Nursing 355 ACUTE CARE NURSING THEORY

UNIVERSITY OF ALBERTA Faculty of Nursing Undergraduate Programs BScN AFTER DEGREE PROGRAM BScN BILINGUAL PROGRAM BScN COLLABORATIVE PROGRAM Grande Prairie Regional College, Keyano College, Red Deer College, University of Alberta BScN HONOURS PROGRAM RPN TO BScN PROGRAM

Nursing 355 ACUTE CARE NURSING THEORY

University of Alberta Collaborative Nursing Program At Red Deer College

COURSE OUTLINE

Winter 2019

Approval Date: December 15th, 2018

©UNIVERSITY OF ALBERTA COLLABORATIVE BScN PROGRAM, 1999

Approved: Bev Temple

CONTENTS Calendar statement ...... 3 Course Description ...... 3 Pre-requisites ...... 3 Course Hours ...... 3 Level of independence ...... 3 Course objectives ...... 4 Red Deer College Course Learning Outcomes ...... 4 University of Alberta Course Objectives ...... 4 Instructor Contact Information ...... 5 Required supplies ...... 5 Required fee(s) ...... 5 Required textbooks ...... 5 Required resources ...... 5 Assessment of student performance ...... 6 Assignments descriptions ...... 6 Final grades ...... 7 Important dates ...... 8 Important RDC dates ...... 8 Attendance and Late Assignments ...... 9 RED DEER COLLEGE (NURS 355) Policy Statements ...... 10 Role of Instructor and Student Responsibility ...... 11

CALENDAR STATEMENT A comprehensive approach to primary health care components in the care of clients in complex situations locally, nationally, and internationally. High acuity health assessments and interventions are introduced. Case management, interdisciplinary collaboration, community development, and sociopolitical action are emphasized.

COURSE DESCRIPTION The goal of this course is to refine the development of a primary health care approach to comprehensive professional nursing practice. Complex health care situations involving individuals, families, groups, aggregates, and communities will be the focus.

PRE-REQUISITES NURS 241, 242, 351, 352, 301 Co-requisite: NURS 356

COURSE HOURS 6 CREDIT HOURS (2-3-0) Lecture: 02 Seminar: 03 Lab: 00 Clinical: 00 Lecture: 2 Seminar: 3 Lab: 0 Total course hours may vary due to statutory holidays.

LEVEL OF INDEPENDENCE (There is an expected progression within a course and between levels): In evaluating objectives, the following levels of independence will be used. Note that there is an expected progression within a course and between levels.

Levels of independence Description Level (beginning of term to end of term) (beginning of term to end of term) Level 3, With guidance increasing to The student requires clarification, prompting and confirmation senior 1 With minimal guidance increasing to The student requires Occasional clarification, prompting and confirmation.

Definitions With assistance: The student requires direction and information. With minimal assistance: The student requires occasional direction and information. With guidance: The student requires clarification, prompting, and confirmation. With minimal guidance: The student requires occasional clarification, prompting and confirmation. Independently: The student works mostly on his or her own and seeks information, clarification and consultation as appropriate. Direction: Faculty tells the student what to do, about what steps to take. Information: Faculty tells the student specifics about a concept or topic.

Clarification: Faculty, through questioning and feedback, assists the student to state their information in a different and clearer way, often with more details. The student asks questions to increase their understanding; questions asked demonstrate a sound knowledge base. Prompting: Faculty provides the student with a cue that answer is incomplete or incorrect and how to resolve the lack of information. A prompt is broader than a hint. Prompting is generally used to add breadth or depth. Confirmation: Faculty provides positive feedback for correct information and direction provided by the student. Consultation: The student provides faculty with information and/or direction and asks specific questions about the information. Occasional: indicates that input is provided by faculty now and then.

Students are responsible to familiarize themselves with Graduate Competencies and Year-End Outcomes (with Cross Reference to Courses), Rev. 2016-2017 (Faculty of Nursing Undergraduate Programs). Attention must be given to the competencies in column "Level 3, Senior 1".

COURSE OBJECTIVES Upon completion of this course, the student must be able to:

Red Deer College Course Learning Outcomes 1. Plan care in complex and ambiguous situations using primary health care principles. 2. Validate the importance of ethical, legal, and sociopolitical implications in nursing. 3. Interpret principles of patient care management. 4. Evaluate professional Registered Nursing practice. 5. Evaluate interprofessional practice. 6. Evaluate nursing models and theories to guide nursing care. 7. Evaluate patient safety concepts. 8. Access and evaluate information to plan nursing care. 9. Appraise health care systems to improve outcomes. 10. Analyze the relationships between nursing leadership and healthy practice environments, client safety, and quality patient care outcomes.

