NU-245 Leadership in Clinical Practice Capstone

Course Description: 
This capstone course for nursing students supports transition to the Registered Nurse graduate role in the Pacific Islands. Emphasis is placed on nursing management of groups of clients with complex health alterations, utilizing principles of evidenced-based practice, clinical reasoning, prioritization, delegation, collaboration as a member of the inter-professional health team and leadership in the RN 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 nursing core competencies.

This course also meets PLO #(s) _1-7__ of _PN/RN_____________ program.

Prerequisite Courses: NU 225; Corequisites: NU235

 PROGRAM LEARNING OUTCOMES (PLOs): 

The student will be able to:

  • 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.
  • Incorporate nursing knowledge to assess, plan, deliver, and evaluate care within the context of the inter-professional health team.
  • Make evidence-based nursing judgments in the delivery of safe, holistic nursing care.
  • Demonstrate a spirit of inquiry to manage and improve the quality of care and outcomes for individuals, families, and communities.
  • Practice relationship-centered communication and incorporate health technology as a member of the inter-professional team.
  • Advocate for a caring, culturally safe, and flourishing environment that reflects the values and needs of Micronesian families and communities.
  • 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:

  • Model commitment to personal and professional nursing practice, integrity, leadership, and lifelong learning as a graduate nurse.
  • Demonstrate clinical judgment, reasoning, leadership, and collaboration skills with the inter-professional health team to plan, implement and deliver patient care.
  • Demonstrate leadership in evidenced-based clinical judgments for the delivery of safe, holistic nursing care.
  • Advocate for use of evidence, tradition, and individual preferences to manage care for quality improvement and positive health outcomes.
  • Use relationship-centered communication and health technology skills as a member of the inter-professional health team.
  • Role model and advocate for a caring, culturally safe, and flourishing environment that supports the values and needs of Micronesian individuals, families, and communities.

7.    Demonstrate the role of the graduate nurse in primary care & public health settings to promote wellness of the Micronesian individual, family & community.

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. Model commitment to personal and professional nursing practice, integrity, leadership, and lifelong learning as a graduate nurse.


Student Learning Outcomes

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.

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

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

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

General SLO 2. Demonstrate clinical judgment, reasoning, leadership, and collaboration skills with the inter-professional health team to plan, implement and deliver patient care.


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. Demonstrate leadership in evidenced-based clinical judgments for the delivery of safe, holistic 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. Collaborate 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. Advocate for use of evidence, tradition, and individual preferences to manage care for quality improvement and positive health outcomes.


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. Use relationship-centered communication and health technology skills as a member of the inter-professional health team.


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 and advocate for a caring, culturally safe, and flourishing environment that supports the values and 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 graduate nurse in primary care & public health settings to promote wellness of the Micronesian individual, family & community.


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
2.  Practical nursing leadership and management      
3.  Provider and Manger of Care

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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