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Syllabus/20010/Fall10 Stark 1
KENT STATE UNIVERSITY
COLLEGE OF NURSING
Interpersonal & Communication Skills
for Health Care Professionals
N20010
Prerequisites: Admission to Sophomore Nursing
Sequence NURS 10050
Fall 2010
Spring 2011
Summer 2011
Syllabus/20010/Fall10 Stark 2
This course outline may not be reproduced without permission of Kent State University College of Nursing.
Course Number and Title: N20010 Interpersonal Communication Skills for Health Care
Professionals
Credit Hours: 2 semester hours
Placement: Sophomore
Faculty (Subject to revision): Campus Email
Diana Fleming, MSN - Course Coordinator Kent [email protected]
Deb Shelestak, PhD, RN Stark [email protected]
Jean Zaluski, RN, M.Ed. Stark [email protected]
Course Description: This course is required for all nursing undergraduate students; it is an elective for non-nursing
students majoring in health care related fields. This is a skill development course, with readings,
experiential learning activities, and oral and written communication assignments. It is designed
to help students enhance their self-confidence in interacting with others, groups, and presenting
information. Assertiveness techniques, presentation of self, critical thinking, and collaboration
skills will complement the development of interpersonal and communication competencies.
Active learning methods are used.
Course Objectives:
1. Develop and enhance interpersonal, interdisciplinary, and public speaking skills
2. Demonstrate knowledge and application of APA formatting.
3. Demonstrate refinement of basic writing skills for papers and outlines.
4. Enhance study and test-taking skills.
5. Practice assertiveness skills and demonstrate the ability to manage scenarios using assertive styles of
communication.
6. Practice teamwork, collaboration, and facilitation skills, and demonstrate comprehension of groups
process, content, and development theory.
7. Demonstrate evidence of critical thinking in communications (paper, seminar presentation, class
discussion).
8. Begin a professional portfolio to use through progression through the College of Nursing.
Syllabus/20010/Fall10 Stark 3
Kent State University
College of Nursing
Position/policy on student plagiarism (Policy # 3342-3-01.8)
Faculty and students in the College of Nursing support and endorse the Student Cheating and Plagiarism
Policy #3342-3-01.8 of Kent State University which states that:
Standard “Students enrolled in the university, at all its campuses, are to perform their academic work
according to standards set by faculty members, departments, schools and colleges of the university;
cheating and plagiarism constitute fraudulent misrepresentation for which no credit can be given and for
which appropriate sanctions are warranted and will be applied”. Please refer to Policy # 3342-3-01.8 for a
more inclusive description of definitions and academic sanctions.
KSU CON Addition to Standard In addition to Policy 3342-3-01.8, the faculty in the College of
Nursing define plagiarism as: the deliberate and intentional use of someone else‟s writing, ideas or other
original work without directly crediting and acknowledging that person/institution/agency etc. As such,
this definition applies to all published work in professional and popular journals, newspapers, texts, theses
and dissertations and all internet sites where information may be obtained. It also applies to work in
progress or completed by other students, medical or nursing clinical reports, laboratory data, visual or
audio data or other materials indicative of the creative endeavors of others. It includes allowing another
person/student to alter or revise previously completed work of a different student and to submit it as
original. Students may discuss assignments among themselves or with an instructor but when the actual
work is done, it must be done by the student, and the student alone, unless the course faculty member
clearly specifies that two or more students may submit a paper and place all of their names on this one
paper/work.
Student-Faculty Consultation All academic work, written or otherwise, submitted by students to their
instructors is expected to be the result of their own ideas or research, or creativity. In cases where students
feel unsure about a question of plagiarism involving their work, they are obliged to consult their
instructors on the matter before submission of their work.
Acknowledgements of Sources When a student‟s assignment involves using research from outside
sources of information, the student must carefully acknowledge exactly where they got the information
from; i.e. the source. If the words of someone else are used, the student must put quotation marks around
the passage in question and add an appropriate indication of its origin. Making simple changes to an
original document or someone else‟s work while leaving the organization, content and/or phraseology
intact is considered plagiarism. Students must acknowledge such organization, content or phraseology by
citing sources in the document. If a student is unclear how to proceed, consult with the faculty member
before submitting the work.
Consequences If plagiarism is suspected, (As per Policy # 3342-3-01.8) a faculty member in the College
of Nursing may:
1 assign a grade of “F” or zero for the submitted work
2 assign a grade of “F” for the course in which the plagiarism took place
3 recommend to the Department Chair or Dean that further action be taken
4 refer to the Department Chair and Dean to determine whether or not further sanctions should
be invoked(Policy # 3342-3-01.8).
See specific policy (Policy # 3342-3-01.8) for further procedural details.
** This document was compiled from the Kent State University Student Cheating and Plagiarism
(Policy # 3342-3-01.8)as well as the Purdue University Online Source
(http://owl.english.purdue.edu)
Syllabus/20010/Fall10 Stark 4
Mass Media
Students are responsible to inform faculty if they did not give permission for pictures, videotaping, or
any
other electronic media during the educational process.
Electronic Communications Students are reminded that e-mail is an official University means of communication with Kent State
University students. Students are responsible for all information sent to them via their University
assigned e-mail account. If students choose to forward their University email account, they are
responsible for all information, including attachments, sent to any other email account(s). Students
are expected to check their official University email account and other electronic communications on
a frequent and consistent basis. The University recommends that electronic communications be
checked minimally twice a week, if not daily.
Each faculty will inform his/her group about the use of electronic communications/email.
Accessibility Services
University policy 3342-3-01.3 requires that students with disabilities be provided reasonable
accommodations to ensure their equal access to course content. If you have a documented disability
and require accommodations, please contact the instructor at the beginning of the semester to make
arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility
for these through Student Accessibility Services[SAS] (contact 330-672-3391 or visit
www.kent.edu/sas <http://www.registrars.kent.edu/disability/> for more information on registration
procedures).
