1
Ferris State University
College of Health Professions
School of Nursing
Bachelor of Science in Nursing Program
Traditional Pre-Licensure Track
NURS 295: Cardiovascular Medical-Surgical Nursing 1
Summer 2015
INSTRUCTOR
Name
Office
E-mail
Office hours
Tammy Selleck, MSN, RN
NOC 207; Phone (269) 751-9041
Sellect@ferris.edu
By appointment, or Monday-Wednesday 13001600
Course Description
This course will provide an introduction to the concepts of the Medical-Surgical nursing practice, with an emphasis
being placed on cardiovascular related issues. Students will develop an understanding of utilizing nursing evidencebased research and theory to develop cardiovascular care plans that meet quality and safety competencies and current
healthcare trends for individuals and communities. The impact of cardiac altered health states, along with the
promotion of professional standards and communication that improve cardiac patient outcomes, will be addressed.
3 credits
Course Outcomes
1. Analyzes and appraises how evidence-based practices and current technology improves nursing
assessment, diagnosis, plan, implementation, and evaluation (ADPIE) standards provided to patients.
(Theoretical Base for Practice)
a. Assessment: Discussion Board Questions
2. Integrates nursing knowledge, skills, and attitudes to competently interpret cardiac rhythms, so nurse
monitoring, treatments, and management of abnormalities in a diverse patient population can be addressed.
(Scholarship for Practice)
a. Assessment: Electrocardiogram (EKG) Poster Boards
3. Uses critical thinking, along with nursing standards of practice, such as ADPIE, to manage those patients
with cardiovascular issues by tailoring plans of care and implementing strategies to improve patient
opportunities of returning to their baseline state. (Health Care Environment; Generalist Nursing Practice)
a. Assessment: Cardiovascular Plan of care Grids and Charts
4. Applies current healthcare changes and quality-safety competencies to understand how these affect
patients with cardiac issues, so outcomes are improved. (Collaborative Leadership; Professionalism)
a. Assessment: Healthcare/Quality-Safety Cardiac Simulation Lab
Course Goal/Philosophy
An overall goal for this program is for the instructor to provide such current, concise, evidence-based education, so
students may receive a passing grade and achieve licensure on their first NCLEX attempt. The main philosophy of this
course is to emphasize the learner-centered approach, where the instructor will engage students in seeking answer,
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
2
finding meanings, and applying new information. It is important for students to find evidenced-based research and
have knowledge of current healthcare trends, in order to enhance their knowledge, skills, and attitudes to address the
needs of the population. In conjunction with the university’s mission, vision, values, and philosophy, this class will
encourage collaboration, diversity, ethics, community excellence, and learning opportunities, in order to improve
patient outcomes and promote the nursing profession.
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
3
Instructional Delivery Method
This course is offered in a mixed delivery format. Lectures will be offered face to face Mondays and Thursdays from
1100 to 1200, in VFS building, with the room to be determined. There will also be online discussion boards on the
Blackboard system, individual reading assignments, and a simulation skill laboratory for students to attend.
Required Course Materials
American Nurses Association. (2010). Scopes and standards of practice: Nursing. (2nd ed.). Silver Springs, MD:
American Nurses Publishing.
American Psychological Association. (2009). Publication manual of the American Psychological Association. (6th ed.).
Worcester, MA: American Psychological Association.
Lewis, S., Dirksen, S. R., Heitkemper, M., Bucher, L., & Camera, I. M. (2014). Medical-surgical nursing:
Assessment and management of clinical problems. (9th ed.). St. Louis, MO: Mosby.
Woods, S., Froelicker, E., Motzer, S., & Bridges, F. (2010). Cardiac Nursing. (6th ed.). Philadelphia, PA: Lippincott
Williams and Wilkins.
