NURSING 225 Introduction to Nursing Theory I University of Alberta Collaborative Nursing Program at Red Deer College

UNIVERSITY OF ALBERTA COLLABORATIVE BACCALAUREATE NURSING PROGRAM Grande Prairie Regional College Keyano College Red Deer College University of Alberta Bilingual Nursing Program RPN to BScN Nursing Program After Degree Nursing Program

NURSING 225 Introduction to Nursing Theory I University of Alberta Collaborative Nursing Program At Red Deer College

COURSE OUTLINE Fall 2017-2018

Associate Dean: _

July 31st, 2017 Date: _

©UNIVERSITY OF ALBERTA COLLABORATIVE BScN PROGRAM, 1999 All rights reserved. No part of this course outline may be reproduced in any form or by any means without the publisher’s written permission. Approved:

TABLE OF CONTENTS CALENDAR STATEMENT ...... 2 COURSE DESCRIPTION ...... 2 OVERARCHING STATEMENT...... 2 RED DEER COLLEGE COURSE LEARNING OUTCOMES ...... 3 COURSE OBJECTIVES (UNIVERSITY OF ALBERTA) ...... 3 LEARNING ACTIVITIES ...... 4 SMALL GROUP SEMINAR EXEMPLARS ...... 4 MATERIAL AND SPECIAL FEES ...... 4 IMPORTANT DATES ...... 4 TECHNOLOGY GUIDELINES ...... 4 INSTRUCTOR CONTACT INFORMATION ...... 5 COURSE HOURS ...... 6 ATTENDANCE AND LATE ASSIGNMENTS ...... 7 ACADEMIC POLICIES ...... 7 ACADEMIC MISCONDUCT ...... 7 STUDENT SERVICES ...... 8 ROLE OF INSTRUCTOR AND STUDENT RESPONSIBILITY ...... 8 CHANGES TO THE COURSE OUTLINE ...... 8 ASSESSMENT OF STUDENT PERFORMANCE ...... 8 GRADING SYSTEM ...... 11 REQUIRED TEXTBOOKS AND RESOURCES ...... 11

Red Deer College Course Name NURSING 225

CALENDAR STATEMENT Focuses on the concepts of the nursing profession and discipline: nursing; person; health and environment. These concepts will be explored within the context of primary health care and changing perspectives of health and how this evolution has impacted the development of the profession of nursing. The philosophical; theoretical; historical; ethical and legal underpinnings of professional nursing practice will be examined.

COURSE DESCRIPTION This course provides an introduction to the concepts of the nursing profession and discipline, as well as nursing practice and nurses’ roles in the current health care system. These concepts will be explored within the context of primary health care and changing perspectives of health and how this evolution has impacted the development of the profession of nursing. The philosophical, theoretical, historical, ethical and legal underpinnings of professional nursing g practice will be examined. In this course, relevant topics include health promotion, health determinants and evidence informed practice. In this course students will be introduced to context based learning (CBL) and learn through several teaching/learning methodologies including lecture/discussion, seminar/tutorial, and laboratory practice. In the tutorials in this course students will be introduced to small group learning processes and learner centered practices.

Credit hours: 6 (2-3-3) 2 hours of lecture, 3 hours of small group seminar, 3 hours of lab per week (15 week term).

Prerequisites: none Co-requisite: none

OVERARCHING STATEMENT Students are responsible to familiarize themselves with the Graduate Competencies and Year-End Outcomes Condensed Version 2017-2018. Attention must be given to the competencies that are identified as being relevant to NURS 225 (Level 1, Junior 1).

Levels of Independence

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  end (beginning of term  end of term) term) Level 1 With assistance The student requires direction and junior 1 With minimal assistance information The student requires occasional direction and information.

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.

RED DEER COLLEGE COURSE LEARNING OUTCOMES

1. Describe safety concepts related to nursing practice 2. Identify models and theories relevant to nursing practice 3. Describe the code of ethics and nursing as a profession 4. Identify teaching and learning principles across the lifespan 5. Explain concepts related to the social determinants of health, primary health care, health promotion 6. Access and assess current and relevant information to support learning 7. Relate the processes of self-directed learning, critical thinking and group process to own learning 8. Demonstrate professional communication in learning settings 9. Identify trends in health and wellness 10. Describe the relationships between nursing leadership and healthy practice environments, client safety and quality patient outcomes 11. Recognize the connection among patient/family well-being and the health care system 12. Describe the six domains of interprofessional practice 13. Describe the influence of culture in nursing practice

