3300 Syllabus
We need to realize and to affirm anew that nursing is one of the most difficult of arts.
Compassion may provide the motive, but knowledge is our only working power. Perhaps, too, we need to remember that growth in our work must be preceded by ideas, and that any conditions which suppress thought, must retard growth. Surely we will not be satisfied in perpetuating methods and traditions. Surely we shall wish to be more and more occupied with creating them.
M. Adelaide Nutting, 1925
I. CLASS TIME Mon & Thurs 6-9:20 PM, Saturdays 8:30 AM – 4:00 PM
II. COURSE CREDITS
III. CONTACT HOURS:
IV. PLACEMENT IN
CURRICULUM
V. PRE-REQUISITES
VI. PLACE
8 credits (6.2 classroom, 0.7 lab/simulation, 1.1 clinical)
93classroom; 31.5 lab/ simulation, 49.5 clinical
Level 1
NURS 3200
WH J111 and WH Nursing Lab
VII. COURSE FACULTY
Name Office Phone:office/cell Email
WH 300 (608) 385-2057 kmjablonski@stkate.edu
Kitty Jablonski
Course co-coordinator /Lecture
Suzanne Lehman
Course co-coordinator /Lecture
WH J206
LAB J204
651-690-6811
651-690-6869 smlehman@stkate.edu
mrsmerillo@stkate.edu
Melanie Smerillo
Lab
Scott Eddy
Clinical
Krista Ollom-Klein
WHG6B
WH 319
651-690-6944
(651) 329-2806
651-690-6073 sfeddy@stkate.edu
klollom@stkate.edu
Clinical
Chris Purfeerst
Clinical
(612) 987-1604
WH 308 651-690-6943
(612) 799-5391 crpurfeerst@stkate.edu
VIII. COURSE DESCRIPTION
This course draws upon content learned in 3200 and explores physiologic functioning and patterns in health. A holistic perspective is emphasized, viewing the individual as functioning with interdependent parts acting in unity. Learning opportunities in lab facilitate your analysis and application of concepts and skills essential to intervening with clients. You will apply the patterns of knowing in nursing to individuals through the provision of nursing care in clinical.
Theory, lab, and clinical components involve synthesis of concepts and processes. Critical
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3300 Syllabus evaluation of the components of diagnosis, co-morbidities and how they relate to nursing actions is emphasized.
IX. COURSE OBJECTIVES (with related “curricular threads”)
Upon completion of the course you will be able to:
Method of Assessment Learner Outcome
●
Apply the patterns of knowing as a framework for the science and art of professional nursing practice.
● Utilize central pathophysiological concepts to explain variations in health.
Exams, quizzes, Endocrine presentations, simulations, lab testouts, Kaplan exams
(P henomena of nursing )
●
Describe the critical and reflective thinking skills essential to professional nursing practice.
●
Utilize critical thinking skills, knowledge of pathophysiology, and health care research evidence to establish areas for assessment.
( Critical thinking )
● Utilize principles of professional communication with diverse individuals and groups in professional nursing practice.
●
Use professional terminology when discussing the dynamics of pathophysiology.
( Communication )
● Relate theoretical concepts of systems, wellness, and
● inclusivity to a holistic view of patients.
Recognize the impact of pathophysiologic concepts
Mentoring reflections, simulations,
Endocrine presentations, clinical
TNC, lab test-outs, Kaplan exams
Professional interactions with patients/clinical instructors, clinical
TNC, lab test-outs
Exams, quizzes, endocrine presentations, clinical TNC and other factors on the client’s health.
(Systems)
●
Define the independent and interdependent roles and responsibilities of the nurse as caregiver, manager, educator, counselor, advocate, collaborator, and leader.
●
Describe the nurse’s role in empirical knowing related to central pathophysiological concepts.
(Role)
● Recognize the relationship of principles and professional standards relevant to therapeutic nursing interventions, a component of the nursing process.
● Build the pathophysiology foundation for thinking nursing.
(Therapeutic Interventions)
Exams, quizzes, Clinical TNC, lab test-outs, simulations, Kaplan exams
Exams, mentoring reflections, lab test-outs, Clinical TNC
X. COURSE OUTLINE
Refer to NURS 3300 Course Calendar for specific topics.
