12.1.08

Approved by University Studies Sub-Committee February 4, 2009
Approved by Faculty Senate February 23, 2009

Course Number: Nursing 353

CourseTitle: Professional Practice II

Credit Hours: 5 SH (2 theory/3 practicum)

Prerequisites: N343 Professional Practice I

Course Description:Focus will be on continued development of content knowledge, critical thinking, clinical reasoning, and clinical judgment skills. Emphasis will be on effective communication skills and application of therapeutic interventions that address the needs of a diverse adult patient population in acute care settings.

*This is an Writing flag course for University Studies Program.

The course promotes students' abilities to...

  1. Practice the processes and procedures for creating and completing successful writing in their fields

The students have received instruction in the nursing process in the previous semester. This course and these assignments will provide them with further opportunity to enhance their ability to communicate inter-professionally incorporating a greater knowledge base and integrating multiple sources of data into their plan of care. These assignments will allow for faculty feedback to the student and the opportunity to remediate their paper.

  1. Understand the main features and uses of writing in their fields

The student will be provided with feedback from their faculty member that will help to improve their writing skills.

  1. Adapt their writing to the general expectations of readers in their fields

The student will continue to use informatics to electronically document care given to the client. It is part of the baccalaureate prepared nurses’ professional role to clearly communicate in writing specific practice standards, policies, and procedures in their agencies and units using professional language and proper writing and spelling.

  1. Make use of the technologies commonly used for research and writing in their fields
    Students use the full range of print and electronic resources: textbooks, case studies, reviews of literature, research critiques, controlled trials, evidence-based clinical practice guidelines, meta-analyses, systematic reviews, and clinical opinion essays through electronic data search strategies (e.g. CINAHL, PubMed). These resources provide the information to assist in creating a complete plan of care for the patient.
  2. Learn the conventions of evidence, format, usage, and documentation in their fields.

The student learns how to synthesize the information gathered from the patient as well as integrate the knowledge gathered from the use of electronic resources in creating the plan of care for each patient. Implementing this plan of care will allow the student to evaluate the care provided and revise the plan of care. The student will also document the cares provided to the patient in a professional manner.

Course Name: N353 Professional Practice II

Writing Flag
University Studies Outcomes / Student Learning Outcomes / Assignments / Percentage
a. Practice the processes and procedures for creating and completing successful writing in their fields. / Use skills of inquiry, analysis, and information literacy to address practice issues
Promote factors that create a culture of safety and caring.
Protect patient privacy and confidentiality of patient records and other privileged communications.
Engages in reflection about personal beliefs and values as they relate to professional practice
/ Nursing Process:
Care planning and content mapping. (a minimum of three papers with faculty feedback and an opportunity for remediation.)
Reflection paper and/or journal writing / 25%
10%
b. Understand the main features and uses of writing in their fields. / Revise the plan of care based on an ongoing evaluation of patient outcomes
Facilitate patient-centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
/ Nursing Process:
Care planning and content mapping. (a minimum of three papers with faculty feedback and an opportunity for remediation.)
c. Adapt their writing to the general expectations of readers in their fields. / Communicate effectively with all members of the healthcare team, including the patient and patient’s support network.
Provide appropriate health information that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. / Nursing Process:
Care planning and content mapping. (a minimum of three papers with faculty feedback and an opportunity for remediation.)
Electronic charting – documentation in patient healthcare record / 10%
d. Make use of the technologies commonly used for research and writing in their fields. / Use telecommunication technologies to assist in effective communication.
Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice
/ Electronic charting – documentation in patient healthcare record
Use of electronic database to increase student knowledge base and for development of patient interventions.
e. Learn the conventions of evidence, format, usage, and documentation in their fields. / Understand the use of computer information systems to document interventions related to achieving nurse sensitive outcomes
/ Electronic charting – documentation in patient healthcare record

Student Learning Outcomes:

The Student Will:

