NU-225 Health & Illness in Nursing II

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:

  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. 

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

  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.
  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.
  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.
  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.
  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.
  6. Adapt nursing care to support the cultural values, developmental needs and health practices of Micronesian individuals, families, and communities.
  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.

 

SLO

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

1

I, D

 

 

 

 

 

 

2

 

I, D

 

 

 

 

 

3

 

 

I, D

 

 

 

 

4

 

 

 

I, D

 

 

 

5

 

 

 

 

I, D

 

 

6

 

 

 

 

 

I, D

 

7

 

 

 

 

 

 

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
Case scenarios and nursing care plan (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios and nursing care plan (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios and nursing care plan (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios and nursing care plan (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

 

 

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
Case scenarios and nursing care plan (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

2.2. Operate with the inter-professional health team members to coordinate and refer complex patient care in the hospital and community settings.
2.2.1 Describe the benefits and barriers for inter-professional health team collaboration.
2.2.2 Describe the nursing role and responsibilities in promoting continuity of care.
2.2.3 Identify FSM in-patient and community resources to support the care of complex acute clients and those at the end-of-life.
2.2.4 Determine the processes for client referrals and payer systems in FSM and off-island.
2.2.5 Discuss the concept of Care Teams for continuity of care and effective resource utilization.
2.2.6 Discuss common ethical and advocacy dilemmas encountered in promoting continuity of care.

Quizzes, exams
Case scenarios and nursing care plan (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

2.3. Provide patient care in the hospital and community settings for complex acute care and end-of-life clients.
2.3.1 Identify the rules for delegation by the FSM Board of Nursing and common principles of delegation.
2.3.2 Apply national standards and principles of delegation in the practice lab simulations and the clinical setting.

Quizzes, exams
Case scenarios and nursing care plan (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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:
3.1.1 Problem-solving: Nursing process, functional health patterns, systems thinking, clinical reasoning and decision-making, evidence-based data, research process.
3.1.2 Goals and Standards: ANA and other nursing practice standards, National Safety Goals, Healthy People 2020, WHO Millennium Goals, Institute of Medicine Reports.
3.1.3  Health outcomes, quality assurance, and quality improvement.

Quizzes, exams
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios, nursing care plan, or (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

4.3 Practice end-of-life care during acute health alterations based on national standards of care and individual/family preferences.

Quizzes, exams
Case scenarios, nursing care plan, (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

 

 

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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

5.2.Develop strategies to manage interpersonal and/or interprofessional conflicts during complex acute care and end-of-life care.

Quizzes, exams
Case scenarios, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (score 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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Case scenarios, nursing care plan, or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

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
Nursing care/education project or professional paper (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

7.3 Use epidemiological data to plan nursing care of complex acute clients and end-of-life care of clients and families.

Quizzes, exams
Nursing care/education project or professional paper (scored by rubric)

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
Case scenarios, nursing care plan, or professional paper, special projects (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

7.5   Apply public health principles to acute care exemplars: dengue fever, tuberculosis, maternal-infant mortality, disaster management

Quizzes, exams
Case scenarios, nursing care plan, or professional paper, special projects (scored by rubric)
Simulations, Reflective journal, Clinical Evaluation Tool and Portfolio (scored with rubric)

 

 

D. COURSE CONTENT

  1. Professional behaviors in care of clients/families with complex acute care and end-of-life needs.
  2. Organizing frameworks and care management for complex acute care and end-of-life needs.
  3. Quality of care and health outcomes: basic concepts
  4. Communication, collaboration and health technology.
  5. Delegation of care
  6. Utilization of resources
  7. Continuity of care in complex acute and end-of-life care
  8. Evidence-based practice and standards of care

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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