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COLLEGE OF NURSING BSN PROGRAM ASSESSMENT PLAN Revised 9/1/16 Page 1 of 10 1. Introduction Unit Mission Statement: The College of Nursing Bachelor of Science in Nursing program develops nurses who are prepared to foster health and well-being among the people of Kentucky, the region, and the world through inter-professional collaboration, the application of research, and excellence in practice and service in an ever-changing health care environment. Basic Assessment Approach: The College of Nursing pursues a unified approach to program assessment which meets the accreditation standards of both professional nursing and university accreditors. This approach tracks the alignment and delivery of learning outcomes across the curriculum, as shown in the attached curriculum map. All program-level student learning outcomes will be formally assessed on a three-year cycle, which is included in section four below. This assessment will include direct measurement of student work and clinical performance. Several indirect measures of program quality required for accreditation will also be tracked, such as program completion rates and licensure and certification pass rates for graduates. Definition of Key Terms: AACN Essentials: The American Association of Colleges of Nursing (AACN) has defined eight “Essentials” which outline the curricular elements and competencies that must be present in accredited programs conferring the Doctor of Nursing Practice degree. These Essentials provide the student learning outcomes for UK’s DNP program, and are detailed in: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) Assessment: A strategy for understanding, confirming, and improving student learning through a continuous, systematic process. Curriculum Map: A visual depiction of how learning outcomes and/or professional standards are translated into individual courses taught within a program Learning Outcomes: Statements of learning expectations. Indirect Evidence: Data from which you can make inferences about learning but do not demonstrate actual learning, such as perception or comparison data. Includes, but is not limited to: surveys, focus groups, exit interviews, course grades, and institutional performance indicators. Direct Evidence: Students show achievement of learning goals through performance of knowledge and skills. Includes, but is not limited to: capstone experiences, score gains between entry and exit, portfolios, and substantial course assignments that require performance of learning. Preceptor: A preceptor is an individual with demonstrated competence in nursing who serves as a teacher/coach, leader/influencer, facilitator, evaluator, socialization agent, protector, and role model to develop and validate the competencies of students in clinical settings and ensure patient safety.

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Page 1: NURSING BSN PROGRAM ASSESSMENT PLAN … OF NURSING BSN PROGRAM ASSESSMENT PLAN ... respect in providing nursing care to diverse ... of this evaluation is included as Appendix C:

COLLEGE OF NURSING BSN PROGRAM ASSESSMENT PLAN Revised 9/1/16

Page 1 of 10

1. Introduction

Unit Mission Statement:

The College of Nursing Bachelor of Science in Nursing program develops nurses who are prepared to foster health and well-being among the people of Kentucky, the region, and the world through inter-professional collaboration, the application of research, and excellence in practice and service in an ever-changing health care environment.

Basic Assessment Approach:

The College of Nursing pursues a unified approach to program assessment which meets the accreditation standards of both professional nursing and university accreditors. This approach tracks the alignment and delivery of learning outcomes across the curriculum, as shown in the attached curriculum map. All program-level student learning outcomes will be formally assessed on a three-year cycle, which is included in section four below. This assessment will include direct measurement of student work and clinical performance. Several indirect measures of program quality required for accreditation will also be tracked, such as program completion rates and licensure and certification pass rates for graduates.

Definition of Key Terms:

AACN Essentials: The American Association of Colleges of Nursing (AACN) has defined eight “Essentials” which outline the curricular elements and competencies that must be present in accredited programs conferring the Doctor of Nursing Practice degree. These Essentials provide the student learning outcomes for UK’s DNP program, and are detailed in: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)

Assessment: A strategy for understanding, confirming, and improving student learning through a continuous, systematic process.

Curriculum Map: A visual depiction of how learning outcomes and/or professional standards are translated into individual courses taught within a program

Learning Outcomes: Statements of learning expectations.

Indirect Evidence: Data from which you can make inferences about learning but do not demonstrate actual learning, such as perception or comparison data. Includes, but is not limited to: surveys, focus groups, exit interviews, course grades, and institutional performance indicators.

Direct Evidence: Students show achievement of learning goals through performance of knowledge and skills. Includes, but is not limited to: capstone experiences, score gains between entry and exit, portfolios, and substantial course assignments that require performance of learning.

Preceptor: A preceptor is an individual with demonstrated competence in nursing who serves as a teacher/coach, leader/influencer, facilitator, evaluator, socialization agent, protector, and role model to develop and validate the competencies of students in clinical settings and ensure patient safety.

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2. Assessment Oversight, Resources

Assessment of all College of Nursing programs is coordinated by the Assessment Coordinator (Dr. Heidi Hiemstra) with oversight by the Executive Associate Dean for Academic Affairs and Partnerships (Dr. Patricia Howard). Faculty leadership is provided by the Assistant Undergraduate Dean and BSN Program Director (Dr. Darlene Welsh) and the Chair of the Undergraduate Program Committee (rotating). This team works collaboratively to define and measure student learning outcomes, plan and monitor assessment and improvement activities, and write annual assessment reports.

3. CCNE Key Elements of Successful Nursing Programs

The College of Nursing’s BSN program is accredited by the American Association of Colleges of Nursing (AACN), Commission on Collegiate Nursing Education (CCNE). In October 2012, the CCNE Board of Commissioners granted accreditation to the baccalaureate degree program in nursing and the Doctor of Nursing Practice program at the University of Kentucky for ten years, extending to December 31, 2022.

CCNE accreditation standards include specific requirements for the assessment of program effectiveness in Standard IV, Program Effectiveness: Assessment and Achievement of Program Outcomes. An overview of the standard’s key elements are listed below:

A. A systematic process is used to determine program effectiveness. B. Program completion rates demonstrate program effectiveness. C. Licensure and certification pass rates demonstrate program effectiveness. D. Employment rates demonstrate program effectiveness. E. Program outcomes demonstrate program effectiveness (includes student learning

outcomes and other assessments not specifically mentioned above). F. Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness. G. The program defines and reviews formal complaints according to established policies. H. Data analysis is used to foster ongoing program improvement.

Note that the process, data analysis and program improvement requirements parallel that of SACSCOC accreditation and those of the University Assessment Council. The full text of this standard is included in Appendix A for reference.

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4. Program-Level Learning Outcomes and Reporting Cycle

Outcome Number

Student Learning Outcome

Cycle Academic Year

Reporting Year

Outcome 1: Integrates knowledge, skills, and values from the arts and sciences to provide humanistic, safe, quality care (AACN Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice).

Year 1 2015-2016 October 31, 2016

Outcome 2:

Demonstrates clinical reasoning in making independent and collaborative decisions in a complex health care system (AACN Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety)

Year 1 2015-2016 October 31, 2016

Outcome 3: Applies a systematic process consistent with professional standards and evidence-based practice to prevent illness and injury; promote, maintain, and restore client health; or support clients toward a peaceful death (AACN Essential III: Scholarship for Evidence-Based Practice).

Year 1 2015-2016 October 31, 2016

Outcome 4: Demonstrates skills in using patient care technologies, information systems, and communication devices that support safe and effective care (AACN Essential IV: Information Management and Application of Patient Care Technology).

Year 2 2016-2017 October 31, 2017

Outcome 5: Demonstrates leadership, responsibility and accountability in addressing health care issues (AACN Essential V: Healthcare Policy, Finance, and Regulatory Environments).

Year 2 2016-2017 October 31, 2017

Outcome 6: *GCCR*

Employs oral and written communication and inter-professional collaboration in providing safe, high quality care to improve client health outcomes (AACN Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes).

Year 2 2016-2017 October 31, 2017

Outcome 7: Demonstrates caring, professionalism, and respect in providing nursing care to diverse populations in a variety of settings (AACN Essential VII: Clinical Prevention and Population Health).

Year 3 2017-2018 October 31, 2018

Outcome 8: Demonstrates the professional standards of moral, ethical, and legal conduct (Essential VIII: Professionalism and Professional Values).

Year 3 2017-2018 October 31, 2018

Outcome 9: Understands the scope of generalist nursing practice and applies its principles in clinical practice (Essential IX: Baccalaureate Generalist Nursing Practice).

Year 3 2017-2018 October 31, 2018

Essentials and stated student learning outcomes taken or adapted from: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)

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5. Curriculum Maps The BSN program has three options for completion, the traditional BSN program for rising sophomores without nursing experience, a second-degree option for students with a related, non-nursing Bachelors degree but no nursing experience (or experience as a military medic for students in the MedVet initiative), and a completely online RN-BSN program for licensed RNs with some college who are seeking a BSN. Traditional and second-degree BSN students are required to take multiple clinical courses and rotate through different nursing settings to ensure that graduates can provide safe, effective care upon completion. RN-BSN students are already licensed, practicing nurses with substantial real-world clinical experience when they enter the program. These students take fewer clinical courses, and those courses are focused on developing higher-order clinical reasoning and professional skills. While the traditional and second degree BSN options share many courses, the RN-BSN option is distinct, requiring an individual curriculum map lays out the expected progression toward mastering program-level student learning outcomes throughout each of the three options. These currculum maps can be found in Attachment B.

6. Assessment Methods and Measures Direct Measures:

• Medication Mathematics (Med Math) exam • Preceptor Final-Rotation Evaluation of Student Clinical Performance (NUR 413) • Evidence-Based Practice Paper (NUR 310) • Clinical Reflection Paper and Presentation (NUR 413) • Evidence-Based Practice Paper and Presentation (NUR 350 & 453, RN-BSN option only)

Indirect Measures:

• Program completion rates • Licensure and certification pass rates • Employment rates • End-of-course evaluations • Senior Job Placement Survey

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7. Data Collection and Review The primary point of summative assessment in the traditional and second degree BSN options is the final clinical evaluation of students at the end of the capstone course NUR 413 - Synthesis of Clinical Knowledge for Nursing Practice. In this course, students engage in clinical practice for 225 hours, which includes direct patient care and/or the completion of clinical projects. This work is done under the close supervision of nurse preceptors, giving the preceptors ample opportunity to observe and guide student progress. A copy of this evaluation is included as Appendix C: Preceptor Final-Rotation Evaluation of Student Clinical Performance. Other assignments and exams are used to directly assess student learning outcomes, as detailed below. The RN-BSN option does not require extensive clinical hours supervised by preceptors, as its students are licensed RNs actively practicing in various health care settings. Consequently, a variety of other course assignments are used to assess student learning outcome performance. These assignments are detailed below. Outcome & Method

Data Source Collection Process (include time frame) Target

Outcome 1: Integrates knowledge, skills, and values from the arts and sciences to provide humanistic, safe, quality care.

Metric 1.1 Medication Math (Med Math) exams in NUR 413

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

All students must earn a score of 100% on the Med Math exam to pass the Synthesis course and complete the BSN program.

Metric 1.2 TBD (RN-BSN option only)

Outcome 2: Demonstrates clinical reasoning in making independent and collaborative decisions in a complex health care system.

Metric 2.1 Analytic and clinical reasoning abilities clinical learning outcome on final clinical evaluation in Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the analytic and clinical reasoning abilities clinical learning outcome.

Metric 2.2 TBD (RN-BSN option only)

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Outcome & Method

Data Source Collection Process (include time frame) Target

Outcome 3: Applies a systematic process consistent with professional standards and evidence-based practice to prevent illness and injury; promote, maintain, and restore client health; or support clients toward a peaceful death.

Metric 3.1 Nursing knowledge clinical learning outcome on final clinical evaluation in Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the nursing knowledge clinical learning outcome.

Metric 3.2 TBD (RN-BSN option only)

Outcome 4: Demonstrates skills in using patient care technologies, information systems, and communication devices that support safe and effective care.

Metric 4.1 Informatics clinical learning outcome on final clinical evaluation in Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the informatics clinical learning outcome.

Metric 4.2 TBD (RN-BSN option only)

Outcome 5: Demonstrates leadership, responsibility and accountability in addressing health care issues.

Metric 5.1 Accountability and safe practice clinical learning outcome on final clinical evaluation in Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the accountability and safe practice clinical learning outcome.

Metric 5.2 TBD (RN-BSN option only)

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Outcome 6: Employs oral and written communication and inter-professional collaboration in providing safe, high quality care to improve client health outcomes. *GCCR*

Metric 6.1 Communication clinical learning outcome on final clinical evaluation form from Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the communication clinical learning outcome.

Metric 6.2 Composition (Trad. & 2nd Car. BSN): Evidence-Based Practice and Clinical Reflection papers

Please refer to the detailed description of GCCR assessment in section 9 of this plan for information on data collection for these metrics.

100% of pre-Bacc. students will earn a minimum grade of 76% on these artifacts

Metric 6.3 Oral Comm. (Trad. & 2nd Car. BSN): Clinical Reflection presentation

100% of pre-Bacc. students will earn a minimum grade of 76% on these artifacts

Metric 6.4 Composition (RN- BSN): Evidence-Based Practice paper

100% of students will earn a minimum grade of 76% on these artifacts

Metric 6.5 Oral Comm. (RN-BSN): Evidence-Based Practice presentation

100% of students will earn a minimum grade of 76% on these artifacts

Outcome 7: Demonstrates caring, professionalism, and respect in providing nursing care to diverse populations in a variety of settings.

Measure 7.1

Professionalism clinical learning outcome on final clinical evaluation form from Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the professionalism clinical learning outcome.

Metric 7.2 TBD (RN-BSN option only)

Outcome 8: Demonstrates the professional standards of moral, ethical, and legal conduct. Measure

8.1 Ethical Conduct clinical learning outcome on final clinical evaluation form from Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the ethical conduct clinical learning outcome.

Metric 8.2 TBD (RN-BSN option only)

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Outcome

& Method Data Source Collection Process (include time frame) Target

Outcome 9: Understands the scope of generalist nursing practice and applies its principles in clinical practice.

Measure 9.1

Scope of practice and Psychomotor Skill Performance clinical learning outcomes on final clinical evaluation in Synthesis course.

Nurse preceptors perform summative assessment and submit results via online survey to course faculty at the end of each fall and spring semester. The Assessment Coordinator summarizes results for the prior AY during the summer.

100% of students must meet or exceed expectations on the scope of practice clinical learning outcome.

Metric 9.2 TBD (RN-BSN option only)

8. Assessment Cycle and Data Analysis

Assessment of student learning takes place throughout the program and occurs in all courses. Program faculty are asked to maintain records of course-level assessment as usual. At this time, program-level assessment data will only be gathered at summative points in the curriculum as articulated above. The program follows a three year assessment cycle, with three outcomes assessed each year. Relevant artifacts are collected and summarized for program-level assessment by the Assessment Coordinator, and presented at a meeting of the Undergraduate Program Committee for discussion. Data on all student learning outcomes are presented at this meeting, not just the outcomes selected for reporting to the University Assessment Committee that year. In addition to the student learning outcomes data, a range of data on program outcomes are collected by the undergraduate programs office and are reviewed and reported to program leadership each year. If targets are met, targets and metrics are evaluated for relevance and adequacy. If targets are not met, substantive reasons for insufficient performance are investigated, and changes are made. Assessment reports will be completed no later than September 15th t of every year and turned in to the college’s assessment coordinator for review. Final reports will be sent to the university’s assessment office no later than October 31st of every year. 9. Graduating Composition and Communication Requirement (GCCR) The College of Nursing’s student learning outcome for composition and communication is “Outcome 6: Employs oral and written communication and inter-professional collaboration in providing safe, high quality care to improve client health outcomes.” Specific assignments have been selected throughout the curriculum to teach and assess composition and communication, and are laid out in Appendix D for the 2016-17 academic year. The Traditional BSN and RN-BSN options have distinct curricula, with different courses and assignments assessed for each option. Students in the Second Degree BSN program complete

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all of the GCCR assignments in their classes, but those who are post-baccalaureate students are not required to earn a grade of 76 to pass the course.

In the traditional BSN option, the composition requirement taught across three courses, as detailed in Appendix D. The first assignment, an Annotated Source Genealogy Final Paper in NUR 200: Foundations of Professional Nursing, is not currently included in this summative-level assessment plan. Students’ summative performance of the GCCR SLO is assessed through the evaluation of two written assignments, and the communication requirement through the oral presentation of the final written assignment. The first and largest assignment used to assess composition in the traditional BSN option is in the research course for second-semester juniors: NUR 310 Research for Evidence-Based Practice. The evidence-based paper assigned in this course is a 2,400 word paper, which students develop through a series of drafts beginning with approval of the topic and continuing through literature review and practice recommendations. This course has Nursing PhD or DNP students as teaching assistants, who are trained by the instructor on the use of assignment rubrics. The instructor conducts inter-reliability checks with each draft, building scoring reliability throughout the term. Further details about the assignment are in Appendix E: Course Syllabus for NUR 310 - Research for Evidence-Based Practice.

The final composition assessment in the traditional BSN program is a shorter paper assigned in NUR 413 Synthesis of Clinical Knowledge for Nursing Practice, the same course from which the preceptor final evaluation is taken to assess other SLOs. In this course, students are assigned a 900-word Clinical Reflection Paper which requires them to investigate and analyze the literature on a clinical concept or practice they have experienced first-hand. Multiple drafts of this paper are submitted during the course, with peer and faculty review. This clinical reflection paper is developed into a 10-minute Clinical Reflection Presentation with PowerPoint, which is then used to assess students’ oral communication prior to graduation. Students are asked first to record their presentation for faculty critique, and then do a live presentation before a group of peers and faculty. Further details about both assignments and the grading rubrics used can be found in Appendix F: Course Syllabus for NUR 413 - Synthesis of Clinical Knowledge for Nursing Practice. In the all-online RN-BSN program, written composition is assessed through the development of a 4,500-word evidence-based practice paper. This paper is written in NUR 350 – Concepts in Professional Nursing in three parts, with each part reviewed first by peers prior, then by faculty. There is then a final round of peer and faculty review at the time of final submission at the end of the course. Further details about the assignment are available in APPENDIX G: Course Syllabus for NUR 350 - Concepts of Professional Nursing.

Oral communication outcomes for RN-BSN students are assessed in the final course of the program, NUR 453 Nursing Practice Capstone for Registered Nurses. The final assignment of the course is a 10-15 minute presentation integrating relevant literature with students’ practicum experience. This presentation requires the use of audiovisuals and is video recorded for online viewing by faculty and students. The assignment description is included in APPENDIX H: Course Syllabus for NUR 453 - Nursing Practice Capstone for Registered Nurses.

All of these assignments will be managed through Canvas, ensuring their availability for assessment online. The College’s assessment will draw upon the scoring sheets available in Canvas for student review to summarize the overall criterion-level information for each assignment. We intend to use all assignments in this assessment, without sampling. For the University’s sampling and assessment for GCCR outcomes, faculty will provide access to courses’ Canvas pages for direct sampling as needed.

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Once grading rubrics have been summarized and analyzed for areas of weakness and strength, this information will be reviewed by the Program and Option Directors and faculty, and presented to the Undergraduate Program Committee. These program leaders will then develop improvement plans as needed to help students improve their composition and communication skills

10. Teaching Effectiveness

The College of Nursing uses multiple data sources to evaluate the teaching effectiveness of faculty in the BSN program, primarily using CoursEval online survey software. Students in BSN courses complete two end-of-course evaluations, one of the course itself and one of the teaching effectiveness of the faculty member(s) who taught the course. These course surveys are reviewed by the Associate and Assistant Deans for Undergraduate Studies, and used in faculty development and evaluation.

11. What are the plans to evaluate students’ post-graduate success?

The program’s accreditor, CCNE, explicitly requires the tracking of graduates’ employment data as a measure of program effectiveness. This is done using an online Senior Job Placement Survey, which the office of undergraduate programs sends to graduating seniors 4-6 weeks prior to graduation. Student’s survey completion is tracked, with electronic follow-up and in-person follow-up at the BSN “Pinning” ceremony prior to commencement. This approach has resulted in consistent 100% response rates over the past 10 years. Results guide the College’s work to tighten hiring connections with local hospitals and health systems. A copy of the survey instrument is included as Appendix I: Senior Job Placement Survey

In 2015, the College of Nursing also added focus groups with local employers to solicit feedback on graduates’ job performance. Organized around the program-level learning outcomes and facilitated by a neutral third party, these focus groups avoid the very low response rates typical of a mail survey of employers. Focus groups are held with supervising nurses at the two local employers who hire the majority of CON BSN graduates: UK HealthCare and St. Joseph’s.

12. Appendices

APPENDIX A: CCNE Accreditation Standard IV, Program Effectiveness: Assessment and Achievement of Program Outcomes

APPENDIX B: Bachelor of Nursing Science Student Learning Outcomes Curriculum Maps

APPENDIX C: Preceptor Final-Rotation Evaluation of Student Clinical Performance

APPENDIX D: College of Nursing GCCR Assignments 2016-17

APPENDIX E: Course Syllabus for NUR 310 - Research for Evidence-Based Practice

APPENDIX F: Course Syllabus for NUR 413 - Synthesis of Clinical Knowledge for Nursing Practice

APPENDIX G: Course Syllabus for NUR 350 - Concepts of Professional Nursing

APPENDIX H: Course Syllabus for NUR 453 - Nursing Practice Capstone for Registered Nurses APPENDIX I: Senior Job Placement Survey

** Clicking inside the boxes below will take you to the Appendix**

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APPENDIX A

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Commission on Collegiate Nursing Education Standards for Accreditation of Baccalaureate and Graduate Nursing Programs, Amended 2013 http://www.aacn.nche.edu/ccne-accreditation/Standards-Amended-2013.pdf

STANDARD IV

PROGRAM EFFECTIVENESS: ASSESSMENT AND ACHIEVEMENT OF PROGRAM OUTCOMES

The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement.

KEY ELEMENTS

IV-A. A systematic process is used to determine program effectiveness.

Elaboration: The program uses a systematic process to obtain relevant data to determine program effectiveness. The process:

• is written, ongoing, and exists to determine achievement of program outcomes; • is comprehensive (i.e., includes completion, licensure, certification, and employment rates, as

required by the U.S. Department of Education; and other program outcomes); • identifies which quantitative and/or qualitative data are collected to assess achievement of the

program outcomes; • includes timelines for collection, review of expected and actual outcomes, and analysis; and • is periodically reviewed and revised as appropriate.

IV-B. Program completion rates demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of required program outcomes regarding completion. For each degree program (baccalaureate, master’s, and DNP) and post-graduate APRN certificate program:

• The completion rate for each of the three most recent calendar years is provided. • The program specifies the entry point and defines the time period to completion. • The program describes the formula it uses to calculate the completion rate. • The completion rate for the most recent calendar year is 70% or higher.

IV-C. Licensure and certification pass rates demonstrate program effectiveness.

Elaboration: The pre-licensure program demonstrates achievement of required program outcomes regarding licensure.

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APPENDIX A

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• The NCLEX-RN® pass rate for each campus/site and track is provided for each of the three most recent calendar years.

• The NCLEX-RN® pass rate for each campus/site and track is 80% or higher for first-time takers for the most recent calendar year

• Data are provided regarding the number of graduates and the number of graduates taking each certification examination.

IV-D. Employment rates demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of required outcomes regarding employment rates.

