NU-125 Health Promotion in Nursing

GENERAL INFORMATION:

Course No. and Title:

NU 125: Health Promotion in Nursing

Campus:

            National Campus  

Initiator:

               Rudelyn Dacanay  

Date:

July 13, 2021

Course description:

This course introduces the core competencies and core values of the COM-FSM nursing curriculum.  It 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.  This includes 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. Clinical learning experiences occur in the simulation lab and various health settings to develop therapeutic relationships, sound clinical judgments, safe nursing care, and self-directed learning.

 

COURSE HOURS/CREDITS:

 

 

 

 

Hours per Week

 

No.  of  Weeks

 

Total Hours

 

Semester Credits

Lecture

 

          3

x

16

x

48

=

3

Laboratory

 

          4 x 3

x

16

x

192

=

4

Workshop

 

 

x

 

x

 

=

 

 

 

 

 

 

     

Total  Semester

 

Credits

 

 

             7

                     

 

PURPOSE OF COURSE:         

                                            [X] Degree requirement

                                            [   ] Degree elective

                                            [   ] Certificate

                                            [   ] Other

 

PREREQUISITE:  Admission to Level I nursing courses;  COREQUISITES: PY 201, NU 123

 

 

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS: None

  

PSLO#

                             Program

 

 

 

 

  • INSTITUTIONAL STUDENT LEARNING OUTCOMES

 

 

[X]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

 

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

 

[X]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

 

[  ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

 

[  ]  

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

 

 

  • PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): 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 inter-professional 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 inter-professional 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.                          

 

 

  • COURSE STUDENT LEARNING OUTCOMES (CSLOs) (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 evidence 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 relating to utilization of 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.

 

  • COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

 

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

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1  Identify ethical and legal principles related to nursing practice.

7

1

Quiz and exam; use clinical evaluation tool; reflective Journal and portfolio (graded by rubric)

1.2  Provide safe, timely, and accountable nursing care to clients with health promotion needs and common health alterations

7

 

 

1

 

 

Quiz and exam; use

clinical evaluation tool

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

Student Learning Outcome (specific)

ISLO

PSLO

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.

 

3

 

 

 

3

 

 

Quiz, exam, and assignments;

Use clinical evaluation tool

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.

3

3

 

 

 

Simulation, health assessment assignment and

case studies; graded by rubrics

CSLO (General) 3: Use evidence 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

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Select and implement evidence-based strategies for an identified health promotion need.

 

 

3

 

 

4

Exam, write health promotion teaching plan (graded by rubric) and community outreach.

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.

 

3

 

 

 

4

 

 

 

Actual case studies (graded by rubric) and clinical evaluation tool

CSLO (General) 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.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1. Differentiate among the roles of the interprofessional health team members in Micronesia and the US in influencing positive health outcomes.

 

7

 

 

5

 

Quiz, exam, group assignment (graded by rubric), and

clinical evaluation tool

4.2      Describe utilization of health care resources in Micronesia and the U.S. to promote healthy lifestyles.

 

7

 

 

5

Quiz, exam, and clinical evaluation tool

 

 

 

 

 

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

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1  Identify and practice principles of therapeutic communication and team collaboration in classroom and clinical settings.

 

 

1, 2

 

 

 

6

Quiz, exam, simulation (graded by rubric) and clinical evaluation tool

5.2  Report and document client health status data in a clear and timely manner to the clinical instructor and/or nursing staff.

 

1, 2

 

 

2

 

Quiz, exam, simulation (graded by rubric) and clinical evaluation tool

 

 

5.3  Utilize technology skills, effectively plan and implement clinical decisions for health promotion and nursing care interventions.

7

2

Case studies (graded by rubric) and clinical evaluation tool

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

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1. Recognize own values, beliefs, traditions, history and knowledge

 

5

 

6

Written assignment; graded by rubric

6.2.Demonstrate respect for the values, beliefs, and cultural knowledge of the patient/clients, peers, health team, and others.

 

5

 

 

6

 

Quizzes, exams, scenarios (graded by rubric), and clinical evaluation tool

 

CSLO (General) 7: 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 Outcome (specific)

ISLO

PSLO

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.

 

7

 

 

7

 

Quiz, exam, health promotion activities (graded by rubric) and clinical evaluation tool

7.2. Differentiate the purposes and goals of health care systems; Healthy People 2020 (US), WHO (global) and FSM Strategic Health Plan (local/regional).

 

 

7

 

 

7

Quiz, exam, health promotion activities (graded by rubric) and clinical evaluation tool

 

 

5) COURSE CONTENT:

 

  1. Nursing history, nursing frameworks and professionalism
  2. Health care delivery system
  3. Nursing process, critical thinking, and clinical judgment
  4. Basic human needs and functional health patterns in basic nursing care
  5. Holistic health history and assessment
  6. Basic nursing care and medication administration
  7. Cultural competence
  8. Teaching-learning concepts
  9. Health promotion of pregnancy, children & adolescents, young & middle adulthood, and older adults & the elderly
  10. Primary care and public health
  11. Ego Integrity, Psychosocial Concepts
  12. Elimination, nutrition, hygiene, safety and mobility, rest & sleep
  13. Neurosensory, pain, discomfort, comfort
  14. Respiration and smoking cessation

 

 

6)   METHODS OF INSTRUCTION

 

[X] Lecture                         [X] Cooperative learning groups

[X] Laboratory                   [X] In-class exercises

[X] Audio visual                 [X] Demonstrations

[X] Other –Learning Management System

 

 

7)   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)

 

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)

 

 

8)   REFERENCE MATERIALS (previously purchased references)

 

American Psychological Association. (2020). Publication manual of the American Psychological Association (7h 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)

 

 

9)   INSTRUCTIONAL COSTS

 

None

 

 

  • 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 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).

 

  • CREDIT BY EXAMINATION

 

None

 

NU 125 Health Promotion in Nursing Recommended by CC: 11/25/21
 

Approved by VPIA: 11/25/21

 

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