NUPD 701-course outline 2018 PDF

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Course outline for NUPD701 Theory...

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Course Outline School:

Community and Health Studies

Department:

Nursing

Course Title:

Acute & Chronic Illness Theory

Course Code:

NUPD 701

Course Hours/Credits:

56

Prerequisites:

N/A

Co-requisites:

PATH 700

Eligible for Prior Learning, Assessment and Recognition:

N/A

Originated by:

Sandra Murphy

Revised by:

Marsha, Astrop, Jasmine Balakumaran, Patricia Mazzotta

Revision Date:

Fall2016

Current Semester:

Fall 2018

Approved by:

Chairperson/Dean

Students are expected to review and understand all areas of the course outline. Retain this course outline for future transfer credit applications. A fee may be charged for additional copies. This course outline is available in alternative formats upon request.

NUPD 701

CENTENNIAL COLLEGE

Acute & Chronic Illness Theory

Course Description The focus of this course is to encourage students to develop their understanding of caring for persons living with acute and chronic illness. A transformative teaching and learning approach is utilized to enhance student’s theoretical, practical and experiential knowledge. Students will have an opportunity to incorporate scholarly research articles, in-class activities and discourse to enhance their comprehension of the topics within this course. Students will expand their knowledge of the nursing process and will critically explore how nursing metalanguage (metaparadigms) and Patterns of Knowing influence the nurse and nursing practice. Concepts learned in this course will foster student’s critical consciousness, problem solving ability and critical thinking so they may be better prepared to handle diverse situations.

Program Outcomes Successful completion of this and other courses in the program culminates in the achievement of the Vocational Learning Outcomes (program outcomes) set by the Ministry of Advanced Education and Skills Development in the Program Standard. The VLOs express the learning a student must reliably demonstrate before graduation. To ensure a meaningful learning experience and to better understand how this course and program prepare graduates for success, students are encouraged to review the Program Standard by visiting http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/. For apprenticeship-based programs, visit http://www.collegeoftrades.ca/training-standards.

Course Learning Outcomes The student will reliably demonstrate the ability to: 1. Discuss and apply theoretical bases underlying selected course concepts related to individuals and 2.

families experiencing acute and chronic illnesses across various phases of the life span. Examine and recognize the meaningful connections between an individual’s lived experience of illness, beliefs, and behaviors in relationship to the impact of the illness for the individual and the family.

3.

Critically appraise and utilize current nursing research findings in discussion of concepts and theoretical models.

4.

Analyse nursing concepts within the current socio-political, ethical, legal and professional milieu to identify and plan nursing care for individuals and families in acute and chronic care settings.

5.

Contribute actively and responsibly to individual and group learning.

Essential Employability Skills (EES) The student will reliably demonstrate the ability to*: 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. 2. Respond to written, spoken, or visual messages in a manner that ensures effective communication. 3. Execute mathematical operations accurately. 4. Apply a systematic approach to solve problems. 5. Use a variety of thinking skills to anticipate and solve problems. 7. Analyze, evaluate, and apply relevant information from a variety of sources. THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

CENTENNIAL COLLEGE

Acute & Chronic Illness Theory

8. 9.

Show respect for diverse opinions, values belief systems, and contributions of others. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. 10. Manage the use of time and other resources to complete projects. 11. Take responsibility for one's own actions, decisions, and consequences. *There are 11 Essential Employability Skills outcomes as per the Ministry Program Standard. Of these 11 outcomes, the following will be assessed in this course.

Global Citizenship and Equity (GC&E) Outcomes N/A

Text and other Instructional/Learning Materials Text Book(s): Required Textbooks: American Psychological Association. (2010). Publication manual of the American psychological association (6th ed.).Washington, DC. Author Chinn, P. L., & Kramer, M. K. (2015). Knowledge development in nursing: Theory and process (9th ed.). Toronto, Canada: Elsevier Canada. Ackley, B. J., Ladwig, G. B., & Flynn Makic, MB. (2017). Nursing diagnosis handbook. An evidence-based guide to planning care (11th ed.). St. Louis, MO: Elsevier.

