72 Appendix A

Appendix A 72 73 Appendix B 74 NG 107 SYLLABUS DESCRIPTIVE DATA TITLE: NG 107: Concepts of Nursing Care for Patients with Chronic, Stable Conditions FACULTY: Shanna Pryor, MNSc, RN ([email protected]) Level I Theory Coordinator Shelby Gentry, MSN, RN, CNE ([email protected]) Kelly Roberts, MSN, RN ([email protected]) Level I Clinical Coordinator-STG Betsy Barnes, MSN, RN ([email protected]) Level I Clinical Coordinator-HWH PHONE: Shelby Gentry 870-338-6474 ext. 1384 Betsy Barnes 870-338-6474 ext. 1382 Shanna Pryor 870-338-6474 ext. 1911 Kelly Roberts 870-673-4201 ext. 1838 CREDITS: 6 hrs. lec., 3 hrs. lab, 7 credits PRE-REQUISITES: BY 154 (BIOL 2404), MS 123 (MATH 1103), EH 113 (ENGL 1013) CO-REQUISITES: BY 164 (BIOL 2414), PSY 213 (PSYC 1103) PLACEMENT: 1st level, 1st year COURSE DESCRIPTION: This course provides for the acquisition and application of fundamental concepts of nursing, including communication, collaboration, caring, and clinical judgment necessary for safe, quality, evidence-based, patient-centered nursing care to diverse adult and older adult patients experiencing chronic, stable conditions requiring physical and psychological nursing care. Emphasis is placed on microbial safety, quality improvement, professional standards, principles of management, and legal and ethical responsibilities of the nurse when caring for patients with chronic, stable conditions. Application of knowledge and skills occurs in the nursing skills laboratory and a variety of clinical settings. 75 REQUIRED TEXTS Castillo. (2018). Strategies, Techniques, Approaches to Critical Thinking (6th ed.). Elsevier. ISBN: 9780323446716 Halter, M. J. & Varcarolis, E. M. (2014). Foundations of psychiatric mental health nursing (7th ed.). Mosby Elsevier. ISBN: 9780323221702 Harding, M. & Snyder, J. (2016). Critical Thinking in Nursing (6th ed.). Mosby Elsevier. ISBN: 9780323291910 LaCharity, L. A., Kumagai, C. K., Bartz, B. (2015). Prioritization, delegation, & assignment: Practice exercises for medical-surgical nursing (3rd ed.). St. Louis: C. V. Mosby. ISBN: 9780323186940 Lewis, S. L., Bucher, L., Heitkemper, M. M., & Harding, M. M. (2017). Medical-Surgical nursing: Assessment and management of clinical problems (10th ed.). St. Louis: Mosby Elsevier. ISBN: 9780323371445 Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal child nursing Care. (5th Ed.). Mosby Elsevier. ISBN: 9780323226486 Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (9th ed.). St. Louis: Mosby Elsevier. ISBN: 9780323400053 76 ATI TESTING AND REMEDIATION PACKAGE ATI Content Mastery Series: Review Modules: ISBN: 9780000000514 Fundamentals for Nursing, ISBN: 978-1-56533-567-7 RN Adult Medical Surgical Nursing, ISBN: 978-1-56533-565-3 RN Maternal Newborn Nursing, ISBN: 978-1-56533-569-1 RN Nursing Care of Children, ISBN: 978-1-56533-571-4 RN Mental Health Nursing, ISBN: 978-1-56533-570-7 RN Pharmacology for Nursing, ISBN: 978-1-56533-573-8 Nutrition for Nursing, ISBN: 978-1-56533-572-1 Nursing Leadership and Management, ISBN: 978-1-56533-568-4 RN Community Health Nursing, ISBN: 978-1-56533-566-0 RESOURCES 1. PCCUA, Nursing Computer Labs 2. PCCUA, Skills Labs 3. PCCUA, Learning Resources Media Center, Lewis Library 4. PCCUA, Learning Resources Media Center, Stuttgart Library 5. UAMS South Central Library, Pine Bluff, AR 6. UAMS East Library, Helena-West Helena, AR 7. UAMS East, Helena-West Helena, AR 8. Crestpark Marianna, Marianna, AR 9. Crestpark of Helena, Helena, AR 10. Crestpark Stuttgart, Stuttgart, AR 11. HWH Campus STAR Center 12. STG Campus Learning Center 77 PCCUA CORE COMPETENCIES The five PCCUA core competencies are incorporated within the context of this course. All students receiving an associate degree from PCCUA will possess the following competencies: 1) Social and Civic Responsibility Demonstrate adherence to legal/ethical standards established by society. 2) Technology Utilization Use tools of the trade to achieve a specific outcome. 3) Analytical and Critical Thinking Display reasoning including analyzing data, evaluating alternatives, setting priorities, and predicting outcomes. 4) Communication Engage in the interactive process through which there is an exchange of verbal and/or nonverbal information. 