Nursing

Instructor: Cherry M. Beasley	Semester: Spring 2000
Class Location: UNCP 306 Education Building	Time: Wednesday 4-6

Description

Designed as a culminating experience which represents higher level cognitive processes that include synthesis of nursing cognates and general education. The experience allows the faculty to assess each student for minimal competencies of the terminal program objectives. The course will incorporate the essential knowledge, psychomotor, and affective domains of B.S.N. education as noted by AACN and AONE Model for Differentiated Nursing Practice. Validation of the B.S.N. program objectives is by group presentation in a formal setting. The validation process will incorporate the six interrelated professional roles, Orem's Self-Care Deficit Theory, and the five professional 1998 AACN values for the baccalaureate-prepared nurse: altruism, autonomy, human dignity, integrity, and social justice. Students will take this two-semester hour seminar course simultaneously with or after completing all requirements for the B.S.N. degree

Objectives

1. Analyzes critically the impact that the contemporary health care trends and issues have on implementation of the six interrelated professional nursing roles. (Six interrelated roles)

2. Evaluates selected professional literature related to issues and trends that impact health care. (General education)

3. Interprets the five professional values which lead to a sense of commitment and social responsibility, sensitivity and responsiveness to the needs of others, and responsibility for oneself and ones actions. (Six interrelated roles)

4. Relates ethical and legal decision-making to health care trends and issues. (Six interrelated roles)

5. Develops personal and professional autonomy which encourages open communication of controversial issues in delivering health care to society. (Six interrelated roles)

6. Synthesizes previous nursing and general education knowledge to define a framework for personal and professional nursing practice. (General education)

7. Presents a seminar in a formal setting, on a nursing and/or health care delivery issue which incorporates the six interrelated professional roles, Orem's Self-Care Deficit Theory, and the five professional values for the baccalaureate-prepared nurse. (Six interrelated roles)

Course Materials

Textbook(s)

American Nurses Association (1995) Nursing: A Social Policy Statement. Kansas City, Missouri: ANA.

American Nurses Association (1991) Standards of Clinical Nursing Practice. Kansas City, Missouri: ANA.

Edelman and Mandle (1997) Health Promotion Throughout the Lifespan. 5 th edition. St. Louis: Mosby-Year Book Co.

State of North Carolina (1993). Nurse Practice Act: State of North Carolina. Raleigh: North Carolina Board of Nursing.

Orem, D. (1995). Nursing concepts of practice. St. Louis: Mosby.

Grading Policy

** All students are expected to take the Cornell Critical Thinking Test. The score WILL NOT impact on student's grade. This Requirment is in accordance with NLN Acredition Criterion # 20. Critical Thinking: This outcome reflects students' skills in analysis, research, and decision making relevant to the discipline of nursing.

Grade Components

Name	Weight	Subject
Class Attendance and Participation	50 %	As a senior seminar course, students are expected to prepare for and actively participate in class. Students must attend class on time and stay for the entire class. Class sessions will be conducted according to the class schedule. Between class meetings, students will be expected to conduct literature searches that relate to the issues being discussed. Each student will be required to bring a copy the selected article to class the day the topic is to be discussed. Articles may not be more than 5 years old. Students will be expected to use a variety of professional journals, and no more than 25% can be obtained from the Internet. Communications between group members will to enhanced by using the course's webpage. All class members will be included in these discussions.
Group Debate and Critique	35 %	Each student will be involved in a group culminating program presentation that synthesizes the nursing cognate and general education components of the RN-BSN program. This is a collaborative learning experience that affords students the opportunity to demonstrate to highlight their accomplishments of the program's outcomes. Each student will join a group of 3-4 students and prepare to debate a current professional practice issue. The faculty member must approve the topic for the presentation and paper. Both aspects of the issue must be presented. A written paper, with two copies, will be presented from the group of the day of the presentation including an annotated reference list. The paper will follow APA format. The group grade will be the individual grade. All class members will be provided a copy of the annotated reference list.
Professional Portfolio	15 %	A portfolio will be designed encompassing student's career goals, credentials, activities, accomplishments, and sample of work.

Final Grades

A:	100-94	B+:	91-89	C+:	82-80
A-:	93-92	B:	88-86	C:	79-76
		B-:	85-83	C-:	75-73

Attendance Policy

Refer to the Southeastern North Carolina Nursing Consortium RN-BSN Student Handbook for the attendance policy.

Student Conduct & Honor Code

Students will abide by the Student Conduct and Honor Code of the university and the Southeastern North Carolina Nursing Consortium RN-BSN

Pre-requisites

Nursing 300, 310, 320, 330, 340

Nursing 400, 430

Co-requisites

Nursing 410/411, 420/421

Course Placement

Fall and Spring Semesters Senior Year, Level 3

Students will take this two-semester hour seminar course simualtaneously with or after completing all other requirements for the BSN degree.

Additional Links of Interest

North Carolina Nurses Association

American Nurses Association

On-line Journal of Issues in Nursing

Sigma Thet Tau

Sigma Thet Tau: Virginia Henderson International Nursing Library

United States Senate

United States House of Representatives

North Carolina General Assembly

National League for Nursing

Healthy People 2010 Objectives

American Academy of Nurse Practitioners

Updated January 11, 2001 | cbeasley@nat.uncp.edu | Copyright © 2001 The University of North Carolina at Pembroke