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UNIVERSITY of ALBERTA COLLABORATIVE BACCALAUREATE NURSING PROGRAM Grande Prairie Regional College Keyano College Red Deer College University of Alberta

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UNIVERSITY of ALBERTA COLLABORATIVE BACCALAUREATE NURSING PROGRAM Grande Prairie Regional College Keyano College Red Deer College University of Alberta UNIVERSITY OF ALBERTA COLLABORATIVE BACCALAUREATE NURSING PROGRAM Grande Prairie Regional College Keyano College Red Deer College University of Alberta University of Alberta Collaborative Baccalaureate Nursing Program At Red Deer College NURSING 391 COURSE OUTLINE 2015 - 2016 Originally developed by the Clinical Experience Development Committee Revised by the Learning Experiences Committee, April 2013 ©UNIVERSITY OF ALBERTA COLLABORATIVE BScN PROGRAM, 1999 All rights reserved. No part of this module may be reproduced in any form or by any means without the publisher’s written permission. Approved: May 2013 Associate Dean: Date: __________September 4, 2015________ N391 Course Outline 2015-2016 Course Outline CALENDAR STATEMENT: NURS 391 Nursing Practice V *7 (fi 14) (either term, 3-26c-2 in 7 weeks). Practice focuses on restoration, rehabilitation, and support (including health promotion and disease prevention) of patients experiencing more acute variances in health across the life span. Practice occurs in primary-, secondary-, and tertiary-level acute care settings. Prerequisites: NURS 215, 274, 381, 384, 385. COURSE HOURS: LEC: 0 SEM: 21 CLINICAL: 182 LAB: 15 COURSE DESCRIPTION: Opportunities will be provided for students to develop advanced skills in health assessment, intervention, and communication with patients across the life span. The focus of this clinical course will be the patient and their families with more acute variances in health. Students will continue to utilize health promotion and all levels of prevention in nursing practice. Nursing practice over a continuous block of time will occur in various acute care settings. COURSE OBJECTIVES: Levels of Independence In evaluating objectives, the following levels of independence will be used: 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: Clinical tutor tells the student what to do, about what steps to take. Information: Clinical tutor tells the student specifics about a concept or topic. Clarification: Clinical tutor, 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: Clinical tutor 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: Clinical tutor provides positive feedback for correct information and direction provided by the student. Consultation: The student provides clinical tutor with information and/or direction and asks specific questions about the information or direction which the instructor confirms. 3 N391 Course Outline 2015-2016 Occasional: The clinical tutor provides input every now and then. OVERARCHING STATEMENTS: Students are responsible to familiarize themselves with Graduate Competencies and Year Outcomes (with Cross Reference to courses 2015-2016. Attention must be given to the competencies that are identified as being relevant to NURS 391. Students must regularly refer to the document entitled Graduate Competencies and Year-End Outcomes Condensed Version 2015- 2016. Attention must be given to the Year 3 Column. This document serves as the basis for the evaluation of students’ clinical practice. This course may be eligible for Prior Learning Assessment. Students should refer to the RDC Course Calendar for a list of excluded courses Learning resources may be available to students in alternative formats. It is the student’s responsibility to discuss learning needs with their instructor. It is the student’s responsibility to be familiar with the information contained in the Course Outline and to clarify any areas of concern with the instructor. 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] . Students should refer to the Appeals: Formal Policy, Appeals: Informal Resolution Policy and Student Misconduct: Academic and Non-Academic Policy should they have questions or concerns about the Course Outline that cannot be resolved with the instructor. Note that the following policies are in effect in this course: Appeals: Formal Policy Appeals: Informal Resolution Policy Student Misconduct: Academic and Non-Academic Policy 4 N391 Course Outline 2015-2016 OBJECTIVES All students must practice in a manner that is consistent with: CARNA Practice Standards for Regulated Members (2013) and all other CARNA standards The CNA Code of Ethics for Registered Nurses (2008). 1. Demonstrate, independently, the processes of self-directed learning, critical thinking, and group process in utilizing inquiry-based learning, in all learning activities. 2. Demonstrate, independently or with guidance, the ability to practice in accordance with Year 3 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes 2015-2016. 3. Demonstrate, with guidance, the ability to manage restoration, rehabilitation, and support activities for patients experiencing more acute variances in health. 4. Demonstrate, with guidance, the ability to provide evidence-based, competent nursing care to patients experiencing more acute variances in health, in a variety of settings (primarily, secondary and/or tertiary level acute care settings). 5. Demonstrate, with minimal guidance, the ability to manage health promotion and prevention activities using advanced therapeutic/interpersonal communication skills, health counseling skills, and teaching and learning principles. 6. Demonstrate the ability to integrate knowledge into clinical practice. REQUIRED RESOURCES 1. Map of Theoretical Labs, Clinical Labs, and Clinical Seminars 2. Graduate Competencies and Year-end Outcomes 3. Grade Descriptors 4. Other site-specific resources 5 N391 Course Outline 2015-2016 REQUIRED LEARNING EXPERIENCES In order to pass NURS 391, students must consistently demonstrate safe ethical nursing practice, professional behavior, and complete the following experiences and assignments. Students are expected to implement previously learned nursing skills. Please either download your lab manual from Blackboard or pick up from the bookstore and do the independent review (Lab 1). You will benefit from reviewing cardiac and respiratory assessment, oxygen therapy, medication administration, IV therapy, sterile technique for dressings, medication calculations and catheterizations prior to the first day of class. Students are expected to be proficient in these skills prior to the first day of clinical. Please see your lab manual for assistance in reviewing this content. 1. During this course, students will have a continuous experience in an acute care setting. Experiences will include nursing care of patients and families experiencing increasingly complex and more acute variances in health. These experiences will take place within the Red Deer Regional Hospital Centre. Setting options may include: Unit 22, 31, and 32. 2. Where the clinical setting allows, and bearing in mind the characteristics of specific placement settings such as patient acuity level, students will co-ordinate care for 2-3 patients. The emphasis should be on learning depth and breadth of student learning, and patient safety. 3. Participate in site-selected lab activities (see ‘Map of Theoretical Labs, Clinical Labs, and Clinical Seminars’). 4. Using a nursing model, assess and intervene with patients and their families. 5. Participate in patient and family education. 6. Collaborate with patient, family, community, nurses, and members of other disciplines. 6 N391 Course Outline 2015-2016 Seminars: There are several clinical seminars in this course. The purpose of clinical seminars is for students to bring relevant research and to discuss topics relevant to the units on which students are practicing. Several of the seminars have predetermined topics, while for others the topics may be determined by consensus within each clinical group about special interest topics generated by student’s experiences during clinical. Seminars will run like tutorials, with leaders, motivators, agendas, etc. However, the requirements for resources will be one to two articles, texts, etc. Please note that guest speakers, lab content review, and exam review are not considered appropriate for seminar discussions. SUGGESTED OPTIONAL LEARNING EXPERIENCES (Alternative Experiences) 1. Participate
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