NU: Spring 2015- 12/19/14 1 Lake-Sumter State College Course Syllabus Course / Prefix Number NUR 1023 Course Title: Nursing Foundations II CRN: 20001/20011 Credit: 3 Term: Spring 2015 Course Catalog Description: Students will be introduced to the health/illness continuum as they focus on health promotion, illness, and primary, secondary, and tertiary levels of preventative care. Students will explore community care issues and resources as well as the nursing role in disaster preparedness. The nursing process will be applied as students learn to meet end of life client needs. Instructor: NURSING FACULTY Contact Information: See department directory – http://www.lssc.edu/academics /nursing/Pages/Current- Students-- Program%20Forms%20and%2 0Information.aspx Office Location: Nurse faculty suite Office Hours: Posted on faculty offices All students are required to use Lakehawk Mail for official college e-mail communications. See the college webpage for instructions on activating Lakehawk Mail. Prerequisites: NUR 1022 Nursing Foundation I NUR 1234, NUR 1234L Alterations in Health I, Clinical Nursing I NUR 1820 Management of Care I Co-requisites NUR 1242 Alterations in Health II, NUR 1242L Clinical Nursing II Textbook and Other Course Materials: REQUIRED: PEARSON LeMone. (2011). Medical Surgical Nursing: Critical Thinking in Patient Care 5 th ed. Hardcover F.A. DAVIS Townsend. (2014) Essentials of Psychiatric Mental Health Nursing 6 th ed. Wilkinson and Treas. (2011) Fundamentals of Nursing Vol’s I and II 2 nd ed. Doenges, Moorhouse and Murr. (2013) Nurse’s Pocket Guide 13 th ed. ELSEVIER PACKAGE 1: James, Nelson & Ashwill (2013) Nursing Care of Children: Principles and Practice 4 th ed. James, Nelson & Ashwill. (2013) Nursing Care of Children: Principles and Practice 4 th ed. (eBook) PACKAGE 2: Lilley. (2014) Pharmacology and Nursing Process 7 th ed. Lilley. (2014) Pharmacology and Nursing Process 7 th ed (eBook))
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NU: Spring 2015- 12/19/14 1
Lake-Sumter State College Course Syllabus
Course / Prefix
Number NUR 1023
Course
Title: Nursing Foundations II
CRN: 20001/20011 Credit: 3 Term: Spring 2015
Course Catalog
Description:
Students will be introduced to the health/illness continuum as they focus on health
promotion, illness, and primary, secondary, and tertiary levels of preventative care.
Students will explore community care issues and resources as well as the nursing role
in disaster preparedness. The nursing process will be applied as students learn to meet
end of life client needs.
Instructor:
NURSING FACULTY
Contact
Information:
See department directory –
http://www.lssc.edu/academics
/nursing/Pages/Current-
Students--
Program%20Forms%20and%2
0Information.aspx
Office
Location:
Nurse
faculty
suite
Office Hours: Posted on faculty offices
All students are required to use Lakehawk Mail for official college e-mail
communications.
See the college webpage for instructions on activating Lakehawk Mail.
Prerequisites:
NUR 1022 Nursing Foundation I
NUR 1234, NUR 1234L Alterations in Health I, Clinical Nursing I
NUR 1820 Management of Care I Co-requisites NUR 1242 Alterations in Health II, NUR 1242L Clinical Nursing II
Textbook and Other
Course Materials:
REQUIRED:
PEARSON
LeMone. (2011). Medical Surgical Nursing: Critical Thinking in Patient
Care 5th ed. Hardcover
F.A. DAVIS
Townsend. (2014) Essentials of Psychiatric Mental Health Nursing 6th ed.
Wilkinson and Treas. (2011) Fundamentals of Nursing Vol’s I and II 2nd
ed.
Doenges, Moorhouse and Murr. (2013) Nurse’s Pocket Guide 13th ed.
ELSEVIER
PACKAGE 1:
James, Nelson & Ashwill (2013) Nursing Care of Children: Principles and
Practice 4th ed.
James, Nelson & Ashwill. (2013) Nursing Care of Children: Principles and
Practice 4th ed. (eBook)
PACKAGE 2:
Lilley. (2014) Pharmacology and Nursing Process 7th ed.