UNIVERSITY OF ALBERTA COURSE OBJECTIVES 1. Demonstrate, with guidance, knowledge of primary health care and of its components in the context of clients with complex and ambiguous situations. 2. Discuss, with guidance, the roles and functions of registered nurses in providing client-centred care to clients (across the lifespan) with increasingly complex alterations in health 3. Demonstrate, with guidance, knowledge and understanding of the client as individuals, families, groups, aggregates, community and population. 4. Demonstrate knowledge of the importance of sociopolitical action and leadership in nursing. 5. Demonstrate, with guidance, knowledge and understanding of patient case management. 6. Demonstrate understanding of interdisciplinary/interprofessional collaboration. 7. Demonstrate, with independence and or minimal guidance, the processes of self-directed learning, critical thinking, and group process skills in utilizing context-based learning, in all learning activities. 8. Demonstrate an understanding of key patient safety concepts including communication, teamwork, environmental and human factors, safety risks and adverse events disclosure.

9. Integrate the knowledge generated from working through the course learning packages, and be able to apply this knowledge to other situations. 10. Integrate the knowledge and skills acquired in all learning environments and be able to apply them in other situations.

INSTRUCTOR CONTACT INFORMATION Title Name email Teaching Jean Smith [email protected] Team Sara Daniels [email protected] Leads Gaylene Potter [email protected]

- Please allow 2 business days for a response. Include “NURS 355” in your subject line. - Professional and respectful communication is expected. Please refer to email etiquette.

REQUIRED SUPPLIES None

REQUIRED FEE(S) None

REQUIRED TEXTBOOKS (Note: Foundations textbooks will be used as references throughout the program. Please retain your copies as they will be required resources in future courses). Wagner, K. D. & Hardin-Pierce, M. G. (2014). High-acuity nursing (6th ed.). Boston, MA: Pearson. Perry, S.E., Hockenberry, M. J., Lowdermilk, D. L., Wilson, D., Keenan-Lindsay, L., & Sams, C. A. (2017). Maternal child nursing in Canada (2nd ed.). Toronto, ON, Canada: Elsevier.

REQUIRED RESOURCES CARNA resources online CNA resources online Exemplar packages Technology as appropriate Student computers

LEARNING ACTIVITIES Small group seminars Role playing Self-reflection Lectures, guest speakers Group discussions

SMALL GROUP SEMINAR EXEMPLARS Learning package #1 The Night Shift Learning package #2 Tristan – Trauma Learning package #3 Rural Labor and Delivery/Rural Post-Partum Learning package #4 Zach – Family Centred Care Learning package #5 Home Care/Case Management

ASSESSMENT OF STUDENT PERFORMANCE Assignments/Course components Dates Weight Course objectives no. 1) Group Clinical Reasoning – Due @ 1400 Feb 14, 2019 at the 20 3, 4, 7, 8 in-class assignment end of lecture class 2) BB Safe Medication Module 1: Due 2200 Feb 8, 2019 5 1, 3, 7, 8 Administration Modules Module 2: Due 2200 Apr 5, 2019 5 3) Open Resource Midterm Exam Opens @ 1100 Feb 11, 2019 15 1-10 Closes @ 2000 Feb 11, 2019 4) Scholarly Paper Due @ 2200 Apr 1, 2019 25 2, 3, 4, 5, 6 5) Small Group Evaluation Formative midterm (no mark) 1-10 Week 7

Student Self-reflection Due @ 2200 Apr 15, 2019 Instructor Feedback Summative end of term 5 Week 16 10 6) Final Exam April 18 1200-1500 15 1-10 7) Total Marks 100

Please refer to the Absence from Term Work Policy as stated in University of Alberta Office of the Registrar - UofA

ASSIGNMENTS DESCRIPTIONS 1) Group Clinical Reasoning Assignment: The purpose of this assignment is to numerically measure if the student can clinically reason through a scenario in a group context. A group written assignment to be completed and submitted via Blackboard during 1 lecture class.

2) BB Safe Medication Administration Modules: The purpose of these 2 online BB modules is to numerically measure if the student can interpret data needed to safely administer medications, intravenous fluids, and blood products and if the student can perform safe dosage calculations.

3) Open Resource Midterm Exam: The purpose of this cumulative written online EAQ exam is to numerically measure if the student is meeting all course learning outcomes to date and to support students in answering NCLEX-style questions. All content covered in Small Group Seminars and Lectures is testable.

