WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department: Nursing______Date 12.22.08
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.
_NURS 453______Professional Practice IV ___5______
Course No. Course Title Credits
This proposal is for a(n) _____X_ Undergraduate Course ______Graduate Course
Applies to: ___X___ Major ______Minor ______University Studies* ______Not for USP
__X___ Required _____ Required
_____ Elective _____ Elective
Prerequisites NURS 443 Professional Practice III______
Grading method ___X___ Grade only ______P/NC only ______Grade and P/NC Option
Frequency of offering Every Semester______
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.
Provide the following information:
A. Course Description
1. Catalog description.
Focuses on the development and provision of nursing care to child-bearing and child-rearing families, adults, and those with mental illness in a variety of settings. Emphasizes evidence-based practices, clinical prevention and population health.
2. Course outline of the major topics and subtopics (minimum of two-level outline).
1. Clinical prevention and population health for children, adults, families, and those with a mental illness
a. Apply principles of health promotion and disease prevention for a given population in clinical practice
b. Apply biostatistics for a given population in clinical practice
c. Apply epidemiology for a given health problem when planning care
d. Design and implement clinical prevention and population health interventions in clinical practice
e. Use the local structure of the health care system for clinical prevention and population health
2. Care planning for children, adults, families, and those with a mental illness in various settings
a. Perform independent child health assessments
b. Apply skills for nursing care of children
i. Healthy children
ii. Ill children
iii. Children with special needs
iv. Care of families
v. Health promotion and disease prevention
c. Apply skills for nursing care of women during pregnancy
i. Pre-natal care
ii. Labor & delivery
iii. Post-partum care
iv. Care of families
v. Health promotion and disease prevention
d. Apply skills for nursing care of newborns
i. Well infants
ii. Ill infants
iii. Infants with special needs
iv. Care of families
v. Health promotion and disease prevention
e. Apply skills for nursing care of mentally ill
i. Assessment of needs
ii. Goal setting
iii. Medication management
iv. Behavioral interventions
v. Care of families
vi. Health promotion and disease prevention
d. Apply skills for nursing care of adults clients
i. Home health
ii. Chronic health care
iii. Ambulatory care
iv. Care of families
v. Health promotion and disease prevention
3. Design and implement wellness activities
a. Screenings
b. Immunization clinics
c. Health teaching for individuals and/orgroups.
d. Safety for self and others
e. Address developmentally and culturally appropriate skills
f. Complete a community assessment and intervention plan
g. Prioritize follow-up interventions
h. Identify resource needs
4. Initiate collaborative efforts with others to facilitate quality care
a. Health care providers
b. School personnel
c. Community members
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium / ITV / Online / Web Enhanced / Web SupplementedLecture: Classroom X / Service Learning / Travel Study / Laboratory / Internship/Practicum
Other: (Please indicate) Practicum
3.b. MnSCU Course media codes: (Please check all that apply).
None: / 3. Internet / 6. Independent Study / 9. Web Enhanced X1. Satellite / 4. ITV Sending / 7. Taped / 10. Web Supplemented
2. CD Rom / 5. Broadcast TV / 8. ITV Receiving
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Course Expectations/Requirements:
Attend class and lab/practicum and notify the professor of absences
Participate in practicum discussions and activities
Complete assignments on time
Evaluation of Learning
Complete self-reflection and self-evaluation
Exams/Quizzes
Writing Assignments
Course Projects
Practicum Performance
Grading scale: 92-100% = A
83-91 % = B
74-82 % = C
65-73 % = D
5. Course materials (textbook(s), articles, etc.).
Black, J. M. & Hokanson-Hawks, J. (2009). Medical-surgical nursing: Clinical management for positive outcomes (8th ed.). St. Louis Missouri: Saunders.
Davidson, M.E., London, M.L., & Ladewig, P.A. (2008). Maternal-newborn nursing & women’s health across the lifespan. (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Hockenberry, M.J., Wilson, D., & Winkelstein, M.L. (2005). Wong’s essentials of pediatric nursing. (7th ed.) St. Louis: Mosby.
Holloway, B, Moredich, C. & Aduddell, K. (2006). OB peds women’s health notes: nurse’s
Karch, A. (2008) Lippincott’s nursing drug guide. Philadelphia: Lippincott Williams & Wilkins.
Kindig, D. & Stoddart, G. (2003) What is population health. American Journal of Public Health, 93, 380-383.
London, M.L., Davidson, M.E., & Ladewig, P.A. (2008). Workbook for Olds’Maternal-newborn nursing & women’s health across the lifespan. (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Melnyk, B.M. & Fineout-Overhold, E. (2005) Evidence-based practice in nursing and healthcare: a guide to best practice. Philadelphia: Lippincott Williams & Wilkins.
Milewski-Hertlein , K. A. (2001).Genograms in family assessment, (2nd ed). New York: Norton.
Perry, A.G., Peterson, V. & Potter, P.A. (2003) Mosby’s pocket guide for basic skills and procedures. St Louis: Mosby.
Stanhope, M., & Lancaster, J. (2008). Population-Centered health Care in the Community. (7th ed.). St. Louis: Mosby.
VanLeeuwen, A.M., Kranpitz, T.R., & Smith, L. (2006) Laboratory and diagnostic tests with nursing implications. Philadelphia: Davis.