• The employment rate is collected separately for each degree program (baccalaureate, master’s, and DNP) and post-graduate APRN certificate program.

• Data are collected within 12 months of program completion. For example, employment data may be collected at the time of program completion or at any time within 12 months of program completion.

• The employment rate is 70% or higher. However, if the employment rate is less than 70%, the employment rate is 70% or higher when excluding graduates who have elected not to be employed. Any program with an employment rate less than 70% provides a written explanation/analysis with documentation for the variance.

IV-E. Program outcomes demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of outcomes other than those related to completion rates (Key Element IV-B), licensure and certification pass rates (Key Element IV-C), and employment rates (Key Element IV-D); and those related to faculty (Key Element IV-F).

Program outcomes are defined by the program and incorporate expected levels of achievement. Program outcomes are appropriate and relevant to the degree and certificate programs offered and may include (but are not limited to) student learning outcomes; student and alumni achievement; and student, alumni, and employer satisfaction data.

Analysis of the data demonstrates that, in the aggregate, the program is achieving its outcomes. Any program with outcomes lower than expected provides a written explanation/analysis for the variance.

IV-F. Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of expected faculty outcomes. Expected faculty outcomes:

• are identified for the faculty as a group; • incorporate expected levels of achievement; • reflect expectations of faculty in their roles and evaluation of faculty performance; • are consistent with and contribute to achievement of the program’s mission and goals; and

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APPENDIX A

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• are congruent with institution and program expectations.

Actual faculty outcomes are presented in the aggregate for the faculty as a group, analyzed, and compared to expected outcomes.

IV-G. The program defines and reviews formal complaints according to established policies.

Elaboration: The program defines what constitutes a formal complaint and maintains a record of formal complaints received. The program’s definition of formal complaints includes, at a minimum, student complaints. The program’s definition of formal complaints and the procedures for filing a complaint are communicated to relevant constituencies.

IV-H. Data analysis is used to foster ongoing program improvement.

Elaboration: The program uses outcome data for improvement. Data regarding completion, licensure, certification, and employment rates; other program outcomes; and formal complaints are used as indicated to foster program improvement.

• Data regarding actual outcomes are compared to expected outcomes. • Discrepancies between actual and expected outcomes inform areas for improvement. • Changes to the program to foster improvement and achievement of program outcomes are

deliberate, ongoing, and analyzed for effectiveness. • Faculty are engaged in the program improvement process.

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APPENDIX B: Bachelor of Nursing Science Program Student Learning Outcomes Curriculum Maps

Traditional BSN Option I = INTRODUCE, R = REINFORCE, E = EMPHASIS (MAJOR THEME), A = APPLY

September 1, 2016

Outcome/ Number

CCNE Essential Student Learning Outcome

Corresponding Core Concepts

NUR 200

NUR 201

NUR 210

NUR 211

NUR 300

NUR 301

NUR 540

NUR 310

NUR 311

NUR 313

NUR 400

NUR 401

NUR 403

NUR 410

NUR 411

NUR 413

Outcome 1 Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice

Integrates knowledge, skills, and values from the arts and sciences to provide humanistic, safe, quality care.

Culturally competent care; Information management; Comm. and inter-professional collaboration; Healthcare systems and policy

I,E,A I,E,A I,E,R R,E,A

R R,E,A

R,E,A

R R,E,A

R,E,A

R,E,A

R,E,A

I,R,E R,E,A

R,E,A

R,E,A

Outcome 2

Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety

Demonstrates clinical reasoning in making independent and collaborative decisions in a complex health care system.

Clinical reasoning; Quality improvement and patient safety

I I,E,A I,R I,R,E,A

R R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R R,A R,E,A

R,E,A

Outcome 3 Essential III: Scholarship for Evidence-Based Practice

Applies a systematic process consistent with professional standards and evidence-based practice to prevent illness and injury; promote, maintain, and restore client health; or support clients toward a peaceful death.

Evidence-based practice; Health promotion and disease and injury prevention; Professionalism

I, I, E A R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,A R,E,A

R,E,A

Outcome 4 Essential IV: Information Management and Application of Patient Care Technology

Demonstrates skills in using patient care technologies, information systems, and communication devices that support safe and effective care.

Information management; Communication and inter-professional collaboration

I R I,R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E R,A R, A R,A R,E,A

R,E,A

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APPENDIX B: Bachelor of Nursing Science Program Student Learning Outcomes Curriculum Maps

Traditional BSN Option I = INTRODUCE, R = REINFORCE, E = EMPHASIS (MAJOR THEME), A = APPLY

September 1, 2016

Essentials and student learning outcomes adapted from: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)

Outcome/ Number

CCNE Essential Student Learning Outcome

Corresponding Core Concepts

NUR 200

NUR 201

NUR 210

NUR 211

NUR 300

NUR 301

NUR 540

NUR 310

NUR 311

NUR 313

NUR 400

NUR 401

NUR 403

NUR 410

NUR 411

NUR 413

Outcome 5 Essential V: Healthcare Policy, Finance, and Regulatory Environments

Demonstrates leadership, responsibility and accountability in addressing health care issues.

Healthcare systems and policy

I, E I R,E,A

R,E,A

R R R R,E R,E,A

I,R,E,A

R,A R R,E,A

Outcome 6 *GCCR*

Essential VI: Inter-professional Comm- unication and Collaboration for Improving Patient Health Outcomes

Employs oral and written communication and inter-professional collaboration in providing safe, high quality care to improve client health outcomes.

Quality improvement and patient safety; Information management; Communication and inter-professional collaboration; Patient centered care

I,E,A I,E,A R R,E,A

R R,E,A

R,E,A

R R,E,A

R,E,A

R,E R,E,A

R,A R,A R,E,A

R,E,A

Outcome 7 Essential VII: Clinical Prevention and Population Health

Demonstrates caring, professionalism, and respect in providing nursing care to diverse populations in a variety of settings.

Health promotion and disease and injury prevention; Culturally competent care; Patient centered care

I,E,A I,E,A I,E,R R,E,A

R,E R,E,A

R,E,A

R R,E,A

R,E,A

R.E R,E,A

R,E,A

R, A R,E,A

R,E,A

Outcome 8 Essential VIII: Professionalism and Professional Values

Demonstrates the professional standards of moral, ethical, and legal conduct.

Professionalism I, E I,E,A R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E R,E,A

R, E, A

R, A R,E,A

R,E,A

Outcome 9 Essential IX: Baccalaureate Generalist Nursing Practice

Understands the scope of generalist nursing practice and applies its principles in clinical practice.

Health promotion and disease and injury prevention; Clinical reasoning

I,E,A R,E,A

R,E,A

R,E,A

R R,E,A

R,E,A

R,E R,E,A

R, E, A

R, A R,E,A

R,E,A

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APPENDIX B: Bachelor of Nursing Science Program Student Learning Outcomes Curriculum Maps

Second Degree Option I = INTRODUCE, R = REINFORCE, E = EMPHASIS (MAJOR THEME), A = APPLY

September 1, 2016

Outcome/ Number

CCNE Essential Student Learning Outcome

Corresponding Core Concepts

NUR 210

NUR 221

NUR 300

NUR 301

NUR 540

NUR 310

NUR 311

NUR 313

NUR 400

NUR 401

NUR 403

NUR 410

NUR 411

NUR 413

Outcome 1 Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice

Integrates knowledge, skills, and values from the arts and sciences to provide humanistic, safe, quality care.

Culturally competent care; Information management; Comm. and inter-professional collaboration; Healthcare systems and policy

I,E,R R,E,A

R R,E,A

R,E,A

R R,E,A

R,E,A

R,E,A

R,E,A

I,R,E R,E,A

R,E,A

R,E,A

Outcome 2

Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety

Demonstrates clinical reasoning in making independent and collaborative decisions in a complex health care system.

Clinical reasoning; Quality improvement and patient safety

I,R I,R,E,A

R R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R R,A R,E,A

R,E,A

Outcome 3 Essential III: Scholarship for Evidence-Based Practice

Applies a systematic process consistent with professional standards and evidence-based practice to prevent illness and injury; promote, maintain, and restore client health; or support clients toward a peaceful death.

Evidence-based practice; Health promotion and disease and injury prevention; Professionalism

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,A R,E,A

R,E,A

Outcome 4 Essential IV: Information Management and Application of Patient Care Technology

Demonstrates skills in using patient care technologies, information systems, and communication devices that support safe and effective care.

Information management; Communication and inter-professional collaboration

R I,R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E R,A R, A R,A R,E,A

R,E,A

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APPENDIX B: Bachelor of Nursing Science Program Student Learning Outcomes Curriculum Maps

Second Degree Option I = INTRODUCE, R = REINFORCE, E = EMPHASIS (MAJOR THEME), A = APPLY

September 1, 2016

Essentials and student learning outcomes adapted from: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)

Outcome/ Number

CCNE Essential Student Learning Outcome

Corresponding Core Concepts

NUR 210

NUR 221

NUR 300

NUR 301

NUR 540

NUR 310

NUR 311

NUR 313

NUR 400

NUR 401

NUR 403

NUR 410

NUR 411

NUR 413

Outcome 5 Essential V: Healthcare Policy, Finance, and Regulatory Environments

Demonstrates leadership, responsibility and accountability in addressing health care issues.

Healthcare systems and policy

R,E,A

R,E,A

R R R R,E R,E,A

I,R,E,A

R,A R R,E,A

Outcome 6 *GCCR*

Essential VI: Inter-professional Comm- unication and Collaboration for Improving Patient Health Outcomes

Employs oral and written communication and inter-professional collaboration in providing safe, high quality care to improve client health outcomes.

Quality improvement and patient safety; Information management; Communication and inter-professional collaboration; Patient centered care

R R,E,A

R R,E,A

R,E,A

R R,E,A

R,E,A

R,E R,E,A

R,A R,A R,E,A

R,E,A

Outcome 7 Essential VII: Clinical Prevention and Population Health

Demonstrates caring, professionalism, and respect in providing nursing care to diverse populations in a variety of settings.

Health promotion and disease and injury prevention; Culturally competent care; Patient centered care

I,E,R R,E,A

R,E R,E,A

R,E,A

R R,E,A

R,E,A

R.E R,E,A

R,E,A

R, A R,E,A

R,E,A

Outcome 8 Essential VIII: Professionalism and Professional Values

Demonstrates the professional standards of moral, ethical, and legal conduct.

Professionalism R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E,A

R,E R,E,A

R, E, A

R, A R,E,A

R,E,A

Outcome 9 Essential IX: Baccalaureate Generalist Nursing Practice

Understands the scope of generalist nursing practice and applies its principles in clinical practice.

Health promotion and disease and injury prevention; Clinical reasoning

R,E,A

R,E,A

R,E,A

R R,E,A

R,E,A

R,E R,E,A

R, E, A

R, A R,E,A

R,E,A

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APPENDIX B: Bachelor of Nursing Science Program Student Learning Outcomes Curriculum Maps

RN-BSN Option I = INTRODUCE, R = REINFORCE, E = EMPHASIS (MAJOR THEME), A = APPLY

September 1, 2016

Outcome/ Number CCNE Essential Student Learning Outcome

Corresponding Core Concepts

NUR 350

NUR 351

NUR 352

NUR 354

NUR 450

NUR 451

NUR 452

NUR 453

Outcome 1 Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice

Integrates knowledge, skills, and values from the arts and sciences to provide humanistic, safe, quality care.

Culturally competent care; Information management; Comm. and inter-professional collaboration; Healthcare systems and policy

UNDER DEVELOPMENT

Outcome 2

Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety

Demonstrates clinical reasoning in making independent and collaborative decisions in a complex health care system.

Clinical reasoning; Quality improvement and patient safety

Outcome 3 Essential III: Scholarship for Evidence-Based Practice

Applies a systematic process consistent with professional standards and evidence-based practice to prevent illness and injury; promote, maintain, and restore client health; or support clients toward a peaceful death.

Evidence-based practice; Health promotion and disease and injury prevention; Professionalism

Outcome 4 Essential IV: Information Management and Application of Patient Care Technology

Demonstrates skills in using patient care technologies, information systems, and communication devices that support safe and effective care.

Information management; Communication and inter-professional collaboration

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APPENDIX B: Bachelor of Nursing Science Program Student Learning Outcomes Curriculum Maps

RN-BSN Option I = INTRODUCE, R = REINFORCE, E = EMPHASIS (MAJOR THEME), A = APPLY

September 1, 2016

Essentials and student learning outcomes adapted from: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)

Outcome/ Number CCNE Essential Student Learning Outcome

Corresponding Core Concepts

NUR 350

NUR 351

NUR 352

NUR 354

NUR 450

NUR 451

NUR 452

NUR 453

Outcome 5 Essential V: Healthcare Policy, Finance, and Regulatory Environments

Demonstrates leadership, responsibility and accountability in addressing health care issues.

Healthcare systems and policy

UNDER DEVELOPMENT

Outcome 6 *GCCR*

Essential VI: Inter-professional Comm- unication and Collaboration for Improving Patient Health Outcomes

Employs oral and written communication and inter-professional collaboration in providing safe, high quality care to improve client health outcomes.

Quality improvement and patient safety; Information management; Communication and inter-professional collaboration; Patient centered care

Outcome 7 Essential VII: Clinical Prevention and Population Health

Demonstrates caring, professionalism, and respect in providing nursing care to diverse populations in a variety of settings.

Health promotion and disease and injury prevention; Culturally competent care; Patient centered care

Outcome 8 Essential VIII: Professionalism and Professional Values

Demonstrates the professional standards of moral, ethical, and legal conduct.

Professionalism

Outcome 9 Essential IX: Baccalaureate Generalist Nursing Practice

Understands the scope of generalist nursing practice and applies its principles in clinical practice.

Health promotion and disease and injury prevention; Clinical reasoning

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NUR 413 Preceptor Eval of Students

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NUR 413 Preceptor Eval of Students Spring 2016

Course: NUR 413 T02 - SYNTHESIS OF CLI KNOWLEDGE NUR PRACT Department: BSN

Faculty:

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Preceptor Final-Rotation Evaluation of Student Clinical Performance

Directions Please check the appropriate box to indicate student performance for each Clinical Learning Outcome. Therubric for evaluating student behavior is provided below. Indicate when the student did not meet outcome expectations, metoutcome expectations, or exceeded outcome expectations for each of the Clinical Learning Outcomes on the evaluationform. Comment as performance dictates for each Clinical Learning Outcome.

Clinical Learning Outcomes (Clark, Grace)

Does not meet clinical performance expectationsDoes not meet the clinical performance expectations of a senior-level nursing student, behavior does not indicate thatoutcome has been achieved. Is not delivering bare minimum nursing care. Significant guidance and intensive remediationrequired. Student effort is missing.

Meets Outcome ExpectationsDisplays the behaviors described for the clinical learning outcome. Completes basic tasks and thinking processesindependently, needs minimal guidance on more intermediate level skills and communication experiences, asks higher levelclinical reasoning questions.

Exceeds Outcome ExpectationsDemonstrates autonomy of skills and engagement with clinical personal and patients, exceeds outcome expectations byconducting oneself as an advanced student in the demonstration of skills, interprofessional communication, and applicationof nursing knowledge in the clinical setting.

1) Analytic & Clinical Reasoning AbilitiesRecognizes abnormalities and expected outcomes for disease processes and knows how to respond in mostcases. Solves problems well with minimal or no assistance. Formulates and engages in aspects of dischargeplanning and patient education. Identifies interventions that address the physical and psychological needs ofthe patient or family.

Does not meet expectations Meets expectations Exceeds expectations

2) Nursing Knowledge

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Applies nursing knowledge to daily patient(s) assignments and understands interrelatedness of patient’ssituation. Expands on basic concepts to encompass a more holistic approach to nursing care. Recognizesfamily and medical history influences on disease states. Engages in health promotion, illness treatment, andend- of- life care using evidence-based strategies.

Does not meet expectations Meets expectations Exceeds expectations

3) Comments regarding analytic and clinical reasoning abilities, nursing knowledge:

4) InformaticsConducts and processes patient assessments; uses technology and verbal reports to share patient data.Appropriates uses the electronic health record.

Does not meet expectations Meets expectations Exceeds expectations

5) Comments regarding use of informatics:

6) Accountability & Safe PracticePerforms all medication delivery practices in a competent, complete, and safe way. Safely performs all nursingtasks. Manages information and patient data respecting HIPPA guidelines.

Does not meet expectations Meets expectations Exceeds expectations

7) Comments regarding accountability & safe practice:

8) CommunicationCommunicates effectively with the healthcare team including patients and their family/significant others.Communicates important patient data throughout the shift to appropriate personnel. Delivers an appropriate

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NUR 413 Preceptor Eval of Students

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hand-off report using SBAR or another acceptable format.

Does not meet expectations Meets expectations Exceeds expectations

9) Comments regarding communication skills:

10) ProfessionalismDisplays a positive attitude, is punctual and present when expected, engages in appropriate interprofessionalcommunication. Delivers high quality nursing care. Accepts constructive criticism when given and is proactivewith plans for improvement. Assumes responsibility for behavior and communication (both verbal and non-verbal) during the clinical experience.

Does not meet expectations Meets expectations Exceeds expectations

11) Comments regarding professionalism:

12) Ethical ConductComplies with the Code of Ethics, Standards of Practice, and clinical policies and procedures. Exhibits the coreprofessional values of caring, altruism, integrity, dignity, and justice. Serves as a true advocate for the patientand nursing profession.

Does not meet expectations Meets expectations Exceeds expectations

13) Comments regarding ethical conduct:

14) Scope of Practice

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Performs nursing interventions appropriate to level of practice. Demonstrates a beginning level understandingof delegation principles and maintains responsibility for delegated nursing care activity. Nursing practicecomplies with expectations for the BSN registered nurse role.

Does not meet expectations Meets expectations Exceeds expectations

15) Comments regarding scope of practice:

16) Psychomotor Skill PerformanceSuccessfully performs the psychomotor skills that have been previously practiced in other courses. Completespsychomotor skills with the confidence and coordination that would be deemed appropriate for a novice levelnurse. Demonstrates progressive improvement with skills. Gradually needs less preceptor coaching over time.

Does not meet expectations Meets expectations Exceeds expectations

17) Comments regarding psychomotor skill performance:

18) Self-InitiativeRecognizes opportunities for clinical involvement through activity and observation. Assumes responsibility forlearning experiences and makes good use of clinical time. Engages in ongoing self-assessment andcommitment to excellence in practice. Requests assistance when appropriate to situation. Aware of and assistswith the needs of the unit/team as a whole. Continually looks for ways to be a helpful participant in the unittasks. Demonstrates beginning and improving time management skills with own responsibilities and offersassistance to other team members when feasible.

Does not meet expectations Meets expectations Exceeds expectations

19) Comments regarding self-initiative:

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NUR 413 Preceptor Eval of Students

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Sign-Off

20) As the preceptor evaluating this student, I have discussed it with her or him:

Yes No

21) Preceptor Name as Signature

22) As the student being evaluated, I have discussed this evaluation with my preceptor:

Yes No

23) Evaluation should be completed and discussed with the student in person. If this is not possible, please state inbox "Student will receive evaluation electronically."

24) Date:

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Save survey progress

Close Preview

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Appendix D: College of Nursing GCCR Assignments 2016-17August 4, 2016

Assignment Course Course Name Length

Annotated Source Genealogy Final Paper

NUR 200 Foundations for Professional Nursing

1,200 words Allen-Bryant Allen-Bryant NA

Evidence-Based Practice Paper

NUR 310 Research for Evidence-Based Nursing Practice

2,400 words Forren Forren NA

Clinical Reflection Paper NUR 413 Synthesis of Clinical Knowledge for Nursing Practice

900 words Welsh Welsh NA

Clinical Reflection Presentation

NUR 413 Synthesis of Clinical Knowledge for Nursing Practice

NA Welsh Welsh NA

Evidence-Based Practice Paper

NUR 350 Concepts of Professional Nursing 4,500 words Culp-Roche, Imperial White, Kellenbarger

Culp-Roche, Imperial White, Kellenbarger

NA

Evidence-Based Practice Presentation

NUR 453 Nursing Practice Capstone for Registered Nurses

NA Wilson Wilson Culp-Roche & A. Hensley

* Note: Second Career BSN option students entering with a Bachelor's degree complete all of the GCCR assignments in their classess, but they are not required by the university to earn a grade of 76 to pass the course.

Assignment and Course

RN-BSN Option

Traditional BSN Option

Fall 2016 Faculty Spring 2017 FacultySummer 2017

Faculty

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NUR 310-001 – FALL 2016 SYLLABUS

1

UNIVERSITY OF KENTUCKY COLLEGE OF NURSING

TITLE: NUR 310-002 – Research for Evidence-Based Nursing Practice CREDIT: 3 credit hours TIME AND PLACE: Tuesday, 2:00 pm – 4:30 pm Room 501C TA Sarah Martha [email protected] INSTRUCTOR: Jan Odom Forren, PhD, RN, CPAN, FAAN Email: [email protected] Office Phone: 859-323-6292 Office: CON 535 Office Hours: By Appointment

COURSE DESCRIPTION This course provides an introduction to the research methodology essential to providing evidence-based nursing care. Students will acquire the fundamental basics in quantitative and qualitative nursing research. Legal and ethical issues are discussed. The students will also develop the knowledge and skills necessary to appraise the literature and/or grade the strength of recommendations and apply to evidence-based nursing practice, including up-to-date electronic resources. Students will present an evidence based project to their peers,using PICO format question and literature review. Prereq: STA 200 or equivalent, or consent of instructor. This course provides partial credit for the written component of the GCCR for the BSN program in conjunction with NUR 200 and NUR 886-001. The oral component of the GCCR will be completed in NUR 886-001. STUDENT LEARNING OUTCOMES

1. Describe the history, philosophical bases and relevance of quantitative and qualitative approaches to health care problems.

2. Use the findings of qualitative and quantitative research approaches to address clinical/public health problems.

3. Conduct streamlined, focused searches for best evidence to apply research findings to clinical practice/public health.

4. Examine legal and ethical issues as they relate to nursing research. 5. Identify a relevant practice issue, categorize and critically appraise the evidence/grade the

strength of the evidence and communicate findings from the EBP project to peers.

