange, perfusion, metabolism, coping, and tissue integrity. COURSE OBJECTIVES Upon completion of this course the student will: 1. Utilize a systematic process to evaluate the human body response to selected health problems referred to as concepts. 2. Apply pathophysiological and assessment data when planning and implementing nursing actions. COURSE REQUIREMENTS 1. Each student must attend class and lab times. (See ADN Student Handbook Policies 10.10 and 10.11). 2. Complete three (3) unit exams and comprehensive final, with an average of at least 70. 3. The student must be currently enrolled in RNSG 1118, RNSG 1324, and RNSG 1163. All courses must be passed with a grade of C or better in order to progress to the next semester. 4. In the event that a student should withdraw from RNSG 1128, the student must also withdraw from RNSG 1118, RNSG 1324, and RNSG 1163. 5. If the student fails RNSG 1128, 1118, RNSG 1163, and RNSG 1324, the student must repeat all four courses. The student must submit a new application for readmission into the nursing program. 6. A student may repeat this course only once after receiving a grade, including W. COURSE FORMAT Online lecture materials, discussion board, role playing, audio visual materials, independent study: computer lab modules and/or study guides, assigned references, teacher student conferences, college laboratory skill demonstrations and practice sessions, and other assignments as indicated. METHOD OF EVALUATION Description Exams (3) Final Academic Paper TOTALS COURSE OUTLINE 60% 30% 10% 100% HEALTH CARE CONCEPTS – BIOPHYSICAL Acid Base Balance* Fluid & Electrolyte Balance* Gas Exchange* Immunity* Metabolism* Perfusion* Tissue Integrity* HEALTH CARE CONCEPTS ‐ PSYCHOSOCIOCULTURAL Coping* *only the concept analysis is covered – no exemplars RNSG 1324(2371) – Introduction to Health Care Concepts SEMESTER HOURS 6 CONTACT HOUR LECTURE: 2 LAB: 4 PREVIOUS CREDIT RNSG 1161 1171, 1471, 2172, 2572 CO‐REQUISITES: RNSG 1163, 1128, 1118 ______________________________________________________________________________ COURSE DESCRIPTION This course is an in‐depth coverage of health care concepts with application through selected exemplars. Concepts include acid‐base balance, coping, clotting, cognition, fluid and electrolytes, gas exchange, immunity, metabolism, nutrition, elimination, comfort, and perfusion. It provides continuing opportunities for development of clinical judgment skills. The course lends itself to a concept‐based approach. COURSE OBJECTIVES Upon completion of this course the student will: 1. Utilize a systematic process to analyze selected foundational concepts for diverse patients across the lifespan. 2. Describe nursing management for selected foundational concepts. 3. Apply the learned concepts to other concepts or exemplars. 4. Describe the interrelatedness between foundational concepts to assist in developing clinical judgment. COURSE REQUIREMENTS 1. Each student must attend class and lab times. (See ADN Student Handbook Policies 10.10 and 10.11). 2. Complete three (3) scheduled exams, three (3) discussion postings, six (6) quizzes, and one (1) comprehensive exam final, with an average of at least 70 as well as one (1) ATI Texas Custom Assessment final exam (achieving the set bench mark of 75), one (1) Critical Thinking Assessment (Entrance). Mandatory remediation for ATI exam until student achieves the set benchmark of 95% or greater. 3. The student must be currently enrolled in RNSG 1128 Introduction to Health Care concepts, RNSG 1118 Professional Nursing Competencies, and RNSG 1163 Nursing Transition Clinical, Each course carries its own grade. All courses must be passed with a grade of C or better in order to progress to the next semester. 4. In the event that a student should withdraw from RNSG 1324, the student must also withdraw from RNSG 1128, 1118 and RNSG 1163. 5. If the student fails RNSG 1324, 1128, 1118 or 2572, the student must repeat all four courses. The student must make application for readmission into the nursing program. 6. A student may repeat this course only once after receiving a grade, including W. COURSE FORMAT Online lecture materials, discussion board, role playing, audio visual materials, independent study: computer lab modules and/or study guides, assigned references, teacher student conferences, college laboratory skill demonstrations and practice sessions, and other assignments as indicated. METHOD OF EVALUATION Description Exams (3) 60% 3 Discussions and 6 Quizzes =} 1 Exam Grade Final 30% Teaching Pamphlet 10% ATI – Must meet Benchmark TOTALS 100% GRADING: You can expect grades to be posted within two weeks of each due date. Grading rubrics are posted in the Information tab. You will see feedback on your graded information in the Gradebook or attached to your assignment.  Examinations are electronically graded. The dates of all examinations will be posted. Testing material will be based on class presentations, readings, audiovisual, computer assisted instruction, and behavioral objectives. Exam average MUST be at least 70 in order to successfully complete the semester. Students must also complete all scheduled ATI Assessments to successfully complete the semester. (See calendar for schedule). COURSE OUTLINE HEALTH CARE CONCEPTS – BIOPHYSICAL Acid Base Balance  Diabetic Ketoacidosis (DKA)‐ Metabolic Acidosis  Hyperventilation‐ Respiratory Alkalosis  Gastro‐intestinal Losses‐ Metabolic Alkalosis  Drug Overdose with Hypoventilation‐ Respiratory Acidosis Clotting  Hemophilia  Deep Vein Thrombosis (DVT) Comfort  Phantom Limb Pain  Nerve Root Compression – chronic  Pre‐procedure  Degenerative Disc Disease  Diabetic Neuropathy  Pancreatitis Pain (acute)  Sickle Cell Pain (chronic)  Post‐operative Pain  Renal Calculi  End Stage Renal Disease  Congestive Heart Failure Elimination  Benign Prostate Hypertrophy (BPH) – Urinary Retention  Diarrhea – Bowel Incontinence  Gerontology – Urinary Incontinence  Paralytic Ileus – Bowel Obstruction (constipation/impaction – Elderly – skills courses)  Diverticulitis  Clostridium Difficile (C‐diff)  Crohn’s Disease  Neurogenic Bladder‐ Spastic Fluid & Electrolyte Balance  Dehydration‐ Gastroenteritis  Extracellular Fluid Volume Excess  Hypokalemia  Hyperkalemia‐ Chronic Renal Failure  Hyponatremia‐ Syndrome of antidiuretic Hormone (SIADH)  Hypernatremia‐ Diabetes Insipidus (DI)  Hypophosphatemia  Hyperphosphatemia  Hypomagnesemia  Hypermagnesemia Functional Ability  Alzheimer’s  Down Syndrome  Multiple Sclerosis  Parkinson’s  Cerebrovascular Accident Gas Exchange  Asthma  Chronic Obstructive Pulmonary Disease (COPD)  Pneumonia‐ Aspiration  RSV/Bronchiolitis Mobility  Hip Fractures  Disuse