Course Learning Activities & Assessment Methods
Assignment
Course
Outcome
Discussion Questions/Postings
1
(Individual)
Electrocardiogram (EKG) Poster Boards
2
(Individual)
Cardiovascular Plan of Care Grids and Charts
3
(Group with Individual Grade Granted)
Healthcare/Quality-Safety Cardiac Simulation
4
Skills Lab (Group with Individual Grade
Granted)
Module and Final Exams for Course (50
1,2,3,4
question NCLEX)
(Individual)
Percent of
Grade
15%
Points
Obtainable
100
Due date
20%
100
25%
100
30%
100
June 27th by
midnight
July 18th
by Midnight
August 6th
10%
100
Throughout
Modules:
Throughout
Final: August
10th -12th
Undergraduate School of Nursing Grading Scale (Colley, 2015)
The grading scale from the school of nursing has implemented for this course. It is expected that students will achieve
a minimum of a 75% overall grade in order to pass this course and progress in the program. Please see the progression
policy in the undergraduate student handbook. The grading scale is as follows:
A
= 95 - 100
B
= 85 – 88
C
= 75 - 78
D
= 65 – 68
A= 92 – 94
B= 82 – 84
C= 72 - 74
D= 62 – 64
B+
= 89 – 91
C+
= 79 – 81
D+
= 69 - 71
F
= <62
General Course Policies
The philosophies for this course are congruent with the policies set forth by the student handbook created by the Ferris
State’s College of Health Profession: http://www.ferris.edu/HTMLS/colleges/alliedhe/Policies.htm. Without going into
further depth on all these, please particularly note the following: Admission criteria, Harassment, Reasons for
dismissal, Attendance, Confidentiality, Curriculum sequence, Graduation requirements, and Plagiarism. All policies
and procedures set by the nursing program will be implemented for this course.
Americans with Disabilities Act (Colley, 2015)
Ferris State University is committed to following the requirements of the Americans with Disabilities Act
Amendments Act and Section 504 of the Rehabilitation Act. If you are a student with a disability or think you may
have a disability, contact the Disabilities Services office at 231.591.3057 (voice), or email ecds@ferris.edu to discuss
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
4
your request further. More information can be found on the web at
http://www.ferris.edu/htmls/colleges/university/disability/. Any student registered with Disabilities Services should
contact the instructor as soon as possible for assistance with classroom accommodations.
School of Nursing Graduate Student Handbook available at:
http://ferris.edu/HTMLS/colleges/alliedhe/Nursing/Handbook-for-Undergrad-Nursing-Students-2014.pdf
Attendance and Late Assignments (Colley, 2015)
Ferris State University nursing students are expected to participate in all learning activities. Whenever it is possible,
advance notice of absences is appreciated. Unless prior arrangements have been made with the instructor, late
submissions may not be accepted and may result in a grade of 0 or F for that assignment. Grades for late submissions
will not be reduced if a later due date has been negotiated ahead of time. These include late postings to the discussion
board.
Plagiarism (Colley, 2015)
This practice is not acceptable to the university, the college, the nursing programs, or to the faculty. In an academic
setting, this is equivalent to grand larceny. Please reference the undergraduate student guidebook for further details.
Electronic Devices (Colley, 2015)
Cell Phones
Cell phones must be turned off in the classroom and laboratory area. No exceptions, unless authorized by the
professor. Cell phones that ring or vibrate in the laboratory area may result in dismissal of the student from
the session. Dismissed students will receive a zero for that day’s work.
Cameras
Personal cameras are not to be utilized during any classroom or laboratory session. This includes cameras that
are part of a cell phone or PDA. Cameras utilized in clinical settings may be a violation of the Ferris student
code of conduct and can result in an immediate dismissal. Such violations will be referred to the director of the
nursing program.
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
5
Proposed Course Schedule
MODULES
MODULE 1
DATES
Introduction
May 18th
To June 6th
TOPICS & ASSIGNMENTS DUE
Read through syllabus. Understand Blackboard.
Discussion One
(Lewis et al., 2014) – Cardiovascular System, Chap. 32; HTN, Chap.
33; CAD/ACS, Chap. 34; CHF, Chap. 35
(Woods et al., 2010) – Cardiac and Vascular Anatomy and Physiology,
Chap. 1; History Taking and Physical Exam, Chap, 10; Laboratory
Tests Using Blood, Chap. 11
Module One Exam ON June 1st in class
MODULE 2
June 7th
To June 27th
Discussion Two
(Lewis et al., 2014) – Dysrhythmias, Chap. 36
(Woods et al., 2010) – Echocardiography, Chap. 13;
Electrocardiography, Chap. 15; Cardiac Electrophysiology Procedures,
Chap. 18; Exercise Testing, Chap. 19; Cardiac Catheterization, Chap.
