Health-Illness Transitions II

CLAYTON STATE UNIVERSITY School of Nursing NURS 4000: Developmental Transitions I Course Syllabus Spring Semester 2013

Course Number: NURS 4000 (3-0-3) Title: Developmental Transitions I

Prerequisites: NURS 3501; NURS 3701 Absolute Co-requisites: NURS 4000L Course Description: The course is designed to provide a theoretical and practical basis for the application of nursing therapeutics in the provision of comprehensive care for childbearing individuals and their families. The course emphasizes health promotion and health maintenance in women during pregnancy, birth, and across the lifespan. Course content examines developmental, situational, and health-illness transitions experienced by childbearing individuals and their families. Time Allotment: 6 hours theory per week per half semester. Faculty: Debra J. Cody, PhD, MSN, RN; Office CE-327; 678-466-4980 [email protected] Office Hours: Monday 1300-1600 & Wednesday 1300-1500 Grace M. Nteff, DNP, MSN, FNP, RN; Office CE -327; 678-466-4958 [email protected] Office Hours: Wednesday Monday 1200-1600 & Wednesday 1200-1700

Charlotte Swint, DNP, MSN, FNP, RN; Office CE-316; 678-466-4960 [email protected] Office Hours: Monday 1200-1500 & Wednesday 1200-1400

Clinical Faculty: Marilyn Beard, MSN, RN; [email protected]

Objectives: Upon completion of this course, the learner will be able to: (Numbers in parentheses indicate related program outcomes.) 1. Apply developmental, biopsychosocial and cultural theories to identify the health care needs of diverse childbearing individuals and families in transition. (4, 9) 2. Examine the concept of caring in the application of nursing therapeutics in childbearing families. (1, 7) 2 3. Utilize critical thinking in developing and implementing comprehensive plans of care for childbearing families experiencing actual or potential transitional crises (1, 7). 4. Demonstrate effective communication skills in group or team activities, which are designed to provide collaborative health care management for childbearing families in transition. (2, 6) 5. Identify deviations from normal responses in terms of stress and adaptation in selected childbearing families. (3) 6. Apply nutritional concepts to promote optimal nutritional health to families during the childbearing years (4, 6, 7). 7. Apply pharmacological principles in administration of medications to childbearing individuals and newborns. (4, 6, 7) 8. Relate current legal, cultural, and ethical issues in nursing practice and current trends in health care delivery to nursing care of the childbearing family. (4) 9. Demonstrate responsibility and accountability in professional nursing roles associated with family-centered health care settings. (8) 10. Utilize technology to communicate and access information for self-learning and in the care of childbearing families. (2, 5). 11. Assess the impact of developmental transitions on clients and their families in the home and community setting. (1, 3, 4, 6, 7, 9) Methods of Instruction: A variety of teaching and learning activities will be used. Activities will include the use of case studies, client-centered conferences, self-study modules, computer assisted instruction, videos, demonstrations, discussions, lecture, written assignments, and group activities/discussions in assigned learning groups. Evaluation Methods: Grades are determined based on the following: Three Unit Exams (Each Exam 20%) 60 % Pregnancy Nutrition Assessment 10 % Comprehensive Final Exam 30% ATI Test(s) must be completed and passed by achieving the Level II average or higher.

Grading Scale for determining final course grade: 89.50 -100 % A 79.50 -89.49% B 3

75 -79.49% C 64.50 -74.99% D 64.49% and below F

The midterm grade in this course, which will be issued by February 1, 2013, reflects approximately 33% of the entire course grade. Based on this grade, students may choose to withdraw from the course and receive a grade of “W.” Students pursuing this option must fill out an official withdrawal form available in the Office of the Registrar by midterm. Students enrolled in any clinical nursing course and not making a satisfactory grade at midterm may withdraw; however, for purposes of progression in the program, the withdrawal will count as a failure. Classroom Policies Program Progression:

1. Students must pass both NURS 4000 and NURS 4000L in order to progress in the nursing program. 2. Students must achieve an average grade of 75 or higher on exams in order to pass the course. A course exam average at or below 74.99 will not be rounded up to 75. Grades from additional assignments, when applicable, will only be added if the student has an exam average at or above 75. 3. Students who achieve less than 75 on an exam will be referred to the Peer Tutor Program.