syndrome  Joint Replacement  Osteoarthritis  Osteoporosis Immunity  Vaccines  Otitis media  Urinary Tract Infection  Cellulitis  Pneumonia  Appendicitis  Trauma‐sprain Metabolism  Diabetes Type 1  Diabetes Type 2  Gestational Diabetes  Graves’ Disease‐ Hyperthyroidism  Hypothyroidism  Addison’s Disease‐ Hypocortisolism (chronic adrenal insufficiency)  Cushing’s‐ Hypercortisolism Nutrition  Obesity  Malnutrition (Inadequate‐excess)  Iron deficiency Anemia  Dysphagia  Cardiovascular  Diabetes Type 2  Malabsorption Syndromes (Gastrostomy and Enteral Feedings) Perfusion  Dysrhythmias  Congestive Heart Failure  Hypertension  Pregnancy Induced Hypertension (PIH)  Mitral Valve Prolapse  Coronary Artery Disease (CAD)  Myocardial Infarction (MI)  Shock  Tetralogy of Fallot (congenital)  Peripheral Vascular Disease (PVD) Sensory Perception  Cataracts  Conductive Hearing Loss  Macular Degenerative Disease  Peripheral Neuropathy  Sensorineural Hearing Loss (pediatrics)  Glaucoma  Eye Injuries Sleep  Sleep Deprivation  Insomnia  Sleep Apnea Thermoregulation  Environmental Exposure  Hypothermia – Frost Bite, Infant  Hyperthermia – Heat Stroke in Elderly  Fever (pedi)  Malignant Hyperthermia Tissue Integrity  Dermal Ulcer  Impetigo  Psoriasis  Wound (surgical/traumatic)  Tinea Pedis  Candida  Pediculosis HEALTH CARE CONCEPTS – PSYCHOSOCIOCULTURAL Cognition  Alzheimer’s Disease/ Dementia  Delirium  Down Syndrome Coping  Anxiety  Generalized Anxiety Disorder  Panic Disorder (Attack)  Obsessive Compulsive Personality Disorder  Phobia  Separation Anxiety (Developmental)  Stress  Post‐Traumatic Stress Disorder  Divorce  Pelvic Ulcer Disease (stress related)  Substance Abuse/Addictive Behaviors  Alcoholism  Maternal/Fetal Cocaine Addiction  Neonatal Abstinence Syndrome  Eating Disorders  Anorexia Nervosa  Bulimia Diversity  Hispanic Traditions – Maternity w Complementary/Alternative Medicine  Jehovah’s Witness – Blood Products, Pediatrics  Traditional Islamic – Ritual dying Client  Spiritual distress  (exemplars to include Race, Gender, Sexual Orientation, Age, Education, Abilities, & Life Experiences) Grief  Job Loss  Terminal Illness Human Development*  Only the concept is covered – no exemplars PROFESSIONAL NURSING CONCEPTS Clinical Judgment  Nursing Process  Timing and clustering of daily care  Model of Clinical Judgment  Context/Nursing Unit Culture**  Clinical Decision Making  Critical Thinking  Starting Oxygen  Recognize Anaphylaxis  Patient Education  Medication Management  When to Contact Dr. or other H C Provider** Communication  Interpersonal  Therapeutic  Interviewing  Effective Listening  Inter‐professional  I‐SBARR  Documentation  Intra‐personal  Self‐talk  Peers and Healthcare Team Members Ethics & Legal precepts  Nursing Practice Act  Social Media (HIPPA)  Criminal Law  Civil Law  ANA Code of Ethics Evidence‐Based Practice  Best Practices and Standards (related to course content) Health Information Technology* Health Promotion  Obesity Leadership & Management  Delegation Patient‐Centered Care  Advocacy  Prioritizing Individualized Care Patient education* Professionalism  Roles of the Nurse (DECS)  Chain of Command  Attributes of the Profession Safety  Standard Precautions  National Patient Safety Goals  Time Outs Teamwork & Collaboration  Patient Plan of Care  Group work  Conflict Management Strategies  Group Process  Assertive Communication * Only the concept is covered – no exemplars RNSG 1137(2173) – Professional Nursing Concepts SEMESTER HOURS 1 CONTACT HOURS LECTURE: 1 PREREQUISITES: RNSG 1128, 1471, 1271, 1161, 2572, 2172, 2361 CO‐REQUISITES: RNSG 1538, 2362 COURSE DESCRIPTION This course reviews the application of professional nursing concepts and exemplars within the professional nursing roles. Utilizes concepts of clinical judgment, ethical‐legal, evidence‐
based practice, patient‐centered care, professionalism, safety, and team/collaboration. The course introduces the concept of quality improvement and health care organizations and incorporates these concepts into role development of the professional nurse. This course lends itself to a concept‐based approach. COURSE OBJECTIVES 1. Upon completion of this course the student will: 2. Discuss the scope of practice in professional nursing roles. 3. Use clinical reasoning and evidence‐based practice outcomes as the basis for decision‐
making and safe patient‐centered care. 4. Describe the legal‐ethical parameters for professional nursing practice as related to selected exemplars. 5. Communicate and manage information using technology to support decision‐making to improve patient care. 6. Apply principles of leadership/management including delegation. COURSE REQUIREMENTS 1. Each student must attend class. (See ADN Student Handbook Policies 10.10 and 10.11). 2. The student must be currently enrolled in RNSG 1538 ‐ Health Care Concepts II I, and RNSG 2362‐ Clinical III (RN Training). Each course carries its own grade. All courses must be passed with a grade of C or better in order to progress to the next semester. 3. In the event that a student should withdraw from RNSG 1137, the student must also withdraw from RNSG 1538, and RNSG 2362. 4. If the student fails RNSG 1137, RNSG 2362, or RNSG 1538, the student must repeat all three courses. The student must make application for readmission into the nursing program. 5. A student may repeat this course only once after receiving a grade, including W. COURSE FORMAT Online lecture materials, discussion board, role playing, audio visual materials, and independent study: computer lab modules and/or study guides, assigned references, teacher student conferences, college laboratory skill demonstrations and practice sessions, and other assignments as indicated. METHOD OF EVALUATION Description Exams (3) 60% Final 30% Academic Paper 10% TOTALS 100% COURSE OUTLINE PROFESSIONAL NURSING CONCEPTS Clinical Judgment Clinical Decision Making Recognize Hemorrhage Patient Advocacy Medication Management Prioritization of Care Contacting Healthcare Provider Ethics & Legal Precepts Ethical Dilemmas Ethical Principles Patient’s Rights Evidence‐Based Practice Best Practices and Standards (related to course content) Healthcare Organizations Access to Healthcare Diagnostic Related Grouping (DRG) Primary Care Secondary Care Tertiary Care Emergency Preparedness Allocation of Resources/Resource Utilization Cost‐Effective Care Nursing Care Delivery Systems Health Information Technology Point of Care Computer Based Reminder Systems Clinical Decision Support Systems Tele‐Health Alarm (Alert) Fatigue Legal Aspects Patient‐Centered Care Scenarios Related to Course Content Professionalism Commitment to the Profession Quality Improvement Regulatory Agencies Centers for Medicare & Medicaid The Joint Commission Institute of Medicine QSEN Safety Core Measures Anticipatory Guidance Teamwork & Collaboration Working with Interdisciplinary Teams RNSG 1538(2573) Health Care Concepts 5 LECTURE: 4 LAB: 4 RNSG 1170, 1172, 1163, 2371 RNSG 1137, 2362 SEMESTER HOURS CONTACT HOURS PREREQUISITES: CO‐REQUISITES: Course Description This course is an in‐depth coverage of health care concepts with nursing application through selected exemplars. Concepts include cellular regulation, end of life, immunity, interpersonal relationships, human development, intracranial regulation, mood/affect, comfort, sexuality, mobility, and reproduction. It provides continuing opportunities for development of clinical judgment skills. The course lends itself to a concept‐based approach. Course Objectives Upon completion of this course the student will: 1. Utilize a systematic process to analyze selected health care concepts for diverse patients across the lifespan. 