  1. Use skills of inquiry, analysis, and information literacy to address practice issues
  2. Integrate the knowledge and methods of a variety of disciplines to inform decision making
  3. Engages in reflection about personal beliefs and values as they relate to professional practice
  4. Deliver compassionate, patient-centered, evidence-based care that respects patient and family preferences.
  5. Communicate effectively with all members of the healthcare team, including the patient and patient’s support network.
  6. Use telecommunication technologies to assist in effective communication.
  7. Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice
  8. Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care
  9. Apply patient care technologies as appropriate to address the needs of a diverse patient population.
  10. Promote factors that create a culture of safety and caring.
  11. Provide nursing care based on evidence that contributes to safe and high quality patient outcomes within healthcare micro-systems.
  12. Understand the use of computer information systems to document interventions related to achieving nurse sensitive outcomes
  13. Apply patient care technologies as appropriate to address the needs of a diverse patient population.
  14. Manage care to maximize health, independence, and quality of life for individuals that approximates a Term 2 nursing student.
  15. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.
  16. Revise the plan of care on an ongoing evaluation of patient outcomes
  17. Engage in caring and healing techniques that promote a therapeutic nurse/patient relationship.
  18. Assume accountability for personal and professional behaviors.
  19. Protect patient privacy and confidentiality of patient records and other privileged communications.
  20. Provide appropriate health information that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
  21. Facilitate patient-centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
  22. Demonstrate basic knowledge of health care systems.
  23. Participate in quality and patient safety initiatives, recognizing that these are complex systems issues, which involve individuals and other members of the health care team.

Learning Strategies: discussion, group activities/discussions, written assignments, case presentation, simulation, clinical practicum, presentations, exams, quizzes

Standards for Evaluation of learning outcomes:

Course expectations/requirements

  1. Attend class and lab/practicum and notify the professor of absences
  2. Participate in class discussions and activities
  3. Complete assignments on time
  4. Prepare for each lab/practicum as directed.
  5. Perform all Minnesota Board Abilities as specified.
  6. Must complete all assignments and lab/practicum activities in order to successfully complete this course.
  7. Failure to maintain an average of C or better on the written and/or verbal assignments, and examinationsand failure to pass the lab/practicum performance evaluation will result in failureof the course.
  8. Testing:
  9. Provideown SCANTRON forms (Form no. 882-E) for examinations as needed.
  10. If testing online bring Ethernet cord, plug in, and turn off instant messaging and all other internet options (email, evolve, etc.) as well as PDAs and cell phones.
  11. Leave electronic devices (cell phone, computers, PDAs etc.) out of the classroom or your immediate seating space on examination days.
  12. Must receive approval of faculty prior to taping of class sessions
  13. Respect your peers and turn off cell phones during class time.
  14. Respect your own learning needs and those of your peers and avoid playing games or use instant messaging on the computer during class
  15. Maintain academic integrity: See WSU Undergraduate Student Handbook
  16. Abide by all University academic policies and procedures. That includes academic integrity policies. Failure to do so may result in failure of the course and/or dismissal from an academic program.
  17. Follow UNIVERSITY POLICY ON DISABILITY ACCOMMODATIONSIn accordance with Section 504 of the federal Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, Winona State University endeavors to make reasonable adjustments in its policies, practices, services and facilities to ensure equal opportunity for qualified persons with disabilities to participate in all educational programs and activities. The student requiring special accommodation or auxiliary aids must make application for such assistance through Disability Services and is responsible for communicating such accommodations to faculty.

Evaluation of Learning

  1. Exams and quizzes
  2. Critical thinking and other assignments
  3. Practicum performance with hospitalized adults
  4. Clinical conferencing
  5. Clinical testing/assignments
  6. Self-reflection and evaluation

Grading scale: 92-100% = A

83-91 % = B

74-82 % = C

65-73 % = D

Resources

Black, J. M. & Hokanson-Hawks, J. (2009). Medical-surgical nursing: Clinical
management for positive outcomes (8th ed.). St. LouisMissouri: Saunders.

Ackley, B. J. & Ladwig, G. B. (2008). Nursing diagnosis handbook: An evidenced-
based guide to planning care. St. LouisMissouri: Mosby.

Wilson, B. A., Shannon, M. T., & Shields, K. M. (2009). Nurse’s drug guide 2009.
Upper Saddle RiverNJ: Prentice Hall.

Pagana, K. & Pagana, T. J. (2006). Mosby’s manual of diagnostic and laboratory
tests (3rd ed.). St. Louis: Missouri: Mosby