Evaluation Scheme ➮ Term Test #1: Week 7 (covers material from week 1-6 content. Tests may be comprised of a combination of multiple choice, short answer, fill in the blank questions). ➮ Weekly In Class Chapter Reviews: In class weekly chapter reviews will be written at the beginning of each class in weeks 3 (week 1-2 content), 5 (week 3-4 content), 10 (week 8-9 content), and 12 (week 10-11 content). Each chapter review is worth 7.5% for a total of 30%. These chapter reviews include but is not limited to multiple choice, matching, short answer, and fill in the blank. ➮ Student Group Presentations: As a continuation of your creative pathophysiologic project, using the nursing process, patterns of knowing and metaparadigms of nursing, develop a plan of care for the patient described in your patho case study. Please integrate critical thinking, depth and breadth of knowledge and a holistic approach in your plan of care. This is to be a creative project therefore 6% of the total grade will be on the creative/aesthetic elements, and 4% of the total grade will be on the oral presentation. Do not reveal the priority nursing diagnosis you are presenting… but instead allow the class to come up with the diagnosis themselves based on the presentation.

THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

CENTENNIAL COLLEGE

Acute & Chronic Illness Theory

➮ Term Test #2: Week 14 (test includes concepts from week 8-12) Evaluation Name

CLO(s)

Term Test #1

1, 2, 3

Weekly In Class Chapter Reviews

1, 2, 3, 4, 5

Student Group Presentations

1, 2, 3, 4, 5

Term Test #2

1, 2, 3, 4, 5

Total

EES GCE Weight/100 Outcome(s) Outcome(s) 1, 2, 3, 4, 30 5, 7, 11 30 1, 2, 4, 5, 7, 8, 9, 10, 11 10 1, 2, 4, 5, 7, 8, 9, 10, 11 1, 2, 4, 5, 30 7, 11 100%

If students are unable to write a test they should immediately contact their professor or program Chair for advice. In exceptional and well documented circumstances (e.g. unforeseen family problems, serious illness, or death of a close family member), students may be able to write a make-up test. All submitted work may be reviewed for authenticity and originality utilizing Turnitin®. Students who do not wish to have their work submitted to Turnitin® must, by the end of the second week of class, communicate this in writing to the instructor and make mutually agreeable alternate arrangements. When writing tests, students must be able to produce official College photo identification or they may be refused the right to take the test or test results will be void.

Student Accommodation Students with permanent or temporary accommodations who require academic accommodations are encouraged to register with the Centre for Students with Disabilities (CSD) located at Ashtonbee (L1-04), Progress (C1-03), Morningside (Rm 190), and Story Arts Campus (Rm 284). Documentation outlining the functional limitations of a disability is required; however, interim accommodations pending receipt of documentation may be possible. This service is free and confidential. For more information, please email [email protected].

Use of Dictionaries •

Any dictionary (hard copy or electronic) may be used in regular class work.

•

Dictionary use is not permitted in test or examination settings.

Program or School Policies N/A

Course Policies Must achieve 60% or C in this course to warrant a passing grade. Ryerson University Requirement - Upon successful completion of all program requirements, students in the RPN to BScN Bridging Nursing Program are eligible to apply to the Post-Diploma Nursing Degree Program at Ryerson University, offered by the Daphne Cockwell School of Nursing. Students must obtain THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

CENTENNIAL COLLEGE

Acute & Chronic Illness Theory

a cumulative grade point average (cGPA) of 3.00 or higher and have no repeated courses or failures on academic transcript. Students are encouraged to review: "Centennial College Academic Honesty and Plagiarism Policy" at https://www.centennialcollege.ca/pdf/Academic%20Honesty%20-%20Policy.pdf

College Policies Students should familiarize themselves with all College Policies that cover academic matters and student conduct. All students and employees have the right to study and work in an environment that is free from discrimination and harassment and promotes respect and equity. Centennial policies ensure all incidents of harassment, discrimination, bullying and violence will be addressed and responded to accordingly. Academic honesty is integral to the learning process and a necessary ingredient of academic integrity. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these occur when the work of others is presented by a student as their own and/or without citing sources of information. Breaches of academic honesty may result in a failing grade on the assignment/course, suspension or expulsion from the college. For more information on these and other policies, please visit www.centennialcollege.ca/aboutcentennial/college-overview/college-policies. Students enrolled in a joint or collaborative program are subject to the partner institution's academic policies.