Lilley. (2014) Pharmacology and Nursing Process 7th ed (eBook))
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34
CFR Part99) is a Federal law that protects the privacy of a student’s education records.
In order for your information to be released, a form must be signed and in your records
located in the Admissions/Registrar’s Office.
Social Media: Be aware of your student responsibilities as you engage in social media. Refer to your student handbook’s code of conduct under campus policies. Administrative Procedures 2-20. • Students must abide by the student code of conduct at all times. • Students are liable for all interactions with social media. • Students may be held accountable for the content posted on behalf of LSSC.
Attendance /
Withdrawal Policies:
Although attendance in class is not mandatory, the nursing program faculty believes
that classroom attendance and active participation is critical to your educational
success. Research findings demonstrate the educational efficacy of consistent class
attendance. Many studies confirm a positive relationship between attendance and
grades and conversely, class absences negatively affecting grades. Students will be
asked to sign an attendance roster at the start of each class for purposes of program
record keeping.
Withdrawal Deadline: Tuesday, March 31, 2015
Methods of Teaching-
Learning
Classroom and Online Assignments/Activities
Lecture/Discussion
Group participation & individual presentations
Reading assignments
Case Studies
Methods of
Evaluation:
Grade Breakdown Spring 2015
Assignments/Assessments Percentages
Test 1 20%
Test 2 20%
Test 3 20%
Test 4 20%
HESI 10%
** In order to receive credit for the
course project and assignments toward
the final grade, student must have
achieved an average of 80% on course
examinations including the HESI.**
Teaching and Learning
Project
5%
Weekly online
assignments
5%
Total Points 100%
Grading Scale:
90%-100% = A 80%-89.9% = B
75%-79.9% = C
70%-74.9% = D
BELOW 70% = F
Note: You must obtain a cumulative average of 80% on all examinations
NU: Spring 2015- 12/19/14 5
including the HESI exam in order to advance in the nursing program.
In order to receive credit for the course project toward the final grade, student
must have achieved an average of 80% on course examinations including the
HESI.
Exam Policy
EXAM ABSENCE/TARDINESS POLICY:
APPROVED ABSENCE: The student must notify the instructor prior to the start of the exam and schedule a
make-up exam with the instructor. The student must complete the make-up exam
within one week of the scheduled exam in the Learning Center. A deduction of 10
points will be taken. Failure to make up the exam within one week will result in a
zero.
UNAPPROVED ABSENCE: If the student does not notify the instructor prior to the start of the exam, the student
must complete a make-up exam no later than one day following the scheduled exam in
the Learning Center. A deduction of 10 points will be taken. Failure to make up the
exam by the end of the following day will result in a zero.
TARDINESS:
The student must notify the instructor if they are going to be tardy. If the student
arrives after testing has begun, the student will not be permitted into the testing area.
Arrangements will be made for the exam to be taken in the Learning Center. The
exam must be completed no later than the end of the same day of the exam. A
deduction of 10 points will be taken. Failure to make up the exam by the end of the
same day will result in a zero.
Course Calendar: See Course Calendar on Blackboard under Course Policies.
Classroom Rules and
Policies:
Arrive to class on time: Common courtesy requires that you arrive on time so as not to disrupt your instructor or fellow students. Faculty retains the right to refuse you entry to the classroom if you are late. Arrive prepared for class: You will have class preparation assignments that will include textbook readings and may include other assignments as announced by the instructor. It is an expectation that you have completed those assignments before class and come to class prepared to participate actively. Attire per your handbook: “Dress is to be appropriate to the learning environment and should not cause distraction to fellow students. Skimpy or suggestive clothing is unacceptable. Short shorts, short tops, halter tops, and jeans riding below boxer shorts are examples of inappropriate attire.” Behavior: All students are expected to exhibit courteous, respectful, and attentive behavior in all classes and with all interactions with instructors and fellow students. Students exhibiting disruptive behavior will be dismissed from the classroom. Professionalism entails keeping an open mind and nonjudgmental attitude in academic and clinical interactions.
NU: Spring 2015- 12/19/14 6
Electronics: Cell phones and beepers will be turned off during class. You may check your calls during class breaks. You may not be texting during class. You may use a computer in class for note-taking and classroom work only. Email: Please use LakeHawk mail for all non-course communication. Use the messaging option in BB for any course related correspondence.