2. Describe nursing management for selected health care concepts. 3. Apply the learned concepts to other concepts or exemplars. 4. Examine the interrelatedness between health care concepts to make clinical judgements for optimum patient care outcomes. Course Requirements 1. Each student must participate in class and clinical times (discussion/learning activities). (See ADN Student Handbook Policies 10.10 and 10.11). 2. Complete ATI Texas Custom Assessment Exam. This test must be completed at the Level 3 standard of 75%. If not, mandatory remediation attaining a 95‐100% will be required to successfully complete the semester. Should a student receive a 75% or better on the ATI Texas Custom Assessment Exam, then the student will be exempt from taking the comprehensive course final. 3. The student must be currently enrolled in RNSG 1137‐ Professional Nursing Concepts and RNSG 2362‐ Clinical III (RN Training). Each course carries its own grade. All courses must be passed with a grade of C or better in order to progress to the next semester. 4. In the event that a student should withdraw from RNSG 1538 the student must also withdraw from RNSG 1137, and RNSG 2362. 5. If the student fails RNSG 1137, RNSG 2362, or RNSG 1538, the student must repeat all three courses. The student must make application for readmission into the nursing program. 6. A student may repeat this course only once after receiving a grade, including W. Method of Evaluation: Exams 3 Discussions and 6 Quizzes =} 1 Exam Grade
Final Safety Presentation ATI – Must meet Guidelines TOTALS Course Outline HEALTH CARE CONCEPTS – BIOPHYSICAL Cellular Regulation Breast Tumors and Breast Cancer Prostate Cancer Lung Cancer Colon Cancer Lymphomas – Hodgkin’s, Non‐Hodgkin’s Leukemia Skin Cancer Comfort Cancer Pain Labor Pain Palliation: Multiple Sclerosis Immunity Tuberculosis (TB) Anaphylaxis Systemic Lupus Erythematous (SLE) 60% 30% 10% 100% Rheumatoid Arthritis (RA) Multiple Sclerosis (MS) Inflammatory Bowel Disease Intracranial Regulation Seizure Disorder Stroke Traumatic Brain Injury /Organ donation/Brain Death Post‐Concussion Syndrome Brain Tumor Meningitis Hydrocephalus Parkinson’s Disease Mobility Cerebral Palsy Spinal Cord Injury Reproduction Contraception/Family Planning Infertility Pregnancy Placental Complications Preterm Labor Genetics (Downs, Huntington’s, Breast Cancer, Sickle Cell) Sexuality Dyspareunia Erectile dysfunction Sexually Transmitted Diseases (STD) Altered Libido Gender Identity Disorder/Body Image HEALTH CARE CONCEPTS – PSYCHOSOCIOCULTURAL End of Life Senescence Persistent Vegetative State (PVS) Amyotrophic Lateral Sclerosis (ALS) Melanoma/Hospice (Palliative Care) Tay Sachs (Pediatric) Grief Prenatal Diagnosis of Congenital Defect Amputation Sudden Infant Death Syndrome (SIDS) Myocardial Infarction Human Development Attention‐Deficit Hyperactivity Disorder (ADHD & ADD) Autism Spectrum Disorders Developmental Delay Menopause Aging Interpersonal Relationships Aging of Family Members Disability of Family Member Expanding Family (Birth, Adoption, Blended Family) Child Neglect Mood Affect Bipolar Disorder Major Depressive Disorder Suicide Post‐Partum Depression RNSG 2138(2174) Professional Nursing Concepts IV SEMESTER HOURS 1 CONTACT HOURS LECTURE: 1 PREREQUISITES: RNSG 1137, 1538, 2362 CO‐REQUISITES: RNSG 2539, 2363 Course Description Professional Nursing is an integration of professional nursing concepts and exemplars within the professional nursing roles. Synthesizes concepts of clinical judgment, ethical‐legal, evidence‐based practice, leadership and management, patient‐centered care, professionalism, safety, and team/collaboration through exemplars presented in the HCC course. Emphasizes concept of quality improvement and introduces health policy. It incorporates concepts into role development of the professional nurse. This course lends itself to a concept‐based approach. Course Objectives Upon completion of this course the student will: 1. Integrate the attributes and roles of the professional nurse into practice. 2. Uses clinical reasoning and evidenced‐based practice outcomes as the basis for decision making and comprehensive, safe patient‐centered care. 3. Integrate principles of quality improvement and safety into nursing practice. 4. Make decisions based on legal‐ethical parameters for professional nursing practice. 5. Demonstrate professional comportment. 6. Engage in effective inter/intra‐professional collaboration in the delivery of healthcare for quality patient outcomes. Course Requirements 7. Each student must participate in class and lab times. (See ADN Student Handbook Policies 10.10 and 10.11). 8. The student must be currently enrolled in RNSG 2539‐ Health Care Concepts II I, and RNSG 2363‐ Clinical III (RN Training). Each course carries its own grade. All courses must be passed with a grade of C or better. 9. In the event that a student should withdraw from RNSG 2174, the student must also withdraw from RNSG 2539, and RNSG 2363. 