Nurs 353 Syllabus Fall 2020 PDF

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Binghamton University NURS 353 – Practice of Nursing II Fall 2020 Asynchronous Course Monday: 3:30-5:30 pm or Friday: 3:30-5:30 pm for Exams 1-3

Instructor Information Instructor: Brian Coveleskie Office: AB 318 Office hours: Via Zoom or telephone. Please contact to schedule Office Telephone: (607) 777-4746 Email: [email protected] Instructor: Alison Dura Office: AB 218 Office hours: Via Zoom or telephone. Please contact to schedule Office Telephone: (607) 777-6811 Email: [email protected] Instructor: Kathy Payne Office: AB 226 Office hours: Via Zoom or telephone. Please contact to schedule Office Telephone: (607) 777-2513 Email: [email protected]

Communication Policy We will regularly post announcements on MyCourses. Please do get in the habit of checking the site regularly. You may contact us via email with questions, and we will generally respond within 12 hours. Non-urgent messages may be left on our office telephones, but you may receive a quicker response if you use email.

Course Information Description This is the second course in the clinical practice series at the Decker School of Nursing (DSON). In this course, the nursing process is used to introduce students to the illness phase of the health illness continuum. Students apply the nursing process to meet the health needs of persons of diverse cultural and socioeconomic backgrounds throughout the lifespan with problems of altered mobility related to psychological, physiological, social, environmental, chemical, therapeutic, intellectual, and sensory domains. Content presented in Nurs. 320, 321, 322, and 351 is applied in this course.

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The course focuses on the nursing interventions necessary to foster adaptation by individuals and their "families" (client systems) faced with problems of altered mobility resulting from acute and/or chronic illness. The concepts of rehabilitation and health promotion are inherent in caring for clients with altered mobility. Students explore: (1) what it is like to live with illness, (2) cultural differences in adapting to altered mobility, and (3) how symptoms and therapeutic regimens intrude on an individual and the family's well-being. Students expand their knowledge of health as a process of continuous adaptation to stress and analyze etiological factors influencing paradigms of altered mobility. The effects of altered mobility, separation, isolation and institutionalization are explored. Nursing strategies directed towards overcoming communication barriers and promoting nurse client relationships are emphasized. Interventions designed to decrease the untoward effects of altered mobility and foster reality orientation, maturation, re-motivation and role reconceptualization in the client-system are undertaken. Nursing actions are directed at moving clients towards their optimal state of health and self-actualization. Students are urged to consider all client systems holistically. Concepts related to pharmacology and nutrition are incorporated throughout the course.

Course Objectives Baccalaureate Essentials correspond with the end of program outcomes. They are located on the DSON website. Numbers in parentheses reflect the Program Objectives. Upon completion of the course, the learner will be able to: 1. Apply concepts, theories, and research from nursing, biological, physical and behavioral sciences and the humanities to nursing practice (1,2,3,4,6,7,9,10). (BS Essential I). Met through exams/quizzes 2. Define altered mobility/function holistically, its causes and the reactions of the body and mind to immobilization (1) (BS Essential 1). Met through exams/quizzes and Alternate Clinical Experience project. 3. Identify the developmental, psychological, cultural, social, environmental, and educational factors that influence nursing judgments directed at health restoration for client systems experiencing altered mobility and function. (1,4). (BS Essential I & V). Met through databases/clinical experiences and Alternate Clinical Experience project. 4. Assess, diagnose, plan, implement and evaluate appropriate nursing care and interventions for client systems with real and potential disturbances of mobility/function. (1,2,3,6,10). (BS Essential VII). Met through exams/quizzes, Alternate Clinical Experience project, databases/clinical experiences.

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5. Use effective communication strategies to intervene therapeutically with client systems adapting to the stressors of acute or chronic illness. (1,2,3,10). (BS Essential IX). Met through database/clinical experiences. 6. Apply concepts of counseling and teaching-learning theories to enable the client systems experiencing altered mobility/function to attain an optimum level of functioning. (1,2,3,4,7,8,9,10). Met through clinical experiences. 7. Identify legal and ethical standards of practice when planning and implementing nursing care. (1,4,8). Met through database, clinical experiences, and exams. 8. Respect the right of others to pursue their philosophy, lifestyle, religious and cultural heritage and values. (1,2,3,4,7,8,10) (BS Essential VIII). Met through clinical database/objectives. 9. Demonstrate independent action in pursuing knowledge necessary to meet personal and course related objectives. (1,4,8) (BS Essential III & VIII). Met through exams/clinical prep/clinical, and Alternate Clinical Experience projects.