20
Module Two Exam ON June 15th in class
Electrocardiogram (EKG) Poster Boards DUE MN June 27th
MODULE 3
June 28th
To July 18th
Discussion Three
(Lewis et al., 2014) – Heart disorders and abnormalities, Chap. 37;
Vascular Disorders, Chap. 38
(Woods et al., 2010) – Physiological Adaptions with Aging, Chap. 9;
Heart Failure Population and Cardiogenic Shock, Chap. 24; Cardiac
Surgery, Chap. 25; Cardiac Arrest, Chap. 27; Pacemakers, Implantable
Defibrillators, and Mechanical Conduction Devices, Chap. 28,
Pericardial, Myocardial, Endocardial Diseases and Disorders, Chap. 30
Module Three Exam ON July 6th in class
MODULE 4
July 19th
To August 8th
Cardiovascular Plan of Care Grids and Charts DUE MN July 18th
Discussion Four
(Woods et al., 2010) – Physiological Risk Factors: Assessment,
Management, and Interventions, Chap. 33; Smoking Cessation, Chap,
34; Exercise and Activity, Chap, 37; Adherence to Cardiovascular
Treatment Regimens, Chap, 40; Disease Management Modules for
Cardiac Vascular Care, Chap, 42; Healthcare Changes and Global
Cardiovascular Health, Chap. 43
Module Four Exam ON July 27th in class
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
6
Healthcare/Quality-Safety Cardiac Simulation Skills Lab on
August 6th
Final
August 10th to 12th
NCLEX Test (Day to be announced)
Course Assignment Details
**Total there are about 900 points that can be achieved within this course.**
Electrocardiogram (EKG) Poster Boards – Individual - (20%)
For this assignment, the student will individually work to research about telemetry/ EKG monitoring, so
they better understand how to interpret cardiac rhythms. In completing this assignment, the goal is for
students to have a basic understanding of how to monitor, treat, and manage cardiac abnormalities for a
diverse patient population. Students will create a “poster board” or a PowerPoint slide(s), of the different
leads (I, II, III, aVR, aVL, aVF, V1-6) to indicate how to hook up a patient, what rhythms look like on a
monitor, what part of the heart they show/indicate, why each lead is important, and what are the potential
implications shown from abnormalities noted in particular leads. The assignment is to be submitted online
on the Blackboard Ferris Connect assignment box. Any literature used, has to be referenced using
American Psychological Association (APA) formatting.
See the rubric for this assignment on page 8 of this syllabus.
Cardiovascular Plan of Care Grids and Chart – Group with Individual Grade – (25%)
Students will work in groups of four for this simulation/skills laboratory assignment; however, their participation will
earn them an individual grade. The goal of this assignment is for students to utilized and follow the American Nurses
Association (ANA) undergraduate standards of nursing practice to enhancing cardiac patient care. This will be
accomplished by creating and tailoring care plans, which allow students to manage patients with cardiovascular issues.
Nursing assessment, diagnosis, plan, implementation, and evaluation (ADPIE) strategies should be used in order to
improve patient opportunities and the return of the patient’s baseline state.
Students will collaborate and discuss ten cardiovascular conditions they will choose to create a plan of care grid on a
PowerPoint slide(s) for these types of patients. The acronym ADPIE established by the ANA will be encouraged for
students to use in this care plan creation. The care plans for main conditions, such as myocardial infarctions,
congestive heart failure, hypertension, coronary artery disease, angina, hyperlipidemia, and acute coronary syndrome
will be encouraged for students to complete due to their prevalence in healthcare. Therefore, students will place
special emphasis on creating nursing strategies to manage these conditions, so this can better prepared for their own
future practice. After the assignment has been submitted on the due date by one member of the group via the
Blackboard Ferris Connect assignment box, the group will present their care plans to the class. Any literature used,
has to be referenced with APA formatting.
See the rubric for this assignment on page 9 of this syllabus.
Healthcare/Quality-Safety Cardiac Simulation Skills Lab– Group/Individual - (30%)
Students will work in groups of two for this simulation/skills laboratory assignment; however, their participation will
earn them an individual grade. This assignment will better prepare students for healthcare changes (HC) and introduce
quality and safety (QS) nursing initiatives into their repertoire of knowledge. Current technology impacting nursing,
along with the undergraduate Quality and Safety Education for Nurses (QSEN) competencies will be explored. Due to
the profound impacts technology has on influencing the profession, the trending healthcare topic of telemedicine will
be incorporated into a simulation, along with QSEN proficiencies. The QSEN competencies prepare future nurses, by
indicating what particular knowledge, skills and attitudes (KSAs) are necessary to achieve by the time they graduate.