COURSE OBJECTIVES (UNIVERSITY OF ALBERTA) 1. Describe, understand and articulate an understanding of theory related to key patient safety concepts including communication, teamwork, environmental and human factors, safety risks and adverse event disclosure. 2. Describe, understand and articulate an understanding of theory related to patient centered care and interdisciplinary practice. 3. Describe and discuss nursing as a profession and discipline and be able to identify key nursing roles in the current Canadian health care system. 4. Demonstrate professional communication in all learning environments. 5. With minimal assistance, demonstrate an understanding of the processes of self-directed learning, 3

critical thinking, and group process skills related to context-based learning inall learning activities. 6. Identify the primary goals and activities of professional nursing organizations at provincial, national and international levels. 7. Demonstrate an introductory level of understanding related to global citizenship, health equity and social justice as it applies to nursing practice. 8. Integrate knowledge generated from course scenarios, labs, and FRS and apply this knowledge to introductory nursing situations. 9. Demonstrate understanding of the nursing process and apply the nursing process to specific client related situations. 10. Demonstrate communication, teaching and learning principles while working with adults and demonstrate an understanding of modifications of these principles for age. 11. Identify nursing’s meta-paradigms using a nursing model as an example. 12. Describe the purpose and focus of key documents relevant to nurses in Alberta and Canada (e.g., Nursing Practice Standards, Entry to Practice Competencies, and CNA Code of Ethics). 13. Demonstrate knowledge of the determinants of health, primary health care, health promotion, and disease prevention in relation to nursing practice.

LEARNING ACTIVITIES Small group seminars Role playing Self-Reflection Self-directed learning Lab Activities Lectures, guest speakers Group discussions Online learning activities

SMALL GROUP SEMINAR EXEMPLARS Learning package #1: Michelle Learning package #2: Canadian Nursing Practice Learning package #3: Toddler Safety Learning package #4: Spencer Learning package #5: Megan Learning package #6: Mark Hofer Learning package #7: Shannon

MATERIAL AND SPECIAL FEES There are no extra fees for this course.

IMPORTANT DATES 2017-2018 Sept. 15 last day to add or drop courses Dec. 6 last day to withdraw without academic penalty

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. 4

NOTE: It is the students’ responsibility to bring their own computer/laptop to class in order to take the quizzes on Blackboard. Laptops are available to sign out from the library if necessary. No accommodations will be made for students who do not have a working laptop.

The Nursing Department 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 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 will be used for email, document submission, and general communication at Red Deer College. Students have a “central” course, 201820.683.684 (NURS 225 A & B) and individual section courses; students are responsible for accessing both sites for information sharing. Course information, important notices, course content and correspondence relating to all students in the course will be posted on the Central NURS 225 A & B Blackboard site.

It is the student’s responsibility to be familiar with the use of Blackboard and to access their Blackboard site 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 students are unable to access Blackboard to receive and send their TAGs, 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.

INSTRUCTOR CONTACT INFORMATION

Instructor Name Email Phone Office Maggie Convey [email protected] (403) 342-3275 1212 Tosha Giesbrecht [email protected] (403)342-3276 2212 Charlene Gibson [email protected] (403)357-3635 1208 Natalie Ford [email protected] (403)357-3635 1208 Carly Legault [email protected] (403)314-2455 1507 B Gaylene Potter [email protected] (403) 342-3117 1212 Sherry Poncsak [email protected] (403)356-4899 1229 Danielle Silo [email protected] (403) 342-3429 2210 Jennifer Rush [email protected] (403) 314-2416 1210

Kala Streibel [email protected] (403)342-3191 1217 Joanne Schollie [email protected] (403)357-3635 1208

