NUR 3115-005 (12164) Summer 2007 Purnell 1

NUR 3115-005 (12164) Summer 2007 Purnell 1

CHRISTINEE.LYNNCOLLEGE OF NURSING

COURSE SYLLABUS
SUMMER 2007

COURSE TITLE:Introduction to Nursing as a Discipline and Profession

COURSE NUMBER:NUR 3115 (005) (12164) Boca Raton

CREDIT HOURS:3 Credit Hours

PLACEMENT IN
THE CURRICULUM:Required Course.

PREREQUISITE:Department Consent

FACULTY:Marguerite J. Purnell, PhD, RN; AHN-BC

Assistant Professor

Office: NU 116 Boca Raton Campus

Ph: (561) 297-3262

Email:

OFFICE HOURS:Summer Semester 2007:
Tuesdays 12:00 – 4:00 pm.

Wednesdays 10:00 – 12:00 pm.

Other hours by appointment

CHRISTINEE.LYNNCOLLEGE OF NURSING

STATEMENT OF PHILOSOPHY

Nursing is a discipline of knowledge and a field of professional practice grounded in
caring. Scholarship and practice in nursing require creative integration of multiple ways of
knowing. Nursing makes a unique contribution because of its special focus: nurturing the
wholeness of persons through caring. Caring in nursing is a mutual human process in which
the nurse artistically responds with authentic presence to calls from clients.

The experience of nursing takes place in nursing situations: lived experiences in
which the caring between nurse and client fosters well-being within a co-creative experience.Nurses participate with members of other disciplines to advance human understandingto enhancepersonal andsocietal living within a global environment.

Person is viewed as a unique individual dynamically interconnected with others and
the environment in caring relationships. The nature of being human is to be caring. Humans
choose values, culturally derived, which give meaning to living and enhance well-being.
Well-being is creating and living the meaning of life. The well-being and wholeness of
persons, families, groups, communities, and societies are nurtured through caring
relationships.

Beliefs about learning and environments which foster learning are derived from an
understanding of person, the nature of nursing and nursing knowledge, and from the
mission of the University. Learning involves the creation of understanding through the
integration of knowledge within a context of value and meaning. A supportive environment
for learning is a caring environment. A caring environment is one in which all aspects of the
human person are respected, nurtured, and celebrated. The learning environment
emphasizes collegial relationships with faculty and students.

The above fundamental beliefs concerning Person, Nursing, and Learning express our
values and guide the endeavors of the Faculty. The Faculty of the Christine E. Lynn College
of Nursing believe in the values and goals of higher learning and support the FloridaAtlantic
University mission of education, scholarship, and service.

April, 2002.

COURSE CATALOGUE DESCRIPTION

NUR 3115 INTRODUCTION TO NURSING AS A DISCIPLINE AND PROFESSION
An introduction to nursing as a distinct discipline of knowledge and a unique professional service.Foundational concepts studied include: Images of nurse and nursing, nursing as a discipline of knowledge,nursing as a profession, nurturing the well being and wholeness of persons connected with the environment, and the practice of nursing.

COURSE OBJECTIVES

Upon completion of NUR 3115, the student will be able to:

1. Examine the images of nurse and nursing over time held by:
2. students of nursing
3. nurses in practice
4. other health care workers
5. society
   
6. Express an understanding of nursing as a discipline of knowledge, including:
7. differentiating among characteristics of disciplines of knowledge
8. expressing ways of knowing fundamental to nursing
9. discerning major theoretical conceptions of nursing
10. appreciating the conception of nursing held by FAU College of Nursing faculty
11. describing modes of inquiry
    
12. Express an understanding of nursing as a profession, including:
13. differentiating among characteristics of a profession and professionhood
14. realizing social responsibility and accountability
15. aspiring to personal and professional leadership
16. discerning among values, standards, ethical and legal systems
17. appreciating complexity in patterns of nursing education
    
18. Develop an understanding of the wholeness of persons connected with others and the environment as central to understanding person and persons,including:
19. choosing values, aspirations and desires
20. appreciating expressions of caring
21. celebrating unique caring relationships with individuals, families, groups, communities, and others.