TEACHING/LEARNING METHODS Lecture/seminar and discussion Required readings/writings

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NUR 310-001 – FALL 2016 SYLLABUS

2

Small group activities Computer applications Oral presentations

Fieldwork Individual writing assignments Research Day attendance

REQUIRED TEXT Schmidt N.A., Brown J.M. (2015). Evidence-Based Practice for Nurses (2nd ed.) Sudbury, MA: Jones & Bartlett Learning. REQUIRED READINGS

Handout packet available at bookstore. Other articles will be assigned throughout the semester. EVALUATION

1. Searching for Evidence 5% 2. Nursing Problem Assignment 10% 3. Quantitative Assignment 10% 4. Quizzes and Assignments 25% 5. Scholarship Showcase Assignment 5% 6. EBP Paper 30% 7. EBP Presentation 10% 8. Class Participation 5%

A grade of 76 or higher on the EBP paper is a GCCR requirement to pass the class. Specific information regarding each of these assignments is located on CANVAS. GRADING SCALE (The official UK College of Nursing scale)

92-100 = A 84-91 = B 76-83 = C 68-75 = D < 67 = F

Further specific details about the paper are in a module on Canvas. Mid-term grades will be posted in myUK by the deadline established in the Academic Calendar (http://www.uky.edu/Registrar/AcademicCalendar.htm)

ATTENDANCE Attendance is mandatory. Students must be present in class to attain the class material through lecture and group participation necessary to understand and complete the activities and subsequently, the course. Attendance will be documented each class period through the ARS (clicker) system participation or signing in. Clickers should never be shared in this course. The minimum penalty for betraying this agreement will be a 3% deduction of all involved students’ final grades. Clickers should be brought to every lecture. Forgotten clickers will result in a zero on any in-class quiz. No exceptions. Lost clickers are the student’s responsibility. Any student who does not click on the attendance slide at the beginning of class will be counted as

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NUR 310-001 – FALL 2016 SYLLABUS

3

absent. In order to be counted as ‘present’, the student must either (1) see me directly after class to write your name down on an attendance log; or (2) email me within 24 hours of that class time, explaining the situation that day. If no communication is received within 24 hours, the student will be documented as ‘absent’ that day. The back-up system for class attendance will be signing the class attendance roll on those days. Any student who is present in class that day, but does not click in on the attendance slide will be counted as Tardy. Three tardies equal one absence. Excused absences are defined per University policy (Students Right and Responsibility Handbook, 5.2.4.2). Absence without prior notification of the instructor is an unexcused absence. Students are expected to withdraw from the class if more than 20% of the classes scheduled for the semester are missed (excused or unexcused) per university policy. Students who miss one of the 3 days of class during oral presentations will receive 1 point deducted from the final grade for each of those 3 days missed unless it is an excused absence with documentation. There will be no make-up quizzes if given during a class period unless the student has a verified excused absence. Excused Absences: Verification of Absences Students may be asked to verify their absences in order for them to be considered excused. Senate Rule 5.2.4.2 states that faculty have the right to request “appropriate verification” when students claim an excused absence because of illness or death in the family. Appropriate notification of absences due to university-related trips is required. CLASS PARTICIPATION includes:

1. Use of clickers during class periods to participate in class. 2. Completion of class activities. 3. Attendance in class.

Credit for participation is earned as a percentage of assignments, e.g. 95% of assignments, and attendance completed would equal 95% for that portion of the evaluation.

To register Your Clicker:

Please see the turning account module in this course.

STUDY SUGGESTIONS

Research is a creative, exciting, and dynamic process best accomplished by the collaboration of knowledgeable, committed professionals. What you – and your classmates- get out of class is determined greatly by the effort and energy you are willing to invest. Class time is largely devoted to applying the information from your text. Being prepared for class will enable you to efficiently and effectively complete coursework. Being prepared for class involves being aware of the topic as well as being familiar with the content of the assigned readings. PowerPoint handouts for lecture and study guides are available for use. All students will be expected to gain access to the course on Canvas to receive announcements and access needed information for coursework. Do not hesitate to ask questions or make an appointment to talk with me to discuss coursework. The Writing Center may be a good resource for assistance with paper editing, etc. It is located in W.T. Young Library and can be contacted through http://www.uky.edu/AS/English/wc/ or 257-1356. LATE WORK Assignments that are turned in past the due date will have 5 points deducted for each day they are late. The assignments will not be accepted if submitted beyond 1 week past the due date and the student will receive a “0” for the grade.

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ACCOMODATIONS DUE TO DISABILITY If you have a documented disability that requires academic accommodations, please see me as soon as possible during scheduled office hours. In order to receive accommodations in this course, you must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni Gym, 257-2754, email address: [email protected]) for coordination of campus disability services available to students with disabilities. UNIVERSITY POLICY REGARDING CHEATING AND PLAGIARISM Academic Integrity Per university policy, students shall not plagiarize, cheat, or falsify or misuse academic records. Students are expected to adhere to University policy on cheating and plagiarism in all courses. The minimum penalty for a first offense is a zero on the assignment on which the offense occurred. If the offense is considered severe or the student has other academic offenses on their record, more serious penalties, up to suspension from the university may be imposed. Plagiarism and cheating are serious breaches of academic conduct and may result in permanent dismissal. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities. Please read the information at: https://www.uky.edu/Ombud/What_Is_Plagiarism.pdf. A plea of ignorance is not acceptable as a defense against the charge of academic dishonesty. It is important that you review this information as all ideas borrowed from others need to be properly credited. Part II of Student Rights and Responsibilities (available online http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work, written or otherwise, submitted by students to their instructors or other academic supervisors, is expected to be the result of their own thought, research, or self-expression. In cases where students feel unsure about the question of plagiarism involving their own work, they are obliged to consult their instructors on the matter before submission.

When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording or anything else from another source without appropriate acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else’s work, whether it be a published article, chapter of a book, a paper from a friend or some file, or something similar to this. Plagiarism also includes the practice of employing or allowing another person to alter or revise the work which a student submits as his/her own, whoever that other person may be.

Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone. When a student’s assignment involves research in outside sources of information, the student must carefully acknowledge exactly what, where and how he/she employed them. 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 while leaving the organization, content and phraseology intact is plagiaristic. However, nothing in these Rules shall apply to those ideas which are so

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generally and freely circulated as to be a part of the public domain (Section 6.3.1). Please note: Any assignment you turn in may be submitted to an electronic database to check for plagiarism. TEACHER/COURSE EVALUATIONS The University policy on faculty performance review requires that faculty obtain student evaluations of teaching for every course every semester. To meet the requirement, the College of Nursing uses web-based surveys on a confidential site for faculty and course evaluation. All students enrolled in this course are required to access the Course Evaluation website to fill out evaluations or to decline the opportunity within the designated time frame. Students who don’t visit the website within the designated time will receive an incomplete in the course that will remain until the website is accessed. Students should take this opportunity to provide serious input regarding faculty performance and course evaluation. These evaluations are used by the College of Nursing to improve the curriculum and enhance faculty teaching. Evaluations are completely anonymous. The information is compiled and shared with individual faculty members and appropriate administrators only after final grades are submitted. To receive announcements about the evaluations, students must activate and use their UK email addresses. Forwarding UK email to an alternate address is not a viable option. PROFESSIONAL BEHAVIORS Nursing students are expected to adhere to the Behavioral Standards in Patient Care and Health Sciences Student Professional Behavior Code. In addition, students are expected to prepare for and attend lecture. If you are going to be absent due to illness, notifying the course coordinator, in advance is an expected professional behavior. Notification of the professor includes notification by the student and a response by the professor that assures the message has been received. CLASSROOM ACTIVITIES Students are expected to be prepared for each class and to actively participate in discussions and group activities. Class begins promptly at 2 pm on Tuesdays. Students are expected to be seated and attentive at this time. Our goal is for each of you to be successful in the College of Nursing. One way to achieve that goal is focused active learning in the classroom. Another is to remove known distracters/barriers to the learning process. Cell phones and use of computers in class are two of those barriers. Therefore cell phones must be turned off and put into your backpack or purse. It is inappropriate to have your cell phone on and/or to text, email, or talk on your cell phone in lecture. Any talking during class should be directed to the instructor and the entire class. Conversations among individual students, cell phones ringing, use of a computer, and text messaging during class will not be tolerated. Computers and/or telephones will be banned from the classroom if these guidelines are ignored. If the instructor believes that your behavior is disturbing other students, you will be asked to leave the classroom to prevent any interference with others’ learning and receive an unexcused absence for the class period. CODE OF PROFESSIONAL CONDUCT “The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual…” (p. 4). Principles of respect extend to all encounters, including colleagues. “This standard of conduct precludes any and all prejudicial actions,

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any form of harassment or threatening behavior, or disregard for the effect of one’s actions on others” (p. 9). (American Nurses Association Code of Ethics, 2001). STUDY RESOURCES First-Aid Fridays First-Aid Fridays is a weekly study hall for professional nursing students. ALL sophomore, junior, and senior nursing majors are encouraged to take advantage of this opportunity to study with peers. First-Aid Fridays happens each Friday from 10 a.m.-3 p.m. in Room 401/403. Students can drop in for any part of or all of the time.

• Peer tutors for patho-pharmacology and nursing content review (They've been through it!) • Teaching assistants to lead hands-on practice of clinical nursing and med-math skills • Professional advisors to answer academic questions and guide you to success

Bring a friend or study group. “First-Aid Fridays” is a FREE, drop-in resource sponsored by the College of Nursing. COURSE ASSIGNMENTS Details for course assignments will be found on CANVAS.

1. Nursing Problem (10% of grade)

2. Searching for Evidence Assignment (5% of grade)

3. Quantitative Assignment (10% of grade)

4. Quizzes and Assignments (25% of grade)

a. Will receive quizzes throughout the semester on information from last class

and/or new information. Will total up to 100 points.

b. May or may not be scheduled ahead of time.

c. Peer review assignment will count as one quiz.

5. Research Day Assignment—(5% of grade).

6. EBP Paper (30% of grade; must make 76 on the paper to pass the course.)

a. EBP Question

b. Introduction, Search Strategy, and References

c. Evidence Table

d. Analysis of Findings

e. Discussion

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f. Final copy of paper

7. Presentations Based on EBP Paper

EBP Paper Guidelines (Further details on Canvas in EBP paper module).

You will choose a clinical EBP question based on a clinical research problem for this project. You will review the current literature and make conclusions about the state of nursing science, practice, and or research in this area. You will write the paper turning in rough drafts for comments during the semester and at the end of the semester an oral presentation will be presented using PowerPoint based on your paper. Topics must be approved by the instructor. Some class time will be spent organizing these projects but the majority of work will be done outside of class. Please feel free to make an appointment with the instructor for guidance as the project progresses. No duplication of topics will be allowed.

You should choose a problem that is interesting to you or may be helpful for future projects. When you initially think you have a topic, you should begin reviewing the literature to make sure there is enough research to support your topic. Each person will select at least 5 research articles from a peer-reviewed journal. See class schedule for dates due. Based on findings of the research, you should draw conclusions about whether or not the literature provides sufficient evidence to support a change in practice. Further specific details about the paper are in a folder on CANVAS.

Suggested EBP Topics This list provides some options for project topics to get your group started thinking about it. You are welcome to use one of the topics in this list or come up with your own topic. Remember that it has to be significant and relevant to nursing and that you will have to give your rationale for why it is. All topics must be approved by the instructor.

• Family presence during CPR of adult patients in critical care areas or the emergency department

• Effect of nursing-sensitive factors on patient outcomes, such as effect of nurse level of education or nurse staffing levels on patient outcomes

• Specific intervention to reduce medication errors • Continuous versus Intermittent fetal monitoring during delivery of full-term infants to healthy

mothers • Safe nursing interventions when caring for patients with increased intracranial pressure • Specific intervention to relieve suffering in the dying patient • Specific nursing intervention to decrease incidence of certain chronic condition in our

society • What is the evidence for placing or not placing hospitalized patients with certain infections in

isolation or assigning specific precautions? • Co-bedding of newborns • Emergency contraception • Epidural use and length of labor • Kangaroo care and newborn temperature • Use of antidepressants during pregnancy • Elective caesarean sections • Wrong site, wrong patient surgery

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• Surgical site infection • Intravascular air embolism • Infant discharged to the wrong person • Patient suicide or attempted suicide • Pressure ulcer acquired after admission to the hospital • Medication error • Administration of incompatible blood or blood products • Inappropriate use of restraints or bedrails within a facility • Ventilator associated pneumonia (VAP) • Peripheral IV infiltration • Pain Assessment/Intervention/Reassessment Cycles • Go to: http://evidencebasedbirth.com/2012/05/01/birth-detective-2/ and pick out a topic to

use from that list

Some written assignments may be turned in on the date due in class as a hard copy. Most assignments will be turned in electronically via the dropbox connected to the assignment on CANVAS. Any assignments that are delivered electronically should be named with the project title and last name of student; E.g. (Smith_Assign1).

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Course Topic Outline and Schedule

Date Topics Resources, reading assignments & Due Dates DATE TOPICS Resources, Reading Assignments, & Due

Dates 8/30/16

Introduction to the class Introduction to Evidence-Based Practice and Nursing Research EBP & Collaboration

Syllabus review Chapter 1, 2 Read Cesearo article, Table 2 Shirey article

9/6/16 Identifying research questions Developing an EBP question Evidence Based Practice Projects

Chapter 3 EBP Speaker: Barb Renfro, BSN, RN Assignment 1 (Nursing Problem) is due. Quiz 1 at end of class

9/13/16 Discuss EBP Paper Theory, Research and Practice Quantitative Design: Key Principles

Chapters 5,6 EBP Questions due in Class (Topic selection). (Peer Review during class.) EBP Questions due by Wednesday noon to professor (Topic selection). Quiz 2 at the end of class

9/20/16 Searching for Evidence Second half of class you are on your own to do your Searching for Evidence assignment.

Chapter 4 Computer Class will be held by Bev Hilton, Librarian in the Computer Room on 6th Floor (CON 625)

9/27/16 Quantitative Design

Chapters 6,7,8 Pat Burkhart, PhD, RN, Guest Speaker 2:00 PM Assignment 2 (Searching for Evidence) due in class. Introduction, search strategy, and references for EBP paper due. Peer review in class.

10/4/16 Quantitative Design (finish if needed) Data Collection

Chapter 10 Introduction, search strategy, and references due for professor on Canvas. Quizzes 3 & 4 open on Canvas for 1 week.

10/11/16 Sampling

Chapter 11 Evidence Table Summary due. Quiz 5 opens on Canvas for 1 week.

10/18/16 Qualitative Designs & Data Analysis Qualitative Research

Chapters 9, 14 Guest speaker: Adebola Adegboyega, Articles to read Quantitative Assignment is due. Quiz 6 opens on Canvas for 1 week.

10/25/16 Other Sources of Data Chapter 12,13

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Quantitative Data Analysis Analysis of Findings of paper due in class for peer review and professor. Peer Review—to take home (one quiz grade).

11/1/16 Quantitative Data Analysis Weighing the Evidence Transitioning Evidence to Practice Development as an Innovator Evaluating Outcome Dissemination of Information

Chapter 13 Peer review due back--students. (counts as Quiz 8) Chapters 15,16,17,18,19 Discussion of paper due in class. Quiz 7 opens on Canvas for 1 week.

11/8/16 ELECTION DAY

11/11/16 FRIDAY

RESEARCH DAY Will attend morning or afternoon session. Required attendance. Make plans now to attend.

11/15/16 Ethics in Research Chapter 1 pp.32-34; Chapter 2 pp.55-65; Chapter 4 pp. 123-125; Chapter 9 pp.253-255; Chapter 11 pp.312-315. Quizzes 9 and 10 open on Canvas until 12/6. FINAL PAPER DUE

11/22/16 Class off to make up for November 11 attendance at Research Day

11/24/16 THANKSGIVING

11/29/16 Presentations Each student will conduct assigned peer

reviews during the presentations each of the three days. Research Day Assignment Due

12/6/16 Presentations Quizzes 9 and 10 due

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Author name: Critique by:

Clinical Reflection Paper - Peer Critique

Examine your colleague’s paper and give specific feedback in the following areas. A minimum of 10 evaluation comments should be included in your critique. Address each area below.

Area Improvement Suggestions (include page and paragraph number) ORGANIZATION Paper’s purpose is clear, author stays “on-topic.” Paper is interesting & easy to follow. Topic sentences & transitions guide readers logically from idea to idea. Paragraphs & sections are well-developed. Author clearly expresses & develops each major point, providing relevant background information when needed.

GRAMMAR, STYLE, AND MECHANICS Paper is essentially grammatically correct, with only 1-2 small errors. Sentence structure is clear, concise, & complete. Spelling, capitalization & punctuation are mostly correct. Subjects & verbs agree. Verb tense is appropriate. Word choice is appropriate to the topic.

FORMATTING AND CITATIONS Despite 1-2 small errors, paper consistently follows APA 6th Edition format. Author cites sources with care and thoroughness, avoids reader confusion. Formatting contributes positively to the paper’s organization, “flow” and readability.

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UNIVERSITY OF KENTUCKY COLLEGE OF NURSING TITLE: NUR 413-01 - Synthesis of Clinical Knowledge for Nursing Practice CREDIT HOURS: 6 hours (5 clinical practicum; 1 seminar) PLACEMENT: Second semester senior standing in College of Nursing. The seminar

portion of the course will be offered in the first seven weeks to facilitate planning for clinical practicum which will be concentrated in the second 7 weeks of the term.

PREREQUISITES: BCLS certification Required immunizations, TB testing Criminal Background checks, drug testing COREQUISITES: NUR 410, NUR 411, all nursing courses must be successfully completed

before Synthesis clinical rotations begin. COURSE DESCRIPTION: This course was designed to provide the opportunity to develop independence and competence in applying principles of care management and leadership to nursing practice in a variety of clinical settings. STUDENT LEARNING OUTCOMES: 1. Collaborates with members of the interprofessional team to manage the care of individuals,

families, or communities (clients). 2. Analyzes factors that contribute to the health and wellness of clients. 3. Uses clinical reasoning to implement and evaluate interventions that promote client health. 4. Provides safe, client-centered nursing care, utilizing best practices, communication,

leadership, and management principles to deliver care and evaluate client outcomes. 5. Applies principles of pharmacological monitoring, evaluation, and education to nursing care

in selected settings. TEACHING LEARNING METHODS: 1. Individualized learning contract 2. Clinical with preceptor (observation & direct patient care) 3. Clinical assignments 4. Clinical seminar 5. Computer Technology & Informatics

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EVALUATION METHODS: 1. Preceptor evaluation of clinical performance 2. Satisfactory completion of all requirements outlined in course syllabus CLASS SCHEDULE: The classroom and assignment schedule is described on pages 9-10 of this syllabus. TEXTS: There are no textbooks specific to this course. A bibliography with recent/classic articles & studies and internet sites may be provided for seminar topics/conceptual themes. FACULTY: Dr. D. Welsh, PhD, RN (Clinical Course Coordinator) [email protected] Office phone: 859-323-6620 Cell phone: 859-420-1035 427 College of Nursing Building Office Hours: By appointment

Professor K. Allen-Bryant, MSN, RN [email protected] Cell phone: 859-429-6250 450A College of Nursing Building Office Hours: By appointment

Professor L. Beebe, MSN, RN [email protected] Office phone: 859-323-2819 CON 451 Office Hours: By appointment

Dr. A. Briley, BSN, DNP [email protected] Office phone: 859-323-0424 Cell phone: 336-287-7626 CON 416 Office Hours: By appointment

Dr. A. Hensley DNP, FNP-C [email protected] Office phone: 859-257-5258 Cell phone: 859-213-5121 CON 418 Office Hours: By appointment

Dr. V. Hensley, PhD, APRN [email protected] Office phone: 859-312-8018 CON 441A Office Hours: By appointment

Dr. A. M. Linares, DNS, RN, IBCLC [email protected] Office phone: 859-323-4726 CON 435A Office Hours: By appointment

Professor C. Witt, MSN, RN [email protected] Office phone: 859-323-4160 Cell: 859-612-9459 CON 450B Office Hours: By appointment

College of Nursing Fax: 859-323-1057

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GRADING: NUR 413 – Synthesis is a pass/fail course. Students must earn a “satisfactory” rating on all of the required components to pass the course. The receipt of three “unsatisfactory” ratings as described In the Grading Rubric (pages 11-12) will result in failure of the course. In the interest of patient safety, the Undergraduate Faculty has adopted a medication math mastery policy that was implemented January, 2012. All Undergraduate students in every clinical course (except RN-BSN students) must achieve 100% on med math by the stated deadline in the syllabus which for this course is August 25-29. Students will be given a maximum of 3 attempts to pass the exam at 100%. Students who fail to achieve 100% in 3 attempts will fail the course. If failure occurs prior to the withdrawal deadline, students may opt to withdraw from the course and will have to repeat the course the next semester.

REQUIRED COMPONENTS

COMPONENTS CRITERIA THAT MUST BE MET IN ORDER TO RECEIVE A

SATISFACTORY RATING 1. Receive a satisfactory preceptor

mid-rotation and final clinical evaluation.

1. Students must receive a “meets or exceeds” expectations rating on all components of the preceptor mid- rotation evaluation.

2. If student does not meet expectations at mid- rotation the result could involve the immediate removal of the student from the clinical/patient care setting with remediation in the lab and a structured evaluation of skills before returning to the clinical setting. The time spent within the lab will not count toward the hours required for Synthesis completion.

3. Students receiving a “not met” rating on any component of the mid- rotation evaluation will be required to meet with the clinical faculty, course coordinator, and nurse preceptor to develop specific learning objectives and a success plan for the second half of the clinical experience.

4. Outcome number 4 regarding patient safety must be “met” on both mid- rotation and final evaluations to pass the course.

5. A “meets or exceeds” expectations rating should be received on all components of the preceptor final evaluation. Students not meeting expectations on any component of the final evaluation will be evaluated by a Synthesis faculty panel with input from the nurse preceptor to determine clinical success or failure in the course.

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2. Obtain a satisfactory rating on adherence to safety standards.

2. Students must adhere to CON and institutional safety standards to receive a satisfactory rating.

3. Obtain a satisfactory rating on adherence to CON and institutional dress code regulation, CPR training, immunization, and TB testing policies.

3. Students must adhere to the CON and institutional dress codes and requirements for CPR training, immunization, and TB testing to receive a satisfactory rating.

4. Complete the Clinical Reflection Paper and Peer/Faculty Critique Assignment with a passing grade.

4. Students must receive a minimum of 76 points on the assignment to receive a passing grade of “C.” See grading rubric on pages 15-16.

5. Complete the Clinical Reflection Presentation & Faculty Critique Assignment with a passing grade.

5. Refer to the Clinical Reflection Presentation Guidelines for instructions (page 17) on developing the presentation. Final presentation on December 14.

6. Obtain a satisfactory rating on attendance in clinical, seminars and clinical specialty meetings.

6. In order to obtain a satisfactory rating in the attendance component of the course.

Seminar attendance will be governed by the following University Senate Rule (September, 2009, page 124):

If attendance is required by the class policies elaborated in the syllabus or serves as a criterion for a grade in a course, and if a student has excused absences in excess of one-fifth of the class contact hours for that course, a student shall have the right to petition for a "W", and the Instructor of Record may require the student to petition for a "W" or take an "I" in the course. [US: 2/9/87; RC: 11/20/87]

• All excused absences must be made up. 7. Adhere to the desired behaviors

outlined in the Grading Rubric. 7. The consequences for non-adherence to the desired

behaviors outlined in the Grading Rubric are described on pages 11-12 of this syllabus. Seminar participation is required including attentiveness to all speakers, no cell phone use in class, and no guests who are not members of the class.

