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1 Miami Dade College Medical Center Campus Benjamin Leon School of Nursing Syllabus Accelerated Option COURSE TITLE: COURSE NUMBER: SCHEDULE:

Fundamentals of Nursing NUR 1025 Monday and Friday, 8:00 – 10:50 AM August 26th – October 25th , 2019

TERM: COURSE CREDITS: REFERENCE:

Fall, 2019 3 Credits #6613

Room # 2119 INSTRUCTOR INFORMATION: FACULTY: Toyin Salvador, MSN, BC

OFFICE HOURS:

Office: Room 2343 Phone: 305 237- 4451 Email: [email protected]

TBA

COURSE DESCRIPTION: This course provides an introduction to the nursing profession. Students will learn the roles basic to nursing practice, nursing process, and how nurses are involved in health promoting activities to meet client needs. Prerequisite: Program Admission; co-requisites: NUR 1025C, 1060C, and 1142. Special fee. (3 hr. lecture). CO-REQUISITES: Fundamentals of Nursing Clinical Laboratory, Fundamentals of Nursing Skills Laboratory, Health Assessment, Introduction to Nursing Math and Pharmacology INSTRUCTIONAL APPROACH/STRATEGIES: Will include, but not be limited to: Mini-lectures with group discussions, case study presentations, written assignments, multimedia presentations, written examinations, HESI Examinations.

2 COURSE COMPETENCIES: Competency 1:

The Student will identify the development of contemporary nursing practice by a. b. c.

d. . Competency 2:

The Student will value the nursing process as the framework for meeting the health needs of individuals by: a. b. c. d. e.

Competency 3:

identifying the concepts of health, health care delivery and the settings and resources available in the community discussing the roles of the registered professional nurse identifying roles of the members of the health care team including physician, social worker, case manager, dietitian, physical therapist, respiratory therapist, licensed practical nurse, and unlicensed assistive personnel discussing interactions between the registered professional nurse and other members of the health team

identifying the phases of the nursing process discussing the importance of a comprehensive and accurate data base on which a diagnosis, plan, and interventions are based discussing the importance of establishing priorities before planning interventions using the nursing process in discussing a patient care scenario personalizing the nursing care plan to meet individual client needs

The Student will identify the diverse roles of the nurse required in the management of client care by: a. discussing the role of the nurse as educator, advocate, collaborator, and manager of client care b. explaining the independent, dependent, and collaborative functions of nurses c. recognizing the nurse’s role in identifying and reporting medical errors d. discussing major categories of sentinel events e. differentiating between active and latent errors

Competency 4:

The Student will discuss values clarification from the perspective of nursing practice in a multicultural, pluralistic society by: a. b. c.

defining the concept of holistic being identifying the interrelated physiological, psychologic, sociocultural, spiritual and environmental dimensions of the client discussing the concept of delivering culturally competent care

3 d.

Competency 5:

The Student will describe the critical thinking process in nursing practice by: a. b.

Competency 6

c. d.

g. h. i. j.

identifying methods that increase a client’s safety identifying methods that prevent deterioration in skin integrity describing correct body mechanics in delivering patient care explaining factors that affect oxygenation in delivering client care discussing factors that influence bladder and bowel elimination explaining the aspects of a nutritional assessment and its impact on nursing care using knowledge of the processes of digestion, absorption and elimination identifying the hazards of immobility and their relationship to client care identifying factors that influence comfort and pain comparing safety needs of special populations of patients

The student will identify principles of growth and development by: a. b. c. d.

Competency 9

explaining the elements of the communication process distinguishing therapeutic, non-therapeutic and social communication discussing teaching and learning with respect to the communication process integrating principles of teaching and learning with the phases of the nursing process

The student will apply the concept of basic human needs in planning nursing care by: a. b. c. d. e. f.

Competency 8

identifying the components of the critical thinking model comparing the relationship between critical thinking and the nursing process

. The student will apply principles of therapeutic communication and the teaching learning process by: a. b.