XI. TEACHING-LEARNING ACTIVITIES
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3300 Syllabus
This course has four components: theory, labs, clinical, and integrated testing. To facilitate learning, each student is expected to come to class prepared to participate actively in the learning process and have access to St. Kate’s e-mail account and Desire to Learn.
Theory Theory content will enhance your knowledge of the American Nurses Association
(ANA) Scope and Standards of Practice. Evidence Based Research is the backbone of nursing practice and you will practice the skills necessary to incorporate best evidence into nursing practice including both collaborative and nursing interventions for individuals with increasingly complex health care needs.
Clinical
Mentoring
This is a 12 hour experience. You will continue to work with your mentor from NURS 3200 in the acute care setting. You will begin to incorporate the nursing process into your Mentored
Reflection assignments.
Acute Care
This is a 36 hour practicum which includes an evening orientation and weekend clinical plus
Friday night prep time in an adult acute medical/surgical care setting that will integrate what you have learned into a practical immersion experience.
Simulation/lab
You will be participating in several simulations and lab activities. The simulations and lab activities are designed to further advance your skills as you work with patients across health care settings. When procedures are taught in lab, criteria for the correct performances of that procedure will be identified. In addition to the scheduled lab sessions, you should allow about one hour per week for independent practice.
Students who are absent from a scheduled lab must reschedule and complete that lab within
seven calendar days from the absence. Absence from a lab will result in a loss of points if faculty is not notified in advance of that scheduled lab.
Kaplan Integrated Exams
Kaplan Integrated Tests are secure exams that are used to assess student learning. Each exam has a standardized mean score that has been determined through national norms. The purpose of the tests is to evaluate knowledge of key concepts and major topics in the baccalaureate curriculum.
You will complete the exams in a campus computer lab at the time scheduled and under proctored surveillance. See your course calendar for specific times and plan accordingly. Your score will be determined immediately following the exam. If you meet the benchmark score on your initial attempt for the exam, you will receive the assigned points. If you do not meet the benchmark score, you will receive zero points. If your score is lower than the benchmark, you will be required to complete remediation activities.
Remediation is available 24 hours a day, seven days a week in multiple formats.
For the NURS 3300 course, the following tests and benchmarks will be required:
Exam
Basic
Fundamentals
Date
May
21
Length of time
# of
Questions
90 min 75
Bench-mark score
66.6% correct or 50
Possible points
5
Minimum
Remediation
75 min correct answers
Completion
Date
May 28
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3300 Syllabus
Med/Surg Part
1
June
11
108 min 90 54.4% correct or 49 correct answers
5 90 min June 18
XII. COURSE ASSIGNMENTS AND GRADING
Please see directions for course assignments included on the NURS 3300 D2L web site.
All due dates for assignments, and dates for skill tests and exam are listed on NURS 3300 course calendar.
TOTAL POINTS = 400
A. Theory Assignments & Exams (42.5% of grade = 170 points)
Theory Exam #1
Theory Exam #2
Theory Exam #3
Theory Exam #4
15 points
20 points
35 points
35 points
Quizzes (3)
Endocrine Project
Comprehensive Final Exam
15 points
10 points
40 points
B. Kaplan Exam (2.5% of grade= 10 points)
If you meet the benchmark score on your initial attempt for the exam, you will receive the assigned points (5 points per test). If you do not meet benchmark you will receive zero points. There are points attached to Kaplan tests if you meet benchmark; however, these tests are not included in the overall consideration of pass or failure of the course.
C. Clinical Assignments (40% of grade = 160 points)
Mentoring Reflections
Clinical Performance
TNC # 1
TNC #2
D. Lab Assignments & Exams (15% of grade = 60 points)
15 points
S/U
50 points
95 points
Assignment
Math Test
Abbreviation Quiz
Grading
10 points
S/U
Assignment
*Test Out: Piggyback medication
Assignment: Central Line
Cares
Grading
15 points
5 points
Assignment: Controlled Substance 5 points
S/U
*Test Out: Wound Care 10 points
*Test Out: Sterile Technique 5 points # Subcutaneous, intramuscular, intradermal medications
#IV pump
Assignment: Foot Care
S/U
5 points
Assignment: Wound Care 5 points
*Graded psychomotor exam/tests are those for which you will receive points. You must pass these exams/tests with at least 78% of the assigned points for the exam/test. If you receive less than 78% of the assigned points, you must repeat the exam/test until 78% is achieved. The points from your first exam/test will be the posted score.