Topical Outline

  1. Managing patients with ingestive disorders
  2. Disorders of Esophagus (achalasia, GERDS, hiatal hernia, diverticula, esophageal cancer, vascular disorders.
  3. Managing patients with digestive disorders
  4. General manifestations (pain, anorexia, N/V, bleeding, diarrhea, indigestion, flatulence)
  5. Gastritis
  6. Peptic Ulcer Disease, Cancer
  7. Management of Patients with Intestinal disorders
  8. General manifestations
  9. Inflammatory disease (crohns, UC)
  10. Managing patients with Musculoskeletal Disorders
  11. Assessment
  12. Degenerative bone disorders (OA)
  13. Metabolic bone disorders (osteoporosis, paget’s, osteomalacia, gout)
  14. Spinal column deformities (scoliosis, kyphosislordosis)
  15. Bone infections
  16. Bone tumors
  17. Disorders of foot
  18. Musculoskeletal disorders (MD, rhabdomyolysis)
  19. Fractures
  20. General
  21. Hip, pelvic
  22. Lower extremity, upper extremity
  23. Sports injuries
  24. Management of Patients Cardiovascular disorders
  25. Hypertension
  26. Syncope
  27. Peripheral artery disorders
  28. Limb ischemia
  29. Amputation
  30. Acute arterial occlusion
  31. Arterial ulcers
  32. Aneurysms
  33. Venous disorders (thrombophlebitis, chronic venous disorders and insufficiency, varicose veins, venous stasis ulcers)
  34. Valvular Disease
  35. Cardiomyopathy
  36. Infectious disorders
  37. Congenital disorders
  38. Coronary Heart disease
  39. Practice guidelines
  40. Heart failure
  41. Stable angina
  42. practice guidelines
  43. Managing patients with oxygenation/respiratory disorders
  44. Upper airway disorders
  45. Neoplastic disorders
  46. Infectious inflammatory and hemorrhagic disorders
  47. Sinusitis, pharyngitis, epistaxis, rhinitis, laryngitis
  48. Obstructions of upper airway (laryngeal edema, paralysis, injury)
  49. Chronic airway obstruction (polyps, deviated septum)
  50. Parenchymal and Pleural disorders
  51. Atelectasis
  52. Infectious disorders (influenza, pneumonia, aspiration, TB, Fungal infections)
  53. Neoplastic lung disorders
  54. Occupational disorders
  55. Sarcoidosis
  56. Interstitial lung disease
  57. Disorders of pleura and pleural space
  58. Disorders of diaphragm
  59. Management of Patients with Renal Disorders
  60. Nephrotoxins
  61. Acquired disorders (nephrolithiasis, pyelonephritis, hydronephrosis, renal cancer, glomerulonephritis, chronic kidney disease, renal trauma)
  62. Renal vascular abnormalities
  63. Renal artery disease
  64. Congenital disorders
  65. Chronic Kidney disease
  66. Management of Patients with Metabolic Disorders
  67. Structure and Function of Metabolic system
  68. Assessment of endocrine and metabolic systems
  69. Thyroid and parathyroid disorders
  70. Adrenal and pituitary disorders
  71. Diabetes mellitus
  72. Diabetid undergoing surgery
  73. Sick patient with diabetes
  74. Chronic Complications of Diabetes
  75. Exocrine pancreatic and biliary disorders
  76. Cystic fibrosis
  77. Biliary tract disorders (cholelithiasis, acute/chronic cholecystitis, choledocholithiasis/cholangitis)
  78. Management of patients with neurologic disorders
  79. Assessment
  80. Cerebral disorders
  81. Seizure disorders
  82. Brain tumors
  83. Infectious
  84. Headaches
  85. Peripheral nervous system disorders
  86. Lower back pain and disk disorders
  87. Spinal cord disorders (not trauma)
  88. Degenerative neurologic disorders
  89. Creutzfeldt-Jakob disease
  90. Huntington’s disease
  91. Multiple sclerosis
  92. Guillain-Barre’ syndrome
  93. Myasthenia gravis
  94. Management of Patients with Hematologic disorders
  95. Disorders affecting RBCs (anemias, sickle cell, polycythemia vera, hemochromatosis)
  96. Disorders of WBCs (agranulocytosis, multiple myeloma, infectious mononucleosis, splenic rupture and hyperspenism)
  97. Management of patients with immune disorders
  98. Allergic disorders
  99. Management of Patients with Rheumatic disorders
  100. Autoimmunity (rheumatoid arthritis)
  101. Connective tissue disorders (SLE, Systemic sclerosis, spondyloarthropathies, fibromyalgia, myopathy, lyme disease)
  102. Management of patients with AIDS

Evaluation tools: Classroom Assessment Techniques (CATs); Rubric, WSU Nursing Student Course Evaluation tool, Faculty Evaluation of Course Tool, Practicum Site Evaluation, WSU Student Evaluation of Clinical Instructor Effectiveness

Minnesota Board of Nursing Abilities MAP/descriptions

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