WE CARE FOR YOUNIVERSITY
COLLEGE OF NURSING
Spring 2010
TITLE: NURS 175 HEALTHY LIVING ACROSS THE LIFESPAN
CREDITS: 4 Credits (3 hr per week classroom, 1 hours per week clinical/service learning experience; 1 8 hour experience in a pediatric clinic)
PRE-REQUISITES: Chemistry, Anthropology, Psychology, Anatomy and Physiology
CO-REQUISITES: Health Assessment, Sociology (or pre-requisite)
FACULTY:
Connie R. Kartoz, RN, MS, FNP-BC
Email:
Phone: 555-1234
Office Hours: 2 hours prior to course meeting and by arrangement
COURSE DESCRIPTION:
This is a foundational course allowing nursing students to understand how to assist clients in leading healthy lives that promote physical and emotional well-being as they grow and develop across the lifespan.
COURSE OBJECTIVES:
At the completion of this course, the student will be able to:
1. Describe Developmental Physical, Intellectual and Moral Milestones across the lifespan considering culture and family system.
2. Utilize a variety of Developmental theories in working with individuals and families across the lifespan
3. Illustrates both developmental and environmental factors that influence individuals and families and their capability of engaging in healthy lifestyle choices.
4. Describe and utilize conceptual models such as The Health Promotion Model (Pender) that explore health behaviors
5. Describe and implement principles of Motivational Interviewing with service learning partner
6. Utilize Developmental and Health Assessment Tools with individuals and families across the lifespan
7. Identify health promotion needs based on Healthy People 2020 and describe the impact of sociocultural influences for the population at large and a service learning partner on the likelihood of achieving goals
8. Develope and Implement a Healthy Lifestyle plan of care for a Service Learning Family System utilizing theories and principles and theories of development and health behavior
9. Discuss strategies to enhance individual, family and societal likelihood of engaging in health promotion activites
10. Demonstrate abilities to reflect on individual abilities to complete above objectives and adjust own learning activities as appropriate
TEACHING STRATEGIES:
Lecture; Case Study; Clinical Experience; Service Learning experience; Journaling
TEXTBOOKS:
Pender, N., Murdaugh, C. , Parsons, M. A. (2005). Health Promotion in Nursing Practice, Fifth Edition. Prentice Hall: Saddle River, NJ.
Leifer, G. & Hartston, H. (2004). Growth and Development Across the Lifespan: A Health Promotion Approach. Saunders:
Ties (2008) Quick Look Nursing: Growth and Development Through the Lifespan.
U. S. Department of Health and Human Services. (2009). Healthy people 2020: Understanding and improving health. Washington, DC: U.S. Government Printing Office. Available at http://www.healthypeople.gov/HP2020/
EVALUATION METHODS/REQUIREMENTS:
Denver Developmental Screens (3) 5%
Midterm 20%
Service Learning Project
Journal (5 submissions) 20%
Assessment and Plan 25%
Comprehensive Exam 30%
The course letter grade will be determined from grades received from weighted course requirements. The final letter grade is based on the accepted University scale:
DEPARTMENT OF UNDERGRADUATE NURSING GRADING SYSTEM:
Letter grade / Numerical equivalentA / 93.0-100
A- / 90.0-92.9
B+ / 87.0-89.9
B / 83.0-86.9
B- / 80.0-82.9
C+ / 77.0-79.9
C / 73.0-76.9
C- / 70.0-72.9
D+ / 67.0-69.9
D / 63.0-66.9
F / 62.9 or <
The minimum passing grade for all nursing courses is a “C” (73).
