UNIVERSITY OF Faculty of Nursing Undergraduate Programs BScN COLLABORATIVE PROGRAM Grande Prairie Regional College Keyano College Bilingual Nursing Program RPN to BScN Nursing Program After Degree Nursing Program

Fall 2019

NURSING 353/405 COMMUNITY NURSING THEORY THEORY COURSE OUTLINE University of Alberta BScN Collaborative Program

School of Health and Sciences Red Deer College

Approval Date: July 25th, 2019

©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: Dr. Bev Temple

COURSE DESCRIPTION

Focus is on the philosophical and theoretical domains of nursing individuals, families and groups in the community across the lifespan. Students will also specifically explore theory related to the nursing care of the child-bearing family. Community nursing management and intervention consistent with the principles of primary health care will be explored and fostered.

CALENDAR STATEMENT

The goal of this course is to refine the development of a primary health care approach to comprehensive professional nursing practice. Complex health care situations involving individuals, families, groups, aggregates, and communities will be the focus.

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 240 (Level 1, Junior 1).

All students are also responsible to practice in a manner that is consistent with:

• 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). • Red Deer College Policies regarding student conduct. • University of Alberta Policies regarding student conduct.

CREDIT HOURS 6 Credits (2-3-0)

Lecture: 02 Seminar: 03 Lab: 00 Clinical: 00 Total course hours may vary due to statutory holidays.

Pre-requisites NURS 241,242,351,352,301; Co-requisite: NURS 354/406

INSTRUCTOR OFFICE HOURS: To be posted on Blackboard with individual instructors (lab and clinical instructors) and shared with students. If these hours do not work with your schedule, please let me know and we can work together to find a time to meet.

INSTRUCTOR CONTACT INFORMATION

Instructor Name Email

Kristen Gulbransen (Fall team lead) [email protected] Larissa Gomes [email protected]

Tosha Giesbrecht [email protected]

Sherry Ponscak [email protected]

Kala Streibel [email protected]

2 COURSE SCHEDULE A detailed course schedule is posted on blackboard. Instructors will notify students of office hours, availability outside of class time, and other contact information. COURSE LEARNING OUTCOMES (CLO’S)

1. Analyze principles of Primary Health Care in the context of families, aggregates/groups and communities 2. Select family and community focused models and theories 3. Plan community nursing care with emphasis on family assessment, health education, and community assessment 4. Plan nursing care incorporating growth and development of individuals across the lifespan 5. Plan nursing care that incorporates the principles of teaching and learning 6. Evaluate the varied roles of the Registered Nurse in community settings 7. Examine local, provincial, national and international health initiatives 8. Appraise information used by the nursing profession and families, aggregates/groups and communities 9. Analyze the relationships between nursing leadership and healthy practice environments, client safety, and quality patient care outcomes

University of Alberta Course Objectives 1. Demonstrate understanding of health promotion within family, aggregate/groups, and the community as client. 2. Demonstrate knowledge of primary health care, and of the determinants of health (with emphasis on social determinants) in the context of families, aggregates/groups and communities. 3. Demonstrate understanding of selected theories/models related to the community (for example: social change and community development models) and their relevance to community nursing. 4. Demonstrate understanding of selected family-focused nursing models (e.g., McGill and CFAM) and of their application/relevance to nursing child-bearing and child-rearing families. 5. Demonstrate understanding of community nursing skills with emphasis on family assessment (structural tools - genogram, ecomap, and attachment diagrams), health education, and community assessment. 6. Demonstrate knowledge of growth and development of individuals across the lifespan, including the newborn/infant/childbearing family. 7. Identify populations at-risk in the community and demonstrate understanding of the determinants that impacts their lives and real or potential challenges to health. 8. Demonstrate an understanding of patient safety including communication, teamwork, environmental and human factors, safety risks and adverse events disclosure. 9. Demonstrate understanding of interdisciplinary/interprofessional collaboration. 10. Demonstrate the processes of self-directed learning, critical thinking, and group process skills in utilizing inquiry learning, in all learning activities. 11. Integrate the knowledge generated from working through the course concepts, and be able to apply this knowledge to other situations. 12. Demonstrate awareness about global health issues.