10. If the student fails RNSG 2138, RNSG 2363, or RNSG 2539, the student must repeat all three courses. The student must make application for readmission into the nursing program. A student may repeat this course only once after receiving a grade, including W. Method of Evaluation Exams 60% Final 30% Resume/Interview 10% TOTALS 100% Course Outline PROFESSIONAL NURSING CONCEPTS IV Clinical Judgment Clinical Decision‐Making  Urgent/Emergent Situations (recognize sepsis)  Medication Management  Prioritization of Care  Delegation  When to Contact Physician or Health Care Provider Professionalism Nursing Organizations & Unions Teamwork & Collaboration Working with Interdisciplinary Teams Ethics & Legal Precepts Whistle Blowing Safe Harbor Obligation to Report Risk Management Advanced Directives Evidence‐Based Practice Best Practices and Standards Develop a Question (PICO) Health Policy Regulatory Agencies (OSHA, Licensure, DHHS, DHSR, CMS) Types of Reimbursement (Medicare, Medicaid, Private) Professional Organizations Accrediting Bodies Leadership & Management Management and Change Theory Intro to Working in Healthcare Environments Care Coordination Patient‐Centered Care Scenarios Related to Course Content Quality Improvement Quality Plans and Philosophies –Total Quality Improvement Error Management  Root Cause Analysis (RCA)  Health Information Technology  Computerized Physician Order Entry (CPOE)  Electronic Medical Record (EMR)  Medication Administration System  Sentinel Events RNSG 2539 (2574) Health Care Concepts 5 SEMESTER HOURS CONTACT HOURS LECTURE: 4 LAB: 4 PREREQUISITES: RNSG 1137, 1538, 2362 CO‐REQUISITES: RNSG 2138, 2363 Course Description This course is an in‐depth coverage of advanced health care concepts with nursing application through selected exemplars. Concepts include cognition, immunity, clotting, fluid and electrolyte balance, gas exchange, metabolism, nutrition, perfusion, coping, tissue integrity, and interpersonal relationships. It provides continuing development of clinical judgment with the integration of all program concepts. The course lends itself to a concept‐based approach. Course Objectives Upon completion of this course the student will: 1. Utilize a systematic process to analyze selected advanced health care concepts for diverse patients across the lifespan. 2. Describe nursing management for selected advanced health care concepts. 3. Apply the learned concepts to a variety of health care situations. 4. Analyze the interrelatedness of program concepts to make clinical judgments for optimum patient care outcomes. Course Requirements 11. Each student must participate in class and lab times (discussion/learning activities). (See ADN Student Handbook Policies 10.10 and 10.11). 12. Complete ATI Pharmacology Exam, ATI Comprehensive Predictor Exam, and ATI Critical Thinking Exit Exam. Pharmacology must be completed at the Level 3 standard of 78% and the Comprehensive Predictor at 75%. If not, mandatory remediation attaining a 95‐
100% will be required to successfully complete the semester. Should a student receive a 75% or better on the ATI Comprehensive Predictor, then the student will be exempt from taking the comprehensive course final. 13. Each student will participate in the ATI Capstone Review. 14. The student must be currently enrolled in RNSG 1138‐ Professional Nursing Concepts IV and RNSG 2363‐ Clinical IV (RN Training). Each course carries its own grade. All courses must be passed with a grade of C or better in order to progress to the next semester. 15. In the event that a student should withdraw from RNSG 2539, the student must also withdraw from RNSG 2538, and RNSG 2363. 16. If the student fails RNSG 2538, RNSG 2363, or RNSG 2539, the student must repeat all three courses. The student must make application for readmission into the nursing program. 17. A student may repeat this course only once after receiving a grade, including W. Method of Evaluation: Exams 3 Discussions and 6 Quizzes =} 1 Exam Grade
Final Capstone ATI Test ATI – Must meet Guidelines TOTALS Course Outline HEALTH CARE CONCEPTS – BIOPHYSICAL Clotting Disseminated Intravascular Coagulation Thrombocytopenia Idiopathic Thrombocytopenia Purpura (ITP) HELLP Syndrome Fluid & Electrolytes Extracellular Fluid Volume Excess – Heart Failure Hypokalemia – Heart Failure Hyperkalemia – Acute Renal Failure Gas Exchange Respiratory Distress Syndrome Pulmonary Emboli Cystic Fibrosis Immunity Sepsis Human Immunodeficiency Virus (HIV) Organ Transplantation Systemic Inflammatory Response Syndrome (SIRS) 60% 30% 10% 100% Metabolism Liver Failure Starvation – Failure to Thrive Nutrition Pancreatitis Cirrhosis Perfusion Dysrhythmias Myocardial Infarction (MI) Shock Multiple Organ Dysfunction Syndrome (MODS) with Shock and/or DIC Tissue Integrity Burns HEALTH CARE CONCEPTS – PSYCHOSOCIOCULTURAL Cognition Traumatic Brain Injury Encephalopathy Postpartum Psychosis Schizophrenia Interpersonal Relationships Violence  Intimate partner violence  Workplace Violence  Elder Abuse  Child Abuse  Shaken Baby syndrome  Bullying  Rape/Trauma Personality Disorders DISCUSSIONS RNSG 1324(2371) GAS EXCHANGE AND PERFUSION Pick one of the following cases and come up with appropriate clinical manifestations, interventions, and anticipated Health Care Provider orders that would address both the concept of Gas Exchange and Perfusion. You need to also state the rationale for which you arrived at the information and cite your sources according to APA guidelines. Each case can ONLY be used 4 TIMES‐‐‐I would post your intent to discuss and claim or case. If the case has been posted twice, you must pick a different one. 1. A newborn that has experienced stress prior to birth. When the infant was delivered there was green staining in the amniotic fluid. 2. A 21 year old male patient admitted from the Emergency Department after having ingested large quality of alcohol. 3. A 72 year old female recovering from a surgically repaired fracture femoral neck. 4. A 32 year old male complaining of frequent heartburn resulting from his stressful job. **Think how can these situations possibly affect gas exchange and perfusion. What causes green staining in amniotic fluid, and how did that happen? What can extreme ETOH ingestion leaving the client partially or totally unconscious cause to happen that affects O2? What is a huge risk factor in femoral neck fractures that can lead to a lethal alteration in oxygenation? What can untreated heartburn possibly cause in the supine position or while sleeping? SLEEP AND COPING We all know we need sleep. In the first part of your discussion, state what physiologically happens to your body while you sleep. Why is sleep so important? Next, discuss how ineffective sleep can alter your ability to cope. Provide examples you have witnessed in your career or personal life. While in the hospital it is very difficult to achieve effective sleep, how can you as a nurse help a patient to cope with the stressors of hospitalization? Remember you initial discussion is due by 2359 on Thursday and you must cross post to 2 other discussions by 2359 Sunday. GRIEF AND DIVERSITY Watch the video "Dying to Live" : http://www.youtube.com/watch?v=WakuHaM8Dng Using your readings to support your responses answer the following questions citing reference(s): 1) Watch the video "Dying to Live." What surprised you or most caught your interest?