(Revised 6/01/07)
Regional Campus students should contact the Dean‟s Office to acquire the name of the campus SAS
representative to whom documentation should be submitted.
Registration Statement
Students who are not officially registered for a course by published University deadlines are
not eligible to attend class sessions or to receive credit or a grade for the course.
Students who do not have a status of ENROLLED are not eligible to attend, receive credit,
or a grade for the course.
WEBSITE DISCLAIMER
The websites included in this syllabus are provided only as a reference and/or resource and do
not imply, directly or indirectly, Kent State University’s endorsement, sponsorship, or approval
of these websites. Kent State University does not assume responsibility and/or liability for the
accuracy or reliability of the information contained in the websites.
(This statement has been approved by Sue Averil, Associate Provost.)
Course Withdrawals:
Students who withdraw from the course are to notify their course coordinator and clinical instructor,
within 24 hours, in person or in writing.
Syllabus/20010/Fall10 Stark 5
Class Cancellation:
Follow cancellation policy for individual campus.
Instructional Strategies:
Discussion and a variety of active learning strategies are used to develop critical thinking. Students are
expected to prepare, participate actively, collaboratively, and independently in each class and complete
assignments.
Required Texts: American Psychological Association. (2009). Mastering APA style: Student’s workbook and training
guide (6th ed.). Washington D.C.: American Psychological Association.
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington D.C.: American Psychological Association.
Nugent, P. M., & Vitale, B. A. (2008). Test-taking techniques for beginning nursing students (5th ed.).
Philadelphia: F. A. Davis.
Required Readings:
Assigned readings posted on ERES.
Web sites:
ATI testing site: www.atitesting.com
WIN-R Writing in Nursing-Resources: http://class.kent.edu
Purdue Online Writing Lab: http://owl.english.purdue.edu/owl/resource/560/01/
Writing Center: http://dept.kent.edu/english/WritingCent/portal
Student Expectations: Students are expected to attend class on campus, as well as participate on Online
discussion boards (where applicable). Students are expected to complete all assignments whether written
or oral by the listed due dates. Group work will be used for presentations and will contain peer
evaluations for assistance in grading all participants. The group has the right to request of the faculty
removal of any student not participating in the group project. This request will affect the grade of the
student removed.
For Seminar Presentations, ALL students are REQUIRED to dress in a professional manner. Students
are to be respectful and attentive to peers.
Assignments for the Course: 1. Title Page & Reference Page
2. Outline of paper with corrected Title Page & Reference Page
3. Scholarly paper: 5-7 pages (not including Title & Reference Page)
4. Seminar Presentations (2/student)
5. APA Workbook assignments
6. ATI Nurse Logic assignments
7. Miscellaneous assignments per Faculty
Syllabus/20010/Fall10 Stark 6
Grade Determination:
A = 91.0-100%
B = 82.0-90.9%
C = 73.0-81.9%
D = 64.0-72.9%
F = Below 64.0%
Students must receive a minimum of 73%. Grades are based on points earned by the student and not
percentages and are not rounded. There will be no opportunity for extra credit or bonus points.
All students who are experiencing difficulty in any part of the course are encouraged to seek help with
their faculty as soon as possible. It is the student‟s responsibility to consult with the course coordinator if
his/her average in the course is not above 75% after each exam and/or paper.
All papers will have grading guidelines (located in this syllabus) associated with the specific assignment.
The outline and paper must utilize APA formatting. Points will be distributed on the APA guidelines and
may vary based on the assignment type and requirements. (See individual guidelines)
Syllabus/20010/Fall10 Stark 7
Final Paper Assignment
Choice of Topics
Group Dynamics Communication with Diverse Others
Creating Teamwork at Work Assertive Communications in Nursing
Leading Healthcare Teams Interdisciplinary Communication
Healthcare Roles Generational Diversity
OR
Topics approved by individual faculty
Paper Directions:
1. Select a topic
2. Complete a title page and reference list of NO LESS THAN 10 references (Assignment #1)
Select and use professional peer reviewed articles, reliable web sites and electronic
sources, one book, and at least ONE edited book. MUST BE CITED IN THE TEXT
OF THE PAPER!!!
REFERENCES SHOULD BE LESS THAN 5 YEARS OLD UNLESS APPROVED BY
INDIVIDUAL COURSE FACULTY.
3. Complete formal outline including references in APA format (Assignment #3)
4. Write a five to seven (5-7) page paper (excluding title and reference pages) using methods of
information retrieval taught in class on library orientation / information literacy. Need a
minimum of FIVE references for the final paper. Include at least one direct quote AND one
block quote.
5. Use the rubric provided as a guide.
6. Must use APA formatting throughout the paper for title page, subheadings, in-text
citations, and reference page(s).
Syllabus/20010/Fall10 Stark 8
Week 1: Self Awareness/Orientation
Behavioral
Objectives
Content Learning Experiences
1. Develop and enhance
interpersonal,
interdisciplinary, and
public speaking skills
2. Develop knowledge of
APA formatting.
3. Demonstrate refinement
of basic writing skills for
papers and outlines.
A. Welcome
B. Orientation to the
course
C. Introduction of faculty
and students
D. Review course
syllabus, objectives /
purpose
E. Overview of course
assignments including
papers, seminars,
student portfolio,
written assignments
F. Overview of Vista for
obtaining
assignments,
submitting
assignments, technical
support
G. Review schedule of
due dates for
assignments
H. Phone and email
etiquette
I. Contact faculty for
questions
J. Introduce APA Style
Formatting
K. How to use APA
Workbook/ APA book
Activities:
Introduce self in class.
Each student interviews a peer and introduces
that peer to the classroom. Suggestions for
interview include: name, where from, family,
hobbies, sports, other special interests, why
chose nursing/other health care profession, and
how he/she views him/herself as a
writer/speaker.