Clinical Objectives Students will experience a triad of clinical learning experiences associated with this course. “Live” clinical experiences will be in a healthcare facility or community setting agency. Live virtual clinical experiences will be in the Innovative Simulation and Practice Center. Alternate clinical experiences (ACE) activities will vary in each clinical course. At the end of any clinical learning experience the student will demonstrate: 1. 2. 3. 4.

Development of nursing care plans using objective and subjective data Synthesis of critical thinking with clinical knowledge in nursing care activities Appropriate professional response(s) to rapidly changing clinical situations Growth in clinical practice behaviors: a. Communication b. Collaboration c. Data analysis d. Goal development e. Priority development f. Environmental safety 2. Growth in clinical skill competence (as appropriate for student level) In addition, at the end of ACE learning activities, the student will demonstrate: 1. Increasing levels of independence and self-direction in learning 2. Professional communication with peers in group learning activities/project completion

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Clinical Triad for Fall 2020 This semester, all students will rotate between three clinical activity settings: ● “Live” clinical rotations in affiliated hospitals and care settings, ● On-campus skills practice and simulation in the Decker College ISPC ● Alternate Clinical Experiences (ACE) developed to coordinate with NURS 353 course and clinical objectives (as noted above).

Prerequisite(s) Nurs 320, 321, 322 (concurrent for BAT), and 351.

Teaching Strategies and Format Online Lecture materials, audio-visual aids, and other activities via MyCourses. COMPLETION OF ALL ONLINE MODULES AND MATERIALS IS REQUIRED. Material from required readings will be tested in course exams, along with online lectures and audiovisual content. “No portion of this course syllabus may be reproduced without the written permission of the Decker School of Nursing, Binghamton University.”

Course Requirements Required Resources (Please purchase the electronic materials for both the Boyd and the Ricci, Kyle, & Carman materials so that you will have access to all of the necessary course resources) Lippincott Direct Microsite for CoursePoint + purchases Boyd, M.A. & Luebbert, R. (2020). Essentials of psychiatric nursing. (2nd ed.). Philadelphia: Wolters Kluwer; CoursePoint +. Hinkle, J., & Cheever, K. (2017). Brunner & Suddarth’s Textbook of Medical Surgical Nursing. (14th ed.). Philadelphia: Wolters Kluwer. – E-book/Course Point+ code given to you from the Undergraduate Office Ricci, S., Kyle, T., & Carman, S. (2017). Maternity and Pediatric Nursing. (3rd ed.). Philadelphia: Lippincott. CoursePoint + Taylor, C., Lynn, P., & Bartlett, J.L. (2019). Fundamentals of nursing: The art and science of nursing care. (9th ed.). Philadelphia: Lippincott. CoursePoint +

Other Requirements ●

Internet and MyCourses access

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Recommended Texts & Other Readings ● ●

Assigned readings are in the Topical Outline Any additional assigned readings will be found in myCourses

The Topical Outline and required readings for the course are provided in the following table. NOTE: Dates for specific content are subject to change. TOPICAL OUTLINE (Order subject to change) Date

Topic

Readings

Module 1 ~Friday 8/28

Introduction to Care of the Hospitalized Client: The Surgical Client

H&C pp. 419-427 and 463-476

Physiological Effects of Altered Mobility

Module 2 ~Monday 8/31

~Friday 9/4

Module 3 ~Monday 9/7

~Friday 9/11

Taylor et al., Ch.32, pp. 1051…

Nursing Care of the Client with a Fracture

H&C pp. 1189-1197

Nursing Care of the Client with a Joint Replacement

H&C pp. 1144-1157

Diabetes

H&C pp. 1456-1499

Introduction to PsychiatricMental-Health Nursing

B&L, Ch. 1 – pp. 1-7 & Ch. 10 – pp. 104-127

Legal and Ethical Aspects

B&L, Ch. 3- pp. 16-28

Nursing Care of the Client with Mood Disorders

Exam 1 – Friday 3:30pm (Exam includes content through Diabetes care)