Note: Email regarding course questions will be answered within 48 hours within BB.
Violence Statement:
Lake-Sumter State College has a policy of zero tolerance for violence as stated in
College Board Rule 2.17. Appropriate disciplinary action will be taken in accordance
with Board Rule 2.17.
Syllabus Disclaimer:
Information contained in this syllabus is, to the best knowledge of this instructor,
considered correct and complete when distributed to the student. The instructor
reserves the right, acting within policies and procedures of Lake-Sumter State
College, to make necessary changes in course content or instructional techniques
without prior notice or obligation to the student.
Course Content Following are specific unit outcomes and content outlines for this course. Please refer to www.lssc.edu/academics/nursing for course schedule and reading assignments.
NU: Spring 2015- 12/19/14 7
OXYGENATION
Unit Outcomes: Upon completion of this unit of study, the student will be able to:.
I Safe, Effective Care Environment
A. Describe physiological processes affecting the client's ventilation, perfusion,
and perfusion and exchange of respiratory gases.
B. Assess the client’s oxygenation status through nursing history and physical
assessment.
II Health Promotion and Maintenance A. Recognize nursing interventions that promote oxygenation.
B. Describe methods to promote mobilization of pulmonary secretions.
C. Identify factors affecting oxygenation.
D. Describe techniques used to promote lung expansion.
III Physiological Integrity A. Recognize diagnostic testing related to oxygenation, breathing, circulation, gas
exchange and cardiac monitoring.
B. Identify appropriate methods used in oxygen delivery.
CONTENT FOR OXYGENATION
I Respiratory Gas Exchange
A. Oxygen transport
B. Carbon dioxide transport
C. Regulation of respiration
II Factors affecting oxygenation
A. Physiological factors
B. Conditions affecting chest wall movement
C. Alterations in cardiac functioning
D. Alterations in respiratory functioning
1. Hyperventilation
2. Hypoventilation
3. Hypoxia
E. Developmental factors
F. Lifestyle factors
III Assessment
A. Nursing history
1. Fatigue
2. Dyspnea
3. Cough
4. Wheezing
5. Pain
6. Environmental exposures
7. Respiratory infections
NU: Spring 2015- 12/19/14 8
8. Risk factors
9. Medications
B. Physical examination
C. Diagnostic tests
1. Ventilation and oxygenation studies
a) Pulmonary Function Tests
b) Arterial Blood Gas Tests
c) Pulse Oximetry
2. Visualizing Respiratory system
a) Chest x-ray
b) Bronchoscopy
c) Lung scan
3. Basic cardiac monitoring
a) Lead placement
b) Cardiac cycle/wave form
IV Acute Care
A. Mobilization of pulmonary secretions
1. Hydration
2. Humidification
3. Nebulization
4. Chest physiotherapy
a) Chest percussion
b) Vibration
c) Postural drainage
B. Artificial airways
1. Oral
2. Tracheal
C. Promotion of lung expansion
1. Positioning
2. Incentive spirometry
3. Chest tubes
D. Promotion of oxygenation
1. Oxygen therapy
a) Safety precautions
2. Methods of oxygen delivery
a) Nasal cannula
b) Transtracheal
c) Masks
3. Breathing exercises
a) pursed-lip breathing
b) Diaphragmatic breathing
V Home Oxygen Therapy
NU: Spring 2015- 12/19/14 9
A. Compressed gas cylinders
B. Liquid oxygen systems
C. Concentrators
MEDICATION MANAGEMENT Unit Outcomes: Upon completion of this unit of study, the student will be able to:
A. Safe, Effective Care Environment
1. Interpret terms and abbreviations frequently used in medication administration. 2. Describe the Registered Nurse's legal responsibilities and
liabilities in preparation and administration of medications.
3. Identify the responsibilities of the nurse for each type of medication order.
4. Discuss principles of safe medication administration across the lifespan,
including the six rights of medication administration.
B. Health Promotion and Maintenance
Develop teaching guidelines for clients regarding self-
administration of medications in the home.