Required Readings:
Bring to class:
Course syllabus and requirements
Hodson, C. (2008). Netiquette: Watching
Your P’s & Q’s in an Online World
(ERes)
APA workbook and publication manual
Read Chapter 1& 2 in the APA
workbook.
Be prepared to complete the “Term Paper
Familiarization Test” in class.
Discuss topics for Seminars and Scholarly
Papers
Seminar Topics:
Teamwork
Collaboration
Interdisciplinary Communication
Communication with Difficult
People
Communicating with Diverse
Populations
Working with Diverse Populations
Generational Diversity in Nursing
Using Appropriate Communication
in Patient Education
Assertive Communication
Vista/WebCT: Introduce Win-R site
Syllabus/20010/Fall10 Stark 9
Week 2 (Part 1): ATI Standardized Testing & Test-Taking Skills
Objectives Content Learning Strategies
1. Enhance study and test-
taking skills.
2. Define test-taking
techniques
3. Demonstrate application of
study skills and critical
thinking skills to test-
taking.
A. ATI test-taking introduction
o Test –taking
techniques
o Types of tests
o Identifying key
words, clues,
determiners, opposites,
global options, duplicate
facts, denials
o Applying study skills
and critical thinking
skills to test-taking
techniques
o Introduction of
Nurse Logic
ATI presentation on ATI
Standardized Testing
Read: Nugent & Vitale, Ch. 7 & 8 –
Test Taking
Go to ATI web site:
www.atitesting.com.
- Create an account
- Go to My eLearning tab and
enter appropriate ID and
password.
- Go to Tutorials tab.
- Click on Nurse Logic tab.
- Put in Tutorial Access ID and
Tutorial Password.
- Complete Critical Reading
exercise. Once complete, print
the results for your instructor
for week 3 (5 points)
Syllabus/20010/Fall10 Stark 10
Week 2 (Part 2): Library Orientation & Information Literacy
4. Discuss the difference between the
“free Web” and the “gated Web.”
5. Learn how to identify quality
consumer health sites.
6. Understand the difference in types
of nursing journals.
7. Demonstrate how to search the
journal literature.
1. Review of what Google searches
and how to use it most effectively.
2. Understand the criteria for
evaluating web resources. Discuss
mega-health sites such as
MedlinePlus.
3. What is a peer-reviewed/ research
journal?
4. Learn the search process for
identifying journal articles, obtaining
needed copies, citing appropriately.
Access Vista WebCT: Searching
the Nursing Literature – Review
the sites for searching for
literature. After reviewing the
above, complete the following
assignment:
- Find 10-15 sources for Final Paper
topic. Formulate a Title Page /
Reference page due Week 4. Must
have at least one source of each of
the following types:
- Book
- Peer reviewed journal
- Electronic source (Example –
WebSite
- Edited book
-Find a consumer health Web site
addressing a specific health
condition. Review the criteria for
evaluating web resources. Evaluate
the quality of the Web site using the
worksheet for evaluating web
resources (linked from
http://www.library.kent.edu/webeval
Worksheet is available in three
formats: (PDF, Word, or RTF).
- - PDF:
http://www.library.kent.edu/
files/webevalform.pdf
- - Microsoft Word:
http://www.library.
kent.edu/files/webfmword.doc
- - RTF:
http://www.library.kent.edu/
files/webfmword.rtf
Syllabus/20010/Fall10 Stark 11
Week 3 : APA
Behavioral Objectives Content Learning Experiences
1. Identify the purposes of using
a style guide for paper
writing.
2. Develop an understanding of
the use of the APA index.
3. Identify the major sections of
a paper.
4. Review the use of thesis
development in papers;
review topic sentences,
correct paragraphing
5. Review basic punctuation
use: capitalization, commas,
semi-colons, colons,
possessives, contractions, and
apostrophes
6. Review sentence structures
and use of modifiers
7. Review outlining methods for
Papers
8. Discuss citing using APA
Format
9. Review active vs. passive
voice, sound-alike words, and
correct spelling
10. Identify APA and writing
errors (workbooks)
APA formatting and writing
techniques.
APA overview:
- Use of index
- Major sections of a paper
- Paper writing using thesis
development, topic sentences, &
correct paragraphing
- Proper punctuation use
APA technicalities
Writing technicalities
Preparation
Paragraphs
Arguments
Sources
Plagiarism
Faulty Skills
Quiz:
APA format (possible 15 points)
Assignment
Review pages 31-101 in APA
workbook (You may be quizzed on
this information)
First Seminar presentation on APA
by students - Peer review by group
members of group members to be
completed and turned in with
presentation. (Outline due week prior
to presentation.)
Go to ATI web site and login:
www.atitesting.com. Go to My
eLearning tab and enter appropriate
ID and password.
Go to Tutorials tab. Click on Nurse
Logic tab. Put in Tutorial Access ID
and Tutorial Password. Complete
Strategy Techniques exercise. Once
complete, print the results for your
instructor for week 4.
Resources available:
- Go to the KSU Writing Center
web page:
http://dept.kent.edu/english/
WritingCent/ and then to Mini-
Lessons, & select areas of
interest.
- Go to WIN-R (on Vista home
page). Find Resources for
Effective Writing>> Resources
for APA Format>> “Notes on
APA Rules and Writing,” by
Susan Taft.” Read, and print
this off for future use.
- Go to KSU Writing Center web
page – Pesky Pairs:
http://dept.kent.edu/english/Writing
Cent/ & Go to Mini-Lessons, then
Pesky Pairs
Syllabus/20010/Fall10 Stark 12
Week 5 Facilitating group discussions
Objectives Content Learning Strategies
1. Differentiate group
facilitation from presenting
before a group.
2. Identify goals for group
facilitation.
3. Identify group facilitation
methods.
4. Identify methods for dealing
with "problem people."
1. What is group
facilitation?
2. Identifying the pro-
cesses and outcomes
important for effective
group work
3. Understanding and
using facilitation methods
Barcelona, R. J. & Rockey, D.