COURSE TOPICS: Normal pregnancy, prenatal care Teaching and learning Labour, delivery and post-partum care Care of family experiencing high-risk pregnancy, prematurity 3 Trends and Issues Normal newborn and infant growth and development Family transition Childhood development and social determinants of health International nursing, International health Population health model Development of health care systems Community health nurse standards and competencies Advocacy and public policy Nutrition Community outbreak, anticipated pandemic Women’s health, impact of disease Feminism

GRADING SYSTEM

The assignments are marked as raw scores according to the percentage weight assigned to each. The marks on course assignments will contribute to the overall letter grade according to the percentage that each assignment is weighted in the course. At the end of the course, all assignment scores are totaled for a term summary mark in the course based on the grading scale below. The FINAL COURSE GRADE is based on the cumulative total of individual student’s weighted assignment marks.

Letter Grade Percent A+ 95 – 100 A 91 – 94 A- 87 – 90 B+ 83 – 86 B 79 – 82 B- 75 -- 78 C+ 71 – 74

C 67 – 70 C- 63 -- 66 D+ 59 – 62 D 55 – 58 F 0 -- 54 NOTE: any grade 0.5 or above will round to the next whole number.

Due attention is paid to descriptions of grade points according to the 2018-19 University of Alberta Calendar

COURSE TEXTBOOK & RESOURCES:

(Note: Previous textbooks and resources will be used as references throughout the program. Please retain your copies as they may be required resources in future courses).

Perry, S.E., Hockenberry, M. J., Lowdermilk, D. L., Wilson, D., Keenan-Lindsay, L., & Sams, C. A. (2017).

4 Maternal child nursing in (2nd ed.). Toronto, ON, Canada: Elsevier.

Required Resources

CARNA resources online CNA resources online Technology as appropriate Student computers

MATERIAL AND SPECIAL FEES - None

LEARNING ACTIVITIES

Small group seminars Role playing Self-reflection Lectures, guest speakers Group discussions

Small Group Seminar Exemplars

We’re Expecting Lacey, Evan and Joshua A&B The Parson’s Family Epidemiology Inmates Other scenarios may be provided as needed

ASSESSMENT OF STUDENT PERFORMANCE

All assessments and evaluations in the course have been carefully developed in relation to course outcomes. Therefore, all assessments and evaluations need to be completed to successfully complete the course.

1. Family transition across the lifespan paper a. purpose is to describe a transition theory as it may apply to a family experiencing a specific transition (RCO 2) b. purpose is to summarize a family assessment and develop a plan of care to promote the transition (RCO 1, 2, 3, 4, 5, 6) 2. Clinical reasoning assignments & reflection - purpose is for students to demonstrate critical thinking and clinical reasoning in a timed setting (RCO 3, 4, 5, 8)

3. EAQ assessments - purpose is to provide feedback for studying purposes and assist in preparing to write the NCLEX (RCO all) 4. Quiz (RCO all)

Assessment Points Fall Due dates Winter Due dates Scholarly 30 marks September 29, 2019 @ 1800 February 2, 2020 @ 1800 Written *hard copies of consent, field *hard copies of consent, field notes Assignment: notes and appendices may be and appendices may be handed in Family Transition handed in September 30, 2019 @ Feb 3, 2020 @ 1430 in large group Across the Lifespan 1100 in large group

5 Clinical October 7, 2019 during large February 10, 2020 during large Reasoning 15 marks group group Assignment 5 marks #1 Submit reflection on Blackboard Submit reflection on Blackboard Reflection #1 October 10, 2019 @ 1800 February 13, 2020 @ 1800 Clinical Reasoning 15 marks November 18, 2019 during large March 16, 2020 during large group #2 group

EAQ Assessments 15 marks Completed by October 25, 2019 Completed by March 1, 2020 @ @ 1800 1800

Final Quiz 20 marks December 9, 2019 during large April 6, 2020 during large group group

Assignment descriptions and marking rubrics are posted on Blackboard. Assignments submitted after the due date/time without an approved extension will be deducted 3 marks for every 24 hour period they are late. Extensions must be requested prior to 24 hours of the assignment being due.