5) Cultural Awareness Acknowledge that society is diverse with groups of individuals possessing differing beliefs, values, attitudes, and customs that are shared from one generation to the next. PROGRAM STUDENT LEARNING OUTCOMES AND RELATED COMPETENCIES Assessment of student competency is evaluated by a variety of methods throughout this course. The proctored NG 107 ATI Custom Exam is used to measure student achievement of course student learning outcomes pertaining to: (1) patient-centered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level I Clinical Evaluation tool is used to evaluate student achievement of related competencies associated with each course student learning outcome. The ATI Comprehensive Predictor exam given at the end of NG 412 is used to measure graduate achievement of the six program student learning outcomes pertaining to: (1) patient- centered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level IV Clinical Evaluation Tool is used to evaluate graduate achievement of related competencies for each program student learning outcome. GRADING POLICIES I. Grading Scale 100 - 93.00 A 92.99 - 86.00 B 85.99 - 79.00 C 78.99 - 0 F 78 II. Progression The lowest passing grade in the Associate Degree Nursing Program is a “C” (79.00). A numerical grade of 78.99 is failing. In order to progress, the student must earn a minimum final grade of “C” (79.00) in the cognitive area of evaluation and obtain a “passing” grade in the psychomotor/affective components of evaluation. Students who fail to earn a minimum grade of 79.00 in the cognitive component and a “passing” grade in the psychomotor/affective components will earn a course grade of “F”. Grades are determined in the following manner. The score for each graded assignment and exam is averaged and weighted; all numbers are carried two decimal places; none of these numbers are rounded. III. Grade Distribution Cognitive (Knowledge).....................................................................100% Unit Exams 45% Daily Grades 10% Paper 5% Physical Assessment Practicum 20% Custom ATI Assessment Remediation Points 5% Final Exam 15% Psychomotor/Affective (Performance).................................................Pass/Fail Clinical Performance Evaluation Pass/Fail Performance Evaluation Pass/Fail Vital Signs Sterile Gloving Student Clinical Portfolio Pass/Fail The mid-term grade will be an average of all unit exam grades earned before the date published in the College Catalog for submission of mid-term grades. Unit and final exam questions include, but are not limited to, fill in the blank, multiple choice, matching, essay, and true/false. The student’s individual academic folder for this level will be maintained in the office of the student’s clinical instructor. 79 EARLY ASSESSMENT OF LEARNING MEASURE Students will be assessed by the fourth week of class to evaluate possible need for intervention for successful progression in coursework. Assessment will be based upon current course grades and attendance record. Grades will be discussed with at risk students and a written plan with individualized interventions will be developed with the student and placed in student’s file. INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME Interventions for any student determined to be at risk for failure may include, but are not limited to: Tutoring Participation in small study groups Using the skills lab to practice procedures Discussing study skills and grading policy Participation in class discussions Viewing Concept Media Videos Completion of ATI Remediation Package 80 ATI Assessment Policy Custom ATI Grading Rubric Step 1 - Practice Custom Assessment 4 pts. Complete Practice Custom Assessment Remediation: • Minimum one hour Focused Review • For each topic missed, identify three critical points to remember. Step 2 - Proctored Custom Assessment 99-70% 69.99-60% 59.99-50% 49.99% and below 4 pts. 3 pts. 2 pts. 1 pt. Remediation: Remediation: Remediation: Remediation: • Minimum • Minimum • Minimum one • Minimum two three hour four hour hour Focused hour Focused Focused Focused Review Review Review Review • For each • For each • For each • For each topic missed, topic missed, topic missed, topic missed, identify identify identify identify three critical three critical three critical three critical points to points to points to points to remember. remember. remember. remember. Step 3 - Remediation 1 pt. 1 pt. 1 pt. 1 pt. Step 4 - Proctored Custom Assessment Retake Required 1 pt. 1 pt. 1 pt. 1 pt. For improved For improved For improved For improved retake score retake score retake score retake score Total Points = Total Points = 9/10 Total Points = 8/10 Total Points = 7/10 10/10 If the student scores a 100 on the Proctored Custom Assessment, 10 out of 10 points are earned and no remediation or retake is required. 81 VI. Performance Evaluation 1. Skills scheduled for performance evaluation: Vital signs o Temperature o Pulse o Respirations o Blood Pressure Sterile Gloving 2. The student must make

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