2) Discuss specific interventions that the nurse may implement when working with a terminally ill patient and his or her family. 3) Describe six phenomena experienced during the grief process. Provide one example of each. 4) Describe the four tasks of mourning as described by Worden in your text. 5) Discuss how cultural diversity and religious preferences can affect grief. Use a couple of different cultures. 6) Identify at least two indications that an individual may be at risk for dysfunctional grieving. THERMOREGULATION AND CLOTTING 1. You are one of the nurses on the Carpathian ship that arrived to assist in rescuing survivors from the sinking of the Titanic. Discuss what clinical manifestations of hypothermia you may see in the survivors. Explain how the various manifestations may differ from survivor to survivor. If this event had occurred today, how would you expect to help your patient? 2. You are an ER nurse at one of the local hospitals in Allen, TX. The Rudolph Run is held in December of each year. This is your first year at this hospital and you have been told by other nurses that the hospital anticipates about ten runners from this event. Develop a short scenario describing one of those runners. Include whether they are suffering from Hyperthermia or Hypothermia. It’s your choice – remember it is December and Texas weather changes quickly. Explain their symptoms, what tests would be done, and describe what your role as their nurse would be. Finally, respond to two of your classmates with their scenarios and see if you can add some additional feedback. 3. Decide as a group which of the following topics you are going to discuss. No more than three people should take any one topic. Once you have chosen a topic, define the condition, and provide some information you found from a journal article that describes various ways in which nurses are caring for that condition. This could include information regarding new treatments, education provided patients, or any other details that show how nurses are providing care for these patients. Include your reference in APA formatting. a. Thrombocytopenia b. Hemophilia c. Polycythemia d. Atrial Fibrillation e. Arterial Thrombosis f. Venous Thrombosis METABOLISM AND NUTRITION Metabolism and nutrition work hand in hand. For this discussion question, you are teaching your patient about the individual diseases listed below. No more than three people can discuss any one topic, so get together and decide who will work on which disease. You can work together if you would like, but please let us know what areas you specifically worked on. Don’t forget to include your references in APA formatting. Discuss the following in your education: a. The disease process itself and what to expect b. Metabolism and how it works during the disease process c. Discuss the labs the patient would expect to have done and what the results mean d. Nutrition a. Include diet & references for patient to utilize b. Provide the patient with ideas on how they can eat appropriately (i.e. softened foods, eating six times a day vs. three times, making shakes, etc.) c. If your patient will need to take gastronomy or enteral feedings, explain how that is Done. Topics: a. Diabetes Type I b. Diabetes Type II c. Cushing’s Disease d. Addison’s Disease e. Malnutrition f. Iron Deficiency Anemia g. Mal‐Absorption Syndrome HEALTHY PEOPLE 2020 Obesity is a national concern. One Healthy People 2020 aim is to lower obesity in the overall population including adults and children. Several objectives and goals in Healthy People 2020 are concerned with lowering BMI, as obesity is a precursor to many health disparities. Either in a group or as an individual completes the attached case study. Obesity Case Study ‐ Learning Activity.doc RNSG 1538 (2573) Interpersonal Relationships Complete the drag and drop activity to test your knowledge of childhood neglect: http://www.iupui.edu/~childwel/Neglect/Drop_and_Drag_exercise_types.htm Interpersonal Relationships Concept Questions for Discussion: Read the case study on Jason Cooper. Reflecting upon your readings and viewings, thoughtfully consider and respond to the following questions regarding the exemplar of child neglect: 1. As the primary nurse caring for this child, what concerns do you have for this child and why? 2. What assessment data leads you to believe that Jason is being neglected? 3. Who would you make aware of these concerns and why? 4. What other questions would you ask to better assess the situation? 5. What other concerns do you have for this family and why? 6. List three priority nursing diagnoses for this child and family. MOOD AND AFFECT Complete the following learning activity and discussion. Case Study: Bipolar Disorder Kevin felt extraordinarily good‐full of confidence and vigor. He even convinced himself that this would be his lucky day. By the time he started dressing, he had already decided to “skip” work and go to the casino because he could do no wrong today. Too impatient to eat or finish dressing, he bolted from the house and jogged the 4 miles to the casino. By noon he had lost his money and had consumed four drinks. He became angry when the cashier refused to cash a check without identification. Kevin shouted as he paced agitatedly. “Why should I need identification? Everyone in town knows who I am!” After being forcibly removed from the casino, Kevin began a tour of every business in town. He demanded to see the owners and then offered them a contract to share a portion of his winnings if they financed his gambling now. By the time he visited the fourth establishment, the police were waiting. Kevin made his offer to both police officers and was promptly admitted to the local hospital for mental health care. After 3 days of hospitalization, Kevin traded his extraordinarily good feelings for depressive ones. 1. What signs/symptoms did Kevin display indicating he was in the manic phase of bipolar illness? 2. What are priority interventions for working with a patient in the manic stage of bipolar illness? END OF LIFE Watch the 8 short snapshot of the movie Witt @ http://www.youtube.com/watch?v=p‐oktCUA0mk Questions: Observe and compare the interpersonal interactions between the patient & physician, the patient & the resident and the patient & the nurse. How did they differ? What therapeutic and non‐therapeutic communication did you identify in each of the above interactions? Observe the analogy at the end of the movie involving the book…. What is your reaction and thoughts on this scene? IMMUNITY Review the following TB Personal Stories at the CDC website, http://www.cdc.gov/tb/topic/basics/personalstories.htm : Kenni’s Story Martha’s Story Santo’s Story Rick and Francene’s Story Identify one priority nursing diagnosis for the individual in the assigned TB Personal Story Formulate at least two expected outcomes for the priority nursing diagnosis identified Review the priority nursing diagnosis, expected outcomes, of two of your classmates and discuss the implementation of the interventions and expected outcomes. REPRODUCTION CONTRACEPTION SEARCH One of the rationales often given for unwanted/unplanned pregnancy is the inability to access contraceptives. Whether caused by financial, physical or environmental limitations. PLEASE POST A RESPONSE TO EACH OF THE QUESTIONS AND COMPLETE THE ASSIGNMENT 1. Discuss availability of various contraceptives in our community 2. Discuss rationale for unwanted/unplanned pregnancy. 3. Discuss the factors that affect contraceptive choices. 4. Discuss variables affecting effectiveness of each contraceptive choice. Assignment: 1. On a weekend evening (Friday/Saturday) you should hunt for a form of contraception. 2. The time should be after 9pm. 3. You should not travel more than five minutes from your home. 4. It is not necessary to buy the product in question. 5. In addition to addressing the QUESTIONS above, answer EACH the following questions: 

What method or methods did you find? Where did you find it? 





