NU-145 Practical Nurse Leadership in Clinical Practice

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Course Description: 

This capstone course supports transition to the PN graduate nurse role in Pacific Islands. Emphasis is placed on clinical judgment and nursing management of patients with commonly recurring health alterations, communication and collaboration with patient/clients, families, and the inter-professional health team, and leadership in the practical nurse role. Professional expectations in relation to licensure, continuing education, standards of practice, career and lifelong learning goals are examined. The course culminates with integration and self-analysis of the COM-FSM PN core competencies.

Prerequisite Courses:  NU135


  •  PROGRAM LEARNING OUTCOMES (PLOs): 

The student will be able to:

  1. Demonstrate 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 collect health data, plan, implement and evaluate care under the supervision of the professional nurse.
  3. Utilize nursing principles and new evidence in the delivery of safe, holistic nursing care.
  4. Demonstrate curiosity and tradition to ensure safe nursing care and positive health outcomes.
  5. Apply relationship-centered communication and health technology in collaborating as a member of the health team.
  6. Promote human and dignity and a caring, culturally safe environment that reflects the values and needs of Micronesian families and communities.
  7. Participate in 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:

  • Demonstrate personal & professional behaviors that display the leadership role of the practical nurse.
  • Demonstrate critical thinking to apply the nursing process, implement nursing skills, delegate care to unlicensed assistive personnel, and practice under the supervision of the professional nurse.
  • Apply evidence-based principles to deliver safe, holistic practical nursing care.
  • Participate in the management of care for quality improvement and positive health outcomes using evidence, tradition, and individual preferences.
  • Demonstrate relationship-centered communication and health technology skills for individuals, families, and health team members.
  • Role model caring and respect for the cultural values, developmental needs and health practices needs of Micronesian individuals, families, and communities.

7.    Demonstrate the role of the practical nurse in primary care and public health settings to promote wellness of the Micronesian individuals, families, and communities.

SLO

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

1

IDM

 

 

 

 

 

 

2

 

IDM

 

 

 

 

 

3

 

 

IDM

 

 

 

 

4

 

 

 

IDM

 

 

 

5

 

 

 

 

IDM

 

 

6

 

 

 

 

 

DM

 

7

 

 

 

 

 

 

DM

I = Introduced
D = Demonstrated
M = Mastered

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

General SLO 1. Demonstrate personal & professional behaviors that display the leadership role of the practical nurse.


Student Learning Outcomes

Assessment Strategies

1.1. Determine the scope of practice, Standards of Practice, education, licensure and issues and trends for the practical nurse in the FSM and the United States.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

1.2. Apply leadership principles and skills to own role as a practical nurse.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

1.3. Develop a strategic self-guide and timeline to manage the transition and reality shock to the role of the licensed practical nurse.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

1.4. Describe the process and factors influencing mentoring, coaching, and precepting relationships for the practical nurse.

Reflective journal, Resume & Interviewing Scenario (scored with rubric)

General SLO 2. Demonstrate critical thinking to apply the nursing process, implement nursing skills, delegate care to unlicensed assistive personnel, and practice under the supervision of the professional nurse.


Student Learning Outcomes

Assessment Strategies

2.1. Utilize critical thinking to implement the nursing process under the supervision of the professional nurse.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

2.2. Demonstrate critical thinking to safely implement intermediate level nursing skills in clinical or simulation settings.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

2.3. Assign and delegate care appropriately to unlicensed assistive personnel or other practical nurses.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

General SLO 3. Apply evidence-based principles to deliver safe, holistic practical nursing care.


Student Learning Outcomes

Assessment Strategies

3.1.  Seek current evidence-based information to deliver safe, holistic care to individuals with common health alterations across the lifespan.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

3.2.  Incorporate evidenced-based practices to deliver safe, holistic care to individuals with common health alterations.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

3.3. Collaborating with the professional nurse, evaluate the effectiveness of best practices in delivery of safe, holistic care to individuals with common health alterations across the lifespan.

reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

General SLO. 4. Participate in the management of care for quality improvement and positive health outcomes using evidence, tradition, and individual preferences.