L. (2010). Using collaborative
learning technologies to
facilitate effective group work.
Access:
http://uhs.berkeley.edu/home/n
ews/pdf/groupdiscussion.pdf
(“How to facilitate group
discussions” - UC Berkeley,
University Health Services,
Tang Center)
APA Assignment: Reference citations in-text – pp.
88-93.
Syllabus/20010/Fall10 Stark 13
Week 6: Learning Styles / Study Skills / Strategies
Behavioral
Objectives
Content
Learning Experiences
1. Identify personal learning
styles.
2. Identify blocks to study habits
and develop strategies for
improving study skills.
3. Discuss prioritization and
organization of study
materials and study time.
(WHY do I need to learn?
WHAT do I need to learn?
importance and personal
goals)
4. Discuss learning styles and
domains. (HOW am I going to
learn?)
5. Identify and discuss levels of
thinking.
6. Identify and discuss study
strategies.
A. Learning styles:
o Auditory
o Visual
o Application
o Conceptual
o Spatial
o Verbal
o Active
o Sensing
o Sequential
o Global
o Social
o Independent
o Creative
o Reflective
o Intuitive
o Pragmatic
B. Learning domains -
cognitive, psychomotor and
affective
C. Levels of thinking
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation
D. Study Strategies
– capturing, resource use,
memorization, repetition,
alphabet clues, acronyms,
acrostics, group study,
information relation-ship,
recognition of common-
alities and differences.
Complete Learning Style
Questionnaire (Solomon & Felder)
Go to:
http://www4.ncsu.edu/unity/lockers/
users/f/felder/public/ILSpage.html
Nugent & Vitale, Ch. 3 & 4 – Time
management & Study Techniques
- Write a 1-2 page paper on your
learning style(s) & individual
strengths and weaknesses in
your personal study skills.
**Please include study
strategies that you might use to
facilitate your studying. Include
in-text citations
Learning Strategies:
Complete the Self-Assessment
Barriers to Productivity on page 21
of Nugent/ Vitale and bring to class
for discussion.
-Be prepared to discuss learning
styles, strategies, strengths and
weaknesses via seminar these issues
in an open forum.
Syllabus/20010/Fall10 Stark 14
Assignment #2 (25 Points)
Learning Style, Study Skills, Weaknesses and Strategies
The purpose of this assignment is to introduce formal writing and APA formatting
style. Write a 1-2 page paper explaining the results of your learning styles
questionnaire. This is to be an informative paper and not a self analysis. Discuss
the learning styles and what they encompass. Then describe what study strategies
are best suited for someone with these learning styles. This paper is not to be
written in first person, but as information being provided to someone else. This paper must be in APA format and include in-text citations of literature
assigned on this subject. Students must provide a reference page with a minimum
of two (2) references.
See the attached grading rubrics for more information.
Syllabus/20010/Fall10 Stark 15
Week 7 Critical Thinking
Objectives Content Learning Strategies
1. Define critical thinking
2. Discuss levels of critical
thinking (WHAT have I already
learned? knowledge and
comprehension; HOW do I use
what I know? application; and
WHY does what I know make
sense? analysis)
3. Identify and practice critical
thinking skills
4. Define concept mapping and
discuss its use to enhance
critical thinking skills.
5. Discuss types of multiple
choice questions (knowledge,
comprehensive, application and
analysis), and practice the use of
critical thinking to answer each
type of question.
1. Definitions of critical
thinking
2. Levels of critical
thinking: basic, complex
and expert
3. Critical thinking skills:
inferences, asking
questions, thinking aloud,
scenario review
4. Applying critical
thinking to multiple choice
questions: knowledge,
comprehension,
application, & analysis
5. Strategies and activities
to improve critical
thinking
6. Concept mapping/mind
mapping
-Nugent & Vitale, Chapter 2 – Critical
Thinking
-Go to: http://studygs.net.index.htm and
review: Bloom‟s Taxonomy
-Go to http://studygs.net/mapping &
review concept/mind mapping.
-Review: http://philosophy.hku.hk/think
“What is Critical Thinking?” and “How
to Improve Critical Thinking.”
-Student leaders will facilitate a
discussion of the definitions and forms
of critical thinking, based on reading
assignment.
-Students will work in groups to develop
concept maps based on case scenarios
provided, then each group will present to
the class
-Students will discuss applications of
concept maps.
Go to ATI web site and login:
www.atitesting.com. Go to My
eLearning tab and enter appropriate ID
and password.
Go to Tutorials tab. Click on Nurse
Logic tab. Put in Tutorial Access ID and
Tutorial Password. Complete
Prioritizing Questions & More exercise.
Once complete, print the results for your
instructor.
APA workbook: Grammar &
Punctuation – pp. 48-69.
Syllabus/20010/Fall10 Stark 16
Week 8 Study Skills
Objectives Content Learning Strategies
1. Identify personal strengths
and weaknesses in study skills.
2. Identify blocks to study
habits and develop strategies
for improving study skills.
3. Discuss prioritization and
organization of study materials
and study time. (WHY do I
need to learn? WHAT do I
need to learn? importance
and personal goals)
4. Discuss learning styles and
domains. (HOW am I going to
learn?)
5. Identify and discuss levels
of thinking.
6. Identify and discuss study
strategies.
1. Time-management, self-
discipline, delegation, procras-
tination
2. Prioritization and
organization
-Identify goals – long term,
short term, measurable, realistic
-Priority setting – Pressing/
Important, Not pressing/
Important, Pressing/Not important,
Not pressing/not important
-Organization – calendars,
materials
3. Learning Styles – auditory,
visual, application, conceptual,
spatial, verbal, active, sensing,
sequential, global, social, inde-
pendent, creative, reflective,
intuiting, pragmatic. (from
Soloman & Felder website and
McWhorter book)
4. Learning domains-cognitive,
psychomotor and affective
5. Levels of thinking –
knowledge, comprehension,
application, analysis, synthesis,
and evaluation (from Nugent &
Vitale)
6. Study strategies – capturing,
resource use, memorization,
repetition, alphabet clues,
acronyms, acrostics, group
study, information relation-
ship, recognition of common-
alities and differences.