5. Demonstrate an understanding of nursing as nurturing the well being and wholeness of persons through caring, including:
a. Understanding the nursing situation as context for caring.
b. Appreciating calls for caring and responses in nursing situations
c. Expressing aesthetic appreciation of person as whole and complete in the moment.

TOPICAL OUTLINE OF COURSE THEMES
I. Images of Nurse and Nursing
A. Personal Perspectives
B.Historical and Philosophical Perspectives
C. Social Construction of Roles
D. FAU College of Nursing Philosophy
II. Nursing as a Discipline
A. Characteristics of Disciplines
B. Theory Development Processes
C. Major Conceptualizations of Nursing
D. Patterns of Knowing
E. Nursing Research
III. Nursing as a Profession
A. Characteristics of Professions
B.Ethical Foundations of Nursing
C. Internal and External Governance Systems
D. Patterns of Preparation
E. Social Contexts
IV. Wholeness of Persons Connected with Others in the Environment
A. Caring as the Human Mode of Being
B. Valuing and Choosing as Expressions of Caring
C. Wholeness and Wellbeing Through Caring
V. The Practice of Nursing: Nurturing the Wellbeing and Wholeness
of Persons Through Caring
A. Authentic Presence
B. Nursing Situations
C. Call and Response in Nursing Situations
D. Aesthetic Appreciation and Caring Expression

TEACHING STRATEGIES – LIVE AND BLACKBOARD

Lecture, focused learning modules, class discussions, guest speakers, videos, journals, scholarly papers, aesthetic expressions of caring, directed independent web-based inquiry, and enrichment activities.

REQUIRED TEXTS

American Psychological Association (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author. [ISBN 1-55798-791-2]
Boykin, A., & Schoenhofer, S. (2001). Nursing as caring: A model for transforming practice. Sudbury, MA: Jones & Bartlett. [ISBN 0-7637-1643-X]
Joel, L. A. (2003). Kelly’sdimensions of professional nursing (9th ed.). New York: McGraw

Hill. [ISBN 0-07-140639-5].
Marriner-Tomey, M., & Alligood, M. R. (2005). Nursing theorists and their work. (6thed.).
NY: Mosby. [ISBN 0-323-030106]
Mayeroff, M. (1971). On caring. NY: Harper. [ISBN 0-06-092024-6].
Nightingale, F. (1969). Notes on nursing: What it is and what it is not. NY: Dover.
[ISBN 0-486-22340-X]
Roach, M. S. (2002). Caring: The human mode of being. Ottawa, ONT: CHA Press.
[ISBN 1-896151-44-2]

EVALUATION AND GRADING METHODS

Regular class attendance and full preparation and participation are required. You must pass each assignment and each exam with an earned “C” or greater in order to pass the course.

GRADING SCALE:

Faculty retains discretion for final grade determination. Any grade earned below C (70) is not a passing grade.

COURSE ASSIGNMENT GRADE CALCULATION

ASSIGNMENT GUIDELINES AND

EVALUATION CRITERIA

COURSE PARTICIPATION AND ATTENDANCE:

Guidelines:
A supportive environment for learning is a caring environment in which all aspects of person are respected, nurtured, and celebrated. The expression of caring through courteous, scholarly communication in collegial relationships supports well-being, and is a requirement for participation in this course.

Evaluation:

Participation grades are earned through regular attendance and student involvement in all the activities of the class, both live and Blackboard. These activities include collegial interactions in fulfillment of required course work. Each student is expected to demonstrate professional comportment, caring collegiality, and personal accountability:
1.Interact courteously and constructively with colleagues.

2.Contribute substantively and regularly to class discussions, both liveand online.

3.Share pertinent comments that reveal evidence of reflective preparation and

understanding of key points of assigned readings and learning modules.

4.Demonstrate independent, open thinking in discussions. This means that merely

saying “I agree” or “I do not agree” is insufficient to earn grade percentage points.

5.Prepare assignments thoughtfully and present for grading by due dates.

PERSONAL REFLECTIVE JOURNALS:

Guidelines:
Personal journals are intended to be thoughtful expressions that reflect how you feel about nursing. Each journal should be at least 3 pages in length, plus cover page, to reveal substantive sharing of your informed reflections. The language of a personal journal reflects efforts to develop an understanding of nursing as a discipline and profession, and should be written in a grammatically correct style that is more personal than a formal paper. Use of the subjective “I” is required; do not use objective descriptors such as “the writer”.