6. Assessment of Outcomes
Rubrics
Quizzes/Exams
Practicum Assessment Tools
7. List of references.
Allan, J. D., Stanley, J., Crabtree, M. K., Werner, K. E., & Swenson, M. (2005). Clinical prevention and population
health curriculum framework: The nursing perspective. Journal of Professional Nursing, 21(5), 259-267.
Black, J. M. & Hokanson-Hawks, J. (2009). Medical-surgical nursing: Clinical
management for positive outcomes (8th ed.). St. Louis Missouri: Saunders.
Centers for Disease Control and Prevention http://www.ahrq.gov/clinic/uspstfix.htm
Fortinash, K. M, & Holoday-Worret, P. A. (2004). Psychiatric Mental Health Nursing (3rd ed.). St. Louis: Mosby.
Gorrie, T. M. McKinney, E.S. & Murray, S.S. (1998). Foundations of Maternal-newborn nursing (2nd Ed.) St. Louis: Saunders Company.
Healthy People 2010 http://www.healthypeople.gov/
Heymann, D.L. (Ed.). (2008). Control of communicable diseases manual (19th ed.). Washington D.C.: American
Public Health Association.
Hockenberry, M.J. (2005). Wong’s Essentials of Pediatric Nursing (7th ed.) St. Louis: Mosby.
Lewis, S. M., Heitkemper, M., & Dirksen, S. R. (2004). Medical-surgical nursing: assessment and
management of clinical problems (6th ed). St. Louis: Mosby.
Minnesota Department of Health: http://www.health.state.mn.us/
National Institute of Mental Health www.nimh.nih.gov/
National Alliance on Mental Illness www.nami.org/
Quad Council of Public Health Nursing Organizations. (2004). Public health nursing
competencies. Public Health Nursing, 21(5), 443-452.
Substance Abuse and Mental Health Services Administration www.samhsa.gov/
Stanhope, M. & Lancaster, J. (2008). Public health nursing: Population-centered health care in the community (7th ed.). St. Louis: Mosby.
U.S. Preventative Services Task Force (USPSTF) http://www.ahrq.gov/clinic/uspstfix.htm
B. Rationale
1. Statement of the major focus and objectives of the course.
Focuses on provision of nursing care to childbearing and childrearing families, adults, and those with mental illness in a variety of settings. Emphasizes evidence-based practices, clinical prevention and population health.
Student learning outcomes/objectives:
The student will:
1. Utilize skills of critical thinking to facilitate decisions for individuals, families, and populations to attain and maintain an optimal level of health and manage acute and chronic health conditions.
2. Apply clinical reasoning and decision-making skills in to make appropriate clinical judgments in health promotion, prevention, and harm reduction activities.
3. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in individuals, families, and populations using developmentally and culturally appropriate approaches
4. Apply practices based upon diversity that avoid negative patient clinical prevention and population based outcomes.
5. Communicate effectively with all members of the healthcare team, including the individuals, families, and populations, and their supporting networks.
6. Conduct a health history assessment of children, adult clients, and families including environmental exposure that recognizes genetic risks, health parameters, and current and future health problems.
7. Follow professional guidelines and standards of practice to perform competent, safe, culturally appropriate clinical practice in caring for individuals, families, and populations and for those experiencing health problems in supervised clinical experiences.
8. Display knowledgeable caring when working with individuals, families, and populations in attaining and maintaining their health care needs.
9. Participate in clinical prevention and population focused intervention with attention to effectiveness, efficiency, cost effectiveness, and equity
10. Integrate evidence, clinical judgment, inter-professional perspectives in planning, implementing, and evaluating clinical prevention and population based interventions for diverse populations
11. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.
12. Collaborate with healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions for select populations.
13. Implement evidence based population focused interventions with attention to effectiveness, efficiency, cost effectiveness and equity.
14. Recognize the influence of the delivery of care, deployment of resources, and the influences of policies on clinical prevention and population health care.
15. Apply the basic public health sciences including behavioral and social sciences, biostatistics, epidemiology, environmental public health, and prevention of chronic and infectious diseases and injuries.
16. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences and health literacy considerations to foster patient engagement in their care.
17. Appraise behavioral change techniques to promote health and manage illness.
18. Adjusts teaching strategies to meet complex group health promotion needs.
19. Demonstrates professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with individuals, families, and populations and those that care for them.
20. Access inter-professional and intra-professional resources to resolve ethical and other practice dilemmas.
21. Uphold ethical standards related to data security, regulatory requirements, confidentiality, and patient’s right to privacy.
22. Assist individuals, families, and populations to evaluate and access available resources to attain and maintain optimal health.
23. Analyze the impact of socio-cultural, economic, legal, and political factors influencing healthcare delivery and practice for individuals, families, and populations.
24. Evaluate data from all relevant sources, including technology, to inform the delivery of care.
25. Apply leadership skills in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in public health settings.
26. Appraise health care resources in a select community that influence change in the delivery of care.
2. Specify how this new course contributes to the departmental curriculum.
It is a new course in the revised curriculum, which addresses societal and healthcare trends and accreditation standards related to caring for childbearing and childrearing families, adults, and those with mental illness in various settings.
3. Indicate any course(s) which may be dropped if this course is approved.
NURS 474 Role Development IV
C. Impact of this Course on other Departments, Programs, Majors, or Minors
1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? No
2. Attach letter(s) of understanding from impacted department(s).
Department Contact Person for this Proposal:
Martha Scheckel______Ext: 2232
Name (please print) Phone e-mail address
[Revised 7/5/07]