Assignment:
-Nugent & Vitale Ch. 3 & 4 –
Time Management & Study
Techniques
-Go to http://www.studygs.net/
index.htm and review:
a. Preparing
b. Studying
c. Resources
Complete the Self-Assessment
Barriers to Productivity on page
21 of Nugent/ Vitale and bring
to class for discussion.
Go to ATI web site and login:
www.atitesting.com. Go to My
eLearning tab and enter appropriate ID
and password.
Go to Tutorials tab. Click on Nurse
Logic tab. Put in Tutorial Access ID
and Tutorial Password. Complete
Mastering Alternative Items exercise.
Once complete, print the results for
your instructor.
APA: Headings & Language Biases –
pp. 38-47.
Syllabus/20010/Fall10 Stark 17
Week 9 Teamwork and Group Process & Development
Objectives Content Learning Strategies
1. Identify the types of teams
you might work on in your
future professional role.
2. Identify the characteristics
of true teamwork.
3. Discuss the benefits of
effective teamwork.
4. Discuss the limitations and
potential pitfalls of teams.
5. Review group process and
development theory.
1. Student discussion on
types of teams they may
participate on in their
future professional role.
2. Faculty lecture on
teamwork, and group
process and development.
3. Student discussion on
the benefits, limitations,
and potential pitfalls of
teams. Address group
leadership strategies when
teams are high
functioning, intermittently
capable, struggling, or
failing /dysfunctional.
Adams, S. (2009). The four stages
of effective team-building.
Training & Management
Development Methods, 23(1),
317-320.
Access:
http://www.teamocracy.com/team
building.php
Review steps to teambuilding and
roles of team members.
-Divide in groups and choose
student facilitator. Student leaders
facilitate a discussion of the
benefits, limitations, and potential
pitfalls of teams. Address group
leadership strategies when teams
are high functioning,
intermittently capable, struggling,
or failing/ dysfunctional
-Cronewett, L., Sherwood, G.,
Barnsteiner, J., Disch, J.,
Mitchell, P., Taylor-Sullivan,
D., Warren, J. (2007). Quality
and safety education for
nurses: Nursing Outlook 55(3),
122-131. (Review each of these
sections - Patient-centered
care, teamwork &
collaboration, evidence-based
practice, quality improvement,
safety, & informatics.)
-Cronewett, L., Barnsteiner, J.,
Pohl, J., Moore, S., Taylor-
Sullivan, D., Ward, D.,
Warren, J. (2010). Quality and
safety education for nurses:
Nursing Outlook, 57(6), 338-
348. (Will be used more than
once).
Syllabus/20010/Fall10 Stark 18
Week 10 Health Care Roles
Objectives Content Learning Strategies
1. Explore the roles and
backgrounds of different
members of health care teams
2. Identify how team member
roles influence communica-
tion within the team
Roles and backgrounds of
health care team members,
and their influence on
communications
Assignment:
-Students are to research
different members‟ roles on the
healthcare team. Locate and
bring to class a minimum of two
legitimate journal articles on the
roles and background of
members of health teams. (If
possible, identify articles that
discuss communications among
team members.)
-Come to class prepared to
discuss the following:
- What/who are the different
members of the healthcare
team?
- What are the educational
levels for each team
member? How does
education level affect
communication?
- How does the role of each
team member affect
communication?
- How does the work culture
play into communication?
APA workbook: Spelling,
hyphenation, capitalization, &
italics – pp. 70-79.
-Cronewett, L., Barnsteiner, J.,
Pohl, J., Moore, S., Taylor-
Sullivan, D., Ward, D., Warren,
J. (2010). Quality and safety
education for nurses: Nursing
Outlook, 57(6), 338-348. (Will
be used more than once).
Syllabus/20010/Fall10 Stark 19
Week 12 Generational Diversity
Objectives Content Learning Strategies
1. State pros and cons
of stereotyping.
2. Discuss the effects
of cultural diversity
and generational/urban-
rural/etc. differences
on interdisciplinary
team communications.
3. Identify communica-
tion issues that may
occur as a result of
cultural clashes.
1. Stereotyping Pros:
-Easy categorization
-Minimizes uncertainty
and anxiety
2. Stereotyping Cons:
-Discrimination, prejudice
-Failure to get to know
individual
3. Role of culture on verbal
and nonverbal communica-
tion:
-Varying meanings
-Gestures
-Facial expression
-Tone of voice
-Words
4. Communicating across the
generations
-Traditionalists / Veterans
-Baby Boomers
-Generation X
-Generation Y / Millennial
5. Team diversity
-Gender
-Socioeconomic status
-Education level
-Rural vs. Urban
6. Healthcare Provider role –
MD, Nurse (RN vs. LPN),
Respiratory Therapist,
Physical Therapist,
Pharmacist, Nursing Assistant
Assignment:
-Grover, S. M. (2005). Shaping effective
communication skills and therapeutic
relationships at work. AAOHN Journal, 53(4),
177-182.
-Sherman, R. O. (2006). Leading a
multigenerational nursing workforce: Issues,
challenges and strategies. Online Journal of
Issues in Nursing, 11(2), 5 pages.
-Communication and Team Diversity IN
CLASS EXERCISE OR WRITTEN
ASSIGNMENT (at faculty discretion)
Interview individuals of different generations
than yourself regarding work ethic and
communication styles. Compare and contrast.
-Utilize the following questions for guidance
through the interview and in writing your
paper. State what you learned and how this
will be applicable to working with different
generations in your practice:
What generation do you belong to?
What type of work do you do?
What is your educational background?