PLAR Process This course is part of a program that has been designed to bridge Registered Practical Nurses and Internationally Educated Nurses to university degree level studies. This course outline and its associated weekly topical(s) may not be reproduced, in whole or in part, without the prior permission of Centennial College.

THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

CENTENNIAL COLLEGE

Semester: Section Code:

Fall 2017 102

Professor Name: Contact Information:

Meeting Time & Location:

08:30-12:20 Room 422

Delivery Method:

Acute & Chronic Illness Theory

Jonathan Barrios [email protected] ext 2993 In Class

Topical Outline (subject to change): Week 1

Topics Introduction to course, Nursing Process, Metaparadigms

Readings/Materials Chinn, P. L., & Kramer, M. K. (2015). The history of knowledge development in nursing. In Chinn, P. L., & Kramer, M. K (Eds.), Knowledge development in nursing: Theory and process (9th ed., pp. 24-31; 38-48). Toronto, Canada: Elsevier Canada.

Weekly Learning Outcome(s) Review the course outline, expectations, teaching and evaluative methods.

Instructional Strategies Faculty facilitated in class discussion

Discuss the concepts of the nursing process to practice.

Interactive group activity (ies)

Apply the nursing process to a clinical experience you have encountered.

Scholarly Article(s)

Evaluation Name

Evaluation Date

Reflect and explore your personal values and beliefs in relation to the metalanguage (metaparadigms) of nursing.

Ackley, B. J., Flynn Makic, MB., & Martinez Kratz, M. (2017). Nursing process, clinical reasonin, nursing diagnosis, and evidence-based nursing. In Ackley, B. J., Ladwig, G. B., & Flynn Makic, MB (Eds.), Nurisng diagnosis handbook. An evidence-based guid to planning care (11th ed.), (pp. 1-15). St. Louis, MO: Elsevier. THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

Week

CENTENNIAL COLLEGE

Topics

Readings/Materials

Weekly Learning Outcome(s)

Acute & Chronic Illness Theory

Instructional Strategies

Evaluation Name

Evaluation Date

Fawcett, J. (1984). The metaparadigm of nursing: Present status and future refinements. The Journal of Nursing Scholarship, XVI(3), 84-87. Lee, R. C., & Fawcett, J. (2013). The influence of the metaparadigm of nursing on professional identity development among RN-BSN students. Nursing Science Quarterly, 26(1), 9698. 2

Patterns of Knowing, Ethical/Personal knowledge development, loss/grieving, end-oflife care

Axelrod, J. (2015). The 5 stages of loss and grief. Psych Central. Retrieved from http://psychcentral.co m/lib/the-5-stages-ofloss-and-grief

Examine the common psycho-social manifestations at end of life.

Faculty facilitated in class discussion

Discuss the ethical and legal concern in endof-life care.

Interactive group activity (ies)

Chinn, P. L., & Kramer, M. K. (2015). Nursing’s fundamental patterns of knowing. In Chinn, P. L., & Kramer, M. K (Eds.), Knowledge development in nursing: Theory and process (9th ed., pp. 1-23). Toronto, Canada: Elsevier

Discuss the concepts identified by KublerRoss in relation to the 5 Stages of Loss & Grief.

Explore caregiver's needs during loss/grieving Scholarly Article(s) and end-of-life care.

Reflect and explore your personal values and beliefs in relation to the metalanguage (metaparadigms) of nursing. Apply Kubler-Ross's 5 Stages of Loss & Grief to the metalanguage (metaparadigms). Explore how ethical and personal knowing

THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

Week

CENTENNIAL COLLEGE

Topics

Readings/Materials

Weekly Learning Outcome(s)

Canada.

influence nurses and nursing practice.

Chinn, P. L., & Kramer, M. K. (2015). Ethical knowledge development. In Chinn, P. L., & Kramer, M. K (Eds.), Knowledge development in nursing: Theory and process (9th ed., pp. 89-95). Toronto, Canada: Elsevier Canada.