Competency 7

identifying the impact of cultural diversity on the delivery of health care

identifying client needs throughout the life cycle identifying special needs of the aging population discussing the role of the nurse in the stages of death and dying discussing the legal and ethical implications in end of life care

The student will discuss concepts of perioperative nursing by:

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a. discussing the cognitive, psychological, and physical aspects of preparing a client for surgery b. describing the nurse’s role in caring for the client during the preoperative, intraoperative, and postoperative phases c. defining the concept of “surgical asepsis” d. discussing methods of minimizing postoperative complications Competency 10:

The student will identify principles of stress and adaptation by: a. describing the physiological and psychological responses to stress b. giving examples of stress reduction techniques

Competency 11

The student will identify the nurse’s role in preserving visual and auditory health by: a. describing the physiological processes involved in normal visual and hearing b. identifying common abnormalities of the visual and auditory systems c. identifying nursing responsibilities in managing the care of clients with selected visual and auditory pathologies

Competency 12

The student will apply the mechanisms of fluid, electrolyte and acid-base balance by: a. describing the role of fluid and electrolytes in body function b. comparing signs and symptoms of specific fluid and electrolyte imbalances c. identifying nursing management of specific fluid and electrolyte imbalances d. comparing and contrasting types of intravenous solutions and indications for use e. describing pH and the mechanisms that regulate acid-base balance f. analyzing arterial blood gas results g. identifying normal and abnormal manifestations of respiratory and metabolic acidosis and alkalosis

Competency 13

The student will identify the nurse’s role in the preparation and administration of medications by: a. identifying the factors that influence the actions of drugs b. comparing and contrasting the different routes of medication administration c. explaining the importance of the “five rights” of medication administration d. stating the legal and ethical implications of medication administration

5 e. outlining error prone situations and methods for improving patient outcomes f. discussing root-cause analysis of sentinel events

COLLEGEWIDE STUDENT LEARNING OUTCOMES: This course provides intentional learning experiences to address the following General Education Outcomes: Outcome # 1 Communicates effectively using listening, speaking, reading and writing skills. Intentional Learning Fundamentals of Nursing course and clinical content based on the necessity of professional nurses to communicate effectively as components of ethical, legal and clinical standards of care. Assessment and Evaluation Method Objective test questions categorized by the nursing process. Evaluation of student’s ability to utilize verbal and non-verbal communication that demonstrates respect, understanding and caring during patient interactions. Outcome # 2 Use quantitative analytical skills to evaluate and process numerical data. Intentional Learning Compare and trend patients’ physiological and laboratory values to norms and determine appropriate nursing interventions based on this data. Assessment and Evaluation Method Objective test questions categorized by the nursing process. Objective test questions requiring student to select the priority nursing action for the patient. Objective test questions requiring students to identify deviation from laboratory norms and identify appropriate patient care interventions. Outcome # 3 Solve problems using critical and creative thinking and scientific reasoning. Intentional Learning Fundamentals of Nursing theory content presented in relationship to the nursing process which is the scientific method of reasoning. Use of case studies and concept mapping in presentation of course material. Assessment and Evaluation Method Objective test questions categorized by the nursing process. Objective test questions requiring student to select the priority nursing action for the patient. Evaluation of assigned patient care plans based on assessment findings in clinical practice settings.

6 Outcome # 4 Formulate strategies to locate, evaluate, and apply information. Intentional Learning Use of textbooks, reading lists, the internet, and library to obtain information. Introduction to Health Information Literacy/Health Databases by Faculty Librarian to assist students streamline on-line searches. Comparing patients’ physiological and laboratory values to norms and determine appropriate nursing interventions based on this data.

Assessment and Evaluation Method Objective test questions utilizing Bloom’s taxonomy at the application and/or analysis level which requires complex thought processing. Group presentations and classroom assignment Outcome #5 Demonstrate knowledge of diverse cultures, including global and historical perspectives. Intentional Learning Fundamentals of Nursing course content indicates the necessity of patient care that fits the person’s valued life patterns and set of meanings. Utilizing the nursing process while formulating patient care plans that deliberately regard the patient’s cultural identity. Assessment and Evaluation Method Discussion of the impact of a patient’s cultural background on their expectations of the nurse and their understanding of the differences. PROGRAM LEARNING OUTCOMES Outcome #1 Adhere to standards of professional practice (is accountable for his/her own actions and behaviors and practices nursing within legal, ethical and regulatory frameworks). Outcome #2 Demonstrate effective or therapeutic communication with promotes positive outcomes and/or trusting relationship. Outcome #4 Deliver nursing care based on evidence and critical thinking, resulting in clinical decisionmaking. Outcome #5 Use caring interventions to assist patients in meeting their health care needs.

