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Approved: Click Here to Enter Text. 1 UNIVERSITY OF ALBERTA Faculty of Nursing Undergraduate Programs BScN COLLABORATIVE 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 RED DEER COLLEGE School of Health and Sciences PN PROGRAM Fall Term 2018 INTP 303 COMPETENCY DEVELOPMENT COURSE OUTLINE School of Health and Sciences Red Deer College Date: _July 19, 2018 Red Deer College PN Program and 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: Click here to enter text. 1 INTP 303 COMPETENCY DEVELOPMENT Fall Term 2018 COURSE DESCRIPTION Refine and develop knowledge, skills and abilities required for nursing practice in clinical settings. Promote and practice client and student safety through demonstration of skills, knowledge, attitudes, behaviours and sound decision-making. CREDIT HOURS INTP 303 3 credits (0-3-4) (Lecture: 0, Small Group Seminar: 3 hours per week, Lab: 4 hours per week) (7 week term) September 5, 2018 to October 17, 2018 Pre-requisites: Out of Sequence PN (1st or 2nd Year) or BScN (2nd or 3rd Year) Students Co-requisites: None COURSE HOURS Small Group Seminar and Lab Section Instructor Class/Lab Time Classroom/Lab Seminar Boris Woytowich Wednesday 1806 0900-1150 Lab Boris Woytowich Thursday 1332 1200-1550 Please note: Total course hours may vary due to statutory holidays. A detailed course schedule is posted on blackboard. INSTRUCTOR CONTACT INFORMATION Boris Woytowich [email protected] The instructor’s contact information is posted on Blackboard. INSTRUCTOR OFFICE HOURS Office hours and days TBD If these hours do not work with your schedule, please let me know and we can work together to find a time to meet. PREFERRED CONTACT INFORMATION All non-urgent communication should be sent via Blackboard Email. All communication that requires an immediate response should be sent via the instructor’s office phone and/or RDC Email. Please allow 24 hours for a response. Include “INTP 303” in your subject line. Professional and respectful communication is expected. 2 RED DEER COLLEGE COURSE LEARNING OUTCOMES Upon successful completion of this course, students will be able to: 1. Conduct a systematic patient assessment. 2. Plan interventions to promote client-centered care. 3. Perform psychomotor skills consistently and safely. 4. Safely administer medications. 5. Contribute to the healthcare team by advocating for the client’s needs. 6. Demonstrate ethical nursing practice. 7. Self-assess and create a learning plan to address areas for growth. UNIVERSITY OF ALBERTA COURSE OBJECTIVES (FOR BScN STUDENTS) Upon completion of this course, the student must be able to: 1. Conduct a systematic patient assessment for an adult patient incorporating theories of growth and development, knowledge of anatomy and physiology, and utilizing health assessment as the basic framework. 2. Plan interventions to promote client-centered care planning goals by incorporating knowledge of pathophysiology, pharmacology, and health promotion. 3. Integrate medical-surgical nursing theory, therapeutic communication, critical thinking, clinical decision-making, and cultural sensitivity into simulated patient-care experiences. 4. Perform psychomotor skills consistently and safely using evidence-based practice guidelines and according to institutional policies and procedures. 5. Administer parenteral and non-parenteral medications demonstrating appropriate technique, determining correct dosage and administration calculations, adhering to universal precautions, and integrating knowledge of pharmacology and pharmacotherapeutics. 6. Contribute to the healthcare team by advocating for the client’s needs using therapeutic and professional communication. Consistently comply with, and uphold the principles of ethical nursing practice to collaboratively promote the health, wellness, recuperation, or palliation of a client or family. 7. Be a self-directed and intentional learner using critical reflection to identify resources and personal strengths to develop an individual learning plan. COURSE TOPICS Nursing Theories, Theories of Growth and Development Anatomy, Physiology, Pathophysiology, Pharmacology Nursing Process-Health Assessment, Nursing Diagnosis Client and Family Centred Care Planning Medication Administration Psychomotor Skills Development Critical Thinking, Clinical Reasoning and Decision Making Professional and Therapeutic Communication Ethical Nursing Practice Cultural Awareness, Sensitivity, and Safety Disease Prevention and Health Promotion Critical Reflection and Self-Directed Learning LEARNING ACTIVITIES Small group discussions Role playing Scenarios Self-reflection Lab nursing skills practice Simulated patient scenarios SMALL GROUP SEMINAR Week 1: Orientation & Learning Plans Week 2: Professional Communication Week 3: Critical Thinking, Clinical Reasoning & Judgement Week 4: Prioritization, Organization, & Time Management Week 5: Collaborative Teamwork 3 Week 6: Assertiveness & Conflict Management Week 7: Self Directed/Lifelong Learning COURSE RESOURCES The student will use the references outlined in their existing program lab guides as well as all current and previously utilized course resources. The course instructor will inform the student of any specific resources required including textbooks and/or lab kit supplies on an “as needed” basis. RECOMMENDED Textbook resources that cover the following general topic areas: health assessment, nursing diagnosis, pathophysiology, pharmacology, dosage calculations, clinical nursing skills and techniques, nursing fundamentals, medical-surgical nursing, drug guide, lab and diagnostics tests, critical thinking and clinical reasoning and judgement, professional communication, entry to practice competencies and practice standards, code of ethics. Lab kit supplies that include parenteral and non-parenteral medication administration, catheter insertion, simple to complex wound dressing change, IV initiation and maintenance. MATERIAL AND SPECIAL FEES For any student in need of extra supplies, lab kit items will be available for purchase at the Bookstore at the start of each academic term. The extra supplies and subsequent added fees are in addition to regular tuition rates and reflect extra costs associated with offering the course. ACADEMIC SCHEDULE DATES September 5, 2018: First day of classes for Fall Term September 14, 2018: Last day to add or drop courses without financial penalty September 28, 2018: Midterm feedback (the date is subject to change with instructor and student consent) Other important dates: October 2, 2018 Emergency Response Day October 8, 2018 Thanksgiving Day, College closed 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. OVERARCHING STATEMENT Students are responsible for familiarizing themselves with their Graduate Competencies and Year-End Outcomes. Attention must be given to the competencies that are relevant to the student’s position in their respective program. All students are also responsible to practice in a manner that is consistent with: For ALL students: • Red Deer College Policies regarding student conduct • University of Alberta Policies regarding student conduct For PN Students: • CLPNA Standards of Practice for LPNs in Canada • CLPNA Competency Profile for LPNs (3rd Edition) • CLPNA Becoming a LPN in Canada: Requisite Skills and Abilities • Code of Ethics for LPNs in Canada For BScN Students: • CARNA Requisite Skills and Abilities for Becoming a Registered Nurse in Alberta (2011) • CARNA Nursing Practice Standards (2013) and all other CARNA standards • The CNA Code of Ethics for Registered Nurses (2017) 4 LEVELS OF INDEPENDENCE (FOR BScN STUDENTS) In evaluating objectives, the following levels of independence will be used. Note that there is an expected progression within a course and between levels. Below are two examples, one for a 2nd year student and one for a 3rd year student. Levels of independence Description Level (beginning of term to end of term) (beginning of term to end of term) Level 1, With assistance The student requires direction and Junior 1 information. With minimal assistance The student requires occasional direction and information. Levels of independence Description Level (beginning of term to end of term) (beginning of term to end of term) Level 3, With guidance The student requires clarification, prompting Senior 1 and confirmation. With minimal guidance 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
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