C. Physiological Integrity
5. Explain the principles of pharmacokinetics, including absorption,
distribution, metabolism, and excretion of drugs.
6. Describe factors that can affect a drug’s action.
7. Differentiate between allergic reactions, side effects, toxic effects, and
idiosyncratic reactions to medications.
8. Calculate appropriate dosage for medications as prescribed.
9. Explain the procedures for different methods of medication
administration including the choice of route and site.
CONTENT FOR MEDICATION MANAGEMENT I. Legal aspects/regulation
A. controlled substances
B. prescription
C. OTC
D. investigational
E. MD orders
1. telephone
2. verbal
3. written
F. Documentation
1. routines
2. PRN's
3. MAR's
NU: Spring 2015- 12/19/14 10
4. Kardex
5. Computerized
II. Basic Concepts
A. actions
B. pharmacokinetics
C. reading drug labels
D. classes of drugs
III. Preparing and Administering Meds
A. Forms of medications
1. powders
2. creams
3. solutions
4. ointments
5. gels
6. lotions
7. suspensions
8. tablets
9. emulsions
10. elixirs
11. granules
12. troches
13. time released / sustained release/extended release
14. pastes
15. patches
B. Routes
1. Oral
2. topical
3. intradermal
4. intramuscular
a. Z-track
5. subcutaneous
a. insulin administration
6. nasal
7. rectal
8. optic and ophthalmic
9. inhalations
10. vaginal
IV. Monitoring drug therapy
A. Assessment
1. therapeutic effect
2. adverse effects
11 NU: Spring 2015- 12/19/14
3. peaks and troughs
V. Intravenous (IV) therapy, peripheral
A. Equipment
1. administration sets
2. IV catheters
3. saline locks
4. solutions
B. Assessing intravenous sites
1. Guidelines for assessment
2. Complication
C. Dressing changes
D. Accessing IV
1. flushing
2. hanging fluids
3. IV Piggy backs
4. Setting infusion rates
a. electronic infusion devices
b. gravity flow devices
E. Discontinuing IV therapy
F. Documentation
NURSING CARE OF THE CLIENT WITH TEACHING/LEARNING NEEDS Unit Outcomes: Upon completion of this unit of study, the student will be able to:
D. Safe Effective Care Environment 1. Provide information on teaching/learning to client, family, and significant others. 2. Discuss the nurse's professional responsibilities related to client teaching.
3. Evaluate education provided to clients.
4. Select appropriate teaching approach.
5. Utilize teaching principles when providing instruction.
6. Use clinical decision making when teaching clients.
7. Describe the domains of learning
8. Identify principles of effective teaching and learning.
9. Develop a teaching plan for a client.
10. Identify barriers to learning.
CONTENT FOR NURSING CARE OF THE CLIENT WITH
TEACHING/LEARNING NEEDS I. Purpose of client education
A. Health promotion /
maintenance
B. Health restoration
C. Coping
II. Professional Responsibilities related to teaching
III. Domains of Learning
12 NU: Spring 2015- 12/19/14
A. Cognitive
B. Affective
C. Psychomotor
IV. Assessment of client
A. Ability to learn
B. Learning needs/knowledge level
C. Motivation / readiness to learn
D. Resources for learning
E. Developmental level
F. Literacy level
F. Expectations of learning
V. Barriers to Learning
VI. Teaching / Learning environment
VII. Planning
A. Teaching goals
B. Learning Objectives
C. Selection of teaching strategies
1. One-on-one discussion
2. Group instruction
3. Demonstration and return demonstration
4. Printed materials
5. Role playing/role modeling
6. Self-instruction
D. Setting priorities
E. Building on existing knowledge
F. Creating teaching plans
VIII. Documentation of client teaching
IX. Evaluation of client learning
HEALTH PROMOTION AND DISEASE PREVENTION Unit Outcomes: Upon completion of this unit of study, the student will be able to:
Safe, Effective Care Environment
1. Apply Health People 2020 report to health promotion strategies. 2. Identify activities in primary, secondary, and tertiary levels of prevention.
Health Promotion and Maintenance: 3. Develop a plan of care to assist a client in maintaining an optimal level of health. 4. Evaluate incorporation of healthy behaviors into lifestyle by client.
