NU-125 Health Promotion in Nursing

Course Description: 
This course introduces the core competencies and core values of the COM-FSM nursing curriculum. Focuses on activities of daily living, health behaviors, self-management, and health promotion across the life span to support healthy lifestyles of Pacific Island communities. Nursing process, basic health assessment, communication for relationship-centered interactions, medication administration, health information literacy and writing, evidenced-based nursing practice, health care outcomes, teaching-learning, and the role of the nurse in the interprofessional health team and in health systems are included. Clinical learning experiences occur in the simulation lab and a variety of health settings to develop therapeutic relationships, sound clinical judgments, safe nursing care, and self-directed learning.

• Prerequisite Courses:Admission to Level I nursing courses.  Corequisite: ED/PY 201, NU 123

A. PROGRAM LEARNING OUTCOMES (PLOs): 

The student will be able to:

1. Model personal and professional actions based on self-reflection, core nursing values, and lifelong growth integrating new knowledge, ethical principles, and legal standards for safe, quality nursing practice.
2. Incorporate nursing knowledge to assess, plan, deliver, and evaluate care within the context of the interprofessional health team.
3. Make evidence-based nursing judgments in the delivery of safe, holistic nursing care.
4. Demonstrate a spirit of inquiry to manage and improve the quality of care and outcomes for individuals, families, and communities.
5. Practice relationship-centered communication and incorporate health technology as a member of the interprofessional team.
6. Advocate for a caring, culturally safe, and flourishing environment that reflects the values and needs of Micronesian families and communities.
7. Practice and contribute to the primary care and public health care systems in Micronesia to promote family and community wellness.

B.  STUDENT LEARNING OUTCOMES (SLOs) GENERAL: 
The student will be able to:

1. Identify legal-ethical concepts and professional standards to deliver nursing care and promote health across the lifespan.
2. Employ the assessment phase of the nursing process to holistically evaluate the four dimensions of the person and all body systems.
3. Use evidenced based rationales to plan health promotion activities /interventions and care for low risk patients/clients with identified health needs in a variety of health settings.
4. Identify the emerging roles of nursing, the interprofessional health team, and the health care delivery system to utilize health care resources for positive health outcomes.
5. Identify components of relationship-centered communication, collaboration in teams, documentation, and health technology skills in delivering effective nursing care.
6. Identify one’s own cultural beliefs, cultural awareness, cultural competence, cultural care and cultural safety in nursing practice and Micronesian values.
7. Recognize the nursing role in the primary care and public health care systems in Micronesia to promote family and community wellness.

SLO	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5	PLO 6	PLO 7
SLO 1	ID
SLO 2		ID
SLO 3			ID
SLO 4				ID
SLO 5					ID
SLO 6						ID
SLO 7							ID

I = introduced
D = Demonstrated
M = Mastered

C. STUDENT LEARNING OUTCOMES (SLOs)-SPECIFIC: 
The student will be able to:

General SLO 1.  Identify legal-ethical concepts and professional standards to deliver nursing care and promote health across the lifespan.

Student Learning Outcomes	Assessment Strategies
1.1 Identify ethical and legal principles related to nursing practice.	Quiz, exam Clinical evaluation tool
1.2  Provide safe, timely, and accountable nursing care to clients with health promotion needs and common health alterations.	Quiz, exam Clinical evaluation tool Clinical evaluation tool measured by rubric

General SLO 2.  Employ the assessment phase of the nursing process to holistically evaluate the four dimensions of the person and all body systems.

Student Learning Outcomes	Assessment Strategies
2.1   Identify a systematic process to assess the four dimensions of individuals across the lifespan, including body systems and selected laboratory and diagnostic results to determine assets, health risks, and deviations from normal.	Quiz, exam, assignments, Clinical evaluation tool Clinical evaluation tool measured by rubric
2.2   Demonstrate and articulate basic assessment of the four dimensions of the individual, body systems and selected laboratory and diagnostic results of client populations across the lifespan.	Simulation, Health assessment assignment Clinical evaluation tool measured by rubric

General SLO 3. Identify evidenced based rationales to plan health promotion activities and care for self, patients/clients with basic health needs in a variety of health settings.

Student Learning Outcomes	Assessment strategies
3.1    Select and implement evidence-based strategies for an identified health promotion need.	Quiz, exam, Health Promotion Teaching Plan, Health Fair Assignment Clinical evaluation tool
3.2   Utilize a systematic process (nursing process) to develop and deliver a plan of care, demonstrating critical thinking, clinical judgment, and clinical decision-making.	Exam, Health Promotion Teaching Plan, Health Fair Assignment Clinical evaluation tool measured by rubric

General SLO 4. Identify the emerging roles of nursing, the interprofessional health team, and the health care delivery system relating to utilization of health care resources for positive health outcomes.

4.1  Differentiate among the roles of the interprofessional health team members in Micronesia and the US in influencing positive health outcomes.	Quiz, exam, Group assignment (with rubric) Clinical evaluation tool measured by rubric
4.2  Describe utilization of health care resources in Micronesia and the US to promote health and healthy lifestyles.	Quiz, exam, Windshield survey (with rubric) Clinical evaluation tool measured by rubric

General SLO 5. Identify components of relationship-centered communication, collaboration in teams, documentation, and health technology skills in delivering effective nursing care.