The focus of your journaling should be on depth of thought, openness to new dimensions of understanding and creativity, rather than a series of thoughts that are pondered only briefly. New understandings, new meanings, and new questions should arise at the end of your reflections. Further specific instructions and topics will be assigned one week prior to the assignment due date.

Evaluation:

Journals will each be evaluated for depth of reflective thought, richness of language, and growth in understanding. Deep reflection, integration and development of new perspectives, openness to new ideas, questioning, and growing in caring are hallmarks of rich personal journaling. Each journal must earn a “C” or greater. Journal grades will be added together and averaged to produce the semester earned grade.

Each journal will be evaluated for:

1.APA format, focus on topic, and adherence to instructions.

2.Quality of reflective thought: depth, flow and connections, content, richness, complexity, openness and originality.

3.Quality and richness of language, integration of growth in understanding, and reflections that reveal growing in caring.

REFLECTIVE ANALYSIS:

Guidelines:

A reflective analysis is a formal, scholarly, essay-style composition formatted in strict APA (5th ed.) Manual of Style (see handouts for detailed guidance). Your reflective analysis will objectively summarize and analyze the contents of one journal article, or alternately, two journal articles as specifically assigned, and offer your subjective reflections and new understandings in conclusion.

Additional specific instructions will be provided, including a list of permitted disciplinary journals from which to select an article, or articles, to create your reflective analysis. The topic will be provided two weeks prior to the assignment due date. Please note that your reflective analysis may also be required to be processed through Turnitin.

Evaluation:

1.Introduction to each article of the reflective analysis is appropriate and fluid. The main idea or article thesis is introduced.

2.The body of the analysis is clearly organized. Main concepts, themes, and meanings are drawn out of the article and objectively expressed in the analysis with understanding, accuracy, and clarity. Appropriately cited examples illuminate understandings. If two articles are used, each is compared and contrasted with the other, and meanings are synthesized.

3.Conclusions are summarized, and subjective reflections convey new understandings,
depth of thought, creative thinking, questions, possibilities, and insights. Implicationsfor practice, research, and education are shared that arise from your new understandings. Conclusion is creative and satisfying.

4.Correct and appropriate use of APA (5th ed.) formatting, punctuation, spelling,

and grammar. Formal language style is used, without slang or contractions.

EXAMINATIONS:

Examinations are intended to be learning experiences that review and integrate student learning. In this course, a Mid-Term and a Final Examination will be given. Exams are usually 60 – 90 minutes in length and may be a combination of multiple choice questions, true-false questions, matching answer questions, and essay-type questions. Material included in exam content is derived from required texts and assigned readings, class lectures, activities, dialogues, power point presentations, and other content. A content overview will be provided the week prior to each exam. The final examination must be taken and students must receive a passing grade on the final exam in order to pass the course.

POLICIES AND PROCEDURES SPECIFIC TO THIS COURSE

The well-being of each student as an expression of successful learning is of great importance to the course professor. Students are reminded that the College of Nursing Professional Statement and University Policies related to academic integrity apply to all tests, assignments, examinations, verbal and electronic communications, and other course activities. Students are responsible for meeting all course requirements on time.

Please note: Incomplete grades will not be awarded for this course unless the course has almost been completed, the student has a passing grade on all assignments to date, and the student has an extreme emergency that is recognized as such by the University.

Assignments:
Where to submit:
Assignments are to be submitted in hard copy onlyat live class sessions. All paperwork is to be securely fastened as instructed.

When to submit:
All assignments are due on the date specified by the course professor on the

course schedule or as otherwise advised.

Late Papers:
Assignments submitted late will be subject to a 5% grade deduction per late day. If the student is unable to submit work on the designated date,
arrangements must be made with the course professor in advance of the

due date. No extensions will be granted on or after the due date and no

re-writes of papers will be permitted.

Examinations:

It is at the professor’s discretion to allow students to make up missed examinations. Grades will be posted as soon as possible after exams and are for students’ information only. Final grades earned will be assigned by the course professor.