What is your definition of "responsibility"?
What does "accountability" mean to you?
What is your preferred way of communicating
– at work and outside of work - and why?
How does this suit your lifestyle?
What motivates you to work?
How do you view people in authority?
How do you prefer to resolve conflict?
APA workbook: Abbreviations & Quotations
– pp. 80-87.
Go to ATI web site and login:
www.atitesting.com. Go to My eLearning tab
and enter appropriate ID and password.
Go to Tutorials tab. Click on Nurse Logic tab.
Put in Tutorial Access ID and Tutorial
Password. Complete Nursing Guidelines &
More exercise. Once complete, print the
results for your instructor.
Additional Learning Activities Stereotyping Activity:
Break up into groups, each group will decide how to describe a certain type of person: i.e., nurse, farmer, computer
geek. Then compare with the whole class‟ understanding. Discuss the pros and cons of stereotyping.
•Barnga: A simulation game on cultural clashes
Student-centered learning activity: break into groups of 4-5 students and play Barnga
Syllabus/20010/Fall10 Stark 20
Week 14 Interdisciplinary communications
Objectives Content Learning Strategies
1. Describe the Joint
Commission patient
safety goal: To improve
the effectiveness of
communication among
caregivers.
2. Define interdisciplinary
communication.
3. Explain the steps involved
in giving shift-to-shift
report.
4. Describe communication
techniques with
physicians.
1. Discuss Joint
Commission Patient
Safety goals in relation to
communication.
2. Discuss ways /time
points at which inter-
disciplinary team
members communicate.
3. Review the important
aspects of effective
communication in
reporting to the next
shift, transferring unit,
diagnostic areas, and/or
physicians. Technique to
be utilized (SBAR):
Situation
Background
Assessment
Recommendation
Assignment:
- Lunney, M. (2010). Use of
critical thinking in the diagnostic
process. International Journal of
Nursing Terminologies and
Classifications, 21(2), 82-88.
-Pope, B., B.; Rodzen, L. &
Spross, G. (2008). Raising the
SBAR; How better communication
improves patient outcomes.
-JCAHO Perspectives on Patient
Safety, "The SBAR Technique:
Improves Communication, En-
hances Patient Safety," pp. 1-2.
-Cronewett, L., Barnsteiner, J.,
Pohl, J., Moore, S., Taylor-
Sullivan, D., Ward, D., Warren, J.
(2010). Quality and safety
education for nurses: Nursing
Outlook, 57(6), 338-348. (Will be
used more than once).
Syllabus/20010/Fall10 Stark 21
Week 15: Assertive Communications
Objectives Content Learning Strategies
1. Identify and discuss the
differences between non-
assertive, assertive, and
aggressive behaviors and the
consequences of each type of
behavior for both the sender
and the receiver.
2. Discuss and practice verbal
and nonverbal components of
assertive behavior.
4. Practice assertive responses
to scenarios.
5. Discuss situations in both
personal and professional lives
when assertive behaviors can
be used and why they should
be used.
1. Components of
Assertive Behavior:
Eye contact, body posture, dis-
tance/physical contact, gestures,
facial expression, voice tone,
inflection & volume, fluency,
timing, listening, thoughts,
content
2. Key points about
assertive behavior:
Honest, direct & firm, equaliz-
ing, verbal & nonverbal, positive
at times, negative at times,
appropriate for person/
situation, socially responsible,
learned, not inborn
3. Differences between and
consequences of aggres-
sive/non-assertive/ assert-
ive behaviors for sender
and receiver
4. 6 types of „I‟ Message
Statements: I want, I feel, I have mixed
feelings, flat-out-no, empath-
etic assertion, confrontational
assertion
5. Ways other people may
interact with you that will
require assertive commun-
ication
Putting you off, distracting,
denying, blaming, verbal-
abusing, joking, reinterpreting,
psychoanalyzing, acting like
"poor me, sending negative
vibes, apologizing, threatening,
debating, procrastinating, refus-
ing to negotiate
Assignment:
-Michaelsen, L.K. & Schul-
theiss, E.E. (1988-9). Making
feedback helpful. The Organ-
izational Behavior Teaching
Review, 13(1), 109-13.
-Lazoritz, S. & Carlson, P.J.
(2008). Don't tolerate disrup-
tive physician behavior.
American Nurse Today, 3(3),
20-2.
Buonocore, D. (2006). Speak
your truth proven strategies for
effective nurse-physician
communication. Critical Care
Nurse, 26(5), p.72.
-Assertive methods (see next
2 pages in syllabus)
-Class will discuss assertive-
ness components, key points,
and when possible/appropriate,
students will demonstrate for
the class what the components
and key points look or feel like.
-Students discuss several
situations in their own life in
which they have used
aggressive/ nonassertive or
assertive behaviors, and the
result of those behaviors.
Would they change their
response(s) if they had the
opportunity? If so, how would
they respond?
-Students will pair off and
practice scenarios.
**Group I Final Papers Due**
Syllabus/20010/Fall10 Stark 22
Techniques of Assertive Communication
1. Broken record: A skill using calm and persistent repetition of the same words -- saying what
you want over & over -- without having to rehearse arguments or counter others‟ logic or deal
with angry feelings; tends to tone down one‟s own anger. Allows one to feel comfortable
countering manipulative traps, argumentative baiting, or power plays by authority figures. E.g.,
“No, I cannot work a double shift tonight … No, I‟m sorry, I can‟t work a double tonight …”
2. Disagree: Make a straightforward & direct, but calm, statement. “I don‟t agree.”
3. Fogging: Calmly acknowledge to your critic the probability that there may be some truth in
what s/he says, but allow yourself to remain your own judge. Acknowledge that you heard them
but you‟re not agreeing. Avoids the need to defend yourself against all of someone‟s criticism
by being selective about what fits for you and what doesn‟t in what they have said. E.g., “I agree
I was insensitive to Robert‟s needs at that time and I understand that I made him angry. But I
also see insensitivity as unusual behavior for me, and not an area of general deficiency.”