4) Scholarly Paper: The purpose of this written assignment is to assess the student’s ability to write a scholarly paper about a real or potential ethical problem or dilemma in nursing practice. 5) Small Group Evaluation: The purpose of this assignment is to assess the student’s contributions to the Small Group process. It consists of (a) a formative verbal/written evaluation at midterm, which will be a shared instructor/student evaluation of group process and course objectives, (b) student written self- reflection guided by the SGET, & (c) a summative written evaluation of the student’s performance on the SGET by the instructor at the end of the course. 6) Final Exam: The purpose of this cumulative written online EAQ exam is to numerically measure if the student is meeting all course outcomes and to support students in answering NCLEX-style questions. All content covered in Small Group Seminars and Lectures is testable.

FINAL GRADES The assignments are marked as raw scores according to the percentage weight assigned to each. The marks on course assignments will contribute to the overall letter grade according to the percentage that each assignment is weighted in the course. At the end of the course, all assignment scores are totaled for a term summary mark in the course based on the grading scale below. The FINAL COURSE GRADE is based on the cumulative total of individual student’s weighted assignment marks.

Letter Grade Percent A+ 95 – 100 A 91 – 94 A- 87 – 90 B+ 83 – 86 B 79 – 82 B- 75 -- 78 C+ 71 – 74 C 67 – 70 C- 63 -- 66 D+ 59 – 62 D 55 – 58 F 0 -- 54 NOTE: any grade 0.5 or above will round to the next whole number.

Due attention is paid to descriptions of grade points according to the 2018-19 University of Alberta Calendar

IMPORTANT DATES

50% Withdrawal BSC NURSING PROGRAM Add/Drop (U of A Only) Withdrawal

FALL TERM: 1st, 2nd & 3rd year courses: Sept 5-Dec 5/18 Sep 14/18 n/a Dec 5/18 4th Year Courses Nurs 405 /406 (Sep 5 – Dec 5, 2018) *Sep 18/18 *Oct 5/18 *Nov 28/18 Nurs 407/408 (Sep 5 – Dec 5, 2018) *Sep 18/18 *Oct 5/18 *Nov 28/18 Nurs 409 (Sep 5 – Dec 5, 2018) *Sep 18/18 *Oct 5/18 *Nov 28/18 Nurs 494 (Sep 5 – Oct 2, 2018) *Sep 11/18 *Sep 14/18 *Sep 25/118 Nurs 495 (Oct 3 – Dec 14, 2018) **Oct 16/18 *Oct 29/18 *Dec 7/18 WINTER TERM 1st & 2nd & 3rd year courses: Jan 3-Apr 17/19 Jan 10/19 n/a Apr 17/19 4th Year Courses Nurs 494 (Jan 3-29, 2019) *Jan 9/19 *Jan 14/19 *Jan 22/19 Nurs 495 (Jan 30-Apr 16, 2019) *Feb 1219** *Feb 26/19 *Apr 9/19 SPRING/SUMMER TERM: TBA n/a TBA Nurs 407 /408 (May 6 – July 19/19) *TBA *TBA *TBA Nurs 409 (May 6 – Aug 9/19) *TBA *TBA *TBA *UofA dates **Delete Only

IMPORTANT RDC DATES January 1, 2019 New Year’s Day – College Closed January 2, 2019 College Open – No credit classes January 3, 2019 First Day of classes for winter January 9, 2019 Last day to apply for supplemental exams Fall Term January 12, 2019 Supplemental exams written for Fall Term February 1, 2019 College Emergency Response Day February 15-Mar 1 Reading Break – no credit classes

https://rdc.ab.ca/events-calendar?field_site_section_tid=17&date=2019-04 Technology Guidelines Students will be required to bring appropriate technology (laptop, mobile device, etc.) to scheduled classes in order to complete the learning activities and exams. Cellphones are to remain off unless used for class activities. The Nursing Program at Red Deer College recognizes that the use of technology in nursing has the potential to enhance learning and communication. We also recognize our obligation to use this technology responsibly and in a way that complies with the standards outlined by Red Deer College and by professional organizations such as CARNA and UNA. We are also aware of our obligation to represent nursing in a professional manner outside of the Red Deer College context. Students are asked to review the technology guidelines that are included in their student handbook. In addition, all

8 students should be aware of the Health Services Code of Conduct as it applies to nurses: http://www.albertahealthservices.ca/pub-code-of-conduct.pdf Blackboard Blackboard (BB) will be used for email, document submission, and general communication at Red Deer College. Students have a “central” course, NURS 355 Central, in which course information, important notices, course content, and correspondence will be posted. It is the student’s responsibility to be familiar with the use of BB and to access it on a regular basis throughout the term. Failure to do so may result in missing important course-related information, resources, instructor feedback, and announcements. If the student is unable to access BB to receive and send assessments, correspondence, etc., it is the student’s responsibility to contact the RDC Computer HELP desk to address this issue. Assessment and evaluation marks will be posted on Blackboard NURS 355 Central.