Apply personal & ethical patterns of knowing to loss /grieving, and end- of-life-care

Acute & Chronic Illness Theory

Instructional Strategies

Evaluation Name

Evaluation Date

Discuss and explore the impact loss and Grief has on a nurse.

Chinn, P. L., & Kramer, M. K. (2015). Personal knowledge development. In Chinn, P. L., & Kramer, M. K (Eds.), Knowledge development in nursing: Theory and process (9th ed., pp. 111-126). Toronto, Canada: Elsevier Canada. Ackley, B. J., Ladwig, G. B., & Flynn Makic, MB. (2017). Nurisng diagnosis handbook. An evidence-based guid to planning care (11th ed.). St. Louis, MO: Elsevier. 275-280; 287-293; 294-297; 297-302; 420-426; 426-431; 833-838. Zander, P. E. (2007). THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

Week

CENTENNIAL COLLEGE

Topics

Readings/Materials

Weekly Learning Outcome(s)

Acute & Chronic Illness Theory

Instructional Strategies

Evaluation Name

Evaluation Date

Ways of knowing in nursing: The historical evolution of a concept. Journal of Theory Construction and Testing, 11(1), 7-11. 3

Fluid & electrolytes, Acid base imbalances, Empirical knowledge development

Chinn, P. L., & Kramer, M. K. (2015). Empiric knowledge development: Conceptualizing and structuring. In Chinn, P. L., & Kramer, M. K (Eds.), Knowledge development in nursing: Theory and process (9th ed., pp. 10-17; 154-156). Toronto, Canada: Elsevier Canada.

Discuss the composition and indications of common intravenous fluid solutions.

Faculty facilitated in class discussion

Apply the nursing process to a patient with the following:

Interactive group activity (ies)

Respiratory acidosis Respiratory alkalosis Metabolic acidosis Metabolic alkalosis

Scholarly Article(s)

Ackley, B. J., Ladwig, G. B., & Flynn Makic, MB. (2017). Nurisng diagnosis handbook. An evidence-based guid to planning care (11th ed.). St. Louis, MO: Elsevier. 184-186; 187-194; 348-350; 388-393; 393-397; 397-400; 404-408; 797-801.

hypo/hypervolemia (hypovolemic shock), hypo/hypernatremia hypo/hyperkalemia

Edwards, S. L. (2008). Pathophysiology of acid base balance: The theory practice relationship. Intensive and Critical Care Nursing, 24, 28-40.

Apply empirical pattern of knowing to fluid/electrolyte & acid base imbalance

In class chapter review (includes week 1-2 material).

Discuss and apply the clinical manifestations, nursing and collaborative management of the following:

Independent review of the following: hypo/hypercalcemia hypo/hyperphosphatemia hypo/hypermagnesemia Explore how empirical knowing influences nurses and nursing practice.

Reflect and explore your personal values and beliefs in relation to the metalanguage (metaparadigms) of nursing.

THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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NUPD 701

Week

CENTENNIAL COLLEGE

Topics

Readings/Materials

Weekly Learning Outcome(s)

Acute & Chronic Illness Theory

Instructional Strategies

Evaluation Name

Evaluation Date

Garretson, S., & Malberti, S. (2007). Understanding hypovolemic, cardiogenic, and septic shock. Nursing Standard, 21(50), 4655. Blevins, S. (2014). Making ABGs simple. MEDSURG Nursing, 23(3), 185-186. McClelland, M. (2016). IV therapies for patients with fluid and electrolyte imbalances. MED SURG Matters, 23(5), 4-8. Crawford, A., & Harris, H. (2011). I.V. fluids what nurses need to know. Nursing 2011, 41(5), 30-38.

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David, K. (2007). IV fluids: Do you know what's hanging and why? RN, 70(10), 3541. Chinn, P. L., & Burns, Kramer, M. K. Empirical and Aesthetic knowledge (2015).Aesthetic knowledge development development. In Chinn, P. L., & Kramer, M. K (Eds.), Knowledge development in nursing: Theory and

Apply the nursing process to a patient with burns injuries.

Faculty facilitated in class discussion

Describe the nursing assessment and management of a patient with burns.

Interactive group activity (ies)

Gr...