Depression Bipolar & Suicide

B&L, Ch. 21- pp. 311-333 & Ch. 8- pp. 81-95 B&L, Ch. 22 – pp. 334-353 B&L, Ch. 16 – pp. 223-238

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Module 4 ~Monday 9/14

Care of the Client with a Thought Disorder

B&L, Ch. 23 – pp. 354-390

Friday 9/18

Nursing Care of the Pediatric Client with Cognitive and Mental Health Disorders

Ricci et al., Ch. 50 pp. 1189-1197 and pp. 1144-1157

Module 5 ~Monday 9/21

Nursing Care of the Client with a CVA

Exam 2 – Monday 3:30 pm - Exam includes all mental health content (adult and pediatric)

Nursing Care of the Client with Brain and Spinal Cord Injury

H&C Ch. 67 H&C Ch. 66, 68

~Friday 9/25

Nursing Care of the Pediatric Client with Neuromuscular Deficits

Ricci et al., Ch. 44: pp. 1673, 1690-1696 pp. 1705-1709 pp. 1711-1716 pp. 1801-1802 pp. 1417-1420

Module 6 ~Monday 9/28

Nursing Care of the Adult Client with Respiratory Disorders

H&C, Ch 21 and 24 and pp. 614-618

~Friday 10/2

Nursing Care of the Pediatric Client with Respiratory Illness

Ricci, et al., Ch. 40 pp.1425-1468

Module 7 ~Monday 10/5

Nursing Care in Select Musculoskeletal Conditions

H&C pp. 1093-1097 and 1104 -1105

Friday 10/9

Exam 3 – Friday 3:30pm - Exam includes content from CVA until end

Credit Hours This course is a 4-credit course, which means that students are expected to do at least 12.5 hours of course-related work or activity each week during the semester. This includes time to

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complete online modules as well as time spent completing assigned readings, studying for tests and examinations, participating in clinical sessions, preparing written assignments, and other course-related tasks.

Expectations 1. The course outlines and all supplements will be read and regularly reviewed by the student. 2. NURS 353 builds upon the knowledge and learning experienced in the previous academic and clinical study. It is expected that the students will integrate prior knowledge gained from the natural and behavioral sciences, the humanities and nursing in providing nursing measures of prevention, maintenance, restoration and rehabilitation to clients. Therefore, it is required that the students will have met and continue to meet the course and clinical objectives from previous courses. If a learner puts a client's (patient) safety in jeopardy, it is possible that the learner may not be able to continue in the course. 3. It is expected that the students: (1) demonstrate professional accountability, (2) assume responsibility for their own learning, (3) evaluate their learning, growth, strengths and weaknesses, and (4) develop a plan with faculty to remedy deficiencies. 4. Recording of lectures, post conferences, or lab experiences is prohibited unless granted permission by the course coordinators. If allowed to record, those recordings are for personal use only and are not allowed to be shared publicly per copyright law. 5. Some course &/or clinical objectives may be met via projects; if part of an assignment does not meet an objective, it may be re-submitted once to meet the objectives. The original grade will not change. Graded assignments are due on the date assigned unless there is prior permission from the instructor and before the due date. This also applies to written clinical databases. 6. Clinical experiences, Lab-based skills and simulation activities, and Alternative Clinical Experiences (ACE) activities will be graded on a pass/fail basis. ATTENDANCE IS REQUIRED at all scheduled components. Satisfactory mastery of laboratory objectives and assignments is required in order to pass the course. All clinical objectives must be graded as "Met" by the end of the current semester to receive a passing grade for the clinical component. See course supplements for information related to the “live” clinical component of NURS 353. Absence from Clinical Link: This form needs to be completed and submitted, before the scheduled start time, if you will be absent from any scheduled clinical experience. This includes any scheduled simulation clinical experiences as well as those in the actual clinical setting.