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3300 Syllabus
#S/U psychomotor exam/tests are those for which you will receive an S/U grade. You must repeat the exam/test until a pass is achieved.
E. Grading Policy
In order to satisfactorily complete this course, the student must:
1. Achieve of a minimum grade of C in the theory portion of the course (minimum of 132.5 points)
2. Achieve a minimum grade of C in the clinical portion of the course (minimum of
124.5 points)
3.
4.
Achieve a minimum grade of a C in the lab portion of the course (minimum of
46.5 points)
Meet the criteria for “Safe Nursing Practice” as outlined in the Baccalaureate
5.
6.
Degree Program Student Handbook and satisfactorily meet the educational outcomes of clinical performance.
Complete all required assignments.
Successfully meet the benchmark score on assigned Kaplan tests OR complete remediation as outlined
Students who meet the above criteria will not receive a grade lower than C
Grades in NURS 3300 are determined as follows:
A
A-
B+
>96-100%
>93-95%
>90-92%
B
B-
C+
>87-89%
>84-86%
>81-83%
C
C-
> 78-80% Passing
>75-77%
D+ >72-74%
F. Exam Policies
D
F
>68-71%
<68%
You are expected to complete exams at the assigned times. If you are able to take the exam at the scheduled time, you are expected to notify the course coordinator prior to the exam time. Make-up exams may take an alternative form. Exams not taken on the assigned date will automatically receive a 5% deduction of the total possible points. The exam must be completed within 7 days of the assigned date. No exams will be given early.
Extenuating circumstances will be considered on a case by case basis.
G. Late Assignments
Assignments submitted past the due date will receive an automatic deduction of 10% of the total possible points for each day late. In class assignments or quizzes cannot be made up. Extenuating circumstances will be considered on a case by case basis.
If you arrive late for a lab/skills testing, you may forfeit the opportunity to complete the activity at that time and will need to reschedule at the faculty’s convenience.
H. Alternative Assignments
Based on the course coordinator’s discretion alternative assignments or exams may be assigned for missed classroom, lab, or clinical experiences.
I. Attendance
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3300 Syllabus
The most significant learning activity is the attendance and active participation in all class sessions. Being accountable for the knowledge presented in class is an important aspect of professional nursing practice. It is expected that you arrive on time, are ready to begin the class at the posted time, and stay for the duration of the class. You may be counted absent for the class period if you arrive late or leave early. Excessive absences will be handled on an individual basis.
Students who are absent from a scheduled lab must reschedule and complete that lab or other activity within seven calendar days from the absence . Absence from a lab may result in a loss of points. It may not be possible to make-up some lab activities or simulations.
XIII. COURSE POLICIES
A. Academic Integrity
Please refer to the ( SCU Undergraduate Academic Catalog,, “ Academic Integrity Policy ” in Department of Nursing Online Student Handbook).
B. Inclusivity:
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Nurses are called to promote human dignity. In order to be aware of the ever changing environment in nursing and health care, an open dialogue must be able to occur in a nonthreatening environment in which students and faculty can engage in discussions that are taking place, challenge comments that are made, and evaluate aspects of the structural environment that support injustice. Bringing attention to expressions of cultural bias is a way to model against stereotyping. At any time, a moment of consideration can be called.
This can and should be called by anyone, student or faculty, in order to facilitate needed conversation around sensitive issues. These moments are times for all of us to learn how to become more sensitive in our language and actions. Such dialogues may pertain to stereotypes related to “race,” sex, religion, gender identity, sexual preference, weight, economic status, and anything that can impact the dignity of persons, including equitable treatment of patients and students. These moments of consideration should be freely addressed in the classroom and are an essential aspect of learning in this course.
C. Learning Resources and Communication
E-mail and D2L will be used for communication among faculty and class participants and for distribution of class materials. Please go to our D2L course site for course announcements and course learning resources, including course documents, websites related to course content, and other helpful information.
D. Accommodations Policy:
Saint Catherine University is committed to equal access for all and recognizes that disability is an aspect of diversity. The University’s goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to the learning environment, accurate assessment or your achievement, please contact me and the Resources for
Disabilities office as soon as possible. Access Consultants can be reached in the O’Neill
Center at 651-690-6563 to discuss academic adjustments or accommodations.