5. Collaborate with the client to implement actions to implement actions
to maintain health and prevent disease.
6. Identify the Registered Nurse role in health promotion programs.
7. Describe recommendations for age specific screening exams.
8. Discuss client outcomes who are engaging in high risk behaviors.
13 NU: Spring 2015- 12/19/14
9. Differentiate internal and external variables influencing health.
E. Physiological Integrity
10. Identify risk factors for disease/illness. 11. Consider ethnicity when evaluating client risk factors.
F. Psychosocial Integrity
12. Describe ways to incorporate a holistic approach to health promotion
considering the clients emotions, spiritual and psychosocial
dimensions.
CONTENT FOR HEALTH PROMOTION I. Models of Health
A. Health Illness Continuum
B. Health Belief
C. Basic Human Needs
II. Variables Influencing Health
A. Internal factors
1. developmental stage
2. intellect
3 emotion
4. spiritual
B. External factors
1. family
2. socioeconomic
3. culture / ethnicity
III. Risk Factors
A. Genetic
B. Age
C. Environment
D. Lifestyle
IV. Health Behaviors
A. Lifestyle
B. Locus of control
C. Self efficacy
D. Attitudes
E. Self concept
V. Levels of Preventative Care
A. Primary
B. Secondary
C. Tertiary
14 NU: Spring 2015- 12/19/14
VI. Health Promotion Activities
A. Health promotion / protection
1. disseminating information
2. group lifestyle programs
3. environmental control
4. health risk appraisal
B. Registered Nurse role
C. Vulnerable populations
VII. Holistic View of Health
A. Physiologic
B. Psychologic
C. Sociocultural
D. Intellectual
E. Spiritual
VIII. Healthy People 2020
IX. Health Screening Activities
A. Lifespan considerations
B. Cultural considerations
COMMUNITY CARE/DISCHARGE PLANNING Unit outcomes: Upon completion of this unit of study, the student will be able to:
Safe Effective Care Environment
1. Provide client/family with information on process and procedures for discharge to
home, hospice or community setting.
2. Evaluate client care environment for safety hazards to recommend modifications.
Health Promotion and Maintenance
3. Explore resources to assist the client with achieving or maintaining independence. 4. Explore community resources available in local area .
5. Identify characteristics and needs of vulnerable populations.
Physiological Integrity
6. Plan care for clients based on client need upon discharge. 7. Identify collaborative care in the community setting.
CONTENT FOR COMMUNITY CARE I. Community Assessment
A. Home environment
B. Available resources
C. Client needs (ADLs)
D. Illness/disease support
15 NU: Spring 2015- 12/19/14
II. Nursing Roles in the Community Setting
A. Collaborator
B. Educator
C. Counselor
D. Change agent
III. Types of Community Services
A. Public health
B. Home health care
C. Hospice care
D. Free clinic support
E. Transitional/long term care
IV. Vulnerable Populations
A. Homeless/poor
B. Abused clients
C. Substance abusers
D. Older adults
DISASTER PREPAREDNESS Unit outcomes: Upon completion of this unit of study, the student will be able to:
G. SSafe Effective Care Environment 1. Identify principles of mass casualty management 2. Identify nursing roles in disaster planning.
3. Follow procedure for handling bio-hazardous materials.
4. Review emergency response plans.
5. Explore the concept of bioterrorism.
CONTENT FOR DISASTER PREPAREDNESS I. Mass Casualty Principles
A. Activation of Emergency preparedness
B. Hospital personnel roles and responsibilities
C. Event Resolution
II. Bioterrorism
A. Health care provider’s role
B. Types of agents
III. Chemical or Radiological Exposure
IV. Emerging Health Disasters
16 NU: Spring 2015- 12/19/14
ALTERNATIVE THERAPIES Unit outcomes: Upon completion of this unit of study the student will be able to:
1. Integrate complementary therapies into health promotion activities for the well client.
2. Assess client need for alternative/complementary therapy.
3. Identify use of alternative and complementary therapy.
4. Evaluate outcomes of alternative/complementary therapy practices.
5. Provide non-pharmacologic measures for pain relief.
CONTENT FOR ALTERNATIVE THERAPIES I. Mind-Body Therapies
A. Journaling
B. Imagery
C. Meditation
II. Manipulative Therapies
D. Massage
E. Tai Chi
III. Biologic Based Therapies
A. Aromatherapy
B. Herbal preparations
C. Energy Therapies
NURSING CARE OF THE CLIENT AT THE END OF LIFE Unit Outcomes: Upon completion of this unit of study, the student will be able to:
Safe Effective Care Environment 1. Discuss the legal and ethical obligations of the nurse with regards to end of life care. 2. Explain the purpose for advance directives in end of life care.