4. A final course grade will not be earned until the student completes the required ATI test(s). 5. For determination of the final course grade, refer to the above grading scale. 6. Make-up exams will only be given in emergency situations. The reason for missing an exam must be approved by the course coordinator prior to the date and time of the exam. 7. Students must complete the assigned topics for the BSN Student Portfolio satisfactorily to complete this course. Program portfolio outcomes #3 (critical thinking) and #7 (nursing therapeutics) must be completed and evaluated before a final course grade is earned. All portfolio evaluation forms from previous faculty members/instructors must be left in the portfolio. Failure to complete the portfolio requirement will result in an incomplete grade for the course, and the student will be unable to progress to the next semester. 8. One point will be deducted from the final exam grade for each day the portfolio is late, including weekends. 4 9. If you email faculty on Friday, you may not get a response until Monday since email is not always checked on weekends.

Course Withdrawal: If students wish to withdraw from the course, they must do so by February 1, 2013. The mid-term grade in this course, however, will reflect only 33% of the course grade. Classroom Behavior: It is important for the classroom setting to be conducive to learning. Practice common courtesy. Come to class on time and be prepared to start at the scheduled time. Do not have private conversations; turn off beepers, cell phones, and alarm watches, as the noise is distracting to others. Your classmates deserve your respect and support even if their opinions and ideas differ from yours. Students are expected to maintain the appearance of the classroom and discard all trash. Be respectful of the facility and the equipment. Classroom Attendance: Classroom attendance is strongly advised. Any student absent from lecture is responsible for all course material or handouts presented during class and must notify the course coordinator of any unscheduled absence or class conflict. Posted schedules of course content, assignment due dates, and exam dates are subject to change. Number of Required On-Campus Meetings: All course dates as indicated per course calendar. Assignments:

1. Written assignments submitted after the designated date and time will have 3 percentage points deducted for each day the assignment is late, including weekends. Instances of emergency situations will require documentation on appropriate letterhead in order to be exempt from this guideline.

2. Grades from other assignments will be calculated into the final student average only if the student has a minimum exam average of 75 (74.99 will not be rounded up to 75).

3. Students are expected to complete reading and other assigned learning activities prior to reporting to class. Timely completion of these activities will enhance student learning in the classroom and promote knowledge retention. While faculty may not check assignments for completion, the concepts derived from learning activities are potential material for exam content. 4. Points for extra credit may be offered at the discretion of the faculty teaching the course. Points for extra credit, if any, will not be added to the final course grade. 5. Questions or concerns about Nutrition Paper grades must be directed to the instructor who graded the paper within one week of receiving the grade. 5

Exams: 1. No test ends the need to know the block of material. The student will be expected to have learned the material well enough to carry knowledge over into the next block of study, to integrate the knowledge, compare and contrast change, and add depth. Therefore, the faculty comprising test items will have the option of incorporating prior lecture content to build information into patient situations and exam items on each succeeding exam. 2. Students must take all exams on the scheduled test day or a grade of zero will be earned for that exam. In the event of an emergency situation, students are mandated to contact a course instructor prior to the scheduled test for permission and scheduling a makeup exam. In the event permission is granted for a makeup exam, this exception can only be exhausted for one exam during the course. Any additional tests that are not taken on the scheduled class date will result in a zero being issued for that particular exam. 3. Test reviews will be conducted at the discretion of the course faculty. Students have the option of scheduling individual appointments with the appropriate faculty member for an individual test review. Appointments for exam review must be made within one week after the date the exam was administered. 4. Students with questions concerning specific exam items must submit a statement addressing the item(s) in question, the concern, and documented references to the appropriate faculty member for consideration. Faculty will review and respond to the students’ inquiry accordingly. 5. All exams administered in this course, whether online or in the classroom, are the property of the BSN program at CCSU. No student should be in possession of questions or copies of tests utilized in this course. Course faculty members strongly encourage students to review the section in the student handbook on academic misconduct to avoid any difficulties or perceived compromise of academic integrity. 6. In the event study guides are provided by the course instructors, these tools are to be utilized as a reading guide and are not to be interpreted as a blueprint for the scheduled exams. Electronic Devices: 1. Students are requested to turn off cellular phones, PDAs, MP3 players, and pagers while in the classroom. A cellular phone, PDAs, MP3 player or pager that makes noise during class or a testing period will result in the student being asked to leave the classroom. If this should occur during an examination period, the exam will be considered completed at the time the student leaves, regardless of the completion amount of the exam. 2. The utilization of cell phones, text messaging, internet access, or other electronic media is expressly forbidden in the nursing classroom. Failure to abide by this rule will result in the student being dismissed from the classroom. 6

