NU-225 Health & Illness in Nursing II

GENERAL INFORMATION:

Course title: NU 225 Health and Illness in Nursing II
Campus: National Campus	Initiator: Kathleen Benjamin	Date: October 2021
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.

COURSE HOURS/CREDITS:

		Hours per Week		No. of Weeks			Total Hours			Semester Credits
Lecture		3	x	16		x	48		=	3
Laboratory		12	x	16		x	192		=	4
Workshop			x			x			=
					Total Semester			Credits		7

PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: NU 135 or NU 200

CO-REQUISITES: SS 150

PSLOs OF OTHER PROGRAMS THIS COURSE MEETS: None

PSLO#	Program

CAC Chair signatures:_________ Date recommended:__________

VPIA signature:___________ Date approved:____________

1. 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.
[ ]	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.
[X]	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.

2. PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): At the end of level II, the competent associate degree graduate will:

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. Investigate health assessment data, evidence-based resources to guide clinical reasoning, clinical judgment, and decision making in the delivery of safe, holistic nursing care.
3. Demonstrate leadership in nursing and healthcare management.
4. Communicate effectively and collaborate as part of the interprofessional team.
5. Practice relationship-centered care, creating a caring and culturally safe environment that reflects the values of Micronesia.
6. Practice and contribute to the primary care and public health care systems in Micronesia to promote community wellness.

3. COURSE STUDENT LEARNING OUTCOMES (CSLOs) - (General): The Level II student will be able to:

1. Demonstrate commitment to personal and professional nursing practice, integrity, leadership, and lifelong learning.
2. Apply clinical judgment, reasoning, evidenced-based practice, and collaboration skills with the interprofessional health team to plan, implement and deliver patient care.
3. Demonstrates leadership skills and health care management skills.
4. Demonstrate communication skills effectively and collaboration skills as part of the interprofessional team.
5. Demonstrate relationship-centered care and culturally safe environment that shows the values of Micronesia.
6. Demonstrate and contribute to the primary care and public health systems in Micronesia to promote community wellness.

4. COURSE STUDENT LEARNING OUTCOMESCSLOs)- (Specific):
The student will be able to:

CSLO (General) 1: Demonstrate commitment to personal and professional nursing practice, integrity, leadership, and lifelong learning.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
1.1 Determine the scope of practice, Standards of Practice, education, licensure and issues and trends for the registered nurse in the FSM and the United States.	3,7*	1	Direct and multiple choice questions as part of examinations and quizzes given during the semester Nursing care plan graded by rubric Simulations/Case scenarios graded by rubric Clinical Evaluation Tool graded by 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.	3,4,7*	1	Direct and multiple choice questions as part of examinations and quizzes given during the semester Nursing care plan graded with rubrics Simulations/Case scenario grade 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.	7	1	Case scenarios / Simulation grade by rubric Nursing care plan graded with rubrics Reflective journal / Portfolio graded by 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.	7	1	Case scenarios / Simulations grade by rubrics Nursing care plan grade by rubric Clinical Evaluation Tool graded by rubric Portfolio graded by rubric
CSLO (General) 2: Apply clinical judgment, reasoning, evidenced-based practice, and collaboration skills with the interprofessional health team to plan, implement and deliver patient care.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1 Utilize 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.	3, 7*	2	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
2.2 Discuss with the inter-professional health team members to coordinate and refer complex patient care in the hospital and community settings.	7	1	Clinical evaluation form graded with rubric Journal, Self-assessment tools graded with rubric
2.3 Provide patient care in the hospital and community settings.	7	2	Clinical evaluation form graded with rubric Self-assessment tools graded with rubric
CSLO (General) 3: Demonstrate leadership skills and health care management skills.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1 Seek current evidence-based information on leadership skills and health care management to deliver safe, holistic care.	6, 7	3	Case scenarios, nursing care plan, or professional paper (scored by rubric) Simulations, Clinical evaluation forms graded by rubric
3.2 Incorporate evidenced-based practices and leadership skills to deliver safe, holistic care.	7	3	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
3.3 Collaborating with the interprofessional health team to evaluate the effectiveness of best practices in delivery of safe, holistic care to individuals, families, and groups across the lifespan.	7	4	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
CSLO (General) 4: Demonstrate communication skills effectively and collaboration skills as part of the interprofessional team.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1 Develop communication skill strategies as part of the interprofessional team.	1,7	1	Case scenarios / Simulations grade by rubrics Nursing care plan grade by rubric Clinical Evaluation Tool graded by rubric Portfolio graded by rubric
4.2 Adapt patient care activities to facilitate positive health outcomes.	7	1	Reflective journal, Clinical Evaluation Tool & Portfolio graded with rubric.
4.3 Participate in quality improvement activities to improve patient care outcomes.	7	4	Reflective journal, Clinical Evaluation Tool & Portfolio graded with rubric.
CSLO (General) 5: Demonstrate relationship-centered care and culturally safe environment that shows the values of Micronesia.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
5.1 Describe strategies for culturally safe environment that shows the values of Micronesia.	1, 3	3	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric
5.2 Choose relationship-centered care that is culturally safe to show values of Micronesia.	5,7	5	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric
CSLO (General) 6:Demonstrate and contribute to the primary care and public health systems in Micronesia to promote community wellness.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
6.1 Demonstrate personal and wellness practices to promote self-health.	7	4	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric
6.2 Coordinate wellness screenings and health education activities for the individual, family and community.	7	6	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric

5. COURSE CONTENTS

1. Professional identity
2. Practical nursing leadership and management
3. Provider and Manager of Care

6. METHODS OF INSTRUCTION

[X] Lecture [X] Cooperative learning groups

[X] Laboratory [X] In-class exercises

[X] Audio visual [X] Demonstration

[] Other

7. REQURIED 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)

8. REFERENCE MATERIALS (Note: Available at the Health Sciences library)

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)

9. INSTRUCTIONAL COSTS: None

10. 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.

11. CREDIT BY EXAMINATIONNone

NU 225 Health and Illness in Nursing II	Endorsed by CC: 05/04/22
	Approved by VPIA: 05/05/22