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
7
This will allow for students to continuously improve the quality and safety of the healthcare systems within which they
work, along with promoting patient outcomes and advancing the nursing profession.
Telehelath or telemedicine has been a trending healthcare change/topic impacting the nursing realm. By integrating
this concept into a simulation lab, students will understand how to triage, virtually assess, make nursing judgements,
understand associated challenges, collaborate among multiple disciplines and connect patients to appropriate care.
They will also learn the concept of how innovative healthcare changes lead nurses to being life-long learners in
adapting to different situations, in order to better provide care to patients and further advance the nursing profession.
Because of these new changes, nurses are finding themselves acquiring new healthcare roles frequently. Patientcentered care, safety, quality improvement, teamwork and collaboration, and evidence-based practices will be
promoted and emphasized.
When in the skills laboratory, student pairs will prepare a simulation where a patient is needing care and a nurse will
provide that care via telehealth. Both students will take turns in being a patient and nurse. It is expected they will
recall classroom the presentation, discussions and research information on telehealth, so they formulate how they are
going to virtually provide patient care. The instructor will hand out cards to the student playing the patient, which will
prompt this student in what to say and how to act once they are in the simulation. Students will access a virtual Adobe
meeting site, in order to give the illusion that they are accessing a telehealth site from a physician’s office. Upon being
at opposite ends of the lab room, the computer will open up a channel from the patient to nurse, where both students
are able to see and hear each other.
The student playing a physician office nurse will have to guide patients in how to take their own vital signs, as they are
asking other pertinent questions, so information is obtained and relayed to the appropriate disciplines. From this
information, they can develop their own care plan for this patient by using ADPIE for patient treatment strategies.
Being an access point of quality healthcare information, the student nurse will need to guide the patients in following
physician and possible hospital discharge orders, while answering their questions and providing education that could
benefit, or possibly improve, their condition. The instructor will supply the student nurse, physician and discharge
orders, so they can practice how to deliver such virtual care to the patient. Answering questions and providing
education will be the responsibility of the student nurse, as they formulate answers from content/concepts
discussed/learned in class. Students will have to identify abnormal results from a patient and select the most
appropriate measures to take once these results are noted, so patient safety is promoted.
See the associated rubric on pages 10-11 of this syllabus.
Online Discussions – Individual – (10%)
Students will individually work and receive a grade for each module, with online participation being 10% of the total
grade. Students will be evaluated on their discussion board postings and adherence to the guidelines. In addition to the
classroom topics and discussions, these online discussions will encourage students to further research important
concepts at their own pace by analyzing how evidence-based practices and current technology improves nursing
assessment, diagnosis, plan, integration, and evaluation, so patient outcomes are improved. Within each discussion,
one main answer to the questions are required by each student, along APA citations of references used provided.
Then, students are required to read peer posts and respond to two other students, further providing scholarly
supplemental material to comments made. Scholarly references should be provided. Some of the discussion board
topics can include how the vascular and cardiac system coincide and function, along with how different cardiac
dysrhythmias and diseases can affect patient care.
See the associated rubric on pages 11-12 for further details.
Final NCLEX Exam for Course – Individual - (10%)
In order to promote and prepare students passing the NCLEX nursing licensure exam on the first attempt postgraduation, a 50-question exam will be held at the end of each module and a comprehensive exam will be held during
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
8
exam week. These will take place through the semester in order to further familiarize the student with the NCLEX
question format. The final comprehensive exam will cover all the literature and discussion board topics. Each
question will be worth two points, equaling 100 point total exams.
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State
University, School of Nursing, 1201 State Street, Big Rapids, MI 49307)
9
Below Expectations
GRADING RUBRIC FOR EKG POSTER BOARDS
Needs Improvement
Meets Expectations
A. LOGICAL
PROGRESSION AND
PRESENTATION ON
SLIDES
(0-11 points)
Unclear; illogical
concepts. Most to all parts
are missing.
B. IDENTIFICATION
OF EKG LEADS AND
RHYTHMS
(0-11 points)
Does not identify leads nor
rhythms.