Attendance and Late Assignments RDC Nursing faculty believe that students are committed to their program and learning experiences. It is also understood that there are times when students may be absent from those experiences. Any absence can be viewed as a potentially serious disruption of the learning process and necessary achievement of the learning objectives. If a student is absent, he/she is required to notify the instructor as soon as possible prior to small group seminar. Failure to notify the instructor indicates a serious breach of professional and ethical conduct. Regular attendance is one of the keys to success. Attendance and participation is required of all students in all small group seminars. However, we recognize there are times students must take time away from the required learning experiences. Faculty are committed to supporting students learning if class time is missed. However, students are responsible for making arrangements to cover missed classes. An absence can cause a disruption of the learning process and may make it difficult to achieve learning objectives. Lectures are an additional resource and it is strongly recommended that students attend all lectures. Vital information is learned in class and students benefit from attending class. All concepts presented in lectures are important and this information will be assessed in assignments and on the final exam.

Students who miss the quiz submission dates or the final exam will receive a zero unless they have notified their instructor of illness or personal emergency prior to the quiz or exam. Rescheduling of in-class quizzes and exams may not be possible. Please discuss this with your instructor. Note: 10% will be deducted for each day that any assignment is late without an approved extension. Extensions require notifying the instructor a minimum of 24 hours prior to the assignment submission deadline.

RED DEER COLLEGE (NURS 355) POLICY STATEMENTS

ACADEMIC POLICIES The RDC Final Examination Policy will be followed with respect to Final Examinations. Please review this document to ensure you understand the contents and implications of the policy. RDC Final Exam Policy

ACADEMIC MISCONDUCT Student Misconduct: Non-Academic Student Academic Integrity and Academic Misconduct

Academic misconduct in all its forms is a serious offence. Please read the definitions that follow, and refer to the links below for the complete policies.

Definitions: Academic misconduct: Academic misconduct is the giving, taking, or presenting of information or material that unethically or dishonestly aids oneself or another on any work which, under normal circumstances, is to be considered in the determination of a grade or the compilation of academic requirements or the enhancement of that student’s record or academic career. The two key areas of academic misconduct are cheating and plagiarism.

Plagiarism: The use of close imitation of language, paintings, films, prototypes and ideas of another author and representation of them as one’s own original work. The most common forms of plagiarism are: copying or paraphrasing another author’s work without proper acknowledgement, using the ideas or lines of reasoning of another author’s work without proper acknowledgement, submitting work to which someone else has made substantial improvements to the content, and submitting the same work for multiple courses without approval. Plagiarism can be judged to have occurred if the instructor has both the submitted material and original source that was copied, or if the student is unable to explain the terminology or ideas of a submission.

Cheating: Any attempt to give or obtain unsanctioned assistance in a formal academic exercise (e.g., examination). Note: a plagiarism detection tool is used in this course. Audio-Visual Recording Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).

The policies linked in this course outline are in effect and students should refer to these policies if questions or concerns cannot be resolved with the instructor. The relevant policy links are: Student Appeals Policy

Student Rights & Responsibilities

STUDENT SUPPORT Students should be aware that Personal Counselling, Career, Learning and Disability Resources are provided by RDC. Students may inquire about locations at the Information Desk. It is the responsibility of students to discuss their specific learning needs with the appropriate service provider.

Learning Support (Library: 403-342-3264, [email protected]) • Writing Skills Centre ([email protected]) • Math Learning Centre (math concepts and advanced theoretical math) • Learning Strategies (note-taking, studying, and exam-writing strategies) • Peer-Assisted Study / Tutoring (one-on-one tutoring by students)

Disability Resources (Library: 403-357-3629, [email protected]) • Coordination of services (tutoring, alternate format text, note-taking, and so on) • Academic accommodations, including exam accommodations

Counselling and Career Centre (Room 1402: 403-343-4064, [email protected])

Role of Instructor and Student Responsibility It is the student’s responsibility to become familiar with the information contained in the course outline and to clarify any areas of concern with the instructor. Students and instructors work together to progress through the course to meet the course outcomes. The instructor's role is to facilitate learning to meet the course outcomes. Instructors develop learning activities and assessments that align with the course outcomes. Students are encouraged to contact the instructor for clarification or assistance with any course item.

Changes to Course Outline Changes to the course outline may be made after the first class, as long as this is done during a regular class, by class consensus with the instructor(s) and the students who are in attendance on that day. These changes are then reviewed by the Associate Dean or designate for completeness and consistency with all college policies and school standards.

Cloud Based Services: In this class, we will be using web tools located outside of Canada. You should know that any information you provide is being transmitted to other countries and will be subject to policy and laws of the hosting country. You have the right to opt-out and not use these web tools. If you have any concerns please talk to me.