8. Visit the Course evaluation web site.

8. Teacher/Course Evaluations The University policy on faculty performance review requires that faculty obtain student evaluations of teaching for every course every semester. To meet the requirement, the College of Nursing uses a web-based course evaluation. All students enrolled in this course are required to visit the Course Evaluation website to fill out evaluations or to decline the opportunity within the designated time frame. Students should take this

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opportunity to provide serious input regarding faculty performance and course evaluation. These evaluations are used by the College of Nursing to improve the curriculum and enhance faculty teaching. Evaluations are completely anonymous. The information is compiled and shared with individual faculty members; program directors, associate dean, and dean only after final grades are submitted. Each evaluation survey must be accessed to meet this requirement (Course, lecture, clinical).

COURSE ABSENCE NOTIFICATION POLICIES: Faculty and Clinical Site Notification Procedure for an Excused Absence

a) Students must notify clinical agencies before the student’s scheduled shift begins if the student must be absent due to illness or an acceptable emergency. b) Students must notify their clinical faculty of make up plans within 72 hours of the absence. c) Students must notify their clinical faculty facilitator if they must be absent from a seminar or clinical specialty meeting prior to the scheduled start of the class. d) Students must adhere to the notification policies described in this syllabus. UNDERGRADUATE STUDENT CLINICAL DRESS CODE

The purpose of this undergraduate program-wide dress code is to: (1) Communicate a professional demeanor and competence to patients, the institution and the public, and (2) Maintain a safe, hygienic environment for patients. This dress code is to be adhered to any time the student is in a clinical agency. In addition, students are to adhere to individual agency dress code standards. Infection Control and Safety: Infection control and client/student safety are of the utmost importance and are reflected throughout this dress code. Specific requirements protect both the client and the student from transmission of bacteria. Name badge: The official UK Chandler Medical Center ID badge must be worn in clinical settings at all times. This ID badge identifies students as UK College of Nursing students and is to be worn on the front upper torso; it is to be worn only in the student nurse role and not worn outside of college, clinical, or classroom settings. Badges may not be defaced with stickers, tape or pins. Scrubs: Only royal blue scrub top and pants may be worn; any garment worn under the scrub top should be tucked in to the pants and must be short-sleeved and solid white, gray, black or UK blue in color. Scrubs should fully cover back and abdomen, even with full range of motion. All clothes should be unwrinkled; pants length should stop at top of shoe at instep. Scrubs are not to be worn in any setting other than clinical agencies. Shoes: Shoes must be clean and made of leather; no canvas shoes or no crocs with holes are permitted. All shoes must have enclosed heels and toes and be solid white, brown or black in color. Only white or skin-colored hosiery or white or black socks are permitted.

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Nails: Nails must be clean; nail polish and artificial nails are not permitted. Nails may not be longer than one quarter inch beyond tip of finger. Hair: Hair must be simply arranged, neat, clean, off the collar, away from the face and well-controlled. Plain barrettes, bobby pins or elastic bands may be used but no hair extensions, hair ornaments, decorative caps or scarves are permitted. Head coverings worn for religious beliefs must allow the student to use a stethoscope and other medical instruments and must not interfere with asepsis, patient exams or therapeutic communication. Any hair color that cannot be grown naturally is not permitted. Beards/Mustaches: Men must have beard/mustache neat and trimmed to maintain adequate asepsis and professional appearance (no longer than ½” in length). Tattoos and Piercings: Tattoos and piercings may not be visible. Jewelry: Jewelry may include one pair of small post pierced earrings worn in lower ear lobes (not pinna), a plain wedding band and wrist watch. No other jewelry is permitted. Make-up/Perfume: Must not be excessive, should conform to general body tones and avoid extreme colors. No perfume or cologne or smell of smoking is permitted during clinical time. Students may be asked to leave the clinical setting if patients or staff believe that the smell of smoke or cologne is offensive. No gum chewing is permitted. Cell phones are not permitted in the clinical setting. COURSE, CON & UNIVERSITY BEHAVIORAL AND ACADEMIC EXPECTATIONS: Behaviors and responsibilities: Students will also be held responsible for meeting the behavioral expectations and academic responsibilities described in the Undergraduate Student Handbook for the year they were admitted into the College of Nursing. Undergraduate student handbooks can be found on the College of Nursing web site: College of Nursing Handbook Failure to meet these expectations may result in dismissal from the program or failure of the course. Excused Absences Students need to notify the professor of absences prior to class when possible. S.R. 5.2.4.2 defines the following as acceptable reasons for excused absences: (a) serious illness, (b) illness or death of family member, (c) University-related trips, (d) major religious holidays, and (e) other circumstances found to fit “reasonable cause for nonattendance” by the professor. Students anticipating an absence for a major religious holiday are responsible for notifying the instructor in writing of anticipated absences due to their observance of such holidays no later than the last day in the semester to add a class. Information regarding dates of major religious holidays may be obtained through the religious liaison, Mr. Jake Karnes (859-257-2754). Students are expected to withdraw from the class if more than 20% of the classes scheduled for the semester are missed (excused or unexcused) per university policy. For Synthesis, this equates to an absence for two or more Friday Seminars. A writing assignment that centers on professionalism and accountability among nurses will be required for each unexcused absence.

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Students are responsible for indicating their own attendance at all course seminars. This may include placing a signature or initials on a sign-in sheet, using clickers, or some other mechanism to indicate attendance. Signing in or indicating attendance for another student who is not in attendance is considered cheating and may result in course failure. Verification of Absences Students may be asked to verify their absences in order for them to be considered excused. Senate Rule 5.2.4.2 states that faculty have the right to request “appropriate verification” when students claim an excused absence because of illness or death in the family. Appropriate notification of absences due to university-related trips is required prior to the absence. Clinical Schedule Changes: Students are expected to work their preceptor’s schedule which is typically 36 hours per week. Unscheduled overtime to finish the day’s work is permitted up to 40 hours in one week. Up to three shift changes can be made at the student’s discretion. However, students are responsible for assuring that they can meet the 225 hour clinical hour requirement for the course in the designated time frame. Schedule changes should be approved by the clinical instructor and nurse preceptor in advance, keep the student at the 36 hour per week limit, and not pose a significant burden on the unit staff. Students are responsible for all aspects of making a schedule change. Academic Integrity : Per university policy, students shall not plagiarize, cheat, or falsify or misuse academic records. Students are expected to adhere to University policy on cheating and plagiarism in all courses. The minimum penalty for a first offense is a zero on the assignment on which the offense occurred. If the offense is considered severe or the student has other academic offenses on their record, more serious penalties, up to suspension from the university may be imposed. Plagiarism and cheating are serious breaches of academic conduct. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities. Complete information can be found at the following website: http://www.uky.edu/Ombud. A plea of ignorance is not acceptable as a defense against the charge of academic dishonesty. It is important that you review this information as all ideas borrowed from others need to be properly credited. Part II of Student Rights and Responsibilities (available online http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work, written or otherwise, submitted by students to their instructors or other academic supervisors, is expected to be the result of their own thought, research, or self-expression. In cases where students feel unsure about the question of plagiarism involving their own work, they are obliged to consult their instructors on the matter before submission. When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording or anything else from another source without appropriate

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acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else’s work, whether it be a published article, chapter of a book, a paper from a friend or some file, or something similar to this. Plagiarism also includes the practice of employing or allowing another person to alter or revise the work which a student submits as his/her own, whoever that other person may be.

Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone. When a student’s assignment involves research in outside sources of information, the student must carefully acknowledge exactly what, where and how he/she employed them. 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 while leaving the organization, content and phraseology intact is plagiaristic. However, nothing in these Rules shall apply to those ideas which are so generally and freely circulated as to be a part of the public domain (Section 6.3.1). Please note: Any assignment you turn in may be submitted to an electronic database to check for plagiarism. Accommodations due to disability If you have a documented disability that requires academic accommodations, please see me as soon as possible during scheduled office hours. In order to receive accommodations in this course, you must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni Gym, 257-2754, email address: [email protected]) for coordination of campus disability services available to students with disabilities. Diversity and Inclusion The University of Kentucky College of Nursing embraces diversity and inclusion as core values that support our goal of providing an intellectually stimulating environment where a variety of ideas and perspectives work together to foster innovation. Diversity describes a community of individuals with varied ideas, world views, and personal characteristics, including but not limited to race, ethnicity, gender, gender identity and expression, age, socio-economic status, national origin, geographical region, sexual orientation, disability, religion and life experiences. Inclusion is a culture that encourages collaboration and fairness and leverages diversity so that all individuals are empowered to participate and contribute to their full potential. We encourage student contact with ideas that support and enhance our goal of making the College of Nursing more diverse and inclusive at [email protected] Clinical Placement If a student earns a “0” on the mid- rotation clinical rating in High Acuity Nursing, the student may be moved to a Medical-Surgical clinical site to review medical-surgical concepts and to support clinical success if the student was originally assigned to a specialty site (OB, Pediatrics, ICU, ED, others).

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Synthesis Assignments & Classroom Activities Fall 2016

Activity Date & Time Location Comments

Med Math Testing

Aug 25 4-6PM Retakes Aug 29

CON 201 TBA

Prepare as instructed on page 13

Orientation

Aug 30 1-3PM

MDS 223 Course syllabus on Canvas

Writing & Presenting

Sept 6 1-3PM

MDS 223

Grief/Loss Sept 13 1-3PM

Adults- MDS 223 Peds– CON 504 OB – CON 559

Students will work in specialty groups

Crisis Intervention Simulations

Week of Sept 20 Adult settings: students schedule time in the 4th floor lab per Professor Dent’s instructions Peds and OB: attend 1-3PM on Sept 20, meet in 4th floor lab

Students will work in specialty groups

Meet with preceptor this week Post schedule, student and preceptor contracts to Canvas (Assignment in place of Tuesday Seminar)

Week of Sept 27 No classroom activities on Sept 27 Obtain completed, signed contract and work schedule from preceptor this week, post to Canvas

Status Epilepticus Oct 4 1-3PM

MDS 223

Agency Orientation

Oct 11 1-3PM

UKHC – MDS 223 BHL – CON 504 SJHs- CON 435A

Orientation to your clinical agencies will take place on campus

Clinicals may begin, follow preceptor’s schedule

Oct 21 In your clinical setting

Follow your preceptor’s schedule

Students post schedule updates to Canvas

Oct 25 and as applicable for November and December

Post by midnight on this day, no pictures, post a Word or PDF file only

Students send Clinical Reflection Paper first draft to peer

Nov 1 Send to peer via e-mail attachment by midnight on this day

Students receive and send Reflection Paper critique to and from peer

Nov 7 or 8 Send to peer and receive from peer via e-mail attachment by midnight on this date

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Students post critique received from peer and first draft of Reflection Paper to Canvas for clinical faculty review

Nov 15

Student prints mid-rotation preceptor evaluation of student and asks preceptor to complete, student posts evaluation to Canvas by midnight on this date

Nov 15 PDF document only, no pictures

Students receive editorial comments on Reflections Paper first draft from clinical faculty by this date

Nov 29 Clinical faculty will post to Canvas

Students post Presentation first draft on Canvas by midnight on this date

Nov 29 Must include narration

Students post final Reflections paper to Canvas

Dec 6

Students receive Presentation critique from faculty

Dec 6 Clinical faculty will post to Canvas

Students receive Reflection Paper final grade from clinical faculty

Dec 13 Clinical faculty will enter grade in Canvas and post final paper to Canvas

Last clinical day Dec 13 Student prints final preceptor evaluation of student and asks preceptor to complete, student posts evaluation to Canvas by midnight on this date

Dec 13 (or before if student finishes early)

PDF documents only, no pictures

Students post final presentation PowerPoint to Canvas

Dec 13

Clinical Reflection Presentations

Dec 14, 9A-4P Presentations CON 102 – V. Hensley CON 401 – A. Hensley CON 403 - A. Briley CON 407 – C. Witt CON 413 – A.M. Linares

Assignment instructions on page 17 of syllabus Students bring preceptor mailing address to this event. Clinical faculty post grade on Canvas.

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Grading Rubric for NUR 413 – Synthesis of Clinical Knowledge for Nursing Practice

Synthesis is a pass/fail course with the majority of student responsibility lying in the clinical sector. The professional behaviors described below are course requirements for Synthesis students and non-adherence will result in unsatisfactory ratings, an incomplete, or failure of the course. Students will earn an “incomplete” for the semester if course assignments that are described below are not submitted as instructed.

A student who accumulates three unsatisfactory ratings for any cause will fail the course.

Desired Behavior

Unsatisfactory Behavior Grade Course Failure

Punctuality, professionalism, accountability

Tardiness, failure to follow the notification policies of the course

Unsatisfactory rating with each episode

Notification of absence per agency policy or course policy – two hour advance notification by telephone to clinical site charge nurse, e-mail to clinical instructor within 24 hours.

Failure to notify agency and clinical instructor of absence according to agency/course policy.

Unsatisfactory with each episode

Failure after two episodes

Adherence to notification policy described in the Student and Preceptor Clinical Contract.

Failure to notify clinical instructor as described in the Student and Preceptor Clinical Contract

Unsatisfactory with each episode

Accuracy on time log, actual hours worked documented, no errors.

Falsification of time log Unsatisfactory with each episode

Failure after one episode

Adherence to safe and accurate medication delivery processes. Includes, but is not limited to, determining the correct patient, drug, dose, route, and time with each medication administered and using proper delivery techniques.

Failure to follow agency/CON medication delivery protocols

Each case is reviewed by Synthesis faculty to determine if an unsatisfactory rating is warranted; may result in failure of course.

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Submission of all paperwork and other assignments on due date to peer reviewer or clinical instructor. Illness and other university sanctioned reasons for delays should be discussed with faculty in advance of due date if an excused delay is requested by the student.

Late submission of paperwork and other assignments without instructor approval.

Unsatisfactory with each episode

Respond to any e-mail inquiries posed by a clinical instructor or course coordinator within 72 hours.

Failure to respond to e-mail inquiry by clinical instructor or course coordinator within 72 hours.

Unsatisfactory with each episode

Submit mid-rotation and final evaluations and time log on due dates in course syllabus.

Failure to submit evaluations and time log on due dates.

Unsatisfactory with each episode

Participate in mandatory course Seminars and presentation activities unless excused absence obtained for sanctioned reasons (see syllabus) from Course Coordinator.

Failure to attend the mandatory Seminars and engage in presentation activities unless excused absence. An unexcused absence (absence for reason not sanctioned by the university) will result in an unsatisfactory rating for unprofessional behavior.

Unsatisfactory for each episode of unexcused absence.

Students may not start clinical work until all assignments due before the clinical start date have been completed. Failure of the course if assignments are not completed.

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University of Kentucky College of Nursing

N411-High Acuity Nursing/ N413 – Synthesis of Clinical Knowledge for Nursing Practice

Med Math Preparation & Testing Schedule

Second semester seniors will do pencil and paper testing for Med Math. The College of Nursing mandates that all students must pass a med math test with 100% accuracy by three attempts to pass a clinical course. Students should bring blank paper for working problems, a calculator, and several pencils to the test. You must show all of your work to pass the test. You may repeat the test twice on August 25th to obtain the required 100% pass rate. If you miss any of the ten items on test one, you will need to answer all ten items on test two. The same is true for test three. If you do not pass after two attempts, you will need to make your third attempt on the date listed below. If you do not achieve a 100% pass rate by the third attempt, you will fail both NUR 411 – High Acuity Nursing and NUR 413 – Synthesis. You will have the option to withdraw from these courses if you prefer that route. Testing Schedule August 25, 4-6PM CON 201

All students in CON 201 may make two attempts on this day

August 29, time to be arranged

Location to be arranged Third and last attempt as needed

Study Suggestions:

Book – Drug Calculations: Process and Problems for Clinical Practice by Brown and Mulholland, 9th edition.

• Review chapter 4 pages 71-80 as needed to refresh your memory of content previously learned. Practice questions on pages 80-91. The goal is the ability to successfully complete questions similar to questions 1-7 on pages 95-97 in the book when taking the med math test.

• Review chapter 7. Practice the questions on Worksheet 7A (page 156), Worksheet 7B (page 157), Worksheet 7C (pages 157-158), and Worksheet 7E (page 167-168). The goal is to be able to successfully complete questions similar to the ones on these worksheets.

• Review chapter 12 pages 277- 279. The goal is the ability to successfully complete questions similar to the questions on pages 280-281 when taking the med math test. Students will be asked to determine safe dose ranges based on body weight for pediatric patients. The information will be applied as described on pages 280-281.

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Clinical Reflection Paper Guidelines

Students will engage in clinical work in a variety of settings this semester for Synthesis. Evidence-based nursing practices may be unique to the clinical area or may expand across the institutional setting. The purpose of this paper is to provide a formal mechanism by which students can investigative the literature on a clinical concept or practice of interest. Ideally, the paper will center on an event, practice, or concept that students have encountered during their clinical work. For example, students may want to read more about the best nursing interventions for septic shock after caring for a patient with this complication. Topics could include a description of a disease process or a treatment protocol from the clinical area, an ethical issue encountered a communication style observed, a unique or interesting treatment option; any topic that the student finds interesting from work in the clinical area. The possibilities are abundant and ideas should originate from everyday clinical work. Writing activities for this paper were designed to partially meet the university requirements for communication skill development in all undergraduate students – the Graduate Composition and Communication Requirement (GCCR) mandates.

1. A minimum grade of “C” must be earned on all final assignment submissions. 2. Multiple drafts of each assignment will be submitted and may be evaluated by peers

and faculty. 3. Papers with 4. APA 6th edition style will be used for writing and referencing ideas.

Assignment Instructions The writing activities for this assignment include the submission of drafts to an assigned peer and your clinical faculty person, revisions based on draft feedback, and a final product that requires a grade of “C” (76%) or higher. The total word count for the final assignment (not including title page and references) is a minimum of 900 words and maximum of 950 words. The final assignment should be typed and double-spaced using the front side of paper only. APA guidelines must be followed for this assignment. Two required references: one research in nursing or other related field and the other can be research, a clinical article or a clinical protocol. References must be less than 7 years old. Only one quote may be used and the quote must be less than 25 words in length. The paper should include the following components:

1. Introduction to the topic, describe the nursing intervention, issue or topic in detail. Include reference citations. Example, treatment of chest pain in the Emergency Department.

2. Explain your assessment of the practice or issue as observed in your clinical area. How can practices related to this topic be improved or was optimal care delivered in your clinical area? Cite practices, protocols, guidelines or examples from the literature.

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3. Evaluate the response to the care, issue or intervention. Was the issue a patient care

phenomenon? Were there specific patient outcomes associated with the issue? If yes, how did the patient or patients respond? If the response was not evaluated, describe how the response should be evaluated, in other words, how can nurses document that the intervention was successful for the patients in their care?

4. Conclusion – describe the main take away message from your reflection on the topic you selected from clinical practice.

5. Peer critique – the last few sentences should describe how the recommendations from the peer review were used to improve the paper.

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Clinical Reflection Paper – Grading Rubric Points INTRODUCTION (10 pts) The topic, a nursing intervention, issue or topic in described in detail. References are included and cited in APA style.

Body/Content (40 pts) Assessment of the issue or practice is thoroughly discussed. How can the practice in your area be improved? Was optimal care delivered in your area? Provide support and/or evidence from your observations/evaluations/research to support your assessment. Make sure to cite the actual hospital protocol if used and practices, protocols, guidelines, or examples from the literature. Evaluation (Response to care, issue, or intervention) Was the issue a patient care phenomenon? Were there specific patient outcomes related to the issue? If so, how did the patient or patients respond? If response was not evaluated, how could nurses evaluate the patient response to care with the topic described? Conclusion Brief description of the main findings of your paper or the take home message. Peer Critique Do not forget to include how the peer critique helped to improve or guide your paper.

Organization (15 pts) Paper’s purpose is clear, author stays “on-topic.”Paper is interesting & easy to follow. Topic sentences & transitions guide readers logically from idea to idea. Paragraphs & sections are well-developed. Author clearly expresses & develops each major point, providing relevant background information when needed.

GRAMMAR, STYLE, AND MECHANICS (15 pts) Paper is essentially grammatically correct, with only 1-2 small errors. Sentence structure is clear, concise, & complete. Spelling, capitalization & punctuation are mostly correct. Subjects & verbs agree. Verb tense is appropriate. Word choice is appropriate to the topic. Quotations meet limit. Body of paper is at least 900 words and no more than 950 words in length (not including title page or references). Each error will reduce the paper grade by 0.5 points

FORMATTING AND CITATIONS (20) Despite 1-2 small errors, paper consistently follows APA 6th Edition format. Author cites sources with care and thoroughness, avoids reader confusion. References are less than 7 years old. Formatting contributes positively to the paper’s organization, “flow” and readability. Each APA error will reduce the paper grade by 1.0 point. Failure to cite and/or failure to use quotations marks when appropriate is plagiarism. The minimum penalty for plagiarism is a “0” on the assignment.

Overall score

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Clinical Reflection Presentation Guidelines

Effective oral communication skills are essential to high quality clinical practice. The oral presentation required for this course is designed to provide students with an opportunity to practice public speaking skills while sharing important evidence-based practice information with their peers and faculty. The presentation will be based on the information conveyed in the Clinical Reflection Paper. The presentation should be 10 minutes in length and PowerPoint should be used. Students will make an audio recording of their PowerPoint presentation and this first draft will be submitted to the clinical faculty for critique. The final presentation will be presented in individual clinical groups. Students must earn a minimum score of 76% to successfully complete the assignment and pass the course (see breakout below). The oral presentations will be completed the last week of the semester. Students will create a PowerPoint presentation of a clinical topic of their choice to present to their peers and clinical faculty. Any clinical topic of interest can be selected and a minimum of three nursing literature sources should be cited in the body of the PowerPoint and in the last reference slide. Requirements:

• A brief description of your clinical setting is provided (5 points) • A topic of interest to the student is presented (15 points) • Two literature sources should be cited in APA style on the slide of the idea and on a

reference slide at the end (15 points) • Draft submission of PowerPoint to clinical faculty as described in calendar/class (10

points) • Presented ideas for 10 minutes, with 1-2 minutes maximum over time limit (25 points) • Audiovisuals/Handouts (10 points)

Clear, concise, colorful, professional • Well-organized (10 points)

Logical progression of ideas • Interesting (5 points)

Did you engage the audience? • Speaking presence (5 points)

Did not read your presentation Looked at the audience – did not read notes/slides Smooth transition between slides Few distracting mannerisms or repetitive words such as “like” or “ugh”

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The Media Depot is a student digital media space located in the Hub at William T. Young Library. The Media Depot provides; access to recording equipment and space, editing stations with specialized multimedia software, and technical support for students’ development of their academic media projects. The Media Depot is funded by the Student Technology Fee and is collaboration between the University of Kentucky Analytics and Technologies (UKAT) and UK Libraries and is in support of the QEP.

The Media Depot includes…

• Presentation Recording Rooms (B53 & B54) - rooms with 42-inch mounted monitors to display presentations, plus cameras to record presentations.