3. Identify the characteristics of the nurse as a client advocate.
4. Discuss the purpose of palliative and hospice care.
Health Promotion and Maintenance
5. Develop a plan for assisting the client/family to maintain the highest
possible quality of life throughout the dying process.
6. Explain how variations in religious/spiritual/cultural beliefs can impact
the experience of the dying client.
7. Develop a teaching plan for educating client and family regarding the
death process and symptom management.
Physiological Integrity
8. Describe the physiologic manifestations at the end of life.
9. Describe the nursing management for the dying patient.
10. Interpret the common physical and emotional signs of impending death.
11. Prioritize interventions for the symptoms experienced by the client near death.
17 NU: Spring 2015- 12/19/14
12. Discuss the nursing responsibilities when a client dies.
Psychosocial Integrity
13. Define strategies to communicate effectively with the client/family
about death and dying.
14. Explore the special needs of family caregivers in end of life care.
15. Discuss the special needs of the nurse who cares for dying clients and their families.
16. Outline ways to address the emotional and spiritual concerns of the dying client.
17. Identify theories of grieving and loss.
CONTENT FOR NURSING CARE OF THE CLIENT AT THE END OF LIFE I. Safe Effective Care Environment
A. Legal and Ethical Issues
1. Advance Directives
2. Durable Power of Attorney
3. Health Care Surrogate
4. Living Will
5. Do not resuscitate order
B. The nurse as client advocate
1. Nursing Assessment
a. physical assessment
b. emotional/spiritual/cultural assessment
c. age-related considerations
2. Identification of diverse needs of clients
C. Hospice/Palliative Care
1. Home care
2. Psychosocial needs
3. Spiritual Needs
4. Family support
5. Learning needs of client and family
II. Health Promotion and
Maintenance
A. Education of the client and
family
1. information on the disease
2. dying process
3. care of the dying patient
4. coping mechanisms
III. Physiological/Psychosocial Integrity
A. Theories of Grieving and loss
B. Age related considerations
C. Nursing Management at the end of life
1. Nursing assessment
18 NU: Spring 2015- 12/19/14
a. physical
b. functional
c. psychosocial
d. emotional
e. cultural
2. Nursing diagnoses
a. psychosocial
b. physical
3. Planning
a. Holistic approach
4. Implementation
a. Psychosocial care
i. anxiety
ii. depression
iii. fear
iv. communication
v. grief
b. Physical care
i. symptom management
ii. postmortem care
5. Needs of caregivers in end of life care
a. family
b. nurses
H. T I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U. T
19 NU: Spring 2015- 12/19/14
Teaching Project – Nursing Foundations II
Learning Outcomes:
Upon completion of this project, student will be able to: 1. Determine developmentally appropriate teaching topics and delivery methods,
considering cognitive, psychomotor, and affective domains of learning.
2. Construct three learning objectives for a teaching presentation.
3. Work as part of a team to develop and present a teaching project in a community
setting.
Working in groups of 4-6, students will determine a population for which they will prepare a
teaching project. Students are responsible for finding the targeted population and making all
arrangements for a teaching presentation. Examples might include working with a church or
civic organization on a health topic of interest; shelters, group homes, day care, schools, etc.
The teaching topic should address health promotion/disease or injury prevention. When the
targeted population, teaching topic, site and time for presentation have been determined by the
group, they are to be approved by the appropriate instructors:
Teaching projects will be presented in the classroom on February 3, 2015 prior to their
delivery in the community setting through a 5 minute presentation. The presentation should
provide a brief overview of the project including topic; learning objectives; teaching techniques
and props; and evaluation method (see page 570, Evaluation of Learning, in Fundamentals of
Nursing, Vol. 1). Students may schedule their community teaching projects after they have
received classroom instruction and had their projects approved by January 21, 2015.