**Note: comfort with assertive, open exchanges does require the maturity to hear, acknowledge,
and own one‟s limitations. It may or may not require a statement of the need to change.**
4. Negative Assertion: A more extreme form of fogging. Expressing acceptance of criticism
regarding your errors and faults, without having to apologize, by sympathetically agreeing with
comments about your negative qualities. Allows you to accept more comfortably the negatives
of your behavior or personality without getting defensive and anxious, or resorting to denial,
while at the same time defusing your critic‟s anger or aggression. E.g., “I agree, I do tend to
have pretty high control needs.” “You‟re right, I don‟t like doing performance evaluations and I
put them off too long.”
5. Negative Inquiry: A skill that uses the active prompting of criticism in order to use the
information (if helpful) or exhaust it (if overstated or off-base) while prompting your critic to be
more assertive & specific. Hear the person out, gather the information so that you can respond
constructively. E.g. “What exactly do you find to be careless about my work?”
6. Self-disclosure: The ability to initiate discussion of both positive and negative aspects of who
you are to enhance communication, understanding, and build trust in the relationship. Includes
feelings or facts about yourself that may previously have caused feelings of uneasiness, guilt, or
shame. “I‟ve been feeling less self-confident since my husband and I separated. This would not
be a good time for me to take over any extra assignments.” “I‟d like to have that weekend off so
that I can participate in the Gay Pride events downtown.”
7. Redefine: Don‟t accept someone else‟s negative label for your behavior. Redefine your
behavior in neutral or positive terms. “I‟m not being nosy or manipulative. But I do want to
know what your plans are for the unit so that I can make plans for myself.” “You think I‟m not a
team player. But I am – as long as I‟m comfortable with what the team has decided to do. In
this case, I think the team decision is not a good approach to the problem.”
Syllabus/20010/Fall10 Stark 23
8. Stipulate Consequences: When pushed to the limit of your tolerance, or where you feel
threatened, consider promising realistic negative consequences. Be prepared to follow-through
with what you are/are not willing to do because the other person may call your bluff. “My head
nurse has been my salvation working on this unit. If you’re going to replace head nurses with
charge nurses, then I may not want to stay employed here.” “If you continue dating other
women while you and I are involved, I’m going to have to break off with you.”
9. Dismiss: Ignore the comment completely – or deny its relevance to the problem under
discussion. Return to what is relevant. E.g., “That‟s not the point here.” “My personal life is
not the issue, but reasonable expectations from you are relevant.”
10. Bargain for a Workable Compromise: Bargain for acceptable partial solutions for what
you want. If the compromise affects your personal feelings of self-respect or self-worth,
however, there should be no compromise. E.g., “I‟m willing to talk with Dr. Smith about his
criticisms but not without an impartial mediator present.” “I‟ll agree to take minutes today but
only if others share the responsibility at future meetings.” “I‟m not willing to apologize for what
I did just to protect the director‟s ego. But I‟ll talk over the incident with her if she‟s willing.”
Week 16: APA Final Quiz
Syllabus/20010/Fall10 Stark 24
Student Portfolio
Purpose: The purpose of the Student Portfolio is to provide evidence of student‟s learning and
development throughout the BSN program.
The portfolio will be formatted for online use. You will be given an example and specific
instructions in class.
Creativity is encouraged. This portfolio is meant to demonstrate evidence of your growth and
accomplishments as a baccalaureate nursing student. Faculty in any nursing course at any level
may ask to see your portfolio.
Points awarded: 10
Grading will be based on completeness. Portfolio must be completed by the last class.
Syllabus/20010/Fall10 Stark 25
Grading Guidelines for Assignment #1
Title Page & References for Final Paper from Library Search
Hand in this form with your paper.
Paper Elements Points Available Points Earned
Title Page – Include page header,
running head, title of paper, name, &
university
5
10-15 references (minimum of 10
references)
At least one from each of the
following:
Electronic
Journal
Book
Edited book
Must be Creditable references
15
APA format
15
Paper turned in when due
(-1 point for each day late)
Total
35
Faculty comments:
Syllabus/20010/Fall10 Stark 26
APA and Writing Guidelines: Assign. #1 - Hand in with paper
PAPER ELEMENTS Points Points
Available Earned
GENERAL REQUIREMENTS
1" MARGINS .5
FONT SIZE & CHOICE .5
DOUBLE SPACING .5
TITLE PAGE
TITLE CENTERED & CORRECT INFO 1
RUNNING HEAD CORRECTLY FORMATTED 1
RUNNING HEAD & PAGINATION 1
RUNNING HEAD THROUGHOUT PAPER 1
BODY OF PAPER
ORGANIZATION n/a
THESIS DEVELOPMENT n/a
HEADING & SUBHEADING FORMATTING n/a
GRAMMAR n/a
SPELLING n/a
PUNCTUATION n/a
SENTENCE STRUCTURE n/a
TOPIC SENTENCES n/a
STRUCTURE OF PARAGRAPHS n/a
CITATIONS – CORRECT FORMAT n/a
DIRECT QUOTES / PARAPHRASING / BLOCK
QUOTES n/a
REFERENCES LISTED CORRECTLY 5
ELECTRONIC
JOURNAL
BOOK
EDITED BOOK
OTHER
REFERENCE PAGE
ALPHABETICAL 2
DOUBLE SPACING & HANGING INDENTATION 2
ALL REFERENCES CITED IN BODY OF PAPER n/a
REFERENCE PAGE TITLE .5
Total 15
Syllabus/20010/Fall10 Stark 27
Grading Guidelines for Assignment #2
Learning Style, Study Skills, Weaknesses, and Strategies
Hand in this form with your paper.