• Green Screen Recording Room (B60-A) - mini studio, equipped with a green screen wall and tools to produce professional-grade presentations.

• Audio and Screen Capture Recording Rooms (B56 & B57) - Rooms for audio recording and screen capture with professional recording equipment and software.

• 15 27" iMacs / 4Gb RAM / 512 Mb video cards / OS 10.8.4 • 15 Windows 7 computers with 27" monitors / 16Gb RAM / 1Gb video card • 4 Mac Pros with 27" monitors / 8Gb RAM / 1Gb video card / 2 x 2.4 Quad-Core Xenon • External hard drives are available for three day check out at the Audio Visuals Services

desk in the HUB in WTYL • PLEASE NOTE: THE MEDIA DEPOT DOES NOT RENT OUT RECORDING EQUIPMENT.

All recording equipment uses secure digital memory cards. The media depot recommends a minimum 16 GB card with Class 4 or better, or a 4GB minimum flash drive. Students will need to save and edit content on their memory card so that they can retain their project. External hard drives are available for checkout at the William T. Young AV Services area. Students must schedule time to use recording rooms.

Other sources in the Hub at the William T. Young Library include: The Writing Center, KY Trade, Student Computing Services, Tech Help @ the Hub, Presentation U, and WTY Audio Visual Services (Students can check out movies, laptops, and external hard drives.)

Faculty can request a tour by contacting [email protected] or [email protected].

Phone Number: (859) 323-1105

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https://owl.english.purdue.edu/

Welcome to the Purdue OWL. We offer over 200 free resources including:

Writing and Teaching Writing Research Grammar and Mechanics Style Guides ESL (English as a Second Language) Job Search and Professional Writing

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UNIVERSITY OF KENTUCKY: COLLEGE OF NURSING NUR 413 – Synthesis of Clinical Knowledge for Nursing Practice

Preceptor Clinical Contract

Students - submit a copy of this completed and signed contract to your clinical faculty person

by the syllabus due date. Give a copy of the completed signed contract to your preceptor.

Nurse preceptor - with my signature below, I agree to meet the following preceptor expectations:

1. I will work 225 hours with the student assigned to me.

2. I will notify the clinical faculty ASAP if the student is not meeting performance

expectations. CON faculty will create a development plan to ensure satisfactory student clinical performance. The plan may include stopping clinical work until skill levels improve with laboratory instruction. If laboratory remediation is required, the hours will not count as earned clinical hours for the course.

3. I will inform the clinical faculty ASAP if the student fails to progress or improve performance as expected.

4. I will co-sign all electronic medical record entries if I am working with a student in UKHC clinical settings.

5. I will complete all evaluation forms required for the rotation. Student Name: Preceptor Signature: Date: Preceptor E-mail address: Preceptor Preferred Phone Number:

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UNIVERSITY OF KENTUCKY: COLLEGE OF NURSING NUR 413– Synthesis of Clinical Knowledge for Nursing Practice

Student Clinical Contract

Students - submit a copy of this completed and signed contract to your clinical faculty person

by the syllabus due date. Give a copy of the completed signed contract to your preceptor.

Student - with my signature below, I agree to meet the following course expectations:

1. I will follow the course syllabus guidelines for professional conduct and clinical performance.

2. I will adhere to all evaluation procedures.

3. It is my responsibility to be a proactive learner. I will inform my nurse preceptor and

clinical faculty person of performance issues that need immediate attention during the rotation.

4. I am aware that I may be removed from the clinical setting to remediate necessary skills in the CON lab if there is concern about my performance abilities. I understand that the clinical hour clock may stop if remediation is required.

5. I understand that my performance is expected to improve over time. Students must demonstrate competence with basic nursing skills, meet the course and clinical objectives, and show improvement over time in professional nursing abilities.

6. I will submit schedule updates to my clinical faculty person throughout the rotation.

7. I will respond to course e-mail messages within 48 hours of receipt. I will provide an up-to-date phone number to my clinical faculty person.

Student Signature: Date: Student E-mail address: Student Preferred Phone Number:

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NUR 413 - Synthesis of Clinical Knowledge for Nursing Practice Student name: Faculty:

Clinical Reflection Presentation Grading Rubric

View your student’s presentation and consider the student’s critique activities. Assign points

as described below.

Presentation & Process Components

Available Points Student Points

Submitted drafts of PowerPoint as described in calendar/class

10

Brief description of clinical setting provided

5

Current, relevant clinical topic presented with comments related to assessment and or evaluation of the issue in the clinical setting

15

APA style used for citations throughout PowerPoint presentation, minimum of two reference citations

15

Length 10 minutes with 1-2 minute maximum over time limit

25

Audiovisuals/Handouts Clear, concise, colorful, professional

10

Well-organized, logical progression of ideas

10

Interesting, engaging presentation 5 Speaking presence Did not read presentation Looked at the audience – did not read notes/slides Smooth transition between slides Few distracting mannerisms or repetitive words such as “like” or “ugh”

5

Total Points 100

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UNIVERSITY OF KENTUCKY COLLEGE OF NURSING

Fall 2016

TITLE: NUR 350: Concepts of Professional Nursing

CREDIT HOURS: 5 credit hours

PRE-REQUISITES: Admission to the RN-BSN Option. This is a writing-intensive (W) course approved to fulfill the upper tier of the Graduation Composition and Communication requirement (GCCR). To receive GCCR credit for this course, you must have successfully completed the first-year writing requirement (ENG 104 or its equivalent) and have completed at least 30 hours of coursework.

FACULTY:

Amanda Culp-Roche, MSN, APRN Instructor 859-595-1686 [email protected] Virtual Office Hours: By appointment Kate Imperial-White, DNP, APRN Instructor 859-608-9234 [email protected] Virtual Office Hours: By appointment Tricia Kellenbarger, MSN, ACCNS-AG Instructor 859-218-5328 [email protected] Virtual Office Hours: By appointment

COURSE DESCRIPTION:

This course will provide students with an opportunity to explore and understand theories from other disciplines/professions and to apply these theories in nursing practice. Student learning will be facilitated with the use of case studies, scholarly journal articles, peer review of classmates’ writing, and informatics. Additionally this course will focus on client education that encompasses the assessment of the learner and consideration of the learner's needs in various health care situations. The student will learn how to develop a teaching plan and will demonstrate effective teaching strategies. Students will expand their knowledge of cultural diversity and evidence-based practice to promote quality and safe, patient-centered care. This course is taught in an online format. Students must be active, self-directed learners to be successful in this class. Students will practice skills of critical thinking and writing within the discipline.

A Distance Learning Course

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REQUIRED TEXTS: American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author. Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning (4th

ed.). Boston: Jones & Bartlett. CLASSROOM: This course will use an online learning format. The course will be taught via a web-enhanced format and alternative and experiential learning assignments. Because no technology is ever completely fail-safe, we ask that students maintain back-up copies of all coursework.

LEARNING OUTCOMES: At the end of this course, students will be able to:

1. Develop skills in critical thinking through reflection, identification and appraisal of assumptions, inquiry, interpretation, analysis, reasoning, and considerations of context.

2. Discuss selected theories from other disciplines/professions and their applicability to nursing practice.

3. Communicate in a style appropriate to the professional nurse, through writing, speaking, and group participation.

4. Use informatics to retrieve nursing literature and to participate in an on-line learning community.

5. Assess patient's learning needs and demonstrate an evidence-based teaching plan. 6. Discuss current patient safety standards and the assurance of quality care into nursing

practice. 7. Discuss the effect of cultural diversity on patient care. 8. Integrate evidence-based information into clinical case studies and writing.

GCCR OUTCOMES: This is a writing-intensive course approved to fulfill a portion of the GCCR (Graduation Composition and Communication Requirement). At the end of this course, students will be able to: 1. Write a 4,500 word paper that is essentially free of mechanical errors (grammar, punctuation,

spelling, and syntax) and awkwardness, using a style that is appropriate to the professional nurse.

2. Demonstrate information literacy by discovering, evaluating, and clearly presenting evidence in support of an argument in the subject area utilizing documentation that conforms to APA style.

3. Be aware that composing a successful text frequently takes multiple drafts, with varying degrees of focus on generating, revising, editing, and proofreading.

4. Write a capable, interesting essay about a complex issue in nursing for a general university audience.

TEACHING/LEARNING METHODS: NUR 350 will be taught using a combination of methods. Students must be very self-directed and demonstrate initiative to be successful in an online course. Reading, reflection and writing will occur independently but course faculty are available for support and feedback. The course content/lectures and assignments will be available on Canvas. Students will utilize the internet to perform literature searches, respond to case studies by applying the literature, participate in discussions, use email and connect with faculty and classmates through virtual technology in Canvas. Computer technology will enhance the learning process by allowing

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collaboration with peers and faculty for group assignments and review and feedback for writing assignments. The course is interactive and participation will be required. All students are required to meet the computer and technology requirements listed below. COMPUTER ACCESS EXPECTATIONS: Students must meet assignment deadlines, but are not required to be online at specific, assigned times. This is an interactive course and in order to be successful you must be fully engaged. If for some reason, you cannot access the site at home due to temporary computer breakdown or other circumstances, it is your responsibility to access the site through other means (e.g., going to local public or school library). This course is heavy in reading and writing/communications requirements; plan time for interactions and completion of assignments. Technical support is available at: UK Information Technology Center https://www.uky.edu/ukat/help See the Tech Tips Link

What does online learning mean?

This means that the course materials will be available to you on the web and that you will turn assignments in on the web. This does not mean, however, that the course is not interactive. For example, you may participate in on-line discussions with other class members and faculty as needed using virtual meeting technology available through Canvas. Because no technology is ever completely fail-safe, we ask that students maintain back-up copies of all coursework.

Computer requirements: This web-enhanced course requires the following: (1) a computer with high speed access to the internet (Ethernet, broadband cable or DSL connection) and an internet browser.

• Minimum suggested laptop computer hardware: • Processor: iSeries 1.8 Ghz or higher • RAM: 8 GB minimum (16 GB preferred) • Hard Drive: 250 GB minimum (500 GB preferred) • Wireless card: 802.11n minimum (802.11ac preferred) • Operating system: Most recent version for your hardware (Please check with

your College/Program Contact for any specific OS requirements) • Up-to-date anti-virus / anti-malware software, preferably installed before coming to

campus • Webcam (many laptops come with an integrated webcam and will not require an external

device) • Headphones or headset with microphone • Other helpful options:2 GB or higher USB Flash Drive, external hard drive (for data

backup/extra storage), wired or wireless external mouse, video out adapters (dvi/hdmi), and a laptop security cable

• Minimum suggested tablet computer hardware: • Processor: Dual Core 1.3 Ghz or higher | Apple A5 or higher • Storage capacity: 32 GB or larger • Operating system: Most recent version for your hardware (Please check with

your College/Program Contact for any specific OS requirements)

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Because tablets have less storage than laptops, tablet users with high-speed Internet connectivity can use UK's virtual desktop and application solution (www.uky.edu/VirtualDEN) to expand the number of applications available to them. See further below in this document about the software this service provides. Also, many tablets have HDMI or USB ports for connecting external monitors, keyboards, mouse, headset, and other devices.

Technical Requirements

University of Kentucky distance learning students are also encouraged to acquire the following hardware, software, and Internet connection to ensure that all systems used by distance learning courses will function properly. An active University of Kentucky e-mail account that is not forwarded to another email address is required for free and reduced cost software.

Hardware • Headset with a microphone • Webcam (Required)

Software • The latest version of Java (Available Here) • The latest version of Adobe Flash (Available Here) • The latest version of Adobe Acrobat Reader (Available Here) • Microsoft Office (Available free to students

through http://download.uky.edu)

Internet Connection

• 1 MBPS Broadband Connection

To test your Internet connection to see if it is sufficient, run the following speed test found at http://www.uky.edu/DistanceLearning/current/technology/techReqs.html (Note: testing from campus is unnecessary and will result in abnormally high results):

Which browsers are supported by Canvas? (This is updated from time to time)

As of July 13, 2015, we support the most recent versions of Flash and popular web browsers:

• Internet Explorer 10 and 11 • Chrome 42 and 43 • Safari 7 and 8 • Firefox 38 and 39 (Extended Releases are not supported) • Flash 17 and 18 (for recording or viewing audio/video and uploading files)

To check for Updates on Browsers: https://community.canvaslms.com/docs/DOC-128

Contact the University of Kentucky Analytics and Technologies Customer Service Center (257-1300) for download instructions. It is important to have a basic understanding of how to use the World Wide Web (web) as well as Microsoft Office products (Word, PowerPoint, Excel, and Exchange). If you need assistance, help is available in The Hub, located in the basement of W.T. Young Library. For more information, visit http://www.uky.edu/Libraries/hub. In addition, students should be able to use the internet to access the Medical Center and other UK Libraries, search library data bases, and obtain literature necessary for class work and assignments.

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STUDENT SUPPORT

If you have problems with Canvas: Following are the resources available to help you if you are having problems or technical challenges/conflicts when using Canvas. If the problems you are having affects completion or submission of an assignment, please email the instructor explaining the problem and the steps you are taking/have taken to correct the problem.

Canvas Support:

• Please use the Canvas help hotline 844-480-0838 for issues with Canvas or the HELP menu in the Canvas application

• There are tutorials in Canvas that may be helpful in resolving some issues.

Support from UKAT

UKAT's Academic Technology Group (ATG) offers online tutorials and face-to-face training, as well as technicians who specialize in troubleshooting issues that arise for students.

• UKAT technicians can be reached by calling 859-218-HELP (4357), where the Customer Service Center can troubleshoot many issues immediately. You can also email [email protected]. Complicated issues will be escalated to the technicians in ATG.

• Web: http://www.uky.edu/UKAT/ • If you need one-on-one assistance, ATG can meet with you to discuss your needs and walk

you through the steps. Call 257-8195 to request one-on-one time with one of our staff or student team.

Other UK technology support services:

Need help with recording your video assignments or uploading them to Canvas?

The Media Depot is a student digital media space located in the Hub at William T. Young Library. The Media Depot provides; access to recording equipment and space, editing stations with specialized multimedia software, and technical support for students’ development of their academic media projects.

Media Depot Hours Mon-Thur: 10AM-10PM

Fri: 10AM-8PM Sat: Closed

Sun: 12:30PM-10PM http://www.uky.edu/ukat/mediadepot Phone Number: (859) 323-1105 EVALUATION:

General: Evaluation will be based on assignments, including internet assignments. Students are to complete class activities by 12 PM of the due date. We realize students may be in different time zones; your assignment due time is based on the eastern time zone. A grade reduction of 2 percent of the assignment grade may be assessed for each day an assignment is late.

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Assignments received more than 24 hours late may not be accepted. Remember also that computers do fail and always seem to fail at the worst possible time. Please send your papers early enough to allow for breakdowns. Specific evaluation criteria for each assignment may be found in the Week by Week Content Tab of Canvas and later in this syllabus.

GCCR Specific Evaluation: Papers written in this class will be submitted through Google docs or email to peer reviewers, revised, and submitted through Canvas to faculty. Both peers and faculty member reviewers will return the papers with suggestions and corrections. Details on the peer review process are included later in this syllabus. Students in need of writing assistance may make an appointment with the faculty member who reviewed their paper. Students may also be advised to utilize the assistance of the Writing Center. To receive an A on the writing assignment, papers must demonstrate correct grammar and spelling; APA style is required (including punctuation, typing, references, etc.). The paper should have a logical flow, be clear and concise, and yet contain all necessary information. “B” papers must demonstrate correct grammar and spelling; contain all necessary information, and APA style is required (including punctuation, typing, references, etc.). *Please note that a minimum grade of C must be achieved on the final submission of the writing intensive assignment to pass this course. An explanation of grading criteria can be found in the assignment guidelines. COURSE GRADING SCALE:

A 92-100

B 84-91

C 76-83

D 68-75

E below 68

*Please note that a minimum grade of C must be achieved on the final submission of the GCCR assignment Theory Paper to pass this course.

UK CON

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ASSIGNMENT WEIGHTS: The percentage of the course grade applied to assignments follows:

GCCR* Theory Paper 45% Peer Review 5% Total 50%

*Students who fail to earn the minimum grade of C on the final submission will receive an additional submission. If an extra submission is needed, the highest grade the student can receive on the assignment will be 76%.

Other Assignments

APA Graded Homework 3% Web Critique Assignment 3% Discussion 1 (Safety) 4% Discussion 2 (Theories useful to nurses and their patients)

4%

Discussion 3 (cultural diversity) 4% Discussion 4 (IPE) 4% Writing Practice 8% APA List of Articles for Part 2 2% Hospice Assignment 6% CAM 2% Group Teaching Assignment 10%

Teaching Plan (5%) Presentation (5%) ____

Total 50%

COURSE POLICIES:

SUBMISSION OF ASSIGNMENTS: Students are required to complete class activities by the due date. A grade reduction of 2 percent of the assignment grade may be assessed for each full day an assignment is late. Assignments are due by 12 NOON on the due date and most are to be submitted through Canvas. In case of an emergency which will prevent completion by the due date/time, please contact faculty for an extension prior to the due date.

ROUNDING: Standard rounding rules apply; 0.5 and above will round up.

DISCUSSIONS: Threaded discussions are scholarly group discussions conducted on-line through Canvas. Questions will be posted for each discussion group; these questions will relate to course content. These discussions are designed to stimulate thought, interest, and analysis between and among participants. The class will be divided into discussion teams and each member may have an assigned role; the teams will be generated randomly by Canvas and posted in the discussion board. Your presence in the discussion will be monitored and graded. Once closed, discussions will NOT be reopened for late submissions.

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Each discussion will start on Sunday and span several days so that each student has multiple opportunities to participate in each discussion; your first original post will be due by NOON Wednesday. To receive the points available for each discussion, you must actively participate in the discussion with substantive postings which address the questions. See guidelines. You can use multiple posts to address the questions, support your discussion points with literature and add

citations if so required, and respond to other student’s posts. As in a face-to-face discussion, during threaded discussion you may raise questions, ask for clarification, answer questions, and comment on the remarks of others. Note that a quick response to another student (e.g. “Yes, I hadn’t thought about that”) will NOT count toward your postings. Your responses to the original questions and to postings from your fellow classmates should be thoughtful, meaningful, informed, and polite. Attendance and Completion of Assignments Defining attendance for distance learning (online) courses. Students are considered to be in attendance in a distance learning course when the individual does any one of the following, as pertaining to distance learning activities for the course and required by the Instructor of Record:

• Participates substantively in online discussions about academic matters, • Participates in synchronous lecture, recitation, discussion or guest speaker sessions, • Communicates with the instructor of record, • Submits and completes required work, • Participates in required collaborative work with students, • Completes quizzes or tests, • Participates in any other activity required by the instructor of record.

Merely logging into a course does not constitute participation. Moreover, a student is considered absent from a distance learning course if they fail to engage in any one of these activities, if required by the Instructor of Record. Excused Absences [US: 11/11/85; 2/9/87; 4/12/2004] A student shall not be penalized for an excused absence. The following are defined as excused absences: Significant illness of the student or serious illness of a member of the student's household (permanent or campus) or immediate family. The Instructor of Record shall have the right to request appropriate verification. The death of a member of the student's household (permanent or campus) or immediate family. The Instructor of Record shall have the right to request appropriate verification. For the purpose of this rule, immediately family is defined as spouse or child or parent (guardian) or sibling (all of the previous include steps, halves and in-laws of the same relationship); and grandchild or grandparent. Trips for members of student organizations sponsored by an educational unit, trips for University classes, and trips for participation in intercollegiate athletic events, including club sports registered with the university as well as varsity sports. When feasible, the student must notify the Instructor of Record prior to the occurrence of such absences, but in no case shall such notification occur more than one week after the absence. Instructors of Record may request formal notification from appropriate university personnel to document the student's participation in such trips. Major Religious Holidays. Students are responsible for notifying the Instructor of Record in writing of

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anticipated absences due to their observance of such holidays. Faculty shall give students the opportunity to make up work (typically, exams or assignments) when students notify them that religious observances prevent the students from doing their work at its scheduled time. Faculty should indicate in their syllabus how much advance notice they require from a student requesting an accommodation. Faculty shall use their judgment as to whether the observance in question is important enough to warrant an accommodation, although the presumption should be in favor of a student’s request. The Offices of Institutional Diversity, the Dean of Students, and the Ombud are available for consultation. [US: 2/14/11] Any other circumstances which the Instructor of Record finds reasonable cause for absence. [US: 4/23/90] Students missing any graded work due to an excused absence bear the responsibility of informing the Instructor of Record about their excused absence within one week following the period of the excused absence (except where prior notification is required), and of making up the missed work. The Instructor of Record shall give the student an opportunity to make up the work and/or the exams missed due to an excused absence, and shall do so, if feasible, during the semester in which the absence occurred. [US: 11/10/85 and SREC: 11/20/87] The instructor shall provide the student with an opportunity to make up the graded work (e.g., quiz, exam, homework, etc.) and may not simply calculate the student’s grade on the basis of the other course requirements, unless the student agrees in writing. [SREC: 8/20/87;US: 2/8/16] If an attendance policy is not stated in the course syllabus and attendance is not a criterion for a grade in the course, then the Instructor of Record shall not take any account of a student’s excused or unexcused absences from class when assigning a grade. [US: 2/8/16] If the course syllabus defines either policies that require class attendance or a grade standard that determines a student’s grade based in part on class attendance, the following rules apply:

• Excused Absences: If a student has excused absences in excess of one-fifth of the class contact hours for that course (participation activities for an online course as defined in 5.2.4.1.A), the student shall have the right to petition for a “W” as a Permissive Withdrawal (SR 5.1.8.3), or the Instructor of Record may award an “I” for the course if the student declines to petition for a “W” [US: 2/9/87; SREC: 11/20/87: US: 2/8/16].

• Unexcused Absences: The Instructor of Record shall define any course policy relating to

unexcused absences in the course syllabus. If a policy is not stated in the course syllabus or the policy does not allow for a penalty to the student, the Instructor of Record shall not penalize the student for any unexcused absences. [US: 2/8/16]

With respect to nonattendance for reason of an employment-related schedule conflict, the student who is a UK employee has exactly the same standing as a student who is working for some other employer. [SREC: 9/17/2012]

ACADEMIC INTEGRITY: Per University policy, students shall not plagiarize, cheat, or falsify or misuse academic records. Students are expected to adhere to University policy on cheating and plagiarism in all courses. The minimum penalty for a first offense is a zero on the assignment on

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which the offense occurred. If the offense is considered severe or the student has other academic offenses on their record, more serious penalties, up to suspension from the University may be imposed. Plagiarism and cheating are serious breaches of academic conduct and may result in permanent dismissal. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities. Complete information can be found at the following website: http: www.uky.edu/Ombud Specific information on plagiarism may be found at: http://www.uky.edu/Ombud/What_Is_Plagiarism.pdf A plea of ignorance is not acceptable as a defense against the charge of academic dishonesty. It is important that you review this information as all ideas borrowed from others needs to be properly credited. Part II of Student Rights and Responsibilities (SR 6.3.1) states that all academic work, written or otherwise, submitted by students to their instructors or other academic supervisors, is expected to be the result of their own thought, research, or self-expression. 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. When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording or anything else from another source without appropriate acknowledgment of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else’s work, whether it be published article, chapter of a book, a paper from a friend or some file, or whatever.