C. INCLUSION OF
PATIENT EKG
ATTACHEMENT
Exceptional
(12 points)
Some required content is
appropriate and logical but
some content is unclear.
Some parts are missing on
slide(s).
(12 points)
Identifies some leads or
rhythms.
(16 points)
Depicts a logical format and
required materials are present
on slide(s).
(20 points)
Very distinct and logical
connections between
different required elements.
(16 points)
Lead and rhythms are
identifies and represented on
slide(s).
(0-11 points)
Does not indicate EKG
attachment to patients,
corresponding rhythms,
nor the location of the
heart represented.
(0-11 points)
No leads noted nor
explanation provided.
(12 points)
Indicates some proper EKG
attachment to patients,
corresponding rhythms, nor
the location of the heart
represented.
(12 points)
Provides some explanation of
the importance of EKG and
lead placement.
(16 points)
Indicates proper EKG
attachment to patients,
corresponding rhythms, nor
the location of the heart
represented.
(16 points)
Provides an explanation of
the importance of EKG and
lead placement.
(20 points)
Leads and rhythms are
clearly indefinable with
representation and
explanation provided.
(20 points)
Strongly indicates proper
EKG attachment to patients,
corresponding rhythms, nor
the location of the heart
represented.
(20 points)
Exceptional and thorough
explanation of importance
noted.
E. IMPLICATIONS
FOR RHYTHM
ABNOMALIEIS
NOTED FROM
LEADS
(0-11 points)
Abnormalities not noted.
(12 points)
Some abnormalities are
noted, but many parts are left
out. Section appears
incomplete.
(16 points)
Included correct content, with
section appearing complete.
Content present.
(20 points)
Very thorough explanation
of abnormalities along with
inclusion of correct content.
TOTAL SCORE:
100 POINTS TOTAL
D.
IDENTIFICATION OF
EKG IMPORTANCE
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State University, School of Nursing, 1201 State Street, Big Rapids,
MI 49307)
10
GRADING RUBRIC FOR CARDIOVASCULAR PLAN OF CARE GRIDS/ CHARTS
Below Expectations
Needs Improvement
Meets Expectations
Exceptional
A.TEN
CARDIOVASCULAR
CARE PLANS TOTAL,
BUT IDENTIFYING
THE SIX MAIN
CONDITIONS
(0-8 points)
Six or less care plans
noted, with few to none of
the main conditions
presented.
(9 points)
More than six but less than 10
care plans are noted, with
some of the main conditions
being represented.
(12 points)
Ten care plans are noted with
six of them reflecting the
main conditions.
(15 points)
All ten care plans are very
clearly noted, with a clear
explanation of all six main
condition present.
B. INDICATES
UNDERSTANDING
OF CARDIAC
CONDITIONS BASED
ON CARE PLAN
CREATION
(0-19 points)
Based on work presented,
does not show an
understanding of cardiac
conditions.
(20 points)
Shows little understanding of
cardiac conditions based on
care plans presented.
(25 points)
Shows basic understanding of
cardiac conditions based on
care plans presented.
(30 points)
Indicates a very clear
understanding of cardiac
conditions based on the care
plans presented.
C. APPLIES ADPIE
TO CREATE CARE
PLAN FOR PATIENT
CARE STRATEGY
DEVELOPMENT
(0-19 points)
Does not apply ADPIE or
applies another method to
create care plans. Does not
use any steps in ADPIE.
(20 points)
Applies ADPIE to some care
plans and/or does not use all
the steps in ADPIE.
(25 points)
Shows a basic understanding
of ADPIE in the creation of
all care plans. All steps are
used for each.
(30 points)
Very clearly shows the use
of ADPIE in creating patient
care plans. All steps are
used in each.
D. PRESENTED
CARE PLAN
CONCEPTS
(0-8 points)
Did not present care plans
to class.
(9 points)
Through presenting, showed
very little understanding and
interest of the material.
(12 points)
Articulates care plans and
conditions. Shows
understanding and interest in
material presented.
E. GROUP
COLLABORATION
(0-5 points)
Shows no evidence of
group collaboration.
(6 points)
Has little interaction with
group. Very little
collaboration occurs.
(8 points)
Interacts within the group and
collaborates well and meets
the goals set forth within the
group.
(15 points)
Provides a concise, thorough
explanation of care plans.
Shows a very clear
understanding and interest in
the material.