All projects should be presented in the community setting by March 6, 2014.
One teaching plan per group will be submitted to the above listed instructors. The plan should
follow the same outline as the one found in your Fundamentals of Nursing, Vol. 1 ( pgs. 558-
560), minus the NIC intervention and NOC outcome.
The plan, which is the basis for the grading rubric, should include the following:
a) Names of the group members
b) Nursing Diagnosis
c) Instructional Materials used
d) Learning Objectives (there should be three total – one addressing each of the
domains of learning: Cognitive, Psychomotor, and Affective, p. 551)
e) Content
f) Teaching Strategies
g) Evaluation of Learning (pg. 570, Fundamentals of Nursing, Vol. 1); i.e. how you
evaluated the effectiveness of your teaching and the results of your evaluation.
20 NU: Spring 2015- 12/19/14
V. G
RADING RUBRIC FOR TEACHING PROJECT Criteria 4 points
A (90 -
100%)
3 points B (80 -89.99%)
2 points C (75 – 79.99%)
1 point D (70 – 74.99%)
0 points F (below
70%) 1 Nursing Diagnosis Writes appropriate nsg dx with strong evidence for topic/populat ion. Free of spelling, punctuation and grammatical errors.
Writes appropriate nsg dx with evidence for topic/population. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.
Writes weak or inappropriate nsg dx with weak or no evidence for topic/population. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.
Writes weak or inappropriate nsg dx with weak or no evidence of topic/ population. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.
No nsg dx; or NOC outcome/NIC intervention
2 Learning Objectives Constructs 3 learning objectives that are appropriate to topic and the determined development al/cognitive level. Each learning objective addresses a different domain of learning. Free of spelling, punctuation and grammatical errors.
Constructs 3 learning objectives that are appropriate to topic and the determined developmental/cognitive level. Each one addresses a different domain of learning. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.
Constructs 2 learning objectives that are appropriate to topic and determined developmental/ cognitive level. Does not address all domains of learning. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.
Constructs 1 learning objective addressing a domain of learning. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.
Does not construct learning objectives
20 NU: Spring 2015- 12/19/14
3. Teaching
Strategies
Applies creative teaching strategies that result in audience engagement and encourage interaction. Free of spelling, punctuation and grammatical errors.
Applies creative teaching strategies that result in audience engagement and encourage interaction. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.
Uses strategies appropriate to audience. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.
Utilizes teaching strategies inappropriate to audience. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.
Does not apply teaching strategies when presenting content.
22 NU: Spring 2015- 12/19/14
4. Content/ Instructional materials Content complete and development ally appropriate. The team incorporates all domains of learning and stated objectives into the content. Variety of instructional materials that promote achievement of learning objectives. Free of spelling, punctuation and grammatical errors.
Content complete and developmentally appropriate. The team incorporated all domains of learning and stated objectives into the content. Instructional materials that promote achievement of learning objectives. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.
Content complete and developmentally appropriate. The team incorporated some domains of learning and stated objectives into the content. Instructional materials did not promote achievement of learning objectives. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.
Content incomplete and/or develop- mentally inappropriate. Contains multiple spelling, punctuation Or grammatical errors that impair overall understanding.
No content
23 NU: Spring 2015- 12/19/14
5.Evaluation of learning
of the evaluation. Team made suggestions for possible revisions to the teaching plan. Free of spelling, punctuation and grammatical errors
Team utilized more than one method for evaluation of population learning. Provided an explanation of the results of the evaluation. Few spelling, punctuation and grammatical errors, errors do not impede understanding
Team utilized one method for evaluation of population learning. Includes explanation of the results of the evaluation. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.
Team utilized one method for evaluation of population learning. Does not include an explanation of the results of the evaluation. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.
No evaluation performed
NU: Spring 2015- 12/19/14 24
SYLLABUS RECEIPT ACKNOWLEDGEMENT
COURSE NUMBER: NUR________ TERM - YEAR: ___________________
STUDENT: Complete and return to instructor on day of syllabus review.
My instructor reviewed the content, assignments, and policies of this syllabus in its entirety. I read, understand, and have no further questions regarding the aforementioned content.