Plagiarism also includes the practice of employing or allowing another person to alter or revise the work which a student submits as his/her own, whoever that other person may be. Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone. When a student’s assignment involves research in outside sources or information, the student must carefully acknowledge exactly what, where and how he/she has employed them. 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 while leaving the organization, content and phraseology intact is plagiaristic. However, nothing in these Rules shall apply to those ideas which are so generally and freely circulated as to be a part of the public domain. (Section 6.3.1). PLEASE NOTE THAT ASSIGNMENTS MAY BE SUBMITTED TO AN ELECTRONIC DATABASE TO CHECK FOR PLAGIARISM.

TEACHER/COURSE EVALUATIONS: The University policy on faculty performance review

requires that faculty obtain student evaluations of teaching for every course every semester. To meet the requirement, the College of Nursing uses a web-based course evaluation. All students enrolled in this course are encouraged to visit the Course Evaluation website to fill out evaluations. Students should take this opportunity to provide serious input regarding faculty performance and course evaluation. These evaluations are used by the College of Nursing to improve the curriculum and enhance faculty teaching. Evaluations are completely anonymous. The information is compiled and shared with individual faculty members, program directors, associate dean, and dean only after final grades are submitted.

CLASS PARTICIPATION GUIDELINES: Class participation in web activities, is an integral part of this course. At times it is the springboard for future class assignments and other times it culminates

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several individual and group activities. It helps us formulate new ideas from studies, theories, and literature. It is therefore required that all students participate in class. Effective participation involves preparation, asking thoughtful questions that contribute to class discussions, and the sharing of experiences and learned information. These experiences will help the student move toward new understandings.

Accommodations due to disability If you have a documented disability that requires academic accommodations in this course, please make your request to the University Disability Resource Center. The Center will require current disability documentation. When accommodations are approved, the Center will provide me with a Letter of Accommodation which details the recommended accommodations. Contact the Disability Resource Center, Jake Karnes, Director at 859-257-2754 or [email protected].

INSTRUCTOR COMMUNICATIONS: Instructors have agreed to try to maintain the following communication standards:

• Faculty will check email at least twice daily every day. If unable to do so, they will post an announcement of their unavailability on Canvas.

• If students have several big questions about something or are confused, please call your faculty member. If they are unavailable, they will return your call as soon as possible.

• There is a discussion board set up in Canvas where you may post questions and view answers to other students’ questions. Faculty will check this board daily.

• Faculty will do their very best to respond within 2 business days.

LIBRARY RESOURCES: Bev Hilton, Nursing Liaison at the Medical Center Library, is also available to help you. Email: [email protected] Phone: 859-323-8008

Distance Learning Library Services o Web: http://libraries.uky.edu/DLLS

• Carla Cantagallo, DL Librarian Phone: 859 257-0500, ext. 2171 • Long distance phone number (800) 828-0439 (option #6) • Email: [email protected]

DL Interlibrary Loan Service: http://libraries.uky.edu/page.php?lweb_id=253 CONTENT OUTLINE (in non-chronological order):

I. Writing A. Writing basics B. APA Style C. Writing in nursing D. Common theories used in nursing E. Applying theory to practice

II. Evidenced-Based Practice A. What is evidence? B. Searching for the literature C. Application of the evidence

1. To case studies 2. To current practice situations

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III. Teaching/Learning A. Learning theory 1. Defined 2. Personal learning style B. Assessment of the learner C. Teaching Methods 1. Defined 2. Application to learning style 3. Development of teaching plan 4. Design of teaching materials

a. Reading level assessment b. Visual impact

D. Writing a teaching plan E. Presentation of patient teaching IV. Reflection on current practice

1. Practicing quality care, safely 2. Cultural awareness 3, Teaching

V. Reflection on learning (incorporated into most assignments)

Assignment Guidelines may be found on Canvas and later in this syllabus.

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ACTIVITIES:

1. COURSE SHELL REVIEW: Review the course set up on Canvas and learn how to navigate the site. 2.SYLLABUS REVIEW: Review the syllabus. Ask any questions on the FAQ discussion board so others with the same question will benefit. Complete the form stating that you have reviewed the syllabus and asked any questions you have; submit form via WEEK 1 & 2 in Canvas 3. READ: Documents on formatting Your Papers/ APA Tips 4. REVIEW: Powerpoints with writing tips:

Sentence Structure (30 minutes) APA (30 minutes) Plagiarism (10 minutes) Scholarly Articles (15 minutes)

5. LISTEN: Powerpoint captures on literature searching ASSIGNMENTS: 1. DISCUSSION BOARD: Getting to know each other: Practice discussion board postings by telling us something about yourself. Where do you practice? How long have you been a nurse? Any pets? Any children? Why do you want to obtain your BSN? See discussion board guidelines! Post a picture of yourself on your Canvas profile. Due on September 2. 2. APA Graded Homework: Complete and submit. Due on September 2.

WEEK 1 & 2

AUGUST 24, 2015 – September 2, 2016

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ACTIVITIES: 1. EVIDENCE-BASED PRACTICE:

Watch: Why can’t I just Google? (3 minutes) available at

http://www.youtube.com/watch?v=N39mnu1Pkgw&[email protected] Researching online for college students: Five easy steps (5 minutes), available at

http://www.youtube.com/watch?v=Ylp9nJpGak4&feature=related Evaluating websites.wmv (4 minutes) available at

http://www.youtube.com/watch?v=14KFEJIEUrM&feature=related Review: http://nccam.nih.gov/health/webresources

https://www.csuchico.edu/lins/handouts/eval_websites.pdf 2. Research and Reflection: What are the charactericstics/attributes that define a profession? Is nursing a profession? Why are Quality and Safety in Nursing/ Nurse-Sensitive Indicators important? Are there any nurse- driven protocols where you work? How do nurse-driven protocols empower you? Are there nurse- sensitive indicators that need to be given more attention in your workplace? Watch on Youtube: Are you safe? (Patient safety video) and Transforming Care at the Bedside: Empowering Better Nursing Care 3. Read: Bastable book Chapter 1 4. Review: Google Docs information

1. How to activate your UK Google account: http://www.uky.edu/ukat/help/email/guides/currentstudent a. (Every student does have a Google account which is their [email protected]. We ask for security

reasons that you use your g.uky.edu accounts instead of any personal Google accounts you may have already set up.

2. Walkthrough: Getting Started in Docs: http://learn.googleapps.com/products/docs/get-started/ 3. UK-specific FAQ about Google Apps for education here: http://www.uky.edu/ukat/help/GoogleAppsFAQ 4. Google Docs “Cheat Sheet”: http://learn.googleapps.com/assets/pdf/products/docs/cheatsheet-docs.pdf 5. Using Google Docs directly from Canvas as a “collaboration” - http://guides.instructure.com/m/4212/c/23880

ASSIGNMENTS: Due September 9th 1. Web critique assignment: Complete and submit. See guidelines below. 2. Reflection: DISCUSSION Board 1: Nursing’s Impact on Patient Safety (Open dates 9/4 - 9/9). Assignment guidelines follow in this document 3. Writing practice: Compare and discuss the similarities and differences between the education process and the nursing process. Be sure to cite your Bastable book in proper APA format. (2 paragraphs) Due September 9th. Writing practice assignments will equal a cumulative 8% of your overall grade.

WEEK 3 (September 3– September 9, 2016)

Remember that Bastable has individual chapter authors for some chapters … and there’s a particular way to cite information from those chapters.

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4. Establish: g.uky.edu account for google doc collaborations (peer review, teaching plan, instructor feedback).

ASSIGNMENT GUIDELINES

WEB CRITIQUE ASSIGNMENT

The World Wide Web makes a large amount of medical information easily available to anyone

with access to a computer. Every day information providers add new information to the Web; the

information available is increasing at an exponential rate. Consumers are exploring this information.

This healthcare consumer exploration can be a good thing because it means that clients are

i n f o r m e d about their health conditions and can participate more knowledgeably in healthcare

decisions. However, what assurance do consumers have that the information they obtain from the

Web is accurate? How can we help consumers to sort out the vast array of information to find valid

information? One way to begin is to search the Web ourselves to see what is out there. The

purpose of this assignment is to begin to explore the information that is readily available to

consumers on the World Wide Web and to learn to evaluate that information. For this assignment,

approach the assignment as a member of the general public, not as a healthcare professional;

search for information that is readily available to anyone. Choose a medical diagnosis that interests

you and begin searching. To begin the search, you must access a search engine such as Google,

Ask.com, yahoo.com, etc. If you are unfamiliar with web searching, a useful link to explain the use of

search engines is http://www.monash.com/spidap1.html Once you've found some sites you're

interested in, you need to determine the credibility of the sites. Please watch the four short videos

and review the NCCAM document to help you complete this assignment. Assignments guidelines

follow this page.

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WEB CRITIQUE ASSIGNMENT WRITTEN REPORT GUIDELINES

1. Choose a medical diagnosis or procedure that interests you. Search the web and find five web sites that can provide you with information about the topic.

2. Evaluate each site using the criteria explained in the videos – decide which two are the best 3. Create a document that

• identifies the two best sites and explains in some detail a. why you believe each site is credible and b. why each site is one of the best sites available, and

• contains a list of the 5 sites you found, formatted as a reference page. This document should be formatted according to the guidelines in the Formatting your papers document (available in the Helpful Content Tab, APA Tips). This written report should be 2-3 pages of body + a cover page and a reference page. This assignment is due September 9 at NOON. Submit this assignment through the link in the Week 4, Week by Week Activities Tab

Grading Rubric (Web Critique Assignment):

CATEGORY Criteria 10 points Two sites are identified. The explanation of the credibility of each site is

thorough and follows the criteria established in the video. APA citations have fewer than five errors. Paper is formatted correctly.

7 points Two sites are identified. The explanation of the credibility of each site is not as thorough, but follows the criteria established in the videos. APA citations have fewer than 8 errors. Fewer than 2 formatting errors.

5 points Two sites are identified. The explanation of the credibility of each site is minimal and/or does not follow the criteria established in the videos. APA citations have fewer than 8 errors. Fewer than 4 formatting errors.

3 points Only one site is listed. Explanation of credibility is minimal. Many APA errors or no APA citations given. More than 4 formatting errors.

0 points Assignment not received.

Your earned points/10 = percentage grade. This assignment is worth 3% of the course grade.

HINTS: For assistance with electronic references in APA format, see the APA power point, your APA manual or the UKCON Undergraduate APA guidelines. Remember to try to find the elements of a typical APA entry – author(s), date, title –and to include a retrieved statement with the web address. Make sure NOT to put a period (.) at the end of the address unless it is actually a part of the URL.

DO take the reader directly to the page you want him/her to see (e.g., if you’ve investigated sites for breast cancer, DO NOT send the reader to the American Cancer Society site and make them search for the information on breast cancer).

The web address is NOT the name of a web site … Please check the web site addresses used on your reference page by attempting to click on them. The address is

Hyperlinks are OK for this assignment, but for the formal paper you will do later, hyperlinks are not useful. If the

computer automatically added a hyperlink as you typed, you must remove the hyperlink. To remove the hyperlink, position your cursor on the link, click on the INSERT tab, click on Hyperlink (near the middle of the toolbar), click on remove Hyperlink (bottom right side of box). Practice removing them now.

the most important element of the entry. You will experience an automatic 5% deduction for each entry for which weare unable to reach the site from the address you have used.

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PATIENT SAFETY DISCUSSION ASSIGNMENT GUIDELINES Quality and safety are the current "buzz words" in healthcare -- as they should always have been! Some quality and safety concerns have been designated as nurse sensitive indicators -- meaning that nursing care can impact these conditions. Examples are decubitus ulcers, falls, Foley catheter associated urinary tract infections, and ventilator associated pneumonia. These issues are important, not only for the well-being of our patients, but also for the financial impact they can have on our institutions, since facilities will not be reimbursed for expenses resulting from caring for these conditions.

This discussion DOES NOT require references; it is your opinion from your experience or from talking with others on your unit. You may want to write your main points in a Word or Google doc then cut and paste into the discussion.

In this discussion,

1. Describe a nursing or patient care concern, issue, or problem with safety or quality that you have

encountered in your facility. (Thorough description, 10 points; some description, 6 points; little description, 3 points)

2. Describe in some detail at least one thing that your home institution is doing to resolve common safety or quality concerns. (20 points) (Thorough description, 20 points; some description, 15 points; little description, 5 points)

3. Tell us what impact you believe the designation of some concerns being called “Nurse Sensitive Indicators” will have on the practice of nursing. (20 points) (Thorough discussion, 20 points; some discussion, 15 points; little discussion, 5 points)

4. Points for posting to others – please begin these posts with the name of the person you are responding to. (Posted to 4 others with meaningful comments, 20 points; posted to 2 others with meaningful comments, 15 points; posted to only 1 other student or comments were not meaningful, 5 points)

5. Post over several days (Posted meaningful posts on at least 3 days, 20 points; posted meaningful posts on 2 days, 15 points; posted only on one day OR posted only on the last day, 5 points)

6. First original post made by 9/7. Remember, you do not have to answer all questions in one posting (10 points)

The discussion will begin on 9/4 and end on 9/9. There are 100 possible points. Your points /100 total points = posted percentage grade. This discussion is worth 4% of your course grade

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ACTIVITIES: 1. Read: Bastable text Chapter 3 2. Search: the literature and find pertinent scholarly articles for your nursing issue paper. You should find at least 5 scholarly articles. ASSIGNMENTS: 1. Begin: Nursing Issue Paper Part 1, 1st draft due to peers by September 23, 2016 Assignment Guidelines follow in this document. 2. Writing practice: Using 1 of the psychological learning theories from chapter 3 in the Bastable book, describe how you will develop and implement a patient educational program. Explain why you chose this particular theory. Remember to cite your Bastable book using proper APA format. (2-3 paragraphs). Due September 16th.

ASSIGNMENT GUIDELINES—GCCR THEORY PAPER The purpose of this assignment is to help you learn to write in the style of a professional nurse and to help you identify, explore, and discuss an issue that is important to your nursing practice. The topic you choose must be approved by your instructor before writing the paper. You will write a 4,500 word paper (no more than 20 pages excluding the cover page) on an issue that you have encountered in your nursing practice and would like to either change or understand better. This paper should explain the issue, discuss why this issue is important in your nursing practice, explore the nursing research that has been conducted on the topic, and discuss how the research may change your clinical practice.The topic should address a clinical, policy/procedural, or nursing leadership issue. A clinical example may be reduction of central catheter infections in the intensive care unit. A policy/procedural example would be parameters needed to apply restraints. A nursing leadership example would include staffing ratios for a medical/surgical floor. This paper meets the writing portion of the GCCR requirement; the presentation portion of the GCCR requirement will be met in the RN-BSN Capstone course. The assignment will be submitted i n three parts. Each part will be submitted to peers, reviewed by peers and returned for resubmission faculty. Faculty will review the paper and return it to you. The first drafts are due as follows: Part I is due to your peers on September 23rd ; Part II is due to peers on October 21st; Part III is due November 11th . A grade for the paper will be applied following the submission of the entire paper on December 2nd. The paper will be graded as follows:

Part I Background and explanation of the nursing issue (15 points). This should include an historical description of the issue, a definition of the key terms related to the issue, and an explanation of how the key terms relate to one another. This section should include at least 3 credible references; credible web sites may be used in this part of the paper. Part II An exploration of the existing data-based research literature concerning this nursing issue

WEEK 4 (September 10-September 16, 2016)

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(20 points). You must identify at least five (5) scholarly sources* (at least 4 original, data-based research articles; 1 metal-analysis is acceptable) in this literature review. Summarize the author’s work. You do not need to evaluate the research articles for methodology, etc. Part III Discussion of the issue/problem in your nursing practice (30 points). Choose an example from your practice. Describe the issue/situation/problem and write about how the existing research literature might be helpful in explaining or resolving this issue/situation/problem. Use the relevant terms of the issue when discussing how the literature can be applied to this situation. Spelling, grammar, logical sequence, clear language and expression of thought (20 points) (½ point will be deducted for each of these errors up to a maximum deduction of 20 points). APA style (15 points) ½ point will be deducted for each type of APA error up to a maximum

deduction of 15 points Page/Word length: 5 points will be deducted for papers that exceed the 20 page limit;

Papers less than 4,500 words will not be accepted.. * Acceptable scholarly sources are primarily professional journals and books. Research

literature is literature that describes primary research, studies conducted by the authors. Unless articles and/or books are classics in their field (meaning they are groundbreaking work or are consistently cited in current work), sources should be no more than 7 years old. No more than three (3) classic sources should be used. Basic nursing texts and lay journals are not considered scholarly sources. Credible web sites may be utilized for background information in Part 1 of the paper.

Please note that a minimum grade of C must be achieved on the final submission of the GCCR Theory Paper to pass this course. Students who fail to earn the minimum grade of C on the final submission will receive an additional submission. If an extra submission is needed, the highest grade the student can receive on the assignment will be 76%. Note that the minimum penalty for plagiarism is a zero on the assignment.

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ACTIVITIES: 1. Read: Bastable text Chapter 4. 2. Review: Peer Review Documents ASSIGNMENTS: 1. Continue: work on Theory Paper Part 1 – due to peers on September 23. 2. Writing Practice: Read the short case study on page 158 of your Bastable book. Apply the PEEK model to Mrs. Lund’s situation. Please discuss if you think Mrs. Lund is ready to learn self-care measures. Remember to cite your Bastable book, using proper APA format. (1-2 paragraphs). Due September 23rd. 3. Compile: An APA list of research articles and other sources you plan to use in your theory paper. Submit to Canvas through the Link in Week 5 by September 23rd. This assignment is worth 2% of your grade, and it’s insurance that you won’t have to start over later as you work on Part 2 of the Theory Paper. Total of 10 points possible.

ACTIVITIES FOR WEEK 5 (September 17-September 23, 2016)

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ACTIVITIES: 1. Read: Bastable text Chapter 5 2. Choose: 1 patient education handout from your work place. 3. Select: 1 of the tools mentioned in the Bastable book (pp. 281-284) 4. Apply: selected tool to your handout. ASSIGNMENTS: 1. Peer Review: draft 1; your report is due back to the author and to Canvas using the link in the Peer Review Tab by September 30th. 2. Writing Practice: Discuss whether you believe the patient education handout from your workplace is an appropriate and helpful resource for your patient population. Be sure to fully explain why or why not (2 paragraphs). Use the information found in your Bastable book and any other resources you feel is required to support your stance, use proper citation in APA format as needed. Due: September 30th.

ACTIVITIES FOR WEEK 6 (September 24-September 30, 2016)

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ACTIVITIES:

1. Read: Chapter 6 Bastable book 2. Revise: Theory Paper Part 1 … Due to faculty on October 7.

ASSIGNMENTS:

1. Discussion #2: Reflection on problems with teaching. Check the Canvas Announcement for your group assignment. (Discussion is open October 2-October 7). Assignments Guidelines follow this document. 2. Writing practice: Please answer question #2 of the case study on page 248 (Bastable). Use appropriate APA format. Due: October 7th

3. Continue: Theory paper, part 1 due to faculty by October 7th. Submit using the link in Week 7 folder; include your peer review document with your submission.

ACTIVITIES FOR WEEK 7 (October 1-October 7, 2016)

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ASSIGNMENT GUIDELINES: Threaded Discussion #2 The purpose of this assignment is for you to explore theories used by nurses to 1. explain patients' learning and/or behaviors, 2. effectively lead other nursing professionals, 3. explain patients' coping, or 4. investigate errors and prevent future errors. Please choose 1 theory from the provided list to explore and discuss. Your grade will be based on the inclusion of the following areas in your discussion: • A description of the theory: Author of the theory, how it was originally used, what the theory aims to describe or address, and major components of the theory (Thorough description, 30 points; some description, 24 points; little description, 18 points; no description, 0 points) • A thoughtful, thorough reflection/explanation of how the theory can be applied to a nursing issue. (Thorough discussion, 20 points; some discussion, 16 points; little discussion, 12 points; no discussion, 0 points) • An explanation of how the theory impacts patient health outcomes. (Thorough explanation, 10 points; some explanation, 8 points; little explanation 6 points; no explanation, 0 points) • An explanation of what you learned through the examination of this problem/question. It is a good idea to explicitly say, “I learned….” in your discussion… (Thorough explanation, 5 points; some explanation, 4 points; little explanation, 3 points) • Points for posting to others (Posted to 4 others with meaningful comments, 10 points; posted to 2 others with meaningful comments, 7 points; posted to only 1 other student or comments were not meaningful, 2 points) • Post over several days (Posted meaningful posts on at least 4 days, 10 points; posted meaningful posts on 2- 3 days, 7 points; posted only on one day OR posted only on the last day, 2 points) • References listed in APA style (1-3 errors, 5 points; 4-6 errors 4 points; 7-8 errors, 3 points; more than 8 errors, 0 points). • First original post by 10/7 – remember you don’t have to answer all the questions in one posting. (10 points) This discussion is worth 4% of your course grade. There are 100 possible points. Your points / 100 total points = the grade that will be posted.

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The Theories – A Brief Overview Much of the care provided by nurses has a theoretical base. It is important to realize that theories developed by other disciplines can be useful in the care provided by nurses. Please review the following synopses of theories and choose one that interests you or is important to your nursing area. There are two theories for each broad category. The class will be divided into discussion groups of 5 students; only one student in each group may write on a particular theory. Ideally, one student in each group would chose a theory from a different broad category. You will declare your theory via discussion board on Canvas. Stress and Coping Theory Nurses often provide interventions with persons during stressful situations. Each person has a unique way of coping with stress; it is essential that nurses have a firm understanding of the concept of stress and coping strategies (or lack of). Stress is an individual perception that can be either positive or negative. Positive stress is often a catalyst to action while negative stress my impact functioning. Coping can also be viewed as positive or negative. Examples of positive coping are relaxation, exercise, communication. Negative coping often involves poor choices such as alcohol, drug, or tobacco use. The Transactional Model by Lazarus and Folkman address stress and coping using a primary and secondary appraisal framework. Bandura’s Social Cognitive theory states that persons learn to cope by incorporating observed cognitive, environmental, and behavioral factors. You may use either of these theories in your paper. Leadership Theory Leadership theories are like opinions; everyone has one! These theories are used to explain what leadership is, the quality of a good leader, and how to motivate others to follow your lead. Most disciplines have a theory addressing leadership; however, Participative Leadership and Transformational Leadership are the two theories you may use for your paper. Participative Leadership expects that are all persons involved in the organization or process will contribute to decision making. Transformational Leadership relies on the leader to inspire and motivate others to comply with the decisions of the leader. Change Theory Nurses often ask clients to make behavior changes; we often ask them to quit smoking, change their diet, or start exercising. Nurses are also exposed to change; new policies, procedures, and equipment are common. People often have to believe or be convinced that a change will benefit them. Change theories often explain the processes involved in change and ways to influence change. The Health Belief Model has four main constructs: perceived seriousness, perceived susceptibility, perceived benefits, and perceived barriers. The Theory of Planned Behavior posits that a person’s attitude, subjective norms, and perceived behavioral control lead to an intention to make a change which finally results in the desired behavior. The change you are trying to implement will influence the theory you chose. You may choose either theory for your paper. Systems Theory Nurses interact with systems every day. Regardless of the type of system; healthcare, family, management, or individual body, most systems function in similar patterns. Understanding how a

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system works or failed to work is essential to promoting positive health outcomes. General Systems Theory has three components, input (baseline variables), throughput (the interventions), and output (the outcomes). Root Cause Analysis is a systems theory that looks at latent and active errors that interacted to cause an adverse event. Either theory would be an excellent choice for your paper. Miscellaneous Theories Nurses may “borrow” theories from other fields to apply to nursing concepts. Social Determinants of Health and Maslow’s Hierarchy of Needs are two theories often used by nurses. The Social Determinants of Health framework suggests that health outcomes are determined by the multiple factors (neighborhood and built environment, social and community contexts, economic stability, education, and health/healthcare) and their interactions. This theory is commonly used in public health. Maslow’s Hierarchy of Needs is used in psychology and has five concepts, physiological, safety, social, self-esteem, and self-actualization; physiological needs form the base of the model with self-actualization being at the top. All the needs in the lower orders must be met before the person is able to realize the needs of the higher orders. You may choose either theory for your paper.