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Outcome #6 Employ teaching and learning processes for clients, staff and health team members to promote and maintain health and reduces risks. Outcome #8 Use human, physical, financial, and technological resources to meet patient needs and support organizational outcomes.

TEXTBOOKS: Required: Doenges, M., Moorhouse, M. (2016). Nurses pocket guide: Diagnoses, prioritized interventions, and rationales (14th ed.) F.A. Davis: Philadelphia Faculty. Associate degree nursing curriculum (2001). Miami: MDC Hoffman, J. & Sullivan, N. (2016). Davis Advantage for Medical-Surgical Nursing: Making connections to Practice. Philadelphia, PA:F.A Davis. ISBN: 13:97800-8036-4417-5 Perry, A.G., Potter, P.A., Ostendorf, W.R. (2016). Nursing interventions and clinical skills (7th ed.). Mosby: St. Louis Potter, P, Perry, A., Stockert, P, Hall, A. (2016). Fundamentals of nursing. (9th ed). Elsevier: St. Louis Tabers cyclopedic medical dictionary (2014). (22nd ed). F.A. Davis: Philadelphia Vallerand, A., Sanoski, C., Deglin, J. (2019). Drug guide for nurses (14th ed). F.A. Davis: Philadelphia Van Leuven, A., Bladh, M. (2017). Davis’s comprehensive handbook of laboratory and diagnostic tests with nursing implications (7th ed.). F.A. Davis: Philadelphia Mobile uCentral applications include: Davis’s Drug Guide, Nurse’s Pocket Guide, Davis’s Laboratory and Diagnostic Tests, Taber’s Medical Dictionary, Medline Journals, and Grasp Study System.

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EVALUATION METHODS: Grading Policy: Components of Grade: 2 Tests (17.5% each) 1 Midterm Examination In class random (POP) quizzes Practice Assessment and Remediation 1 Final Examination Total

35% 20% 05% 10% 30% 100%

School of Nursing Grading Scale: 93-100% A 85-92% B 77-84% C 69-76% D Below 69% F

Method of Communicating Grades: Grades for each test will be distributed to each individual one week after taking the test.

COURSE/DEPARTMENTAL POLICIES MAKE UP TEST: There are no make-up tests for this course. Students are expected to take all tests and examinations when they are scheduled. Faculty should be notified beforehand if there is a problem. If a student is unable to attend class the day a test is scheduled, the weight of the Final examination will be increased by the weight of the missed test. If more than one test is missed, the student may be asked to withdraw.

Practice Assessment and Remediation 1. At designated times during the course, the student will take two Practice Assessment tests from home. 2. The results of the Practice Assessment A will generate a remediation plan. 3. The student must complete the assigned ATI Remediation Plan prior to taking the Practice Assessment B.

9 4. At the completion of the assigned ATI Remediation Plan, the student will complete Practice Assessment B. 5. In order to receive the full points, the student must complete all areas of the 2 Practice Assessments and the remediation Plan. PRACTICE ASSESSMENT AND REMEDIATION 2 POINTS 2 POINTS 2 POINTS Practice Assessment A Remediation Plan Practice Assessment B Complete Practice Assessment A.  Complete ATI Assigned Complete Practice Assessment B Remediation Plan.  For each topic missed complete: o An active learning template o Identify three critical points to remember

STANDARDIZED PROCTORED ASSESSMENT The Standardized Proctored Assessment is mandatory and is given towards the end of the course (courses include Fundamentals, Pharmacology, Obstetrics, Pediatrics, Psychiatrics, Medical Surgical, and Advanced Medical Surgical). The student can earn up to a total of 4 points based on the level achieved on the Standardized Proctored Assessment. The following scale will be used for the Standardized Proctored Assessment: STANDARDIZED PROCTORED ASSESSMENT Level 3 = 4 points Level 2 = 3 points Level 1 = 1 point Below Level 1 = 0 points

Special Note: The Standardized Proctored Assessment is a mandatory course requirement. Failure to complete the Standardized Proctored Assessment will result in no points being awarded. Failure to complete the assigned remediation plan and Practice Assessment A and B will result in no points being awarded.