1
This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
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3300 Syllabus
E. ESL students
Students for whom English is not their primary language are encouraged to talk with the course coordinator and with Thelma Obah, Director of the O'Neill Center, to determine if they are eligible to take course exams in the O'Neill Center.
XIV. Professional Standards Faculty members in the Department of Nursing are committed to using professional nursing standards in the development, implementation, and evaluation of curricula. Professional standards are used by nursing faculty to promote and evaluate student learning. In the Baccalaureate Degree Program, these professional standards include:
●
Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
● Nursing’s Social Policy Statement, 2nd Edition
(ANA, 2003)
●
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)
●
Nursing: Scope and Standards of Practice (ANA, 2004)
●
Minnesota Board of Nursing Abilities (Chapter 6301, MBN, 2003)
●
Accreditation Manual for Post Secondary and Higher Degree Programs in Nursing and
Interpretive Guidelines by Program Type (NLNAC, 2003)
XV. CONGRUENCE WITH UNIVERSITY MISSION:
NURS 3300 advances the vision and mission of St. Catherine University, and the University
“Goals of a Liberal Arts Education”. This course prepares students to use critical thinking as they learn specific disease states and how to integrate the nursing process with the goals of treatment.
It reinforces thinking about a complex problem from an ethical and societal perspective by use of personal reflection and ethics based lecture content. Specific liberal arts goals addressed in this course include Ethics and Social Justice, Critical and Creative Inquiry, Discipline-Based
Competence, Effective Communication.
XVI. TEXTBOOKS AND COURSE MATRIALS
Required Textbooks: *=New text, # optional text
*St. Catherine University NURS 3300 Skills Bag.
#American Psychological Association. (2010). Publication manual of the American
Psychological Association (6 th ed.). Washington, DC: Author. (recommended)
*Braun, C. A., & Anderson, C. M. (2011). Pathophysiology: A clinical approach (2 nd ed.).
Philadelphia, PA: Wolters Kluwer Health Lippincott Williams & Wilkins.
Braun, C. A., & Anderson, C. M. (2011). Study guide to accompany pathophysiology: A clinical approach (2 nd ed.). Philadelphia, PA: Wolters Kluwer Health Lippincott Williams &
Wilkins. (recommended)
Carpenito-Moyet, L. J. (2010). Handbook of nursing diagnosis (13 th ed.). Philadelphia, PA:
Wolters Kluwer Health Lippincott, Williams & Wilkins. (choice of one of either of
Carpenito-Moyet nursing diagnosis texts)
Carpenito-Moyet, L. J. (2010). Nursing diagnosis: Application to clinical practice (13 th ed.).
Philadelphia, PA: Wolters Kluwer Health Lippincott, Williams & Wilkins.
#Deglin, J. H., Vallerand, A. H., & Sanoski, C. A. (2011).
Davis’s drug guide for nurses.
Philadelphia, PA: F.A.Davis Company . (recommended).
*Lehne, R. A. (2013). Pharmacology for nursing care (8 th ed.). Philadelphia, PA: Saunders
Elsevier.
*Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. M. (2011). Medicalsurgical nursing: Assessment and management of clinical problems (8 th ed). St. Louis,
MO: Elsevier Mosby.
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3300 Syllabus
#Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. M. (2011). Study guide for medical surgical nursing: Assessment and management of clinical problems (8 th ed). St. Louis, MO: Elsevier Mosby. (recommended)
London, M. L., Ladewig, P. W., Ball, J. W., Bindler, R. C., & Cowan, K. J. (2011). Maternal & child nursing care (3 rd ed.). Upper Saddle River, NJ: Pearson.
*Morris, D. G. (2010). Calculate with confidence (5 th ed.). St. Louis, MO: Mosby Elsevier.
#Pagana, K. D., & Pagana, T. J. (2010). Mosby’s manual of diagnostic and laboratory tests ( 4 th ed.). St. Louis, MO: Mosby Elsevier.
Touhy, T. A., & Jett, K. F. (2010). Ebersole and Hess' gerontological nursing & healthy aging
(3 rd ed.). St. Louis, MO: Mosby Elsevier.
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of nursing: Theory, concepts & applications (Vol. 1) (2 nd ed.). Philadelphia, PA: F.A. Davis Co.
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of nursing: Thinking & doing (Vol. 2) (2 nd ed.). Philadelphia, PA: F.A. Davis Co.
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