3. Taping/recording of lectures can be a useful learning tool. However, because of the sensitive nature of discussions regarding personal feelings and legal and ethical considerations concerning client confidentiality, tape recorders must be used cautiously. Discussions concerning clients and exam reviews are not to be taped. Permission from individual faculty and guest speakers is necessary prior to taping a class. Computer Access and Use: 1. Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. (See http://itpchoice.clayton.edu for full details of this policy.) 2. Students are expected to have basic computer skills including the following: use of email (including sending attachments); MS Word, MS Excel, Georgia VIEW, and searching the internet. 3. Regular viewing of email and the course web site are an expectation for students in this course. Students are responsible for information communicated via email. Faculty will monitor email regularly. Email should be checked a minimum of once every 24 hours. 4. Students must utilize the CSU email account for correspondence with faculty. Students should not expect faculty to respond or reply to text messages or emails from non-CSU sources. Academic Honesty: 1. All students are expected and required to be familiar with and abide by the academic honesty statement for the University and for the School of Nursing. The statement may be found at: http://nursing.clayton.edu/handbook/General_Policies/honesty.htm. 2. All students signed acknowledgement of this policy upon admission to the program. 3. The academic honesty policy provides for dismissal of a student for inappropriate conduct. Students are expected to follow all tenets of the academic honesty policy throughout the course. Emergency Evacuation: 1. In the case of an emergency, faculty will direct students as appropriate. Depending upon the type of emergency, students will either evacuate or remain in the building. Students should follow the guidance and direction of the faculty in the case of an emergency. 2. In cases of inclement weather and campus closure, students should check the Clayton State University website (www.clayton.edu) for frequent updates regarding campus closures. Social Networking: 7 It has been deemed inappropriate by the SON for faculty and students to befriend each other on social networks while the student is being taught by said faculty member. However, it is acceptable to join the CSU Facebook family to connect and share with faculty and other students. Handbooks: Students must abide by policies in the University Catalog, Student Handbook, and the School of Nursing Student Handbook. It is the responsibility of the individual student to be familiar with the rules and regulations set forth in the above handbooks. Textbooks and Learning Aids Required Textbook and Access: Ricci, S. (2009). Essentials of maternity, newborn, and women’s health nursing (2nd ed.). Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins. Includes Student Resource CD-ROM. ISBN: 978-0-7817-8722-2

Ricci, S. PrepU for Ricci Essentials of Maternity, Newborn and Women’s Health Nursing, (2nd ed.) ISBN: 9781451148879

Portfolio Completion Students in the BSN program are required to complete an exit portfolio. Each semester, this portfolio will be evaluated by faculty for satisfactory progression. Students are required to complete the following outcomes in the portfolio by the end of each term: First Semester –Junior Year Health Promotion: Develop notebook with tabs Write biographical narrative HIT I: Write Resume OC#1 Caring Second Semester-Junior Year HIT II: OC #4 Human diversity OC #5 Informatics Psychosocial Transitions: OC #2 Communication OC #6 Interdisciplinary collaboration

First Semester-Senior Year Developmental Transitions I OC # 3 Critical Thinking OC # 7 Nursing Therapeutics 8 Developmental Transitions II OC # 8 Professional development OC # 9 Theory based practice

Second Semester-Senior Year Role Transitions Refine outcomes and resume Complete notebook and add examples Include completed skills checklist Students are encouraged to review the exit portfolio information provided at the School of Nursing website for further information regarding the exit portfolio. (http://nursing.clayton.edu/nursstud/Progression_Policies/exitportfolio.htm) For each outcome the student should explain how they have mastered the outcome and it should reflect their personal activities and their achievements. In the narrative component of the outcome, the students should provide a detailed explanation, that when it is read the faculty can understand the student’s meaning without looking at the examples. The student then identifies the assignments, projects, and/or learning activities which contributed to achievement of this outcome The focus for the DT I course is on outcomes related to critical thinking and nursing therapeutics. Students should concentrate on refining these areas during their term in DT I. Critical Thinking encompasses using creative problem solving and making appropriate inferences based on evidence derived from clinical practice. The student should consider the following questions when writing / reflecting on critical thinking. How is critical thinking emphasized in the nursing program? How does critical thinking impact nursing practice? Critical thinking consists of the mental processes of discernment, analyzing and evaluating (Farlex, 2009). Nurses engage in critical thinking by using creative problem solving and making appropriate inferences based on information gathered from patients, healthcare providers, and clinical practice. Critical thinking is important because it helps us to analyze, evaluate, explain, and restructure our thinking so that we can act appropriately (Farlex, 2009). It is also important because nurses must use deductive and inductive reasoning to understand and explain concepts and data. Critical thinking has helped change the practice of nursing so that nurses are effective in accomplishing their fundamental responsibilities. Critical thinking is demonstrated by the following written example: “As a nursing student, thinking critically is required at all times. I wrote several papers which required me to assemble and disseminate information in a comprehensible format. I pretended to be a patient who had a subdural hematoma. Being in that role required that I research the effects of a subdural hematoma and then pretend to have them. I also created several care plans for patients in different health transitions: adult health, pediatrics, mental health.” 9