Boris Woytowich [email protected] (403) 342-3368 1507 B

COURSE HOURS Lecture Large Group/ Seminar Instructor Class Time Classroom A Boris Woytowich Thursday 2602 1200-1350 B Maggie Convey Thursday 2602 1200-1350 Lab Instructor Class Time Classroom 01 Natalie Ford Tuesday 1214 1100-1350 02 Gaylene Potter Thursday 2206 1430-1720 03 Carly Legault Thursday 2207 0800-1050 04 Jennifer Rush Monday 2220 0900-1150 05 Carly Legault Friday 2220 0800-1050 06 Danielle Silo Monday 2216 0900-1150 07 Jennifer Rush Wednesday 2220 1100-1350 08 Danielle Silo Wednesday 1222 1100-1350 Small Group/Tutorial Instructor Class Time Classroom 51 Charlene Gibson Thursday 2220 0900-1150 52 Sherry Poncsak Tuesday 1214 1430-1720 53 Boris Woytowich Monday 1802 0900-1150 54 Kala Streibel Friday 2216 0800-1050 55 Joanne Schollie Wednesday 2216 0800-1050 56 Tosha Giesbrecht Tuesday 1605 0800-1050 57 Kala Streibel Tuesday 1802 0800-1050 58 Sherry Poncsak Tuesday 1214 0800-1050

59 Maggie Convey Monday 1214 1100-1350 60 Natalie Ford Monday 2207 1100-1350

Please note: A detailed course schedule is posted on blackboard. Instructors will notify students of office hours, availability outside of class time and other contact information.

ATTENDANCE AND LATE ASSIGNMENTS Attendance may take many forms. Lack of attendance may impact the students’ ability to successfully complete the course. If a student is absent, he/she is required to notify the instructor as soon as possible prior to small group seminar.

Lectures are an additional resource and it is strongly recommended that students attend all lectures. Vital information is learned in class and you will 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 a minimum time notification with instructor of 24 hours.

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. http://rdc.ab.ca/sites/default/files/uploads/documents/52219/final-examinations-policy.pdf

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.

The policies that are linked in this course outline are in effect and student should refer to these policies should questions or concerns not be resolved with the instructor. The relevant policy links are:

Student Misconduct: Academic and Non-Academic Policy Appeal: Formal Policy Appeals: Informal Resolution Policy Student Rights and Responsibilities

STUDENT SERVICES Students are encouraged to explore the Services that RDC has to support them on the RDC Website, in Blackboard, and on the Loop. Click for the list of Services.

This course may be eligible for Prior Learning Assessment. Students should refer to the RDC Course Calendar for a list of excluded courses

Students should be aware that Personal Counselling, Career, Learning and Disability Services are provided at RDC. Inquire about locations at Information Desk. It is the student’s responsibility to discuss their specific learning needs with the appropriate service provider.

RDC offers several learning support services: course-based peer tutoring, the Math Learning Centre, the Writing Skills Centre, and help with general learning strategies (e.g., time management, study skills, exam preparation and writing). RDC also offers services for students with disabilities. To access any of these services, visit the Learning Support desk in the Library, call (403) 357-3629, or email either [email protected] or [email protected].

Classroom learning resources may be available to students in alternative formats. It is the student’s responsibility to discuss learning needs with their instructor.

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.

Students can explore their rights and responsibilities here: http://rdc.ab.ca/sites/default/files/uploads/documents/12479/student-rights-and-responsibilities.pdf

CHANGES TO THE COURSE OUTLINE Changes to the course outline will be made with the consent of the course instructor and students. Changes will be reviewed by the Associate Dean of the School for consistency with College policies.

ASSESSMENT OF STUDENT PERFORMANCE Online gamified activities: 20% 8

Safe Medication Practice quiz: 5% Student self-reflection: 7.5% Instructor Feedback: 7.5% Writing Assignment: 15% Quizzes: 20% (on Blackboard and will include content from lecture and small group seminars. Please note that for exam security reasons only general feedback will be provided to students should they want to meet to discuss their exam results).

Assessment Points Due date Assessments for large group seminar 1. Quizzes 5% each X4=20% As determined by instructor Completed in large group seminar 3. Online Gamified Activities 20% Due December 6th

Assessment for lab 3. Lab Presentation • Plan for Presentation (Part A) a. 15% a. Due week 8 • Presentation (Part B) b. 10% b. Due during last week Total – 25% Assessment for small group seminar 4. Small Group Evaluation Tool a. Self-reflection at end of term a. 7.5% a. Due week 13 b. Instructor Feedback b. 7.5% b. Completed by instructor at end Total 15% of term

5. Write to learn assignments a. Freewrite paper a. 5 % a. Due week 7 b. Resource comparison paper b. 10% b. Due week 12 Total = 15% 6. Safe Medication Practice 5% Quiz Week 9---November 1

Detailed assignment descriptions and marking guides are posted on blackboard in the Assignments and Rubrics Folder. 1. Quizzes (20%) Non-cumulative quizzes completed in large group seminar.