*Note – Family Transition Assignments submitted without a consent form will not be marked. Assignments with incomplete or missing consent forms will be considered late until the complete consent form is submitted. A plagiarism detection tool is used in this course.

COURSE PROCEDURES & CONSEQUENCES: Attendance and Late Assignments

RDC Nursing faculty believe that students are committed to their program and learning experiences. It is also understood that there are times when students may be absent from those experiences. Any absence can be viewed as a potentially serious disruption of the learning process and necessary achievement of the learning objectives. If a student is absent, he/she is required to notify the instructor as soon as possible prior to small group seminar. Failure to notify the instructor indicates a serious breach of professional and ethical conduct.

Regular attendance is one of the keys to success. Attendance and participation is required of all students in all small group seminars. However, we recognize there are times students must take time away from the required learning experiences. Faculty are committed to supporting students learning if class time is missed. However, students are responsible for making arrangements to cover missed classes. An absence can cause a disruption of the learning process and may make it difficult to achieve learning objectives.

Lectures are an additional resource and it is strongly recommended that students attend all lectures. Vital information is learned in class and students benefit from attending class. All concepts presented in lectures are important and this information will be assessed in assignments and on the exam.

Students who miss the submission dates or the exam will receive a zero unless they have notified their instructor of illness or personal emergency prior to the assessment or exam. Rescheduling of in-class assessments and exams may not be possible. Please discuss this with your instructor.

Note: 10% will be deducted for each day that any assessment is late without an approved extension. Extensions for extenuating circumstances may be granted and require notifying the instructor a minimum of 24 hours prior to the assignment submission deadline.

6 FITNESS TO PRACTICE From the CARNA website: Fitness to practise (FTP) is "all the qualities and capabilities of an individual relevant to their capacity to practise as a registered nurse, including but not limited to, freedom from any cognitive, physical, psychological or emotional condition and dependence on alcohol or drugs that impairs his or her ability to practise nursing" (The Canadian Nurses Association, 2017). When students experience health concerns that affect their skills, abilities and judgement they may not be able to provide safe, competent and ethical nursing care in the best interest of the public and patient safety. HOW TO MEET THIS REQUIREMENT All students must: 1. declare their Fitness to Practice at the beginning of each year of their nursing program. Once they have signed the personal declaration form and submitted it to their nursing instructor they will be able to go into their clinical placement. 2. be aware that, when presenting themselves to class, lab or clinical, they are declaring their Fitness to Practice to their instructor. 3. be aware that, should their Fitness to Practice change during the term, they must immediately inform their instructor. See the student handbook for further FTP processes and guidelines.

PRACTICUM INTERVENTION To be added when available

ACADEMIC SCHEDULE DATES September 2 - Labour Day, College closed September 4 - First day of classes September 13 - Last day to register late, add/drop or have tuition refunded October 1 - First day to apply for Fall 2020 October 1 - Emergency Response Day October 14 - Thanksgiving Day, College closed Oct 15-18 - Reading Break – No credit classes October 24 - Midterm feedback date November 11 - Remembrance Day – College Closed November 14 - Final exams schedule posted December 9 - Last Day of classes for Fall Term December 9 - Last day to withdraw from Fall Term courses December 13 - First Day of Final Exams December 18 - Last Day of Final Exams December 20 - Deferred exams written December 23 - Last day for submission of final grades December 24 - Final grades available - College closes at noon December 25-January 3 - College closed

Important Dates

Term Add/Drop Date Withdrawal Date

Fall RDC: RDC: U of A: U of A 50% WD: U of A: Winter RDC: RDC: U of A: U of A 50% WD: U of A:

7 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.

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 (beginning Level (beginning of term to end of term) of term to end of term) Level 3, With guidance increasing to The student requires clarification, prompting and confirmation senior 1 With minimal guidance increasing to 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 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.

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.

The Nursing Program 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, 202020_NURS_240: 202020 NURS 240 ALL 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 240 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 ENPs, correspondence,

8 etc., it is the student’s responsibility to contact the RDC Computer HELP desk to address this issue.