5.1  Identify and practice principles of therapeutic communication and team collaboration in classroom and clinical settings.	Quiz, exam, simulation Clinical evaluation tool measured by rubric
5.2  Report and document client health status data in a clear and timely manner to the clinical instructor and/or nursing staff.	Quiz, exam, simulation Clinical evaluation tool measured by rubric
5.3  Utilize technology skills effectively to plan and implement clinical decisions for health promotion and nursing care interventions.	Written assignment Clinical evaluation tool measured by rubric

General SLO 6.  Identify one’s own cultural beliefs, cultural awareness, cultural competence, cultural care and cultural safety in nursing practice and Micronesian values.

Student Learning Outcomes	Assessment Strategies
6.1  Recognize own values, beliefs, traditions, history and knowledge.	Written assignment (with rubric)
6.2  Demonstrate respect for the values, beliefs, and cultural knowledge of the patient/clients, peers health team, and others.	Quizzes, exams, scenarios (with rubric), Cultural competence tool Clinical evaluation tool measured by rubric Clinical evaluation tool Clinical evaluation tool measured by rubric

General SLO 7.  Recognize the nursing role in the primary care and public health care systems in Micronesia to promote family and community wellness.

Student Learning Outcomes	Assessment Strategies
7.1 Determine the purposes and rationale for primary care and public health care as a component of health care delivery in remote, rural, and urban settings.	Quiz, exam, Health Promotion Assignment Clinical evaluation tool Clinical evaluation tool measured by rubric
7.2  Differentiate among the purposes and goals of Healthy People 2020 (US), WHO (global) and FSM Strategic Health Plan (local/regional).	Quiz, exam, Health Promotion Assignment Clinical evaluation tool Clinical evaluation tool measured by rubric

D.  COURSE CONTENT

1. Nursing history and nursing frameworks
2. Professionalism
3. Health care delivery system
4. Nursing process, critical thinking, and clinical judgment
5. Basic human needs and functional health patterns in basic nursing care
6. Holistic health history and assessment
7. Basic nursing care and medication administration
8. Cultural competence
9. Teaching-learning concepts
10. Health promotion of children and adolescents
11. Health promotion during pregnancy
12. Health promotion of young and middle adulthood
13. Health promotion of older adults and the elderly
14. Primary care and public health
15. Ego Integrity, Psychosocial Concepts
16. Elimination
17. Nutrition (food)
18. Hygiene
19. Mobility, rest, and sleep  
20. Neurosensory, pain, discomfort, comfort
21. Respiration and smoking cessation
22. Safety

E.  METHODS OF INSTRUCTION

1. Lectures: in class mini-lectures
2. Group discussions and exercises (problem-solving, role-playing, teaching, debate)
3. Independent learning activities
4. Web-based and media activities
5. Skills lab and simulation lab practice
6. Direct patient/client care in hospital, clinics, and other community settings

F.  REQUIRED TEXT(S) AND COURSE MATERIALS
Carpenito-Moyet, L. (2009). Nursing diagnosis: Application to clinical practice (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Jensen, S. (2011). Nursing health assessment: A best practice approach with DVD. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Maville, J., & Huerta, C.  (2008). Health promotion in pursing. (2nd ed).  NY: Thomson Delmar Learning. (or most recent edition)

Pilliteri, A., and others. (2009). Care of the childbearing and childrearing family (6th ed), text, study guide, and Lippincott’s clinical simulations: maternity/pediatric nursing course set.  Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Stedman, (2010) Stedman’s medical dictionary for the health professions. (6th ed.). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., Lillis, C., LeMone, P., and Lynn, P..  (2011).   Fundamentals of nursing: the art and science of nursing (7th ed).  Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., and others.  (2011).   Skills checklists for fundamentals of nursing: the art and science of nursing (7th ed).  Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., Lillis, C., LeMone, P., and Lynn, P.  (2011).  Taylor’s video guide to clinical nursing skills. (2th ed).  Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

G.  REFERENCE MATERIALS (previously purchased references)

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.).  Washington, DC: Author. (or most recent edition)

Bucholz, S. (2012).  Henke’s med-math dosage calculation, preparation and Administration (7th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Karch, A. (2011).  Focus on nursing pharmacology (5th ed.).  Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Karch, A. (2012). 2012 Lippincott’s nursing drug guide. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Laboratory Diagnosis reference of choice. [optional]

Nutrition book of choice

Stedman's Plus Spellchecker 2011 Standard Edition Upgrade (software) [optional]

H.  INSTRUCTIONAL COSTS
Initial:  Adult/Pediatric/Infant/Clinic Patient Units, VS equipment, Ambu bags, forceps, wheelchair, scales, DVDs, learning software, manikins, models, nebulizers, computers/printers, Microsoft Office software
Ongoing:  Maintenance repair and replacement of equipment; insurance and maintenance agreements for simulators
Disposable supplies: 
$175 fee/student (Examples: gloves, underpads, alcohol pads, soap, disinfectant, glucometers, lancets and strips, meal trays, specimen cups, catheter kits/bags, thermometers, sterile supplies, dressings, paper isolation equipment, bio-disposable hazard fees, medication administration equipment: needles, syringes, among others)

I. EVALUATION

Grading for this course involves two sets of competencies, classroom and lab/clinical.  Students must demonstrate mastery of competencies in both the classroom and lab/clinical to pass the course.  The benchmark for passing in the classroom component is a 70%.  The benchmark for passing the lab/clinical component is an “S” for satisfactory performance.   Note:  Corequisites ED/PY 201, NU 123 must also be passed with a “C” or better for students to progress to the next nursing courses (NU 133, 134, 135).

J.   CREDIT BY EXAMINATION
None.