(10 points)
Takes leader and listener
roles throughout group
collaboration, while
exceeding the goals within
the group.
TOTAL SCORE:
100 POINTS TOTAL
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State University, School of Nursing, 1201 State Street, Big Rapids,
MI 49307)
11
GRADING RUBRIC FOR HEALTHCARE/QUALITY-SAFETY CARDIAC SIMULATION SKILLS LABORTORY
Below Expectations
Needs Improvement
Meets Expectations
Exceptional
(0-5 points)
(6 points)
(8 points)
(10 points)
A. INDICATES
Does not indicate or show Indicates or shows some
Indicates or shows through
Indicates throughout the
UNDERSTANDING
an understanding or
understanding and interest in
simulation a basic
simulation a clear
OF HC AND QS
interest in how HC and
how HC and QS impacts
understanding of how HC and understanding of how HC
IMPACTS NURSING
QS impacts nursing.
nursing.
QS impact nursing.
and QS impact nursing.
(0-5 points)
(6 points)
(8 points)
(10 points)
B. ASSESSES/
Does not assess or triage
Guides patient in obtaining
Guides patient in obtaining
Guides patient in obtaining
TRIAGES VIRTUAL
patient. Does not guide
some medical information
most basic medical
all medical information in
PATIENT
patient in obtaining vital
and triaging, but missed
information in order to make
order to make an informed
signs nor obtains
obtaining some medical
an informed decision, as the
decision, as the information
information to determine
information.
information gathered is
gathered is complete.
current state of patient’s
mostly complete.
health.
(0-11 points)
(12 points)
(16 points)
(20 points)
C. APPLIES ADPIE
Does not apply ADPIE or Applies ADPIE to some care Shows a basic understanding
Very clearly shows the use
TO MAKE CARE
applies another method to plans and/or does not use all
of ADPIE in the creation of
of ADPIE in creating patient
PLAN FOR PATIENT
create care plans. Does not the steps in ADPIE.
all care plans. All steps are
care plans. All steps are
TREATMENT
use any steps in ADPIE.
used for each.
used in each.
(0-5 points)
(6 points)
(8 points)
(10 points)
D. RELAYS
Does not relay or relays
Relays some information in
Relays basic information in
Relays very clear and
INFORMATION
incorrect
information
to
terms
of
content
and
clarity,
terms
of
content
and
clarity,
complete information in
LEARNED FROM
appropriate healthcare
to an appropriate healthcare
to an appropriate healthcare
terms of content and clarity,
PATIENT TO
professional, such as a
professional.
professional.
to an appropriate healthcare
APPROPIRATE
paramedic, dietitian, or
professional.
DISCIPLINE
physician.
(0-14 points)
(15 points)
(20 points)
(25 points)
E. PATIENT ACCESS
Does not provide
Provides some physician and Provides basic physician and
Provides concise, confident,
POINT OF CARE
physician and possible
possible hospital discharge
possible hospital discharge
and thorough description of
hospital discharge orders,
orders, and answers some
orders, and answers patient
physician and possible
nor answers their
patient questions while
questions while providing
hospital discharge orders,
questions or provides
providing some education.
education. Formulates basic
and answers patient
education. Does not
Formulates some answers to
answers to patient questions
questions in the same
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State University, School of Nursing, 1201 State Street, Big Rapids,
MI 49307)
12
G. IDENTIFIES
ABNORMAL
RESULTS AND
IMPLEMENTS
APPROPRIATE
NURSING
JUDGEMENT
TOTAL SCORE:
A. SPELLING &
GRAMMAR
B. CRITICAL
THINKING AND
ANALYSIS
C. SUPPORT FOR
ANSWER
formulate answers to
patient questions from
content/ concepts
discussed from class.
patient questions from
content/ concepts discussed
from class.
(0-14 points)
Patient abnormal results
are not identified and did
not implement appropriate
nursing judgement.
(15 points)
Some patient abnormal
results are identified and
some attempt was made in
implementing appropriate
nursing judgement.
from content/ concepts
discussed from class.
manner. Education provided
is also thorough, confident,
and concise. Formulates
concise, competent answers
to patient questions from
content/ concepts discussed
from class.
(20 points)
(25 points)
Basic patient abnormal results All patient abnormal results
were identified, as the attempt are identified, and a clear,
was made in implementing
concise attempt was made in
appropriate nursing
implementing appropriate
judgement.
nursing judgment.