Attendance:
Attendance will be recorded in both live and Blackboard venues. It is the student’s responsibility to sign in upon arrival at each live class: Habitual lateness, either arriving late or leaving early, will adversely affect your grade.

Absences:Students are responsible for handouts and content presented during

a class absence.
Excused Absences: Absences which can be excused are noted in the University Undergraduate Student handbook.

Illness:If you are absent from class because of illness, a physician’s

note is required.

Unexcused Absences:Students who are absent from class for 2 consecutive weeks and do not communicate with the course professor, will be administratively withdrawn from the course. This is how unexcused absences will affect your grade:

GENERAL POLICIES:

UNIVERSITY AND COLLEGE OF NURSING

ACADEMIC HONESTY AND THE HONOR CODE:

HONORThe University policy regarding academic integrity is enforced in this

CODE:course. For further information, refer to the Student Handbook, Florida Administrative Code, Section 6C5-4.001 Honor code, Academic Irregularities, and Students’ Academic Grievances

The College of Nursing regards adherence to the Honor Code for academic honesty as a professional competency and an expectation of all students. ANY act of dishonesty that violates the honor code and misrepresents your efforts or ability is grounds for immediate failure of the course. See the College of Nursing Undergraduate Student Handbook

Any form of academic dishonesty, including plagiarism, will result in failure of this course. This applies to all work submitted as your own and is not negotiable. This also applies to submitting the same work content for more than one course, even if it is your own. Edited work from another course does not constitute work that is original to this course.Work submitted for each course must be your original work that is unique to the course.

DISABILITYThe Americans with Disabilities Act (ADA) requires the provision of

STATEMENT: reasonable accommodations to any individual who advises faculty and the University of a documented physical or mental disability. If you require special accommodations due to such a disability to properly execute course work, you must register with the FAU Office of Students with disabilities (OSD) located in the Boca Raton campus library, room 175, phone 561-297-3880 or in Davie, MODI, phone 954-236-1222. Please arrange a meeting with your course faculty. All OSD procedures must be followed for you to receive the special accommodations.

INCOMPLETE
POLICY: The incomplete grade policy is also enforced. Incompletes may be

awarded only for exceptional circumstances. The student must be

passing the course in order to receive an Incomplete. For specific details see Undergraduate Student Handbook, Academic Policies & Regulations, Incomplete Grades

USE OFThe Christine E. Lynn College of Nursing may use students’ course-

STUDENTrelated materials for legitimate institutional purposes, such as

COURSEaccreditation, university materials will be used within the college and

RELATEDuniversity.

MATERIALS

PERSONALIn order to enhance and maintain a productive atmosphere for education

COMMUNI- personal communication and entertainment devices such as pagers, Ipods,

CATION and cellular telephones are to be disabled in class sessions.

DEVICES

TURNITIN.COM POLICY:
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for detection of plagiarism.All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.Use of the Turnitin.com service is subject to the terms and conditions of use posted on the Turnitin.com site.

CHRISTINEE.LYNNCOLLEGE OF NURSING
APPENDIX A – BIBLIOGRAPHY

The following mix of classic older articles and more recent topical areas are loosely grouped for convenience and may be applicable to several categories below. You may obtain additional current articles by searching the CINAHL data base for full text articles available under these topics. Please note that articles before 1995 will not be available in full text online. You will, however, be able to either obtain a copy of these articles from the hard copy collection within the library, or if not available there, request an electronic copy through ILL.

Images of Nurse and Nursing – Historical Perspectives
Aber, C., & Hawkins, J. (1992). Portrayal of nurses in advertisements in medical and
nursingjournals. Image: Journal of Nursing Scholarship, 24(4), 289-293.
Christman, L. (1998). Who is a nurse? Journal of Nursing Scholarship, 30(3), 211-214.
Gordon, S. (2002). Thinking like a nurse: You have to be a nurse to do it. Nursing
Inquiry, 9(1),57-61.
Hawkins, J. W., & Matthews, I. (1991). "Tugboat Annie": Nursing's hero of Pearl Harbor -
Grace Lally (1897-1983). Image: Journal of Nursing Scholarship, 23(3), 183-185.