JOURNALS (objectives #3, #6, #10)
The purpose of the journal is to provide an opportunity for the student to reflect on their experience with their service learning family. Students are expected to complete an entry after each contact point. Prior to each visit the student will list the goals for the visit (ie: get to know the family and members, complete assessment, discuss plan). After each visit students will summarize the visit and reflect on the positive and negative aspects of the encounter. Socio-cultural influences may also be discussed. Lastly each student will discuss how they would alter their interactions and interventions in the future (I wish I had/had not, I could have, next time I will…). Journals should be handed in every 2 weeks and may be typed or handwritten, but must be in paper form and the complete journal should be turned in each time.
Journal Grading: each submission
Entry before and after encounter 1 pt
Includes goals
Positive/ Negative aspects 1 pt
Future plans—how I would change 1 pt
Discussion of developmental theory 1 pt
Or course content issues
SERVICE LEARNING COMPONENT(objectives #2, #3, #8, #9)
The purpose of the service learning component is to give the student the opportunity to interact with a family and assist the family in creating and implementing a plan for the family to increase its level of wellness. Through community partners the student will be assigned to a family. The student is expected to meet with the family as a unit at least twice. The student will interact with the identified family member weekly starting the 3rd week of the course. Students will be placed in an afterschool program, assisted living facility or senior center.
For each family the student will complete an assessment of the family’s health promotion and developmental status (vaccination status, BMI/ht/wt, developmental status, a dietary review, exercise habits, smoking status and health screening status (mammogram, etc.). The student will identify health promotion deficits within the family; assess perceived benefits to action, perceived barriers, perceived self-efficacy as well as interpersonal and situational influences. TOGETHER with the family they will identify goals and implement a health promotion plan. Progress will be assessed at the end of the semester. A short paper (APA) should document this process. Critical reflection of progress to goal should be included.
Students may work together on an implementation plan (ie: a nutrition class for the after-school program) but the assessment, plan and paper will be individual work.
Criteria:
Assessment 20%
Accurate, based on literature, standards
Pender’s benefits/barriers 20%
Plan 20%
Creative, collaborative, evidence based
Critique 20%
Presentation 20%
APA, well written, critical thinking evident
COURSE EVALUATION:
Students progress toward achieving objectives will be measured through biweekly journal submission, midterm and final examination and the Health Assessment and Promotion Plan paper. The course will be evaluated by students at the end of the semester via the standard university course evaluation tool. Students are welcomed to provide feedback to the faculty and address individual learning needs as the semester progresses.
POLICY ON ACADEMIC INTEGRITY:
All forms of dishonesty, whether by act or omission, including, but not limited to, cheating, plagiarism and knowingly furnishing false information to the University, are prohibited. Intentional disruption or obstruction of teaching, research or administrative proceedings is prohibited. University sanctions may extend to suspension and dismissal.
Work submitted in courses must be the product of the efforts of the student presenting the work, and contributions of others to the finished work must be appropriately acknowledged. The presentation of another’s work as one’s own is a serious violation of the academic process, and it is penalized accordingly. The decision of the appropriate penalty is in the first instance the professor’s and it may extend to a filing grade of the course.
Note: It is the student’s responsibility to be knowledgeable of all College of Nursing Academic Policies. Please consider the following suggestions as useful tools to maximize your potential for success in the nursing curriculum:
1. Attendance: Students are expected to attend any and all lectures and clinicals ON TIME. The only acceptable reason for absence from clinical experience is illness (see Student Handbook). Students are required to notify their clinical instructors at least 1 hour prior to clinical start time and must submit a physician’s note to substantiate a legitimate absence. Legitimate absences will be made up at the discretion of the instructor. Clinical absences for reasons other than illness are not permitted. A student who is late 2 clinical days is considered to have a clinical absence and must notify the instructor regarding their lateness.
2. Papers/Journals: All written work must be submitted by the scheduled due dates. Late papers will be reduced by 5 points for EACH day late including weekends and holidays. Written assignments must be neatly typed and formatted in the style of the American Psychological Association Publication Manual (5th ed.). Washington, DC. Failure to format papers and references using APA will result in the deduction of points from the assignment grade. Internet sources must be from reliable websites, all citations must be paraphrased. Papers containing cut and pasted information from websites will be considered to be plagiarized and dealt with as such.