100 POINTS TOTAL
GRADING RUBRIC FOR ONLINE PARTICIPATION (Colley, 2015)
Below Expectations
Needs Improvement
Meets Expectations
(0-15 points)
(16 points)
(20 points)
No postings.
More than 15 misspelled
More than 5 but less than
words and/or grammar
15 misspelled words or
errors.
grammar errors.
(0-15 points)
(16 points)
(20 points)
No postings.
Critical thinking needs
Demonstrates good critical
improvement and posting
thinking with adequate
lacks depth; posting mostly depth & breadth.
off target and doesn’t
Discussion questions
address all of discussion
addressed with a logical
questions.
answer provided.
(0-15 points)
(16 points)
(20 points)
No postings.
Posting is not supported
Includes some EB research
with evidenced-based (EB) to support posting;
scholarly resources or
however, other information
Exceptional
(25 points)
Less than 5 misspelled
words or grammar errors.
(25 points)
Demonstrates excellent
critical thinking with good
depth & breadth. Very
thorough explanation to
questions provided.
(25 points)
Thorough EB research
abundant in posting, which
includes professional and
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State University, School of Nursing, 1201 State Street, Big Rapids,
MI 49307)
13
D. INCLUSION of
POSTINGS DURING
THE MODULE DATES
(0-15 points)
No postings.
nursing theory. Has the
appearance of opinion.
is not from a scholarly
source.
scholarly literature or
reliable resources.
(16 points)
Only primary post is noted,
no peer posts noted, and/or
post not within time frame.
(20 points)
Student primary post is
noted with time frame,
along with two peer
postings.
(25 points)
Excellent postings for both
the student primary post
and for both peer posts
noted. Included within
allotted time frame.
TOTAL SCORE: 100 POINTS TOTAL
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State University, School of Nursing, 1201 State Street, Big Rapids,
MI 49307)
14
References for Syllabus
References for Assessments
Baltas, M., Hassler, M., Ercole, P., & Rea, G. (2014). Effectiveness of high fidelity simulation for pediatric staff nursing education. Journal of Pediatric Nursing,
40(1), 27-32.
Browning, L., & Pont, J. (2014). Supporting nursing student supervision: An assessment of an innovative approach to supervisor support. Nursing Education
Today, 25(2), 73-79.
Cant, R., & Cooper, S. (2010). Simulation-based learning in nursing education. Journal of Advanced Nursing Practice, 66(1), 3-15.
Chan, Z. (2013). Critical thinking strategies in nursing education. Nursing Education Today, 33(5), 558-563.
Friesth, R. (2012). Teaching and learning from a distance. In D. Billings, & J. Halstead (Eds.), Teaching in Nursing: A guide for faculty, (pp. 386-400). St. Louis,
MS: Elsevier.
Hunter-Revell, S. (2011). Concept maps, discussion, and nursing theories. Journal of Nursing Education, 37(2), 131-135.
Jefferies, P., & Clochsey, J. (2012). Clinical Simulations: A student centered pedagogical approach. In D. Billings, & J. Halstead (Eds.), Teaching in Nursing: A
guide for faculty, (pp. 352-367). St. Louis, MS: Elsevier.
Lee, W., Chaing, C., Liao, I., & Liang, T. (2013). The longitudinal effects of concept map teaching on critical thinking in nursing students. Nursing Education
Today, 33(10), 1219-1233.
Laiw, S., Siau, C., & Lau, T. (2014). Interprofessional simulation-based education program. Applied Nursing Research, 27(4), 258-268.
Ozekin, L., Tiute, P, Willner, K., & Hranick, M. (2015). Simulation education: Early identification of patient physiologic deterioration by acute care nurses.
Clinical Nursing Specialty, 29(3), 166-173.
Peters, A. (2014). Faculty to faculty incivility: Experiences of novice nurse educators. Journal of Professional Nursing, 30(3), 313-327.
Spencer, R., Anderson, K., & Ellis, L. (2013). Radiant thinking and the use of the mind map in nursing education. Journal of Nursing Education, 52(5), 291-298.
Stokes, L., & Kost, G. (2012). Teaching in the clinical setting. In D. Billings, & J. Halstead (Eds.), Teaching in Nursing: A guide for faculty, (pp. 311-334). St.