How much did each product cost? Were there different methods to choose from? Describe them. If you were to purchase ‐ what would motivate your choice? Discuss the ease or difficulties/barriers you might have in purchasing these methods of birth control. What part, if any, would embarrassment play in your choice? What is the "failure" rate of the VARIOUS methods considered? COMFORT Case Study: Phantom Limb Pain Mark Jacobs, a 43 year old male is admitted with Phantom limb pain. Mark had a left below Knee amputation 6 months ago due to a motor vehicle accident. He is presently complaining of heaviness and severe pain to the left lower extremity. 1. Define phantom limb pain 2. List examples of Non pharmacological treatment of phantom limb pain 3. What is the nursing diagnosis related to pain and comfort for Mark Jacobs 4. List nursing interventions for Mark Jacobs REMEMBER TO RESPOND TO CLASSMATES SEXUALITY 1. Discuss two ways to overcome communication barriers, such as being judgmental, when asking patients about sexual practices. 2. How might your nursing care change (what might be your focus) when caring for the patient with gender dysphoria? Remember to respond to two classmates and to site references Intracranial Regulation Sara Johnson, a 19 year‐old college freshman, was playing softball with a group of friends when she was struck in her left temple area with a softball. She lost consciousness for a short time. When she regained consciousness, she was lucid and wanted to continue playing. Soon afterward, she collapsed and was rushed to the hospital by her friends. When she arrived at the hospital, she was unconscious and unresponsive. After getting a history from her friends, Drs. ordered a CT for Sara. What brain injury symptoms meet the criteria of this scenario? What is the treatment? A neurosurgeon was called in and Sara went right to surgery for the removal of an epidural hematoma and to stop the bleeding What kind of bleeding is usually involved with an epidural hematoma and which vessel is usually involved? Sara was awake soon after the surgery and did well in with her recovery. She was thankful that her friends took her to the hospital so quickly because an epidural hematoma is a true medical emergency! LAB RNSG 1538 (2573) PLEASE LOG ONTO: www.atitesting.com AND COMPLETE ALL OF THE FOLLOWING MODULES. FAILURE TO DO SO BY THE END OF THE SEMESTER WILL RESULT IN AN INCOMPLETE. YOU ALSO MUST ACHIEVE A PASSING GRADE WHEN GRADING IS AVAILABLE. Real Life RN Maternal Newborn Gestational Diabetes Pre‐eclampsia Postpartum Hemorrhage Preterm Labor Thermoregulation and Care of a Newborn Real Life RN Nursing Care of Children Cystic Fibrosis Inpatient Care Cystic Fibrosis Community Care Gastroenteritis and Dehydration Type 1 Diabetes Mellitus Well Child SKILLS Physical Assessment ‐ Child Maternal‐Newborn Care RNSG 2539 (2574) You will go to ATItesting.com for all you ATI modules in this course. ATI Lab/Learning Modules This is where all your knowledge and lab application should come together to prepare you to critically think through your patient care. The ATI modules you need to complete are the following: The Leader...There are 5 cases The Communicator...There are 5 cases Please refer to your calendar for your due dates on these modules. LAB PORTFOLIO Mood and Affect 1. Identify conditions that place an individual at risk of mood and affect imbalance. 2. Apply the nursing process with collaborative interventions and evaluation for individuals experiencing mood and affect imbalance. ETHICS and LEGAL PRECEPTS 1. Analyze conditions which place a patient at risk for ethical dilemmas and violations of patient’s rights. 2. Discuss controversial ethical and legal issues resulting in ethical dilemmas related to the delivery of quality health care and protection of patient’s rights. 3. Explain the correlation between academic integrity to the concepts of professional ethical and legal practices. COMFORT 1. Identify conditions that place an individual at risk impaired comfort 2. Apply the nursing process with collaborative interventions for individuals experiencing impaired comfort 3. Discuss sickle cell and comfort Interpersonal Relationships 1. Analyze conditions which place a patient at risk for Interpersonal Relationship imbalance. Mobility 1. Explain the correlation between Cerebral Palsy and/or Spinal Cord Injury to the concept of Mobility Reproduction 1. Discuss normal pregnancy, placental complication, and preterm labor. CLININICAL JUDGMENT 1. Discuss the clinical Judgment model and how it impact a nurse’s clinical judgment: nursing values, environmental context, knowing the patient, theoretical knowledge, and previous experiences. 2. Explain the application of Clinical Judgment to the exemplars urgent/emergent situations (hemorrhagic), prioritization of care, patient advocacy, and when to contact physician or other health care provider. SAFETY 1. Analyze conditions that place an individual at risk of injury when hand‐off communication, nurse fatigue, core measures and anticipatory guidance are needed. 2. Identify when safety is compromised related to hand‐off communication, nurse fatigue, core measures and anticipatory guidance. TEAMWORK AND COLLABORATION 1. Examine the background of teamwork and working with teams 2. Identify differences in interdisciplinary, multidisciplinary, and interprofessional teams 3. Discuss vital components of interdisciplinary teams 4. Analyze advantages of interdisciplinary teams 5. Identify barriers to teamwork within an interdisciplinary team LEARNING ACTIVITIES RNSG 1324 (2371) Professionalism To complete this learning activity you will need to log into ATI. Click on Product‐‐Tutorials‐‐
Nurse Touch: Becoming a Professional Nurse. This activity helps students to understand the how important professional behaviors are when providing client care and interacting with other members of the health care team. This activity will supplement what was given to you via power point. You will only need to complete 2 Modules (at this time): 1. Professional Behaviors in Nursing 2. Socialization into Professional Nursing Each module will conclude with a mini case study and practice test questions. Clinical Judgment Attached Files: 
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Functional Health Patterns.pdf FunctionalHealthPatterns2.pdf Gordon.docx Learning Activity ‐ Nursing Process STUDENT copy.docx Attached you will find your Clinical Judgment learning activity for this week. The nursing process is the corner stone for the nursing profession. It is how we critically think, assess, diagnose, plan, intervene, and evaluate our clients. This activity should help you learn the componenets of the nursing process and apply it to different case studies. You are given three cases in this activity. You may work together or individually. If you work together, you must state that on your submitted activity. Your completed learning activity should be emailed to your instructor by 2359 Sunday Comfort Attached Files: 
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Case Study ‐ CHF‐1 STUDENT COPY.docx ESRD Case Study with resources.docx 
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Renal caliculi Case Study with resources.docx The concept Comfort is interwoven in many aspects of nursing care. This learning activity you are given three different exemplars from other concepts and you have to relate the condition to comfort. You need to complete all three cases this week. You may work together or individually, but if you work together you must state who you collaborated with in your submitted learning activity. You must email your instructor your completed assignment by 2359 Sunday Communication For this week's Learning activity you will log into ATI and complete the Nurse Touch Professional Communication and complete Module 1: Types of Communication, Module 2: Therapeutic/non‐therapeutic Communication, and Module 3: Factors that Affect Communication with Individuals and Groups. Please email your professor when you have completed these modules so they may go into ATI testing to verify completion. This activity is to be completed by 2359. Ethical‐Legal This week you will utilize ATI for the learning activity. In week one you learned the foundation of the concept Professionalism. Ethics and Legal is a continuum of the profession of nursing. This activity will augment what you learned in the ethical legal powerpoint. Once you are logged into ATI you need to go to Products‐‐tutorials‐‐Nurse Touch: Becoming a Professional Nurse You will complete the following modules: 1. Profession and Professional identity 2. Professional Nursing Practice Each module will conclude with a mini case study and also a small quiz. This activity is due by 2359 Sunday. You do not need to submit anything upon completion as your instructor will view your results in ATI. MISCELLANEOUS SAMPLE SCHEDULE
WEEK #1 1/19/2015 #2 1/26/2015 #3 2/2/2015 #4 2/9/2015 #5 2/16/2015 #6 2/23/2015 #7 3/2/2015 #8 3/9/2015 SPRING BREAK #9 3/16/2015 #10 3/23/2015 COURSE RNSG1170 IMMUNITY ATI PHARM GAS EXCHANGE ATI PHARM PERFUSION ATI PHARM ATI PHARM COPING ATI PHARM EXAM #1 ATI PHARM FLUID/ELECTRO ATI PHARM ACID BASE COURSE RNSG 2371 IMMUNITY PROFESSIONALISM SAFETY GAS EXCHANGE PERFUSION EXAM#1 PERCEPTION COGNITION CLIENT ED. COMFORT SLEEP MOBILITY COPING COMMUNICATION EXAM #2 FLUID/ELECTRO ELIMINATION CLIENT CENTERED GRIEF ACID BASE RNSG 2371 DISCUSSION INTRO LA‐PROFESSIONALISM DISCUSSION LA CLINICAL JUDG LA‐COMFORT DISCUSSION LA‐COMMUNICATION LA‐GRIEF** DISCUSSION #11 3/30/2015 #12 4/6/2015 #13 4/13/2015 #14 4/20/2015 #15 4/27/2015 #16 5/4/2015 5/11/2015 ATI PHARM ATI PHARM METABOLISM ATI PHARM TISSUE INTEGRITY ATI PHARM EXAM #2 CLOTTING THERMOREG TEAMWORK COLLABORATION EXAM #3 METABOLISM NUTRITION EBP ETHICAL LEGAL TISSUE INTEGRITY FINALS HIT HEALTH PROMOTION EXAM #4 DIVERSITY FUNCTIONAL ABILITY HUMAN DEVELOPMENT LEADERSHIP FINALS DISCUSSION LA‐ETHICAL‐LEGAL LA‐HEALTH PROMOTION** DISCUSSION FINALS Online Success Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is the definition of plagiarism, according to the current Collin College Student Handbook?