Examples of exemplars may include:

-Nursing Philosophy paper -Growth and Development Power Point presentation -Morbidity Rates paper and data -Care Plans: Health-Illness Transitions I, Developmental Transitions II, Psychosocial Transitions -Participation in NURS 5420-Advanced Health Assessment final check off as a client (Farlex, 2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com

Nursing Therapeutics is based on a synthesis of critical thinking strategies and a theoretical knowledge based on nursing knowledge to provide competent professional care and maximize healthy outcomes. Students should consider the following question when writing about their experiences with nursing therapeutics. How do nursing theories, the nursing process, and critical thinking drive nursing practice? Nursing is a profession focused on assisting individuals, families, and communities in promotion and restoration of health and prevention of illness (Farlex, 2009). Providing these concepts in a manner in which the results are desired and beneficial defines nursing therapeutics. Nursing therapeutics requires critical thinking, creativity, high-quality communication skills, solid knowledge foundation, and professionalism. Nursing therapeutics is demonstrated by the following written example: “As a student nurse, I have learned to utilize nursing therapeutics based on a synthesis of critical thinking strategies and a theoretical knowledge base in nursing to provide competent professional care and maximize health outcomes. The creation of care plans aided me in providing care to patients and enabled me to treat them holistically. In providing competent care, I successfully completed all clinical rotations. Outside of the clinical setting, I was able to help over 100 people become healthier by facilitating a weight loss challenge at church. This event consisted of educational and physical activities to help participants lose weight.”

Examples of exemplars may include: -Care Plans: Developmental Transitions I, Health Illness Transitions II -Creation and execution of weight loss challenge for members of West End Church of Christ -Certificate of successful completion Psychosocial Transitions Clinical (Farlex, 2009). Retrieved October 31, 2009, from http://www.thefreedictionary.com 10

The portfolio evaluation form located on a link on the course home page should be located at the beginning of the portfolio, demonstrating successful review and completion by faculty at the end of each term. Optional and Recommended Resources Learning Aids: Course instructors encourage students to use an unlimited variety of resources to enhance knowledge and understanding of the concepts presented in this course. Students may use these resources individually or in groups. Faculty members and media/library technicians are available to assist with the various forms of technology-assisted instruction. Operation Study: At Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items. The resources available in the library may include journal articles from: Community Health Nursing American Journal of Nursing Image Nursing Journal of Child & Adolescent Psychiatric Nursing Maternal-Child Nursing Nursing Clinics of North America Nursing Research Pediatric Nursing *A variety of other journals are available. Computer Assisted Instruction (CAI) Programs Intrapartal Emergencies. Clinical Simulations I & II. Nursing Assessment of the New Family by Concept Media. Physical Assessment of the Newborn. CD-ROM Gestational Age Assessment of the Newborn- CD-ROM Nursing Assessment of the Postpartum Patient- CD-ROM Nutrition in the Infant, Concept Media CD-ROM. MedCom Trainex: Obstetrical Nursing Series: Electronic Fetal Monitoring Caring for the Antepartum Patient 11 Complications of Pregnancy Labor and Delivery Pain Control Assisted Delivery and Cesarean Section Newborn Stabilization and Care Caring for the Postpartum Patient

Videotapes: Available in the library. Physical Assessment of the Newborn. RJ25, p. 49, 1991 Antepartal Care NACOGG Series: Fetal Monitoring, Diabetes in Pregnancy, Intrapartal Care, Postpartum Care, Pre-Term Labor & Third Trimester Bleeding, Pregnancy Induced Hypertension. Physical Assessment of the Neonate- Gestational Age Assessment Contemporary Childbirth, RG 651.C66 1987 Infant Gavage Feeding, Concept Media. Nursing Assessment of the Postpartum Client RG 951.N87 1991 Audiotapes: ATI OB Nursing Review Tapes Disability Resources: Individuals with disabilities who need to request accommodations should contact the Disability Resource Center (DRC) at (678) 466-5445 or email at [email protected]

Developed: 7/28/00 Reviewed/Updated: 1/2001, 2002, 2003, 2004, 2005, 2006, 1/2007, 1/2008, 1/2009, 8/2010, 1/2011, 8/2011, 10/2011, 1/2012, 3/2012, 6/2012; 8/2012