Louis, MS: Elsevier.
Vinales, J. (2015). Exploring the differences in nursing education environments. British Journal of Nursing, 25(5), 284-288.
References for Quality/Safety Initiative and Healthcare Change
American Academy of Ambulatory Care Nursing [AAACN]. (2013). Enhancing quality and safety nursing competencies in ambulatory care practice. Retrieved
from https://www.aaacn.org/enhancing- quality-and-safety-nursing-competencies-ambulatory-care-practice
American Association of Colleges of Nursing [AACN]. (2011). About QSEN. Retrieved from http://www.aacn.nche.edu/qsen/about-qsen
Armstrong, G. (2010). Leader to leader: Quality and safety education for nurses. Retrieved from https://www.ncsbn.org/L2L_Fall2010.pdf
Croenwett, L., Sherwood, G., Barsteiner, J., Disch, J., Sullivan, D., & Warren, J. (2010). Quality and Safety education for nurses. Nursing Outlook, 55(3), 122131.
Dolansky, M., & Moore, S. (2013). Quality and safety education for nurses (QSEN): The key is systems thinking. Online Journal of Issues in Nursing, 18(3), 111.
Grabowski, D., & O’Malley. (2014). Use of telemedicine can reduce hospitalizations of nursing home residents and generate savings for Medicare. Journal of
Health Affairs, 33(2), 244-250.
Hunt, D. (2012). QSEN competencies: A bridge to practice. Retrieved from http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext
/2012/09000/QSEN_competencies__A_bridge_to_practice.1.aspx
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State University, School of Nursing, 1201 State Street, Big Rapids,
MI 49307)
15
Kvedar, J., Coye, M., & Everett, W. (2014). Connected health: A review of technologies and strategies to improve patient care with telemedicine and telehealth.
Journal of Health Affairs, 33(2), 194-199.
Lazarou, J. (2012). Johns Hopkins’ Hospital at home program improves patient outcomes while lowering health care costs. Retrieved from
http://www.hopkinsmedicine.org/news/media/releases/johns_hopkins_hospital_at_home_program_improves_patient_outcomes_while_lowering_health_c
are_costs
Leff, B., Burton, L., Mader, S., Naughton, B., Frick, K. (2010). Home is where the hospital is. Retrieved from http://www.jhsph.edu/news/newsreleases/2010/burton-hospital-home.html
Manning, M., & Frisby, A. (2011). Multi-method teaching strategies to integrate selected QSEN competencies in a DNP distance education program. Nursing
Outlook, 59(3), 166-173.
Nagel, D., Pomerleau, S., & Penner, J. (2013). Knowing, caring, and telehealth technology. Journal of Holistic Nursing, 31(2), 104-111.
Peck, A. (2011). Changing the face of standard nursing practice through telehealth and telenursing. Nursing Administration and Quality, 29(4), 339-343.
Reed, K. (2010). Telemedicine: Benefits to advanced practice nursing and the communities they serve. Journal of the American Academy of Nurse Practitioners,
17(3), 176-180.
Robert Wood Johnson Foundation [RWJF]. (2013). Diffusing QSEN competencies across schools of nursing. Retrieved from
http://www.rwjf.org/en/library/research/2013/04/diffusing-qsen-competencies-across-schools-of-nursing.html
Rueuch, C., Mossakowski, J., Forrest, J., Hayes, M., Jahrsdoerfer, M., Comeau, E, … Singleton, M. (2012).
Using nursing expertise and telemedicine to increase nursing collaboration and improve patient outcomes. Telemedicine Journal of Health, 18(8), 591595.
Pohl, J., Savrin, C., Flandt, K., Beauchesne, M., Drayton-Brooks, S., & Werner, K. (2010). Quality and
safety in graduate nursing education: Cross-mapping QSEN graduate competencies with NONPF’s NP core and practice doctorate competencies Nursing
Outlook, 57, 349-354.
Schwamm, L. (2014). Telehelath: Seven strategies to successfully implement disruptive technology and transform health care. Journal of Health Affairs, 33(2),
200-205.
NURS 295 Ferris State University Summer 2015
Syllabus Adapted From: Colley, S. (2015). Syllabus for Nurs 611: Teaching theories and methodologies in nursing education. (Available from the Ferris State University, School of Nursing, 1201 State Street, Big Rapids,
MI 49307)