These quizzes support the achievement of course outcomes: 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, & 13

2. ONLINE GAMIFIED ACTIVITIES (20%) 9

Use of 3D Game Lab for additional online learning activities. Grades distributed based on XP (experience points) and badges earned. Students will have until December 6th @2359 to complete online activities:

These activities support the achievement of course outcomes: 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, & 13

3. LAB PRESENTATION (PART A & B) (25%) Health Education Presentations: Integrating learning into practice. This assignment supports the achievement of course outcomes: 1, 4, 5, 6, 7, 9 & 13

a. Plan for Presentation (Part A) (15%) Written outline for oral presentation completed in small groups. b. Presentation (Part B) (10%) Oral presentation completed in small groups.

4. SMALL GROUP EVALUATION TOOL (15%) This small group evaluation supports achievement of course outcome: 6, 7, & 8

a. Self-Reflection (7.5%) Written self-reflection on participation and engagement during small seminar discussion, completed in week 6 and week 13.

b. Instructor Feedback (7.5%) Summative evaluation regarding participation and engagement during small seminar discussion completed at the end of the course.

5. WRITE TO LEARN ASSIGNMENTS (15%) These written assignments support the achievement of course outcomes: 6, 7, 8, 9, 10, 12 & 13

a. Freewrite paper (5%) One to two page written paper on a current health trend.

b. Resource comparison paper (10%) Written paper examining selected scholarly resources and current media sources.

6. SAFE MEDICATION CALCULATION QUIZ (5%)

Calculations quiz on Blackboard will open November 1 at 0900 hrs and stay open until 2300 hrs. This assessment supports the achievement of course outcome: 1, 7, & 8

GRADING SYSTEM Used For Final Calculations Only

Range of Raw Grade Grade Descriptor Scores Point 95-100 A+ 4.0 Excellent 90-94 A 4.0 85-89 A- 3.7 80-84 B+ 3.3 75-79 B 3.0 Good 70-74 B- 2.7 67-69 C+ 2.3 63-66 C 2.0 Satisfactory 60-62 C- 1.7 55-59 D+ 1.3 50-54 D 1.0 Pass Less than 50 F 0 Fail

Each assessment is marked and given a score that is a portion of the final grade. All assessment marks are added together and equate to a final raw score out of 100 points. This final score is then translated into a letter grade, which correlates with a grade point for the final course grade. http://rdc.ab.ca/current-students/class-info/grades-exams/grading-system

REQUIRED TEXTBOOKS AND RESOURCES Alfaro-LeFevre, R. (2017). Critical thinking, clinical reasoning, and clinical judgement: A practical approach. Philadelphia, PA: Elsevier Mosby.

Arnold, E., & Boggs, K. U. (2016). Interpersonal relationships: Professional communication skills for nurses (7th ed.). St. Louis, MO: Saunders Elsevier.

Canadian Nurses Association (2008). Code of ethics for registered nurses. Canadian Nurses Association, Ottawa, ON, Canada. (Available in the bookstore or print a copy of the file found at this site: http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/EndorsedPublications/RN_CNA _Ethics_2008.pdf

College and Association for Registered Nurses. (2013). Practice standards for regulated members. http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Standards/PracticeStandards_CNA_ Ethics_2008.pdf

College and Association for Registered Nurses. (2011). Professional boundaries for registered nurses: Guidelines for the nurse-client relationship. Retrieved from http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Guidelines/RN_ProfessionalBoundar ies_May2011.pdf

College and Association for Registered Nurses. (2013). Entry to practice competencies for the registered nurse profession. Retrieved from CARNA (2013) Entry-to-Practice competencies for the Registered Nurse Profession; College and Association for Registered Nurses (2008). Primary healthcare. Retrieved from CARNA (2008) Primary Healthcare.

Morris, D., & Brown. M. (2017). Calculate with confidence. (1st Canadian ed.). St. Louis, MO: Saunders Elsevier.

Potter, P. A., Perry, A. G., Stockert, P. A., Hall, A. M., Ross-Kerr, J. C., Astle. B, Wood, M. J., & Duggleby, W. (Eds.). (2014). Canadian fundamentals of nursing (5th ed.). Toronto, ON: Mosby/Elsevier Canada.

Stanhope, M., Lancaster, J., Jakubec, S & Pike-MacDonald, S. (2017). Community health Nursing in Canada (3rd Canadian ed.). Toronto, ON: Mosby Elsevier.