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ACTIVITIES: 1. Read: Chapter 8 Bastable book 2. Start: Teaching Presentation

The teaching presentation will be a group project. You may choose 3-4 people to work together on this assignment.

You will:

1. Decide on one teaching method to use. 2. Decide what you will teach. You should plan to teach something relevant to

nursing – please do not plan to teach how to bake cookies, how to improve your backhand, etc. Discuss your topic with your reporting faculty for approval.

3. Write a draft teaching plan and group contract and submit it to your

reporting faculty for review by October 23, 2016.

4. Submit your teaching presentation and final teaching plan on Canvas by November 11th.

The Assignment guidelines (which include the Teaching Plan Format, guidelines for preparing a presentation, and the criteria by which your presentation will be graded) appear on the following pages.

ASSIGNMENT:

1. Writing practice: Consider the diversity of culture you have encountered in your nursing practice. Then, using 3-4 of the cultural domains found on p. 331 (Bastable), please discuss how you have provided culturally competent care to an individual belonging to a subculture. Use APA citation as appropriate.

(3-4 paragraphs) 2. Begin: Theory Paper Part 2 (First draft is due to peers on October 21, 2016) S e e a ssignment guidelines

ACTIVITIES FOR WEEK 8 (October 10-October 16, 2016)

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Team Learning Contract

Members:

Topic:

Teaching Method:

Audience:

Division of Labor:

Agreement of Group Members:

EACH member of the group agrees to:

• Participate to the best of their ability to complete the project on time and create a high-quality presentation worthy of a great grade.

• Collaborate with group members to ensure accuracy and flow of content. • Be responsive to group members and submit work in a timely manner so the assignment is completed on time. • Use respectful correspondence and be considerate of other members. • Each member will submit this form via the Canvas link as their “signature”.

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ASSIGNMENT GUIDELINES—NUR 350 TEACHING PLAN

TITLE OF PRESENTATION:

LENGTH OF PRESENTATION (10 minutes minimum; 15 minutes maximum):

WHO IS YOUR AUDIENCE? (10 points)

What experience do they already have with the topic (give enough details to fully explain):

Number of expected attendance:

GOALS OF TEACHING/LEARNING PLAN: OUTCOME STATEMENT (20 points)

A minimum of 3 teaching/learning outcomes are expected.

At the end of this presentation, the audience will be able to.......

SPECIFIC BEHAVIORAL OBJECTIVES (20 points)

Refer to your Bastable text when writing objectives. Consider your teaching method.

EVALUATION TECHNIQUES (20 points)

How will you know learning occurred?

PRESENTATION OUTLINE: (20 points)

Provide an outline, not a line-by-line script

Presenter:

Teaching Method:

Time:

REFERENCES: (10 points)

Provide at least 2 references in APA format

100 possible points; this is worth 5% of your grade. All group members will receive the same grade.

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ASSIGNMENT GUIDELINES—THE TEACHING PRESENTATION

There are several parts of this presentation: the introduction (to the class), the introduction to the

group you are teaching to, the content, and the closure. Your presentation outline should address

specifically how you will cover each of these parts. Timing is important and should be planned and

practiced prior to videotaping.

Part 1: Pre-introduction to the class

See evaluation criteria on the next page for items to include in this section.

Part 1A: The introduction -- to the audience being taught

A. Introduce the topic. Try to engage the audience.

B. Establish a common base of knowledge and the need for further knowledge.

C. Describe the benefits of learning the content you will present.

Part II. The content

Part III. The closure

A. Summarize your main points

B. Provide the audience with a sense of achievement.

C. Try to relate back to your introduction.

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HOW THE TEACHING PRESENTATION WILL BE GRADED

The teaching presentation will be evaluated according to the behaviors and skills listed below. Part A. Pre-Introduction to the class(Suggest no more than 5 minutes)

A1. Briefly explain the teaching method you have chosen. (5pts) A2. Explain how the topic you have chosen to demonstrate application of the method is

appropriate for the method you are using. (5 pts). A3. Describe the developmental age of the audience and how you have taken

that into consideration when planning your teaching. (5 pts) A4. Describe the audience/clients, the prerequisite knowledge of the audience/clients; and

the objectives, setting, and timing (week before admission, day of discharge, second and fourth post-operative day, second class of a four part series). (10 pts).

Part B. Demonstration of the teaching method (15 minutes maximum; 10 minutes minimum)

B1. The teaching process began with a method to catch the interest of the clients/patients. (5 pts).

B2. Instructions to the clients/patients were clear and concise and appropriate to the level of their understanding. (10 pts).

B3. The selected method of teaching was correctly implemented. Interaction with the clients/patients was appropriate for the specific teaching methodology. (15 pts)

B4. The outcome of the teaching experience was evaluated. (5 pts) B5. The summary brought the experience together and to a close. (5 pts) B6. The teaching presentation was creative. (5 pts) B7. Time limits met (5 pts)

Part C. Presentation Skills C1. The teaching experience was organized. The environment was

conducive to learning for the audience/clients. (5 pts) C2. The teachers knew their roles and presented in a professional, coordinated, and logical

sequence. (10 pts) C3. Audiovisuals (if applicable) were appropriate for the specific teaching methodology, for

the level of understanding of the patient, and for content. Written materials/handouts or power points were appropriate, clear, neat, and large enough to be easily read by the audience. (10 pts)

This presentation is worth 5 % of your grade. All group members will receive the same grade.

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ACTIVITIES:

1. Review: Writing a Literature Review (located in the Power Points Tab) (8 minutes)

2. Read: Bastable, Chapter 2 3. Continue: Teaching Plan and presentation (Group contract and teaching topic due October 21st)

ASSIGNMENTS: 1. Writing Practice: In your own words, define moral, ethical, and legal obligations related to nursing practice. You may want to give examples of each. Cite any references you use in APA format. (3 paragraphs) Due October 21, 2016 2. Submit: Theory paper, part 2 to peer reviewer Due October 21, 2016

3. Submit: Group contract and teaching topic to your faculty Due October 21, 2016

ACTIVITIES FOR WEEK 9 (October 15–October 21, 2016)

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ACTIVITIES: 1. Read: Bastable, Chapter 11. Writing practice based on this reading. 2. Revise: Theory Paper part 2 due to faculty by November 4. Submit using the

Link in the Week 11 folder.

ASSIGNMENT: 1. Writing Practice: Demonstration and Return-demonstration is a teaching/learning technique used

extensively in both nursing education and patient teaching. In your opinion, is this the best teaching modality? Please provide a thorough explanation. (1-2 paragraphs). Due October 28th.

2. Return: Peer Review. Submit your Peer Review Form to the original author by email and to faculty using the Canvas link in the Peer Review tab by

October 28th.

ACTIVITIES FOR WEEK 10 (October 22-28, 2016)

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ACTIVITIES: 1. Continue: Teaching Plan and presentation 2. Revise: Theory paper, part 2

ASSIGNMENT: 1. Submit: Theory paper, part 2 to faculty by November 4, 2015. Use Canvas link in WEEK 11 tab

2. Discussion #3: Cultural diversity and patient care (Open from October 30-November 4) Guidelines follow this document.

ACTIVITIES FOR WEEK 11 (October 29-November 4, 2016)

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Discussion #3: Cultural Competence and Nursing Understanding the challenge: The United States is possibly the most diverse nation in the world (Shah, 2004). Approximately 41 million immigrants live in the U.S. (Pew, 2015); it is estimated that 13% of the people in the U.S. is an immigrant (Congressional Budget Office, 2013). It's therefore essential that nurses develop cultural competence to provide sensitive, individualized care to their patients. Cultural competence implies an increasing level of consciousness and sensitivity by "maintaining an open and inquiring attitude about cultural believes and behaviors" (Bartol & Richardson, 1998). In this discussion, we would like you to use your opinion and perhaps, the opinion of your coworkers, to answer the following questions. No scholarly references are required.

• Describe one of your own experiences or one you witnessed that demonstrates either a lack of, or insufficient use of, cultural congruent care to clients of a diverse culture. You may also describe an experience that demonstrated an effective use of culturally competent care. Thorough discussion, 10 points; some discussion, 6 points; little discussion, 3 points)

• Do you think nurses have the awareness, knowledge and skills needed to deal with culturally diverse patients? Is this a problem? Thorough discussion, 10 points; some discussion, 6 points; little discussion, 3 points)

• In the institution where you work, what would make it easier for you to care for culturally

diverse patients? Thorough discussion, 10 points; some discussion, 6 points; little discussion, 3 points)

• What education have you had with regards to culturally competence? Was this

education useful to you? Thorough discussion, 10 points; some discussion, 6 points; little discussion, 3 points)

• Points for posting to others (20 points) (Posted to 4 others with meaningful comments, 20 points;

posted to 2 others with meaningful comments, 15 points; posted to only 1 other student or comments were not meaningful, 5 points)

• Post over several days (20 points) (Posted meaningful posts on at least 4 days, 20 points; posted meaningful posts on 2-3 days, 15 points; posted only on one day OR posted only on the last day, 5 points)

• FIRST POST BY 11/2. Remember you do not have to answer all questions in your first post. (10 points).

This discussion is worth 4% of your course grade. There are 90 possible points. Your points / 90 total points = the grade that will be posted.

References:

Bartol, G., & Richardson, L. (1998). Using literature to create cultural competence. Journal of Nursing Scholarship, 30 (6), 75-79. Congressional Budget Office (2013). A description of the immigrant population—2013 update. Retrieved

from: https://www.cbo.gov/publication/44134

Pew Research Center (2015). Data trends: Immigrants. Retrieved from: http://www.pewresearch.org/data-trend/society-and-

demographics/immigrants/

Shah, M. (2004). Transcultural aspects of perinatal health care, A resource guide. Harrisburg, PA: National Perinatal Association

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ACTIVITIES: 1. Watch: 4 Vignettes concerning the trajectory of a patient with cancer (See documents to accompany each vignette under activities for this week on Canvas)

2. Find: Literature which will help you make a decision about home or hospice care for the Case Study patient in preparation for an assignment due November 18, 2016. Make sure to examine literature on caregiver stress. 3. Begin: Hospice decision paper, due November 18, 2016. (Assignment Guidelines follow)

ASSIGNMENT: 1. Submit: Teaching plan and presentation. Use Canvas link found in Week 12. Due: November 11, 2016 2. Submit: Theory paper, part 3 to peer reviewer. Due: November 11, 2016

ACTIVITIES FOR WEEK 12 (November 5-November 111, 2016)

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ASSIGNMENT GUIDELINES –A Decision About Hospice

This short paper will be worth 6% of your grade. The purpose of this assignment is to ask you to apply readings to help a family make a decision on end-of-life care. BR appears to be close to the end of her life. Where is the best place for her to spend what’s left … at home? In the hospital? To answer this question, you must learn about what services/care hospice provides and place yourself as an advisor to the family in the Case Study – do NOT think from the perspective of your own family. Your paper should include the following:

• As an academic exercise, you must make a decision about which option to recommend for

terminal care is best for this patient and family and support your decision with a thoughtful, thorough reflection/explication of the issues involved, i.e., context, related factors, etc., including costs/benefits/family impact of the decision. (Decision and Thorough discussion, 30 points; some discussion, 15 points; little discussion, 3 points)

• An explanation of how your readings relate to this problem/question Cite your sources! (Thorough explanation with at least 6 references, 30 points; some explanation with at least 5 references, 20 points; little explanation with two references, 5 points)

• An explanation of what you learned through the examination of this problem/question/interview (Thorough explanation, 5 points; some explanation, 3 points; little explanation, 1 points)

• Whichever option you choose for Barbara Rogers her care must be transitioned. Discuss components of transitions of care and the role the interprofessional team plays.

• A list of references in APA style (10 points) (No errors, 10 points; 1-3 errors, 6 points; 4-6 errors, 3 points; more than 6 errors, 0 points).

• Spelling, grammar, punctuation (10 points): ½ point will be deducted for each error. You may use web sites as well as other resources as references … It will be important that you consider what you’ve learned about this family AND what you have learned about end of life care through your research and readings.

The paper should be formatted in APA style. Writing concisely and organizing your thoughts coherently is important. We expect this paper to be 3-4 pages + a cover page and reference page.

This paper is worth 6% of your course grade. There are 85 possible points. Your points / 85 total points = the grade that will be posted.

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NUR 350, Fall 2016

ACTIVITIES: 1. Read: Interprofessional Education (IPE) material found in Canvas in WEEK 13 tab http://www.aacn.nche.edu/leading-initiatives/IPECReport.pdf http://www.aacn.nche.edu/leading-initiatives/IPECProceedings.pdf 2. Reflect: What do you value about IPE? When should IPE be introduced into nursing curriculum? How can you implement and promote interprofessional practice? What nursing behaviors would you consider to be consistent with IPE core competencies? Why are mutual respect and trust important concepts in IPE? How can IPE impact errors in care? ASSIGNMENTS: 1. Return: Peer review of Theory Paper Part 3, first draft of this paper by email to the author via peer review tab in Canvas by November 18, 2016. 2. Submit: Hospice decision paper under WEEK 13 Canvas link by November 18, 2016.

ACTIVITIES FOR WEEK 13 (November 12-November 18, 2016)

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NUR 350, Fall 2016

ACTIVITIES: 1. HAPPY THANKSGIVING!! 2. Watch: Teaching presentations submitted by your peers. ASSIGNMENTS: 1. Discussion #4: Reflections on Interprofessional Education and Collaboration Guidelines follow. Open November 19-November 27, 2016

ACTIVITIES FOR WEEK 14 (November 19-November 25, 2016)

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NUR 350, Fall 2016

ASSIGNMENT GUIDELINES: Threaded Discussion #4

The purpose of this discussion is to promote thought regarding professional relationships. As we care for our patients and their families, we will have to work with professionals from several other disciplines. There has been a focused effort in recent years to educate healthcare students across most disciplines regarding respectful communication and collaborative practice. Reflecting back on your own professional experience and the material found in the Interprofessional Education (IPE) material, please discuss the following points. 1.) What value does IPE bring to patient care? This can be viewed in a quality of life, patient satisfaction, or dollars and cents perspective. Thorough discussion, 15 points; some discussion, 10 points; little discussion, 5 points)

2.) In your opinion, at what point should IPE be introduced into the nursing curriculum? Think pre-nursing, sophomore, etc and please explain your reasoning. Thorough discussion, 10 points; some discussion, 6 points; little discussion, 3 points)

3.) Give an example of how nursing professionals can implement and promote interprofessional behaviors; be descriptive. Thorough discussion, 10 points; some discussion, 6 points; little discussion, 3 points)

4.) Mutual respect and trust are underpinnings of IPE; please give some examples of how these concepts can be incorporated into your communications with other health professionals. Think in the framework of patient hand-offs and transitions of care. Thorough discussion, 15 points; some discussion, 10 points; little discussion, 5 points)

5.) Errors in care are a reality in healthcare; please discuss how IPE can mitigate and prevent errors. Thorough discussion, 10 points; some discussion, 6 points; little discussion, 3 points)

• Points for posting to others (15 points) (Posted to 3 others with meaningful comments, 15 points; posted to

2 others with meaningful comments, 10 points; posted to only 1 other student or comments were not meaningful, 5 points)

• Post over several days (15 points) (Posted meaningful posts on at least 3 days, 15 points; posted meaningful posts on 2 days, 10 points; posted only on one day OR posted only on the last day, 5 points)

• FIRST POST BY 11/22. Remember you do not have to answer all questions in your first post. (10 points).

This discussion is worth 4% of your course grade. There are 100 possible points. Your points / 100 total points = the grade that will be posted. This discussion is based on your opinion so citations are not required unless you refer to ideas that are not your own.

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NUR 350, Fall 2016

ACTIVITIES: 1. Revise: Theory Paper Part 3 and combine the 3 parts into one paper for submission to faculty 2. Read: The American Association of Colleges of Nursing believes that all BSN prepared nurses should have an understanding of

alternative/complementary practices. Visit the website http://nccam.nih.gov/health/whatiscam. Read about the types of

CAM. Short assignment due December 9, 2015. ASSIGNMENTS: 1. Submit: Theory paper Due December 2, 2015. Submit to Canvas through the link in WEEK 15.

ACTIVITIES FOR WEEK 15 (November 26-December 2, 2016)

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ASSIGNMENT: 1. Evidence-based practice: Choose one type of CAM, find a data-based research article available on the web site on this modality, and write a one page summary of the research article. You may begin the paper with the name of the article and avoid citations/reference pages unless you use wording directly from the article. Submit under the Canvas link in WEEK 16 by December 9, 2016. This assignment is worth 2% your grade.

2. Celebrate: YOU ARE DONE!

ACTIVITIES FOR WEEK 16 (November 26-December 9, 2016)

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NUR 350: Concepts of Professional Nursing

Final GCCR Paper - Grading Rubric

Paper Standards Available Points Student Points

Word count: Papers that do not meet the minimum of 4,500 words will not be accepted

0

Provided historical description of practice issue, definition of key terms, 3 credible references

15

Provides a literature review on the practice topic using at least 5 scholarly sources (at least 4 original, data-based research articles)

20

Describes the practice issue/situation/problem and wrote about how the existing research literature might be helpful in resolving it.

30

Presentation: Accurate spelling, grammar, paper written in logical sequence, clear language and expression of thought

(0.5 point deduction for each error up to max deduction of 20 points)

20

APA Style (0.5 point deducted for each type of APA error up to max deduction of 15 points)

15

Papers that exceed the 20 page limit will have 5 points deducted

0

Total Points 100

Students who fail to earn the minimum grade of C on the final submission will receive an additional submission. If an extra submission is needed, the highest grade the student can receive on the assignment is 76%. The minimum penalty for plagiarism is a zero on the assignment.

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UNIVERSITY OF KENTUCKY COLLEGE OF NURSING

FALL 2016

NUR 453: NURSING PRACTICE CAPSTONE FOR REGISTERED NURSES

A DISTANCE LEARNING COURSE CREDIT HOURS: 6 credit hours (5 credit seminar, 1 credit practicum) PREREQUISITES: All other courses in the RN-BSN curriculum or permission of the instructor;

current certification in Basic Life Support for Healthcare Providers (CPR and AED) for infant, child and adult, current TB screening, required immunizations, and proof of health insurance.

COURSE DESCRIPTION: Registered nurses should not enroll in NUR 413 Synthesis of Clinical Knowledge for Nursing Practice; registered nurses should enroll in NUR 453. NUR 453 is a capstone graduation course designed for RN students working toward completion of the Bachelor of Science in Nursing degree. The course provides the opportunity to apply principles of patient safety, quality improvement, interprofessional teamwork, informatics, leadership, and evidence-based research to nursing practice in a variety of settings. STUDENT LEARNING OUTCOMES: After completing this course, the student will be able to 1. Demonstrate clinical reasoning in making independent and collaborative decisions in a complex healthcare system. 2. Distinguish factors that influence patient safety and healthcare quality and apply evidence- based interventions aimed at improving them. 3. Employ oral and written communication and interprofessional collaboration in providing safe, high quality care to improve client health outcomes throughout transitions in care. 4. Demonstrate leadership, responsibility, and accountability in addressing health care issues. 5. Discuss challenges faced in preparing a nursing workforce to care for clients in ambulatory care and other community settings. 6. Evaluate patient care technologies, information systems, and communication devices that support safe and effective care. 7. Design an evidence-based practice presentation for an audience of peers that synthesizes the application of theoretical knowledge and experiential practice.

FACULTY: Jessica Wilson, Ph.D., APRN Phone: 859-553-8015 E-mail: [email protected] Office Hours: By appointment

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TEACHING LEARNING METHODS: Web-enhanced modules with PowerPoint and self-directed activities Case Studies Discussion Board Required reading and individual writing Literature search and analysis Practicum with preceptor Individualized learning contract REQUIRED TEXTS: Kelly, P., Vottero, B.A., Christie-McAuliffe, C.A. (2014). Introduction to quality and safety education for nurses: Core competencies. New York: Springer Publishing. ISBN 978-0-8261-2183-7. Nance, J.J. (2008). Why hospitals should fly: The ultimate flight plan to patient safety and quality care. Bozeman: Second River Healthcare press. ISBN 978-0-9743860-6-5. REQUIRED READINGS: Other required journal articles, in addition to text information, will be assigned. CLASS MEETING TIMES:

This course will use an on line learning format. The course will be taught via a web-enhanced format and alternative and experiential learning assignments. Because no technology is ever completely fail-safe, we ask that students maintain back-up copies of all coursework.

Course content will be divided into eight modules. One module will be focused on each

week. Each week students will be assigned reading assignments and activities related to module content, and students will be expected to sequentially complete activities as outlined on the class schedule. EVALUATION: Evaluation will be based on student achievement of the objectives as demonstrated by performance involving: Weekly module assignments 50% Practicum Reflection Papers 20% - Due September 16 & September 30 (each worth 10%) Evidence-Based Practice Presentation 30% - Due October 14

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Weekly Module Assignment Weights: Module Points Possible Overall Weight 1 100 10% 2 75 6% 3 25 5% 4 100 5% 5 75 7% 6 125 7% 7 0 0% 8 50 10% GRADING SCALE: The official UK College of Nursing Undergraduate scale 92-100 = A

84-91 = B 76-83 = C 68-75 = D < 67 = E

To pass this course: 1. The student must earn a minimum of 76% weighted final course grade; 2. The student must earn a minimum grade of 76% on the final presentation; 3. The student must turn in a log with a minimum of 40 practicum hours signed by agency point of contact. Mid-term Grade Mid-term grades will be posted in myUK by the deadline established in the Academic Calendar (http://www.uky.edu/registrar/calendar).

