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Course Description: This course builds upon NU 135, introducing application of the core competences to complex acute health alterations across the lifespan and end-of-life care. Focuses on clinical judgment, prioritization of care, client and family teaching, care coordination, and ethical decision-making in acute care. Includes concepts on primary care and public health nursing in the Pacific Islands in the acute phase of non-communicable acute diseases. Clinical learning experiences in a variety of health settings and simulation lab emphasize evidence-based practice that includes culturally, developmentally, and age-appropriate aspects in the nursing process, delegation and supervision, and collaboration with the inter-professional health team.
Prerequisite: |
NU 133, 134, and 135 or 200 |
A. PROGRAM LEARNING OUTCOMES (PLOs):
The student will be able to:
B. STUDENT LEARNING OUTCOMES (SLOs)- GENERAL:
The student will be able to:
SLO |
PLO 1 |
PLO 2 |
PLO 3 |
PLO 4 |
PLO 5 |
PLO 6 |
PLO 7 |
1 |
I, D |
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2 |
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I, D |
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3 |
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I, D |
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4 |
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I, D |
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5 |
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I, D |
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6 |
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I, D |
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7 |
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I, D |
I = Introduced
D = Demonstrated
M = Mastered
C. STUDENT LEARNING OUTCOME (SLOs) – SPECIFIC:
The student will be able to:
General SLO 1. Demonstrate personal and professional accountability in caring for individuals, families, and groups with complex acute health alterations and end-of-life-needs across the lifespan
Student Learning Outcomes |
Assessment Strategies |
1.1. Identify the standards of nursing practice for the care of individuals, families, and groups with complex acute health alterations and end-of-life needs across the lifespan. |
Quizzes, exams |
1.2. Determine decision-making strategies to address legal-ethical dilemmas in the care of individuals, families, and groups with complex acute and end-of-life needs. |
Quizzes, exams |
1.3 Demonstrate acceptance of personal responsibility and accountability to provide and delegate care of groups of clients and families with complex acute and end-of-life care. |
Quizzes, exams |
1.4 Appraise and implement strategies to meet own learning needs to demonstrate competence in care of complex care of groups of clients and families. |
Quizzes, exams |
General SLO 2. Demonstrate clinical judgments and collaboration skills to deliver care of individuals, families, and groups with complex acute health alterations and end-of-life-needs across the lifespan.
Student Learning Outcomes |
Assessment Strategies |
2.1. Utilize critical thinking, clinical judgment, and clinical reasoning in care of the client and family with complex acute health alterations and end-of-life needs, and groups across the lifespan. |
Quizzes, exams |
2.2. Operate with the inter-professional health team members to coordinate and refer complex patient care in the hospital and community settings. |
Quizzes, exams |
2.3. Provide patient care in the hospital and community settings for complex acute care and end-of-life clients. |
Quizzes, exams |
General SLO 3. Use evidenced-based rationale to plan and evaluate care for individuals, families, and groups with complex acute health alterations and end-of-life-needs across the lifespan.
Student Learning Outcomes |
Assessment Strategies |
3.1 Utilize organizing frameworks to guide nursing practice: |
Quizzes, exams |
3.2 Compile current evidence-based information to deliver safe, holistic care to individuals, families, and groups across the lifespan with complex acute care and end-of life needs: |
Databases, Search Engines |
3.3 Use safety guidelines and evidence-based best practices when demonstrating advanced nursing skills in caring for clients with complex, acute health alterations and end-of-life care needs. (See Level II Nursing Skills List). |
Case scenarios, nursing care plan, or professional paper (scored by rubric) Clinical Evaluation Tool and Portfolio (scored with rubric) |
General SLO. 4. Integrate evidence, tradition, and preferences of individuals, families, and groups with complex acute health alterations and end-of-life-needs across the lifespan to improve the quality of care and positive health outcomes.
Student Learning Outcomes |
Assessment Strategies |
4.1. Develop strategies to allocate and manage patient care resources efficiently during complex acute care and end-of-life care in hospital and community based settings. |
Quizzes, exams |
4.2. Assess patient care activities to incorporate client preferences while facilitating positive health outcomes and improve the quality of care during complex acute care and end-of-life care. |
Quizzes, exams |
4.3 Practice end-of-life care during acute health alterations based on national standards of care and individual/family preferences. |
Quizzes, exams |
General SLO 5. Implement relationship-centered communication and health technology skills for individuals, families, and groups with complex acute health alterations and end-of-life-needs across the lifespan.