Student Learning Outcomes

Assessment Strategies

4.1. Develop strategies to allocate and manage patient care resources efficiently.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

4.2. Adapt patient care activities to facilitate positive health outcomes.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

4.3 Participate in quality improvement activities to improve patient care outcomes.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

General SLO 5. Demonstrate relationship-centered communication and health technology skills for individuals, families, and health team members.


Student Learning Outcomes

Assessment Strategies

5.1. Implement effective communication protocols to ensure client safety.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

5.2. Apply strategies to manage interpersonal and/or inter-professional conflicts.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

5.3. Integrate relationship-centered communication principles into team leader practices.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

General SLO 6. Role model caring and respect to support the values and health needs of Micronesian individuals, families, and communities.


Student Learning Outcomes

Assessment Strategies

6.1. Adapt nursing care to support the values and health needs of Micronesian individuals, families, and communities.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

6.2.  Assist health team members to recognize patient values and health needs.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

General SLO 7. Demonstrate the role of the practical nurse in primary care and public health settings to promote wellness of the Micronesian individuals, families, and communities.


Student Learning Outcomes

Assessment Strategies

7.1.  Demonstrate personal health and wellness practices in the role of the practical nurse.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

7.2.  Participate in wellness screenings and health education activities in the role of the practical nurse.

Reflective journal, Clinical Evaluation Tool & Portfolio (scored with rubric)

D.  COURSE CONTENT

1.  Professional identity

  1. History of the role and scope of practical nursing practice
  2. Practical nurse licensure and standards of practice
  3. National practical nurse organizations
  4. Educational models.
  5. Transition to the practical nurse role
  6.   Impaired nurse
  7. Ethical-legal issues
    1. Advanced directives
    2. Informed consent
  8. Cultural competence
  9. Trends and issues in practical nursing
  10. Job readiness, retention, and career paths

2.  Practical nursing leadership and management      

  1. Theories of management/leadership
  2. Conflict management
  3. Supervision, delegation, assignments
  4. Power issues as leader/member of the team
  5. Collaboration
  6. Nursing care delivery models
  7. Quality Improvement/Performance Improvement

3.  Provider and Manger of Care

  1. LPN role in application of the nursing process and clinical judgment
  2. Teaching-learning
  3. Referrals and resource management
  4. Time management
  5. Advocacy/client rights
  6. Continuity of care/prioritization

E.  METHODS OF INSTRUCTION
1.  Mini-lecture and discussion
2.  Computer assisted learning activities
3.  Online activities.
4.  Interactive group activities; case scenarios, problem-focused activities.
5.  Clinical preceptorship.

F.  REQUIRED TEXT(S) AND COURSE MATERIALS
Hill, S. and Howlett, H. (2009). Success in practical/vocational nursing: From student to leader.  (6th ed.). Louis, MI: Saunders Elsevier. (or most recent edition)

G.  REFERENCE MATERIALS
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)

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)

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)

Lippincott, Williams, and Wilkins. (2011).  Lippincott’s interactive tutorials and case studies. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Lippincott, Williams, and Wilkins. (2009).  Lippincott’s video guide to psychiatric mental health nursing assessment. 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)

Porth, C. (2011). Essentials of pathophysiology: North American edition.  Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Smeltzer, S., Bare, B., Hinkle, J., and Cheever, K. (2011).  Textbook of medical-surgical nursing. (12th ed.). Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Smeltzer, S. (2009). Lippincott's interactive case studies for Brunner & Suddarth's textbook of medical-surgical nursing. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Smeltzer, S. (2011).  Smeltzer, Brunner and Suddarth's Handbook for Laboratory and Diagnostic Tests. 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)

Videback, S. (2010). Psychiatric mental health nursing. (5th ed.), Philadelphia: Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

H.  INSTRUCTIONAL COSTS
None

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.

This nursing course must be passed with a “C” or better to receive the Practical Nursing Certificate of Achievement.

J.   CREDIT BY EXAMINATION
None.

 

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