Semester: Summer 2012
Description: The purpose of this course to lay the foundation prior to the series of educator courses to ensure advanced competence in a focused clinical nursing area (Medical-Surgical; Parent-Child; Pediatric; or Psychiatric Mental Health) for the role of nurse educator. In-depth review of the current professional literature and direct patient care clinical experience is required. At the conclusion of the series of courses, the graduate student is expected to be prepared to take a national certification examination for the selected clinical specialty.
Credits: 1: 4 clinical hours / week (64 clinical hours / semester)
Course Objectives: Participants in this series of courses will have the opportunity to:
1. Analyze the current literature related to direct patient care in a selected
clinical specialty
GC-I.1, 2, 5
2. Consider the influences of organizational principles in the provision of
direct patient care in a selected clinical specialty
GC-II.B.2; V.3.
3. Synthesize information from the current professional literature into
evidence-based provision of direct patient care
GCIV.3 & V.2.
4. Integrate understanding of pharmaco-therapeutics, pharmaco-dynamics,
and pharmacokinetics in patient care and patient education
AP-III.1-7
5. Analyze physiological and psychological responses to illness, injury, an
therapeutic modalities
AP-II.4 & 5
6. Provide holistic direct patient care in a culturally sensitive context
GC VI.3 & 5
GC – Graduate Core
AP – Advanced Practice Core
Learning Experiences:
Evaluation:
1. Evaluation of Clinical Performance (Appendix A)
Pass/ Fail
2. Course Journal (Appendix B)
20 %
3. Annotated Bibliography (Appendix C)
30 %
4. Patient Education Program (Appendix D) 30%
5. Discussion Board (Appendix E)
20%
Total
Grades:
90-100
A
80-89
B
74-79
C
65-73
D
64 and below
F
Students must pass both the content and clinical components in order to receive a passing grade for the course.
Learning Contract Due June 4 by 5 pm (submit electronically for approval. Please submit a list of planned clinical experiences and specific details of how you plan to meet your 64 hours of clinical. Provide the name of your clinical mentor that has agreed to read your journal. You may plan on 21 hours being provided by CEU credits if they fit toward your clinical area of specialty or would help prepare you for a certification exam.
Course Journal: Students are expected to keep a reflective journal based on the student’s clinical experiences. The student will exchange the journal with the clinical mentor periodically during the semester. At the conclusion of the semester, the clinical mentor will submit Appendix B completed and signed.
Required Textbooks: Students will pick their required textbooks for this course. The student is expected to obtain reference books for a personal professional library, and explore the current literature relevant to the selected clinical specialty. Recommendation: Buy a review book related to the certification exam you have chosen or order a subscription to a clinical journal related to your area of clinical focus.
Date
Topics
Week 1 & 2
Path physiological States Common to the Clinical Specialty
Learning Contract Due June 4 by 5 pm (submit electronically for approval)
Annotated Bibliography Set # 1 Due June 11 by 10 pm
Week 3 & 4
Developmental & Mental Health Concerns Impacting Care in the Clinical Specialty
Annotated Bibliography Set # 2 Due June 18 by 10 pm
Week
Therapeutic Interventions Common to the Clinical Specialty
Annotated Bibliography Set # 3 Due June 25 by 10 pm
Week 6 & 7
Pharmacological Developments / Issues Relevant to the Clinical Specialty
Annotated Bibliography Set # 4 Due July 9 by 10 pm
Week 8
Nursing Care Problems Common to the Clinical Specialty
Annotated Bibliography Set # 5 Due July 16 by 10 pm
Week 9
Social and Cultural Context for Direct Patient Care in the Clinical Specialty
Annotated Bibliography Set # 6 Due July 23 by 10 pm
Appendix D Patient Education Program Competed by July 27
Week 10
Health Care Systems & Networking Issues Relevant to the Clinical Specialty (0r)
Distinguishing Levels of Practice in the Clinical Specialty: Novice to Expert
Annotated Bibliography Set # 7 Due July 30 by 10 pm
Appendix A & Appendix B: Due by July 31 by 5 pm
***Annotated bibliography topics follow content areas frequently found in review books to prepare nurses to take certification exams in clinical specialties. So looking at current research articles used to support the current literature in those review books might help narrow your focus. Let me know if you have difficulty in your search.
Evaluation of Clinical Performance
Directions: The clinical mentor is to complete an evaluation at midterm and at the end of the semester. An evaluation may be completed at any time the clinical mentor believes the graduate student would benefit from written feedback. All completed evaluations are submitted to the course faculty at the end of the semester. Attach copies of any CEU credits earned when you submit this form.