Student Learning Outcomes |
Assessment Strategies |
5.1. Implement effective communication protocols, such as SBAR and documentation, to ensure client safety and team collaboration in the care of clients with complex acute health alterations and end-of-life needs. |
Quizzes, exams |
5.2 Practice therapeutic communication skills for clients and families with complex acute health alterations and end-of–life needs, refocusing communication toward common stress behaviors, coping strategies, goal-setting, and problem-solving, |
Quizzes, exams |
5.2.Develop strategies to manage interpersonal and/or interprofessional conflicts during complex acute care and end-of-life care. |
Quizzes, exams |
5.3 Analyze own documentation for accuracy, timeliness, and professionalism and collaborate with nursing instructor before entering it into the client record. |
Case scenarios, Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric) |
5.4 Identify cultural/ linguistic barriers to communication and document solutions such as accessing professional interpretive services. |
Quizzes, exams |
General SLO 6. Adapt nursing care to support the cultural values, developmental needs and health practices of Micronesian individuals, families, and communities.
Student Learning Outcomes |
Assessment Strategies |
6.1. Practice nursing care to support the values and health needs of Micronesian individuals across the lifespan, families, and communities with complex, acute health alterations or end-of- life needs. |
Quizzes, exams |
6.2 Identify own values, concerns, and dilemmas surrounding care of clients with complex acute health alterations and end-of-life needs. |
Case scenarios or professional paper (scored by rubric) |
6.3. Operate with health team members to recognize the values and health needs of clients and families with complex, acute health alterations or end-of- life needs. |
Quizzes, exams |
SLO 7. Design plans of care for individuals, families and groups with complex acute health alterations and end-of-life-needs in primary care and public health settings.
Student Learning Outcomes |
Assessment Strategies |
7.1. Demonstrate personal and wellness practices in to prevent complex acute illness and preparation for disasters. |
Quizzes, exams |
7.2. Identify the roles, scope of practice, and standards of practice for nurses in primary care health, population-based health, community health, and public health, globally and in the USAPI. |
Quizzes, exams |
7.3 Use epidemiological data to plan nursing care of complex acute clients and end-of-life care of clients and families. |
Quizzes, exams |
7.4 Identify basic principles and strategies for prevention, harm reduction, and community protection for complex acute, end-of-life care, and disasters. |
Quizzes, exams |
7.5 Apply public health principles to acute care exemplars: dengue fever, tuberculosis, maternal-infant mortality, disaster management |
Quizzes, exams |
D. COURSE CONTENT
9. Cultural competence in complex acute care, end-of-life care, and public health settings.
10. Public health care.
11. Client education strategies for clients and families with complex, acute health alterations or end-of- life needs.
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. Special projects.
6. Clinical and lab simulation experiences.
F. REQUIRED Text(S) AND COURSE MATERIALS
Ellis, J. and Hartley, C. (2012). Managing and coordinating patient care. (6th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins. (or most recent edition)
Ellis, J. and Hartley, C. (2011). Nursing in today’s world: Trends, issues, and management. (10th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins. (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 and Wilkins. (or most recent edition)
Carpenito-Moyet, L. (2009). Nursing diagnosis: Application to clinical practice (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins. (or most recent edition)
Jensen, S. (2011). Nursing health assessment: A best practice approach with DVD. Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins. (or most recent edition)
Karch, A. (2011). Focus on nursing pharmacology (5th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins. (or most recent edition)
Karch, A. (2012). 2012 Lippincott’s nursing drug guide. Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins. (or most recent edition)
Lippincott, Williams, and Wilkins. (2011). Lippincott’s interactive tutorials and case studies. Philadelphia: Wolters Kluwer Health/Lippincott Williams and 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 and Wilkins. (or most recent edition)
Maville, J., and 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 and Wilkins. (or most recent edition)
Porth, C. (2011). Essentials of pathophysiology: North American edition. Philadelphia: Wolters Kluwer Health/Lippincott Williams and 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, and 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, and Wilkins. (or most recent edition)
Stedman, (2010) Stedman’s medical dictionary for the health professions. (6th ed.). Philadelphia: Lippincott, Wilson, and 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, and 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, and 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, and Williams. (or most recent edition)
Videback, S. (2010). Psychiatric mental health nursing. (5th ed.), Philadelphia: Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins. (or most recent edition)
H. instructional cost
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, IV solution equipment, 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.
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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