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7. Simulation is considered an integral part of clinical experiences and learning. Simulation preparation work is essential to student learning during the simulation scenarios. Attendance at simulation is mandatory. Failure to complete simulation preparation work will mean that the student will not be allowed to participate in the simulation experience that day and will be sent home. This will count as a clinical absence. 8. Didactic work will be graded according to the Decker School of Nursing grading policy. 9. Both the clinical experiences and the didactic portion of the course must be successfully completed in order to pass the course. 10. Continued proficiency in medication calculations and administration must be demonstrated throughout the course. There will medication administration concepts and medication calculations on all exams. 11. It is expected that all students review the medication lecture notes, and medication administration readings and videos prior to clinical. The student will be required to know all this material before giving medications. If a student is having difficulty with these skills, remedial work and help will be provided to assist them. Contact the course coordinator or clinical instructor. 12. Students will meet via video conference with their clinical instructor for formal clinical evaluations at the completion of each clinical rotation. The learner must review the clinical evaluation before completing the course; students are encouraged to write down any comments at this time. Since the DSON values self-evaluation as a means of personal growth, the learner will self-evaluate with the clinical evaluation form in the course supplement and upload for review during the formal evaluation conference. At the end of the semester, learner evaluations will be maintained as part of the course’s electronic records. 13. Policies regarding written assignments: Late assignments: Students who have a legitimate reason for handing in late work should contact their instructor to request an extension for an assignment and submit a Request: Change of Assignment/Exam Date to the grading professor. This link is in the Student Folder on Google Drive. This action should be taken at least 24 hours prior to the due date for the written assignment. The decision to grant an extension is specific to the individual and his/her circumstances. There should be no assumption that a request made will automatically be granted. Unexcused late assignments - Grading: ➢ 5 points will be deducted from the final grade of the paper during the initial 24 hours after the due date and time of the assignment ➢ 2 points will be deducted from the final grade of the paper on the second day and every day after the due date of the assignment, including the day it is

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submitted (unless the student has made a prior arrangement with the professor). For example, if the paper is due at 3 pm on 9/21, then from 3 pm on 9/21 to 3 pm on 9/22 is the first day late (-5 points). 14. Students may request a "second read" for a paper within 10 working days of the grade posting if they feel a grade is inappropriate. This follows the Student Grievance Procedures guideline for the completion of an informal process and is delineated in the DSON Student Handbook. Students must first meet face-to-face and discuss the paper and the grade with the assigned faculty grader. If a second read is requested, the Course Coordinator or the Director of the Undergraduate Program will assign a faculty member to read a clean copy of the paper, which is to be provided by the student. After consultation with the first reader, a negotiated grade will be reached by the two faculty members. 15. STYLE MANUAL: *** Please use the 6th edition APA style manual for all papers. 16. Unprofessional behavior or appearance, unsafe action, serious lack of advanced preparation for clinical or other serious problems will constitute a failed clinical day. More than two failed clinical days means that the student is in jeopardy of failing the course. 17. Confidentiality is an essential part of nursing ethics and is expected at all times. HIPAA laws require all healthcare workers, INCLUDING STUDENTS, to adhere to the Federal guidelines in this regard. Do not share information about patients or fellow students in any manner. Be especially mindful in public areas. Keep clinical databases and information in a secure location. No identifiers should be used when collecting patient information. Refer to Decker School of Nursing HIPPA Policy.

18. Students should be familiar with the Academic Integrity Policy, the Grievance Policy and the Code of Conduct as outlined by Binghamton University and the Decker School of Nursing. Details can be found in the Student Handbook. 19. In accordance with the Decker School of Nursing's mission to prepare future providers of care, managers of care and members of the discipline of nursing, the Violations of Nursing Standards (VNS) policy requires students to abide by specific rules and regulations while enrolled in the program. Faculty will submit a VNS form when an infraction occurs.

Any appeals must be filed in accordance with the Decker School of Nursing Policies.

Assignments and Grading Three Multiple-Choice Examinations:

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Examinations will include multiple-choice and multiple-answer NCLEX-style questions. All students are expected to take course examinations at the scheduled times. Students are expected to contact the Course Coordinator IN ADVANCE to make arrangements if an exam must be missed. All exams will cover specific content as listed in the topical outline

Alternate Clinical Experience Project: All students will complete a group project outside of clinical and ISPC activities - and will have until the presentation date at the end of the course to complete. Please see the assignment details in MyCourses for your particular ACE activity - whether Med...