True or False…Blackboard can be used to discuss issues pertaining to the class or the instructor.
When should you expect an instructor response to your email? Is your instructor required to communicate with you over the weekend?
If your group is not cooperating, what should you do?
When a student is found responsible of violating the Student Code of Conduct for plagiarism, what are the possible consequences that may be assigned by the Dean of Students Office?
What is the most important thing you should do if you think you might miss a deadline?
What are the Collin College Core Values (Hint: you can find them in your Student Handbook)?
True or False…I should approach all my assignments with the expectation that I will not get an extension.
TESTING PARAMEDIC/MEDIC BRIDGE PROGRAM GRADING BREAKDOWN
6/15/2015 10:58
Description
# Weeks
Service Learning Hours
# Exams
# Quizzes
#Discussion Questions
Final Exam
Teaching Pamphlet
Safety Presentation
Academic Paper
Capstone ATI Tests
Resume/Interview
Clinical Grade
Concept Map
3 Focus Clinical Activities
Process Recording
Skills Scenario
Discharge Teaching
Developmental Assessment
Math Mastery
Pharmacological Mastery
TOTALS
(1 hr) (4 hr Skills) (2 hr Lec; 4 hr lab)
(1 hr lec; 1 hr lab) (4 hr lec; 4 hr lab)
(1 hr lec; 1 hr lab) (4 hr lec; 4 hr lab)
Summer '15 Summer '15 Summer '15 Summer '15 Summer '15
Summer '15 Summer '15
Fall '15
Fall '15
Fall '15
Class #1 Class #1
Class #1
Clinical #1
Class #2
Class #2
Clinical #2
Class #3
Class #3
Clinical #3
RNSG
RNSG
RNSG
RNSG
RNSG
RNSG
RNSG
RNSG
RNSG
RNSG
1128/1170 1118/1172
1324/2371
1163
1137/2173
1538/2573
2362
2138/2174
2539/2574
2363
10
10
10
10
10
10
10
16
16
16
16
0
0
0
0
16
0
16
0
0
3
0
3
0
3
3
0
3
3
0
0
0
6
0
0
6
0
0
6
0
0
0
3
0
0
3
0
0
3
0
1
0
1
0
1
1
0
1
1
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
1
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
1
0
0
0
0
0
1
0
0
1
0
0
1
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
1
0
0
0
1
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
1
0
0
1
0
0
1
0
0
0
1
0
0
1
0
0
1
0
5
1
16
4
5
16
4
5
16
2
TYPE OF QUESTIONS
Description
Class #1 ‐ 1128/1170
Knowledge
Comprehension
Application
Analysis
Class #1 ‐ 1324/2371
Knowledge
Comprehension
Application
Analysis
Class #2 ‐ 1137/2173
Knowledge
Comprehension
Application
Analysis
Class #2 ‐ 1538/2573
Knowledge
Comprehension
Application
Analysis
Class #3 ‐ 2138‐2174
Knowledge
Comprehension
Application
Analysis
Class #3 ‐ 2539/2574
Knowledge
Comprehension
Application
Analysis
Quizzes
Exam #1
Exam #2
Exam #3
Final
0
0
0
0
20
60
20
0
20
60
20
0
20
60
20
0
20
60
20
0
10
60
30
0
15
65
20
0
10
60
30
0
5
55
40
0
0
50
50
0
0
0
0
0
0
30
70
0
0
30
70
0
0
30
70
0
0
20
75
5
0
20
75
5
0
25
70
5
0
20
75
5
0
20
75
5
0
20
75
5
0
0
0
0
0
20
75
5
0
20
75
5
0
20
75
5
0
0
90
10
0
0
90
10
0
0
90
10
0
0
90
10
0
0
90
10
0
0
90
10
GRADING PERCENTAGES
Class #1
Class #1
Description
1128/1170 1324/2371
Exams
60%
60%
6 Quizzes AND 3DISCUSSIONS(AVERAGE) = 1 Exam Grade
Final 30%
30%
Teaching Pamphlet
10%
Safety Presentation
Capstone ATI Tests
Academic Paper
10%
Resume/Interview
TOTALS
100%
100%
Class #2
1137/2173
60%
Class #2
1538/2573
60%
Class #3
2138/2174
60%
Class #3
2539/2574
60%
30%
30%
30%
30%
10%
10%
10%
10%
100%
100%
100%
100%
# QUESTIONS/POINTS
Description
Quizzes
Discussion Questions
Exams
Final
Level #1
10
20
30
100
Level #2
10
20
30
100
Level #3
10
20
30
100
Level #2
Level #3
FOCUSED CLINICAL ACTIVITIES
Description
Deposition
Mental Health
Patient Safety/Patient Rights
OB Patient Snapshot ‐ Disease Process, Safety, Labs, Care & Treatment, Medication, Teaching Across the Lifespan, Interventions
Level #1
X
X
X
X
Peds Patient Snapshot
Prioritization, Delegation, Interdisciplinary/Team Experience
X
X
Med Surge Patient Snapshot
Nutrition & Metabolism
Evidence‐Based Practice
X
X
X
CLINICAL POINT BREAKDOWN
Description
Clinical Grade
Concept Map
Process Recording
Focused Clinical Activities
Discharge Teaching
Developmental Assessment
TOTAL
Level #1
50
20
20
10
100
Level #2
70
Level #3
80
10
10
10
100
20
100
RUBRIC RNSG1137 ( 2173)
PROFESSIONAL NURSING CONCEPT
ACADEMIC PAPER
Assignment Description: You will write a 3 page (1500 word) essay on the assigned question
utilizing a minimum of three sources from within the past 5 years. The essay and the references
are expected to be APA format. The following link to the Collin College LRC offers APA
formatting help: http://www.collin.edu/cs/lrc/lrc.html. The purpose of this assignment is to
facilitate professional development by application of professional nursing values to personal
practice and expressing thoughts and information in written form. This assignment will prepare
the student for professional nursing practice.
This assignment will constitute 30 points of the course grade.
GRADING CRITERIA
CRITERIA
POSSIBLE
POINTS
Focus and Depth
1. Does the student understand the principles behind the
topic?
2. Does the essay reveal depth of reflection on personal
practice?
Organization
1. Is the organization of ideas appropriate for the paper’s
subject?
2. Does the paper have an introduction and conclusion?
3. Are the 3 sources appropriate to the topic and contribute to
the assigned topic?
Scholarly Presentation
1. Is the paper free of grammar, punctuation, spelling and
usage errors?
2. Are the paper and references compliant with current APA
format?