STATEMENT ON AUDIO-VISUAL RECORDING Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s). https://rdc-bb.blackboard.com/webapps/blackboard/execute/launcher?type=Course&id=_30488_1&url=

MIDTERM FEEDBACK You have the right to know your progress in this course so you can assess your performance and make decisions regarding your academic standing. Midterm grades will be posted on Blackboard by the date set in the Academic Schedule (see important dates). We strongly encourage you to consult with your instructor (by appointment) if your academic performance is below a C.

RED DEER COLLEGE (NURS 353) Policy Statements:

ACADEMIC POLICIES As a student at RDC, you have rights and responsibilities. It is your responsibility to be familiar with the information contained in this Course Outline and to clarify any areas of concern with the instructor.

Travel to and from clinical sites is the responsibility of the student. You may consider working with your group members to arrange for car-pooling or sharing travel responsibility.

It is also your responsibility to be familiar with RDC Policies. Please take the time to familiarize yourself with the policies that might impact you while you are here:

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

FINAL EXAM POLICY This policy, and accompanying guidebook, applies to all forms of Final Examinations in credit courses that carry a weight of at least 21% and no greater than 50% of the final mark for a course grade. Full year courses that are scheduled over two terms which have a Mid-term Examination worth 21% or greater are also included in the scope of this policy. Here is the link to the new policy: https://rdc.ab.ca/sites/default/files/uploads/documents/52219/final-examination-policy.pdf

Academic Misconduct Student Misconduct: Non-Academic Student Academic Integrity and 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:

9 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:

Appeals: Informal and Formal: http://rdc.ab.ca/node/2019/attachment

Student Rights and Responsibilities: http://rdc.ab.ca/node/12479/attachment

RECOGNITION OF PRIOR LEARNING This course may be eligible for prior learning assessment and recognition. Please refer to the RDC Academic Calendar for a list of excluded courses. prior learning assessment and recognition

Student Support Students should be aware that Personal Counselling, Career, Learning and Disability Resources are provided by RDC. Students may inquire about locations at the Information Desk. It is the responsibility of students to discuss their specific learning needs with the appropriate service provider.

Learning Support (Library: 403-342-3264, [email protected]) • Writing Skills Centre ([email protected]) • Math Learning Centre (math concepts and advanced theoretical math) • Learning Strategies (note-taking, studying, and exam-writing strategies) • Peer-Assisted Study / Tutoring (one-on-one tutoring by students)

Disability Resources (Library: 403-357-3629, [email protected]) • Coordination of services (tutoring, alternate format text, note-taking, and so on) • Academic accommodations, including exam accommodations

Counselling and Career Centre (Room 1402: 403-343-4064, [email protected])

Role of the Instructor & Student Responsibilities 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

10 assistance with any course item.

Changes to Course Outline Changes to the course outline may be made after the first class, as long as this is done during a regular class, by class consensus with the instructor(s) and the students who are in attendance on that day. These changes are then reviewed by the Associate Dean or designate for completeness and consistency with all college policies and school standards.

Cloud Based Services: In this class, we will be using web tools located outside of Canada. You should know that any information you provide is being transmitted to other countries and will be subject to policy and laws of the hosting country. You have the right to opt-out and not use these web tools. If you have any concerns please talk to me.

UNIVERSITY OF ALBERTA (NURS 405) Policy statements:

The course outline acts as an agreement between the student and the instructor of this class regarding the details of the course. Policy about course outlines can be found under Course Requirements, Evaluation Procedures and Grading of the Collaborative Program | Faculty of Nursing The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).

Deferred final exams: A student who has missed a final exam because of incapacitating mental and/or physical illness, severe domestic affliction or for circumstances as described in the University's Discrimination, Harassment and Duty to Accommodate Policy (including religious belief) may apply for a deferred exam as stated in UofA Academic Calendar. Students are required to follow the process outlined in the policy should they wish to apply for a deferred exam.

For courses with a final exam worth 40%:

To be considered for a reexamination, please refer to the Reexaminations Policy as stated in UofA Academic Calendar

Assessment and Grading Policy UofA Faculties may define acceptable grading practices in their disciplines. Such grading practices must align with the University of Alberta Assessment and Grading Policy and it procedures, which are available online at the University of Alberta Policies and Procedures Online (UAPPOL) website (https://policiesonline.ualberta.ca).

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