METHOD OF COMMUNICATING GRADES:

10 TESTING ROOM POLICY: Refer to student handbook http://www.mdc.edu/nursing/docs/Associate-in-Science-Nursing-Student-Handbook.pdf ATTENDANCE: Attendance is required in order for students to successfully meet the course objectives. Students who miss any scheduled lectures are responsible for acquiring the missed information. ILLNESS/EMERGENCY: Notify the instructor regarding absence or tardiness. ACADEMIC DISHONESTY: Academic dishonesty will not be tolerated. Students involved in any form of academic dishonesty including copying from others during an exam or allowing others to copy from your exam or otherwise helping other students with answers during an exam will face disciplinary sanctions in accordance with the College’s Student Rights and Responsibilities Handbook. For more information, please obtain a copy of the Handbook at the Student Life Department or review it in the MDC student website. If any suspicious activity is seen, students may be asked to move their seat or be excused from the exam in its entirety. If the student is asked to leave, they will receive a “0” on the test in question. PROGRESSION: In order to progress to Semester 2, students must earn a grade of “S” and/or “C” or higher in every nursing course required this semester.

REMEDIATION: Students who are not meeting course objectives and or requirements are responsible for seeking tutorial remediation. It is the students’ responsibility to make an appointment with the course instructor for direction regarding remediation.

SMART PLAN POLICY: The Benjamin Leon School of Nursing’s goal is for every student to be successful throughout the nursing program. Nursing students are only allowed to repeat a course one time, if failed the second time, the student will be dismissed from the program. To avoid this from happening, and to remediate the student, a SMART Action Plan for Remediation has been developed for each nursing course. Each SMART Plan is specific for the failed course and focuses on student preparation and success. It is mandatory in the School of Nursing that any student who is unsuccessful in a course the first time must complete a Smart Plan before being allowed to retake/re-register for the course. To initiate the SMART Plan, students must: a. Be advised and referred by their course instructor. b. Meet with a Retention Specialist who will initiate the SMART Action Plan.

11 c. Complete all assignments with the Retention Specialist, who will verify your work and send a completion release to the student’s program Department Chairperson. d. The Chairperson will be responsible for re-enrolling the student into courses and notifying the student’s instructor of your completion status. e. Please see your Department Chairperson for more information.

AVAILABLE SUPPORT SERVICES ACCESS STATEMENT: By providing a variety of services that address a spectrum of disabilities, the ACCESS department works to ensure equal access and opportunity throughout the college experience. Students with a documented disability are encouraged to contact the campus ACCESS (Disability Services) Department in advance for information on appropriate policies and procedures for obtaining assistance. Retroactive auxiliary aids and services cannot be provided. The ACCESS department is located in Building 1, Room 1113, and can be reached at (305) 237-4027. Please note it is the student’s responsibility to self-identify at each campus where they are taking courses and seeking services. TUTORING SERVICES: https://libraryguides.mdc.edu/rn LABS: Nursing Skills Labs http://www.mdc.edu/nursing/nursing-skills-lab.aspx Clinical Simulation Lab http://www.mdc.edu/medical/campus-information/facilities-csl.aspx POLICY ON CHANGE(S) TO COURSE SYLLABUS: The professor retains the right to make changes to the course syllabus. Changes will be communicated to students verbally, in writing, or both.

COURSE CALENDAR NUR 1025 Accelerated Nursing August, 2019 DAY Mon.

DATE 08/26

TOPIC UNIT: Socialization to Professional Nursing Practice

READINGS AND LEARNING ACTIVITIES Curriculum - pp. 1-31 Semester 1 Fundamentals Text Chapter Pages

12 DAY

Fri.

DATE

08/30

TOPIC

UNIT: Socialization to Professional Nursing Practice (Continued)

UNIT: Nursing Process (Introduction)

Mon.

READINGS AND LEARNING ACTIVITIES 1 1-13 2 14-30 3 31-39 4 40-49 5 50-64 6 65-78 Fundamentals Text Chapter Pages 7 79-88 22 292-301 23 302-315 Curriculum – pp. 33-40 Fundamentals T...