Paper Elements Points Available Points Earned
Discuss your learning style(s)
2.5
Study skills strengths / weaknesses
2.5
Strategies to improve
5
APA format (see next page)
15
Paper turned in when due
(-1 point for each day late)
Total
25
Faculty comments:
Syllabus/20010/Fall10 Stark 28
APA and Writing Guidelines: Assign.#2 - Hand in with paper
PAPER ELEMENTS Points Points
Available Earned
GENERAL REQUIREMENTS
1" MARGINS .5
FONT SIZE & CHOICE .5
DOUBLE SPACING .5
TITLE PAGE
TITLE CENTERED & CORRECT INFO .5
RUNNING HEAD CORRECTLY FORMATTED .5
RUNNING HEAD & PAGINATION .5
PAGE 1 OF PAPER .5
PAPER TITLE ON PAGE 2 .5
BODY OF PAPER
ORGANIZATION .5
THESIS DEVELOPMENT 1
HEADING & SUBHEADING FORMATTING .5
GRAMMAR 1
SPELLING 1
PUNCTUATION 1
SENTENCE STRUCTURE 1
TOPIC SENTENCES 1
STRUCTURE OF PARAGRAPHS .5
WRITTEN IN ACTIVE VOICE – THIRD PERSON .5
CITATIONS – CORRECT FORMAT .5
DIRECT QUOTES / PARAPHRASING / BLOCK
QUOTES .5
REFERENCES LISTED CORRECTLY .5
ELECTRONIC
JOURNAL
BOOK
EDITED BOOK
OTHER
REFERENCE PAGE
ALPHABETICAL n/a
DOUBLE SPACING & HANGING INDENTATION .5
ALL REFERENCES CITED IN BODY OF PAPER .5
REFERENCE PAGE TITLE .5
Total 15
Syllabus/20010/Fall10 Stark 29
Grading Guidelines for Assignment #3
Formal Outline
Hand in this form with your paper.
Paper Elements Points Available Points Earned
Outline formatted correctly
5
Paper topic stated
5
Main points support paper topic and
are logical for progression of paper.
Sub-topics listed and support main
points
10
Title page and reference page
resubmitted with corrections (if
applicable). If not, -1 point for each
day not resubmitted.
APA formatting (next page)
15
Paper turned in when due
(-1 point for each day late)
Total
35
Faculty comments:
Syllabus/20010/Fall10 Stark 30
APA and Writing Guidelines: Assign. #3 - Hand in with paper
PAPER ELEMENTS Points Points
Available Earned
GENERAL REQUIREMENTS
1" MARGINS .5
FONT SIZE & CHOICE .5
DOUBLE SPACING .5
TITLE PAGE
TITLE CENTERED & CORRECT INFO 1
RUNNING HEAD CORRECTLY FORMATTED 1
RUNNING HEAD & PAGINATION 1
PAGE 1 OF PAPER .5
PAPER TITLE ON PAGE 2 .5
BODY OF PAPER
ORGANIZATION n/a
THESIS DEVELOPMENT n/a
HEADING & SUBHEADING FORMATTING n/a
GRAMMAR n/a
SPELLING n/a
PUNCTUATION n/a
SENTENCE STRUCTURE n/a
TOPIC SENTENCES n/a
STRUCTURE OF PARAGRAPHS n/a
CITATIONS – CORRECT FORMAT n/a
DIRECT QUOTES / PARAPHRASING / BLOCK
QUOTES n/a
REFERENCES LISTED CORRECTLY 5
ELECTRONIC
JOURNAL
BOOK
EDITED BOOK
OTHER
REFERENCE PAGE
ALPHABETICAL 2
DOUBLE SPACING & HANGING INDENTATION 2
ALL REFERENCES CITED IN BODY OF PAPER n/a
REFERENCE PAGE TITLE .5
Total 15
Syllabus/20010/Fall10 Stark 31
Grading Guidelines Assignment #4
Final Paper Student Name: _________________________ Date: _______________
Title of Paper: ________________________________________________
Hand in this form with your paper.
Paper Elements Points Available Points Earned
Identified topic and clearly defined
purpose of paper
25
Included at least FIVE credible
references with ONE FROM EACH
SOURCE: 1. Electronic
2. Professional Journal
3. Edited book
4. Unedited book
10
Had correct APA format for:
1. Title page
2. Page header
3. Manuscript title
4. Fonts and margins
5. Body of paper with in-text citation
6. Quotations (direct AND block)
7. Reference page(s)
(see next page with APA details)
30
Submitted paper by due date
(-1 point for each day
late)
Total
65
Faculty comments
Syllabus/20010/Fall10 Stark 32
APA and Writing Guidelines Paper #4
PAPER ELEMENTS Points Points
Available Earned
GENERAL REQUIREMENTS
1" MARGINS .5
FONT SIZE & CHOICE .5
DOUBLE SPACING .5
RUNNING HEAD AND PAGINATION THROUGHOUT
PAPER AND TITLE PAGE .5
TITLE PAGE
TITLE CENTERED & CORRECT INFO .5
RUNNING HEAD CORRECTLY FORMATTED .5
PAPER TITLE ON PAGE 2 .5
BODY OF PAPER
ORGANIZATION 0-2
THESIS DEVELOPMENT 0-2
HEADING & SUBHEADING FORMATTING .5
GRAMMAR 0-3
SPELLING 0-3
PUNCTUATION 0-3
SENTENCE STRUCTURE 0-2
TOPIC SENTENCES 0-2
STRUCTURE OF PARAGRAPHS 0-2
CITATIONS - CORRECT INFO & PUNCTUATION 0-2
DIRECT QUOTES OR PARAPHRASING
BLOCK QUOTATIONS
REFERENCES LISTED CORRECTLY 0-3
ELECTRONIC
JOURNAL
BOOK
EDITED BOOK
OTHER
REFERENCE PAGE
ALPHABETICAL .5
DOUBLE SPACING & HANGING INDENTATION .5
ALL REFERENCES CITED IN BODY OF PAPER 1
Total 30