3. Are sources cited within the past 5 years?
Total Points
9
9
2
2
2
2
2
2
30
Student Signature______________________________________________
Faculty Signature______________________________________________
ACHIEVED
POINTS
COLLIN COLLEGE ADN PROGRAM RNSG 1128 (1170) Pamphlet Rubric Point Value Evaluation Criteria Points Obtained 1. Define the Concept 5 2. Address each of the objectives identified with this concept 10 3. DEVELOP ONE NANDA Nursing Diagnosis and List 3 measureable objectives and 3 appropriate nursing interventions. 4. APA format, grammar, reference citations and Creativity TOTAL 15 10 40 Develop a pamphlet that could be used to educate a person on the concept to be learned. Immunity Perfusion Gas Exchange Fluid and Electrolytes Acid Base Balance Metabolism Tissue Integrity Coping COLLIN COLLEGE ADN PROGRAM RNSG 1125 (1171) PowerPoint Presentation Emphasizing Role Development of the Professional Nurse Point Value 5 Evaluation Criteria 1. Definition of the Concept 2. Describe the Attributes and Roles of the Professional Nurse in regard to the concept 3. Explain how the concept effects the Health Care System and give two clinical examples 4. Identify the relationship of the concept to the nursing process 15 10 15 Points Obtained 6. Overall effective project. (APA format, grammar, spelling, references 10 required) 55 TOTAL Concepts Clinical Judgment Communication Health Promotion Patient Education Professionalism Teamwork and Collaboration Ethics and Legal Precepts Evidenced based practice Health Information Technology Patient Centered Care Safety Presentation must be 15 minutes in length, each member of the group must participate, and PowerPoint must be available for posting after the presentation. DISCUSSION BOARD RUBRIC
4 Outstanding Critical Thinking Rich in content full of thought, insight, and analysis Criteria 3 2
Proficient
Basic
Substantial information, Generally competent thought, insight, and Information is thin analysis has taken place and commonplace 0 Below Expectations
Rudimentary and superficial no analysis or insight is displayed Connections Clear connections to previous, current and/or real‐life situations New ideas or Limited, if any connections‐ No connections are made Off topic connections lack depth vague generalities and/or detail Uniqueness New ideas and connections made with depth and detail New ideas or Few, if any new ideas or No new ideas “I agree with…” connections lack depth connections‐ rehash or and/or detail summarize other postings statements Timeliness All required postings early All required postings into the discussion Some not in time for others to read and respond Stylistics Few grammatical or stylistic errors Proper APA format Several grammatical or stylistic errors Some proper APA fprmat All required postings Most at the last minute without allowing for response time
Obvious grammatical or stylistic errors Errors interfere with content COMMENTS: Some, or all, required postings missing Obvious grammatical or stylistic errors Makes understanding impossible COLLIN COLLEGE ADN PROGRAM RNSG 1538 PowerPoint Presentation Emphasizing Safety within Specific Concepts Point Value 10 Evaluation Criteria 1. Definition of the Concepts 2. Describe the Antecedents related to safety in regard to the concepts 3. Explain how the concepts are effected by Safety and give two clinical examples 4. Identify safety interventions and patient care for the related concepts 20 20 30 5. Overall effective project. (APA format, grammar, spelling, references required 10 Points Obtained 6. Create and post a discussion question as well as a response to your 10 question by each of your classmates 100 TOTAL Presentation must be 15 minutes in length and PowerPoint must be available for posting after the presentation. Class participation is a must. Concepts will be assigned. Concepts Clinical judgment Communication Fluid and electrolytes Functional Abilities Health Promotion Human Development Immunity Interpersonal relationship Mobility Mood and Affect Patient Centered care Patient Education Perfusion Quality Improvement Sexuality Thermoregulation RNSG 2138 Professional Nursing Concepts RESUME, LETTERS, INTERVIEW ASSIGNMENT INSTRUCTIONS Resume and Cover Letters Create your professional resume with a cover letter and a follow‐up thank you letter as you would apply for your nursing position. Mock Job Interview Dates for the mock interviews are in the course calendar. The dates for which you must make appointments for the interviews will be posted in a course announcement. Make an appointment for your mock interview. You will incorporate the suggestions given to you for improvement of your resume and bring the revised resume to your mock job interview. Simulated Job Interviews Instructions Each student will be scheduled to have a 30 minute simulated job interview with one of the faculty. This is an opportunity to experience and evaluate the process of interviewing for a nursing position. In spite of having experience with previous careers, there are some specific recommendations for interviewing in the nursing profession. Pointers for a successful interview  It should be a two‐way conversation  Prepare your responses and try to anticipate possible questions  Know the mission statement and goal of the facility  Dress professionally and conservatively  Maintain eye contact with the interviewer  Avoid simple yes and no answers  No gum or cell phones  Practice before the interview  Thank the person who interviews you, and follow up with a thank you letter  Bring copies of your resume and letters of reference with you Questions to help prepare for an interview  Nursing Philosophy & Beliefs  What is your nursing philosophy?  What do you believe is the most central concept to support excellence in nursing?  Personal Goals and Planning  Where do you see yourself in 5 years?  What are your professional goals?  Why do you want to work here?  What do you see as your weakest area in nursing? Strongest?  What motivates you? How do you motivate others?  How do you handle stress and pressure?  Your Experience  What was your most rewarding experience in your nursing education?  Did you have an experience that you did not enjoy?  Where did you work as a nursing student?  What other experiences do you have?  Problem Solving  What major challenges and problems have you faced? How did you handle them?  How have you handled a difficult situation with a co‐worker and/or another department?  What do you do when your schedule or routine is interrupted? Give an example of how you handled it.  How do you handle multiple patients demanding your attention?  A problem may be presented to you to solve as part of the interview in a systematic manner.  Technical Skills  What technical skills do you feel comfortable performing?  What skills do you feel you will need assistance with?  What do you do when you encounter a skill that you have never performed before?  Employment Setting  In what type of unit do you want to work?  Do you have a preference regarding what shift you will work?  Why do you think we should hire you for this position over other applicants?  Questions you may want to ask your potential employer.  Is an internship offered at your facility? How long is it?  What is the length of general orientation?  What is the patient‐to‐nurse ratio for a new graduate nurse?  How many beds are on the unit?  How many ancillary staff are assigned to the unit?  When might I expect to hear about the position?  Do you need any additional information? RNSG 2138
Professional Nursing Concepts
RESUME, LETTERS, INTERVIEW ASSIGNMENT
Assignment Description: You will develop a resume, cover letter and follow-up letter to
present personal, educational and professional accomplishments that are related to your career
objective. The purpose of this assignment is to facilitate professional development by creating a
functional resume useful in negotiating employment and highlighting areas for professional
growth.
GRADING CRITERIA
CRITERIA
POSSIBLE
POINTS
Cover Letter
1. Correct letter writing format, no grammatical or spelling errors,
easy-to-read
2. Content of letter is personalized and professional, clearly stated,
and answers the questions: Why? Why you? What next?
Resume
1. Correct use of headings and spacing, no grammatical or
spelling errors, and is attention-grabbing
2. Contains all relevant information, concise, and is focused on
your professional objectives
Follow-Up Letter
1. Correct letter writing format, no grammatical or spelling errors,
easy-to read
2. Content of letter is personalized and professional, clearly stated,
direct, and positive
Interview
1. Professional attire
2. Maintains eye contact and appears engaged in the process
3. Answers confidently with minimal hesitation
4. Shows evidence of preparation
5. Maintains professional demeanor
6. Prepared to ask questions of the interviewer
TOTAL
5
5
10
10
5
5
5
15
10
15
5
10
100
COMMENTS:
Faculty Signature ____________________________________Date___________
Student Signature____________________________________Date___________
ACHIEVED
POINTS