Criteria
Unsatisfactory
Satisfactory
Excellent
1. Consistently demonstrates evidence-based patient care in the selected clinical specialty area
2. Demonstrates constructive self-evaluation of performance during clinical experience
3. Professional behavior reflects receptivity to clinical mentor’s constructive evaluation of the clinical performance
4. Graduate student effectively mentors staff
5. Establishes collaborative relationships with interdisciplinary colleagues
7. Demonstrates awareness of institution, university, and regulatory agency’s policies for clinical experience
8. Documentation of direct patient care is accurate, clear, and concise contributing to coordinated interdisciplinary patient care.
SUMMARY
Pass _____ (Must achieve a minimum rating of satisfactory on all criteria.)
Fail _____
Comments:
Clinical Mentor Signature: _________________________________ Date: _______________
Course Journal
Directions: Journals are to be shared with a clinical mentor at least 2 times for critique / response. It will be the responsibility of the colleague who reads the journal to assign a final grade.
Possible Points
Student Points
1. Entries consistently reflect ongoing analysis of the professional literature, as wells as discussion of clinical experience
35
2. Critical reflection is used to pose and address questions relevant to direct patient care in the selected clinical specialty
3. Entries demonstrate reflection on and response to the selected colleague’s feedback
30
100
Reviewer’s Signature: ________________________________ Date: ____________
Appendix C
Critique / Evaluation of Annotated Bibliography for each Set
Directions: Find at least 2 current (last 3-4 years) peer reviewed journal articles related to the select topic and 1 article of your choice, for each annotated set. On a single page per article, the student will record a critique that:
1. Identifies the topic of the selected article
5
2. Documents bibliographic data in correct APA format on top of page
3. Summarizes the content of the article, including intent of the author(s) salient points and conclusions
4. Evaluates content of the article; takes a position in alignment with or opposition to the author and includes rationale
5. Explains the relevance of the article to clinical nursing practice
20
6. Demonstrates critical thinking in the organization, accuracy, precision, and clarity of the discussion
10
Reviewer’s Signature: _____________________________________ Date: _______________
Critique / Evaluation of Patient Education Program
Directions: The Patient Education Program is to be developed in response to a demonstrated need in a selected clinical specialty area.
1. Preparation
a. Documentation of assessment verifying need for program
b. Formulation of clear, desired measurable outcome
c. Written plan for conduct of the teaching-learning process
d. Teaching-Learning Plan is logically organized
e. Required materials (audiovisuals, computer access, etc.) are pre-arranged
2. Implementation
a. Program content and process is relevant to desired outcome(s)
b. Organization and time allotment is adequate for attainment of desired outcomes
c. Teaching strategies are effective in engaging learners
d. Instructional environment is prepared and conducive to learning
3. Evaluation
a. Valid measurement of desired outcome(s)
b. Obtain participants’ feedback concerning program effectiveness
c. Graduate student’s self-evaluation of the program, and plan for modifications based on self-evaluation
15
d. Evaluation of program costs and cost-effectiveness
Reviewer’s Signature: __________________________________ Date: _______________
Appendix E
Discussion Board Grading Rubric
Directions: Using the criteria below students will be evaluated on their entries on the course discussion board.
The grade will constitute 20 percent of the course grade.
Category
0
1
2
3
Promptness and Initiative
Does not respond to posting;
Responds to posting several days after initial discussion
Responds to posting by deadline
Responds to posting ahead of deadline to allow for peer discussion
Delivery of Post
Utilizes poor spelling and grammar; post appears “hasty”
Writing is mostly organized and concise, with less than 4 errors
Writing is organized an concise, with less than 3 errors
Writing is well organized, concise, and error-free
Relevance of Post
Comments/opinions do not relate to the discussion content; are not referenced; makes short or irrelevant remarks
Comments/opinions make disconnected reference to readings
Comments/opinions make reference to readings or assignment; prompts further discussion of topic
Comments /opinions directly relate to discussion topic; cites assigned readings and additional references related to topic
Contribution to the Learning Community
Does not make effort to participate in learning community as it develops; seems indifferent
Makes meaningful reflection on group’s efforts; marginal effort to become involved with group
Attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely
Aware of needs of community; attempts to motivate the group discussion; presents creative approaches to topic
Adapted from California State University at Hayward: Assessing Effectiveness of Student Participation in Online Discussions
Faculty Reviewer _______________________________________