Clinical Focus for Nurse Educators

Course Details

Course Number: Nursing 5331/5332  Summer I 2012

Location: Online

Course Attachments

Summer 2012 Syllabus  Clinical Focus NURS 5311SyllybusSU 2012-20120503-123944.pdf

Textbooks


See syllabus
MSU Faculty Member
Dr. Jane Leach   
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Course Objectives

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:

 

Objective

AACN Masters Essentials

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:

  1. 64 Clinical hours with a mentor who is a clinical expert. See Appendix A. Pass/ Fail  (21 hours may be CEU’s that are preapproved in the learning contract) to provide evidence of CEU’s  attach to Appendix A.
  1. Course Journal: reflects critical analysis of clinical experiences and relevant current literature you are reading during the course. See Appendix B (20%). Submit to reviewer at least 2 times during the summer semester for review and feedback
  2. Annotated bibliographies: Develop 7 sets of annotated bibliographies from the current literature. See course calendar for topics related to clinical nursing in the selected specialty area. See Appendix C (30%).
  3. The Patient Education Program is to be developed in response to a demonstrated need in the selected clinical specialty area. See Appendix D (30%)
  4. Discussion Board: Students will be provided with critical thinking questions relevant to the Educator Role. Discussion will be evaluated four (4) times at randomly selected intervals during the course. See Appendix E (20%).

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

100

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.  

Summer 2012 Course Calendar

Course Calendar and Topics for Annotated Bibliography Sets

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. 

 

Appendix A

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: _______________

 

Appendix B

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.

 

Criteria

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

35

 

3. Entries demonstrate reflection on and response to the selected colleague’s feedback

 

30

 

Total

100

 

 

Comments:

 

 

 

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:

 

Criteria

Possible Points

Student Points

1. Identifies the topic of the selected article

 5

 

2. Documents bibliographic data in correct APA format on top of page

5

 

3. Summarizes the content of the article, including intent of the author(s) salient points and conclusions

30

 

4. Evaluates content of the article; takes a position in alignment with or opposition to the author and includes rationale

30

 

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

 

Total

100

 

 

Comments:

 

 

 

 

Reviewer’s Signature: _____________________________________         Date: _______________

 

 

Appendix D

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.

Criteria

Possible Points

Student Points

1. Preparation

 

 

a. Documentation of assessment verifying need for program

10

 

b. Formulation of clear, desired measurable outcome

5

 

c. Written plan for conduct of the teaching-learning process

5

 

d. Teaching-Learning Plan is logically organized

5

 

e. Required materials (audiovisuals, computer access, etc.) are pre-arranged

5

 

2. Implementation

 

 

a. Program content and process is relevant to desired outcome(s)

5

 

b. Organization and time allotment is adequate for attainment of desired outcomes

5

 

c. Teaching strategies are effective in engaging learners

10

 

d. Instructional environment is prepared and conducive to learning

5

 

3. Evaluation

 

 

a. Valid measurement of desired outcome(s)

10

 

b. Obtain participants’ feedback concerning program effectiveness

5

 

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

15

 

Total

100

 

 

Comments:

 

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

Comments:

Faculty Reviewer _______________________________________

 

 


Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.

Calendar AttachmentClinical Focus NURS 5311SyllybusSU 2012-20120503-122948.pdf