3. Honesty: Communicate honestly and openly in all teaching-learning situations. Plagiarism, cheating and lying are all considered serious breaches of professional conduct and will result in a course failure. Students are advised to review the University Policy on cheating and plagiarism.
4. Testing Policy: Students must place all belongings at the front of the room during any testing. The course professor reserves the right to assign seats during testing.
5. Portable Cell Phones and Beepers: As a courtesy to both faculty and students, please remember that all portable cell phones, Blackberries, I-pods, I-phones, etc. must be turned OFF before entering any classroom in the College of Nursing. The use of Instant Messenger type communication systems is STRICTLY prohibited during all classes.
6. Blackboard: This course is supplemented by Blackboard. The syllabus and course documents will be posted for students to download. It is an expectation that all students familiarize themselves with Blackboard; online tutorials are available. Announcements will be made on Blackboard and it is the responsibility of the student to check Blackboard frequently for announcements, etc. It is also the responsibility of the student to check his/her emails frequently for communications from the course faculty.
7. Professional conduct: It is an expectation that students will conduct themselves in a professional manner in all clinical experiences and adhere to the policies of their clinical facility.
A NOTE FOR STUDENTS WITH DISABILITIES:
If you have a documented disability, or think you might have one, you may be eligible for accommodations in academic classes, the residence halls, food service areas, etc., under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Disabilities may include those that are permanent or temporary and include, but are not limited to: learning disabilities, ADHD, medical issues, psychological or psychiatric problems, limited mobility, low vision or blindness, and hearing impairments. Students are not permitted to negotiate accommodations directly with professors. To receive special accommodations or assistance, please self-identify at the Office for Disability Support Services (DSSS)at the beginning of the semester. The DSS phone number is 123-456-7891. For further information, please go to the youniversity web site.
HIPAA COMPLIANCE STATEMENT:
The Youniversity, is committed to the protection of health information in accordance with the standards set by The Federal Health Insurance Portability and Accountability Act (HIPAA). The College agrees to comply with the standards of documentation and confidentiality mandated by state and federal regulatory agencies and accrediting bodies, as well as those set forth by a particular facility. Students will act in accordance with their responsibility to protect the confidentiality of others’ health information.
COURSE OUTLINE
DATE / TOPIC / ASSIGNMENT / OBJECTIVES METWEEK 1 / Developmental Theories
Erickson and Kohlberg / #1
WEEK 2 / Developmental Theories Freud and Piaget
Family life cycle / #1
WEEK 3 / Physical Growth/Change;
Attachment Theory;
Denver Developmental Tool
Birth-2 / #1, #6
WEEK 4 / Physical Growth/Change
2-Puberty; including cognitive development and milestones / #1, #3
WEEK 5 / Physical Growth/Change; review Kohlberg
Puberty-25 / #1, #3
WEEK 6 / Physical Changes in Adulthood-Old Age; review of Developmental stages / #3, #1
WEEK 7 / MIDTERM / Objective #1
WEEK 8 / Healthy People 2020—goals
Smoking, weight, exercise; leading causes of death / Health People 2020 / Objective #7
WEEK 9 / Vaccination and Health Screening needs across the lifespan / #6, #7
WEEK 10 / Pender’s Health Promotion Model: getting to goal;
Motivational Interviewing: the basics;
Anticipatory Guidance / Pender, Ch. 1-3 / Objective #4, #5, #9
WEEK 11 / Smoking Cessation Across the Lifespan / Objective #3, #7
WEEK 12 / Healthy Weight Management: Exercise, Obesity and Overweight / #8, #9
WEEK 14 / Putting it All together:
Case Study and Service Learning Review / Service Learning Paper due / Objectives #1-10
WEEK 15 / FINAL EXAM
Course Evaluation / #1-10
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