TEACHING/LEARNING METHODS: NUR 453 will be taught using a combination of methods. Students must be self-directed and demonstrate initiative to be successful in an online course. Reading, reflection and writing will occur independently and course faculty are available for support and feedback. The course content/lectures and assignments will be available on Canvas. Students will utilize the internet to perform literature searches, participate in discussions, use email and connect with faculty and classmates through virtual technology in Canvas. Computer technology will enhance the learning process by allowing collaboration with peers and faculty. The course is interactive and participation will be required. All students are required to meet the computer and technology requirements listed below. COMPUTER ACCESS EXPECTATIONS: Students must meet assignment deadlines, but are not required to be online at specific, assigned times. This is an interactive course and we highly recommend accessing the course in Canvas at least three times per week to be fully engaged and successful. If for some reason, you cannot access the site at home due to temporary computer breakdown or other circumstances, it is your responsibility

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to access the site through other means (e.g., going to local public or school library). This course is heavy in reading and writing/communications requirements; plan time for interactions and completion of assignments. Technical support is available at: UK Information Technology Center http://www.uky.edu/UKAT/ See the Tech Tips Link EMAIL REQUIREMENTS: Students are required to use their university email account to send and receive email. Only emails sent through the UK email system will be opened by faculty. Due to the risk of computer viruses, no unauthorized email accounts will be opened by faculty. Any email sent to notify faculty of an impending absence from class or clinical, should include a “Request a Delivery Receipt” or “Request a Read Receipt” before hitting the send button. This feature is located in the “options” tab. Please check your UK email at least weekly. What does online learning mean? This means that the course materials will be available to you on the web and that you will turn assignments in on the web. This does not mean, however, that the course is not interactive. For example, you may participate in on-line discussions with other class members and faculty as needed using virtual meeting technology available through Canvas. Because no technology is ever completely fail-safe, we ask that students maintain back-up copies of all coursework.

Technical Requirements In order to have a successful educational experience in distance learning courses, there are minimum technology requirements that should be met. The University of Kentucky strongly recommends that each student purchase a personal computer. To review minimum recommendations and guidelines for your computer click on the following web site: http://www.uky.edu/ukat/hardwareguide University of Kentucky distance learning students are also encouraged to acquire the following hardware, software, and Internet connection to ensure that all systems used by distance learning courses will function properly.

Hardware • Headset with a microphone

• Webcam (Required)

Software • The latest version of Java (Available Here)

• The latest version of Adobe Flash (Available Here)

• The latest version of Adobe Acrobat Reader (Available Here)

• Microsoft Office (Available free to students through http://download.uky.edu)

Internet Connection • 1 MBPS Broadband Connection

To test your Internet connection to see if it is sufficient, run the following speed test found at http://www.uky.edu/DistanceLearning/current/technology/techReqs.html (Note: testing from campus is unnecessary and will result in abnormally high results):

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Which browsers are supported by Canvas? (This is updated from time to time)

As of July 13, 2015, we support the most recent versions of Flash and popular web browsers: • Internet Explorer 10 and 11 • Chrome 42 and 43 • Safari 7 and 8 • Firefox 38 and 39 (Extended Releases are not supported) • Flash 17 and 18 (for recording or viewing audio/video and uploading files) To check for Updates on Browsers: https://community.canvaslms.com/docs/DOC-128

Software Visit https://download.uky.edu/ to learn about software available free of charge or at a reduced rate. If you do not have Microsoft Office 2007 or later then please download Microsoft Office 2007, which is available free to all university students from http://e5.onthehub.com/WebStore/Welcome.aspx?ws=f43536c5-bbb4-dd11-b00d- 0030485a6b08&vsro=8&JSEnabled=1 Contact the University of Kentucky Instructional Technology Customer Service Center (257-1300) for download instructions. It is important to have a basic understanding of how to use the World Wide Web (web) as well as Microsoft Office products (Word, PowerPoint, Excel, and Exchange). If you need assistance, help is available in The Hub, located in the basement of W.T. Young Library. For more information, visit http://www.uky.edu/Libraries/hub. In addition, students should be able to use the internet to access the Medical Center and other UK Libraries, search library data bases, and obtain literature necessary for class work and assignments. STUDENT SUPPORT If you have problems with Canvas: Following are the resources available to help you if you are having problems or technical challenges/conflicts when using Canvas. There is 24/7 support through the help tab inside Canvas. If the problems you are having affects completion or submission of an assignment, please email the instructor explaining the problem and the steps you are taking/have taken to correct the problem. Support from UKAT UKAT's Academic Technology Group (ATG) offers online tutorials and face-to-face training, as well as technicians who specialize in troubleshooting issues that arise for students.

• UKIT technicians can be reached by calling 859-218-HELP (4357), where the Customer Service Center can troubleshoot many issues immediately. You can also email [email protected]. Complicated issues will be escalated to the technicians in ATG.

• Web: http://www.uky.edu/UKAT/ If you need one-on-one assistance, ATG can meet with you to discuss your needs and walk you through the steps. Call 257-8195 to request one-on-one time with one of our staff or student team.

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Other UK technology support services: Need help with recording your video assignments or uploading them to Canvas? The Media Depot is a student digital media space located in the Hub at William T. Young Library. The Media Depot provides; access to recording equipment and space, editing stations with specialized multimedia software, and technical support for students’ development of their academic media projects. http://www.uky.edu/ukat/mediadepot Phone Number: (859) 323-1105 INSTRUCTOR COMMUNICATIONS: Instructors have agreed to try to maintain the following communication standards:

• Faculty will check email at least daily Monday-Friday and respond as soon as possible. If unable to do so, they will post an announcement of their unavailability on Canvas.

• If students have several questions about something or are confused, then they should call a faculty member. If the faculty member is not available, then a voicemail message should be left.

• There is a discussion board set up in Canvas where you may post questions and view answers to other students’ questions. Faculty will check this board daily.

LIBRARY RESOURCES: Bev Hilton, Nursing Liaison at the Medical Center Library, is also available to help you. Email: [email protected] Phone: 859-323-8008 Distance Learning Library Services Web: http://libraries.uky.edu/DLLS Carla Cantagallo, DL Librarian Phone: 859 257-0500, ext. 2171 Long distance phone number (800) 828-0439 (option #6) Email: [email protected] DL Interlibrary Loan Service: http://libraries.uky.edu/page.php?lweb_id=253 DESCRIPTION OF COURSE ACTIVITIES AND ASSIGNMENTS: This course is a self-directed didactic course with an experiential practicum experience where students develop learning objectives specific to their practicum site/project and based on program outcome objectives. Didactic work will enable students to synthesize concepts and theory that will be applied through written work and practicum experience and students will showcase their outcomes at the end of the semester through oral presentations. The required practicum is a course activity designed to help students integrate classroom learning with actual work experience emphasizing the practical applications of theory. Students will identify a nurse with education at the bachelor’s level or higher who will be their point of contact in the agency of the practicum experience following faculty approval. Faculty will evaluate student performance through written and oral assignments and in collaboration with the point of contact for the practicum. LEARNING CONTRACT: An individual learning contract will be agreed on between each student and course faculty. This contract will define your specific learning goal and at least three (3) behavioral objectives for the practicum and state how you plan to meet these specific objectives. This is due

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within 1 week of the start of class but is usually turned in before the class begins. Your agency point of contact should receive a copy of the learning contract. AGENCY POINT OF CONTACT: Students will identify a nurse who has an earned Bachelor of Science in Nursing or higher with whom they wish to work. Their choice must be approved by course faculty prior to beginning the practicum experience. In some cases, the course faculty may oversee the student’s practicum activities or help the student identify that person. Contact information for practicum point of contact should be submitted via email to the lead faculty for your section. EVIDENCE-BASED PRACTICE PROJECT: This project will be decided jointly between the student, faculty, and agency point of contact for the practicum experience and is subject to approval by the faculty. It is expected that this project will involve activities befitting the role of the professional RN with practice experience. Therefore, these activities should not be limited to, but may include, bedside care of individual patients. Suggested activities may involve: analysis/revision/preparation of patient teaching materials, documentation materials, etc.; involvement in nursing education programs for staff development; assessing/revising management functions; changing a policy; quality improvement project; pilot research study. The project must incorporate the student learning outcomes for this course. The project will culminate in a presentation which is worth 30% of the course grade. REFLECTION PAPERS: Reflection papers should be both informative and reflective -- i.e. what you are doing, what you are reading in the literature, how what you are doing corresponds to what you are reading, and what you are feeling/learning. An acceptable reflection paper will: (1) Describe what you’ve been learning and doing at the work/practicum site; (2) Report on literature that pertains to your work/practicum experience and/or your project (a minimum of 3 journal articles should be referenced in each paper); (3) Include appropriate reference citations in APA style; (4) Include a reference page in APA style; (5) Include an element of reflection; (6) Be relatively free of grammatical errors; and (7) Be written in a style appropriate to the standard of the professional nurse. It is anticipated that each paper will be 2-3 typed, double-spaced pages plus a cover page and a reference page. It is recommended that the student learning outcomes for the course, listed above, be incorporated or woven into at least one of the papers. For example, something you have learned about interprofessional teamwork or communication specific to the population of clients in your worksite/practicum setting should be addressed in one of the papers. Another example, aspects of the impact of informatics in healthcare should be addressed in the last paper. Papers should be submitted via Canvas. Due dates for workplace/practicum papers are September 16th and September 30th. Each will be worth 10% of your overall grade in the course. Reflection paper for informatics will be due October 7th and is worth 5% of your overall grade in the course.

FINAL PRESENTATION: The culmination of the course will be a presentation (see guidelines on page 16) relating specifics of the application of theoretical content to the practicum experience. To pass the course, students must earn 76% on the presentation. Students should submit the final presentation no later than October 14th; please submit through Canvas. COURSE EVALUATION: The University policy on faculty performance review requires that faculty obtain student evaluations of teaching for every course every semester. To meet this requirement,

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the College of Nursing uses web-based surveys on a confidential site for faculty and course evaluation. All students enrolled in this course are required to access the CoursEval website to fill out evaluations or to decline the opportunity within the designated time frame. Students should take this opportunity to provide serious input regarding faculty performance and course evaluation. These evaluations are used by the College of Nursing to improve the curriculum and enhance faculty teaching. Evaluations are completely anonymous. The information is compiled and shared with individual faculty members and appropriate administrators only after final grades are submitted. To receive announcements about the evaluations, students must activate and use their UK email addresses. Forwarding UK email to an alternate address is not a viable option. COURSE POLICIES AND PROFESSIONAL STANDARDS: ATTENDANCE: Defining attendance for distance learning (online) courses. Students are considered to be in attendance in a distance learning course when the individual does any one of the following, as pertaining to distance learning activities for the course and required by the Instructor of Record:

• Participates substantively in online discussions about academic matters, • Participates in synchronous lecture, recitation, discussion or guest speaker sessions, • Communicates with the instructor of record, • Submits and completes required work, • Participates in required collaborative work with students, • Completes quizzes or tests, • Participates in any other activity required by the instructor of record.

Merely logging into a course does not constitute participation. Moreover, a student is considered absent from a distance learning course if they fail to engage in any one of these activities, if required by the Instructor of Record. Students will be required to complete a minimum of 40 hours of practicum activities for this course. These practicum activities are geared toward providing the nurse opportunities to apply new knowledge and skills developed while working toward BSN completion. They may consist of a variety of experiences including, but not limited to, collaboration in a community agency, conducting pilot research, quality improvement projects, leadership and management-focused experiences, and the role of nurse as educator, clinical research and clinical writing. Students will be evaluated by the assigned faculty in collaboration with the agency point of contact for the practicum. Students must submit the Certification of Practicum Hours form (which appears in this syllabus) with both preceptor or course faculty and student signatures. This form should be turned in electronically by the last day of class. Failure to meet the required practicum hours will result in failure in the course. Students may be given an incomplete for subsequent completion of practicum hours to avoid failure in the course; please discuss this with your faculty member. Students must notify their practicum sites and course faculty of their absence due to illness or other acceptable emergencies. Excused absences include those that are necessary for student illness or serious illness or death in the immediate family. The conditions described previously (e.g., notification of practicum contact before the scheduled shift, notification of faculty facilitator of absence and make-up plan within 24 hours of the absence, and acceptable reason for absence) must be met for an absence to be considered excused. Excused practicum absences must be made up by

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the end of the course. EXCUSED ABSENCES - University Senate Rule 5.2.4.2 A student shall not be penalized for an excused absence. The following are defined as excused absences: A. Significant illness of the student or serious illness of a member of the student's household (permanent or campus) or immediate family. The Instructor of Record shall have the right to request appropriate verification. B. The death of a member of the student's household (permanent or campus) or immediate family. The Instructor of Record shall have the right to request appropriate verification. For the purpose of this rule, immediately family is defined as spouse or child or parent (guardian) or sibling (all of the previous include steps, halves and in-laws of the same relationship); and grandchild or grandparent C. Trips for members of student organizations sponsored by an educational unit, trips for University classes, and trips for participation in intercollegiate athletic events, including club sports registered with the university as well as varsity sports. When feasible, the student must notify the Instructor of Record prior to the occurrence of such absences, but in no case shall such notification occur more than one week after the absence. Instructors of Record may request formal notification from appropriate university personnel to document the student's participation in such trips. D. Major Religious Holidays. Students are responsible for notifying the Instructor of Record in writing of anticipated absences due to their observance of such holidays. Faculty shall give students the opportunity to make up work (typically, exams or assignments) when students notify them that religious observances prevent the students from doing their work at its scheduled time. Faculty should indicate in their syllabus how much advance notice they require from a student requesting an accommodation. Faculty shall use their judgment as to whether the observance in question is important enough to warrant an accommodation, although the presumption should be in favor of a student’s request. The Offices of Institutional Diversity, the Dean of Students, and the Ombud are available for consultation. [US: 2/14/11] E. Any other circumstances which the Instructor of Record finds reasonable cause for absence. [US: 4/23/90] Students missing any graded work due to an excused absence bear the responsibility of informing the Instructor of Record about their excused absence within one week following the period of the excused absence (except where prior notification is required), and of making up the missed work. The Instructor of Record shall give the student an opportunity to make up the work and/or the exams missed due to an excused absence, and shall do so, if feasible, during the semester in which the absence occurred. [US: 11/10/85 and SREC: 11/20/87] The instructor shall provide the student with an opportunity to make up the graded work (e.g., quiz, exam, homework, etc.) and may not simply calculate the student’s grade on the basis of the other course requirements, unless the student agrees in writing. [SREC: 8/20/87;US: 2/8/16]

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If an attendance policy is not stated in the course syllabus and attendance is not a criterion for a grade in the course, then the Instructor of Record shall not take any account of a student’s excused or unexcused absences from class when assigning a grade. [US: 2/8/16] If the course syllabus defines either policies that require class attendance or a grade standard that determines a student’s grade based in part on class attendance, the following rules apply:

• Excused Absences: If a student has excused absences in excess of one-fifth of the class contact hours for that course (participation activities for an online course as defined in 5.2.4.1.A), the student shall have the right to petition for a “W” as a Permissive Withdrawal (SR 5.1.8.3), or the Instructor of Record may award an “I” for the course if the student declines to petition for a “W” [US: 2/9/87; SREC: 11/20/87: US: 2/8/16].

• Unexcused Absences: The Instructor of Record shall define any course policy relating to unexcused absences in the course syllabus. If a policy is not stated in the course syllabus or the policy does not allow for a penalty to the student, the Instructor of Record shall not penalize the student for any unexcused absences. [US: 2/8/16]

With respect to nonattendance for reason of an employment-related schedule conflict, the student who is a UK employee has exactly the same standing as a student who is working for some other employer. [SREC: 9/17/2012] DRESS CODE: While in practicum sites, students should wear professional or business attire that meets the site’s dress code requirements. This should be discussed with the agency point of contact prior to beginning the practicum. BEHAVIORAL STANDARDS: Nursing students are expected to adhere to the Behavioral Standards in Patient Care, available at http://www.mc.uky.edu/LearningCenter/Manuals/Behavioral-Standards-In-Patient-Care_2.pdf Failure to do so may result in dismissal from the program. (See disciplinary action and appeals procedure in the publication.) ACADEMIC INTEGRITY: Per university policy, students shall not plagiarize, cheat, or falsify or misuse academic records. Students are expected to adhere to University policy on cheating and plagiarism in all courses. The minimum penalty for a first offense is a zero on the assignment on which the offense occurred. If the offense is considered severe or the student has other academic offenses on their record, more serious penalties, up to suspension from the university may be imposed.

Plagiarism and cheating are serious breaches of academic conduct. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities. Complete information can be found at the following website: http://www.uky.edu/Ombud. A plea of ignorance is not acceptable as a defense against the charge of academic dishonesty. It is important that you review this information as all ideas borrowed from

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others need to be properly credited. Part II of Student Rights and Responsibilities (available online http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work, written or otherwise, submitted by students to their instructors or other academic supervisors, is expected to be the result of their own thought, research, or self-expression. In cases where students feel unsure about the question of plagiarism involving their own work, they are obliged to consult their instructors on the matter before submission.

When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording or anything else from another source without appropriate acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else’s work, whether it be a published article, chapter of a book, a paper from a friend or some file, or something similar to this. Plagiarism also includes the practice of employing or allowing another person to alter or revise the work which a student submits as his/her own, whoever that other person may be.

Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone. When a student’s assignment involves research in outside sources of information, the student must carefully acknowledge exactly what, where and how he/she employed them. 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 while leaving the organization, content and phraseology intact is plagiaristic. However, nothing in these Rules shall apply to those ideas which are so generally and freely circulated as to be a part of the public domain (Section 6.3.1). Please note: Any assignment you turn in may be submitted to an electronic database to check for plagiarism. SUBMISSION OF ASSIGNMENTS: Students are required to complete activities and assignments by the posted due dates and times. Assignments for each module will be due by the deadlines noted in the syllabus. A grade deduction of 10 percent of the assignment grade will be assessed for each full day the assignment is past the deadline. In cases of emergency which will prevent completion by the due date/time, please contact the faculty to request an extension PRIOR to the deadline. DISCUSSIONS: Threaded discussions are scholarly group discussions conducted on-line through Canvas. Questions will be posted for each discussion group; these questions will relate to course content. These discussions are designed to stimulate thought, interest, and analysis between and among participants. The class will be divided into discussion teams and each member will have an assigned role; the teams will be posted on the announcements page prior to the beginning of the discussion. Your presence in the discussion will be monitored and graded. Once closed, discussions will NOT be reopened for late submissions.

Each discussion will start on Sunday and span several days so that each student has multiple opportunities to participate in each discussion. To receive the points available for each discussion, you must actively participate in the discussion with substantive postings which address the questions in the individual assignment guidelines. You can use multiple posts to address the questions. Support your discussion points with literature and add citations if required, and respond to other students’ posts. As in a face-to-face discussion, during threaded discussion you may raise questions, ask for clarification, answer questions and comment on the remarks of others. Note that

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a quick response to another student (e.g. “Yes, I hadn’t thought about that”) will NOT count toward your postings. Your responses to the original questions and to postings from your fellow classmates should be thoughtful, meaningful, informed, polite, and show openness to others’ ideas/opinions.

ACCOMODATIONS DUE TO DISABILITY: The DRC coordinates campus disability services available to students with disabilities. It is located on the corner of Rose Street and Huguelet Drive in the Multidisciplinary Science Building, Suite 407. You can reach them via phone at (859) 257-2754 and via email at [email protected]. Their web address is http://www.uky.edu/StudentAffairs/DisabilityResourceCenter/.” COURSE OUTLINE: MODULE 1: Healthy Work Environments for Nurses Evolving roles of the RN beyond the hospital Issues and trends in ambulatory care and community settings Changes in preparation of the nursing workforce to meet the needs of clients in the Community MODULE 2: Quality and safety education for nurses Assessment of organizational culture Competencies for nurses- knowledge, skills, attitudes High-reliability organizations Evidence about interventions to improve quality and safety Tools to evaluate safety and quality MODULE 3: Interprofessional Teamwork and Collaboration Patient-centered care Patient outcomes based on interprofessional teamwork Interprofessional teamwork assessment and intervention MODULE 4: Transitions in Care- Current and Future trends Improvement in safety and quality during transitions with interprofessional teams Medical care homes MODULE 5: Interprofessional Teams: Ethical dilemmas, Error disclosure MODULE 6: Quality performance and quality improvement in nursing and healthcare MODULE 7: Informatics in Healthcare Patient care technologies Information systems Communication devices MODULE 8: Evidence-Based Practice Presentations

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MODULE 1: August 24- September 2 Activities:

o Read “We need more nurses” an OpEd from the New York Times about Nurse Staffing and Patient Safety

o Read your choice of a minimum of 3 articles provided on Canvas about healthy working environments

o Read articles provided on Canvas about nursing roles of the future in community settings

o Assignments: Complete icebreaker activity on Canvas (Optional but highly recommended- bonus points will be assessed for participation!)

o Submit individual practicum learning contract with objectives and brief plan for meeting the objectives using template on Canvas- must include practicum site, point of contact with that person’s contact information on or before September 2nd at NOON (25 points) ALL paperwork required by practicum site must be turned in.

o Participate in Discussion Board on Healthy Work Environments (75 points possible) You will be randomly assigned to a discussion group of students in Canvas. After completing

the reading assignments above, make your first (original) post to the discussion board by Monday, August 29 at midnight (10 points). In your post, you should point out something you learned or something that surprised you from the reading assignment and WITHOUT naming your workplace, compare attributes of your workplace with those of the attributes you read about healthy working environments and discuss any changes that you feel you could champion in your workplace to improve the environment (25 points). Then, prior to Friday, September 2 at Noon when the discussion will close, make a meaningful response to 1 of your colleagues in the discussion group (40 points for response). A meaningful response means you maintain professionalism, you respect the ideas and opinions of all others in the discussion group, and that you reflect on the ideas presented and provide substantial input or ideas in response, not say “Wow, that’s interesting” and leave it at that. Illustrate that you did the assigned reading, by applying information from the readings in the discussion. MODULE 2: September 3- September 9 Activities:

o Read Chapters 1-4 in Kelly, Vottero, and Christie-McAuliffe including critical thinking, Case studies, and review questions with answers and explore the suggested websites

o Read in Nance book- author’s note, intro, and pages 1-31 and start a journal of notes/ ideas about what you are learning to help with a future assignment

o Read assigned journal articles available on Canvas Assignments: Due September 9th by Noon

o Exploring the Web assignment in Kelly, Vottero, and Christie-McAuliffe on page 159 Complete the web assignment #1, 2, 3 (does not have to be APA) (25 points) Write 2-3 paragraphs in the same Word document about a particular scenario you have witnessed or participated in at work or in your current practicum where the

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teamwork exhibited principles you have read about this week and how they resulted in great patient outcomes. Then describe a particular scenario just as above, where the teamwork could have been better and what you have learned this week that could be implemented to improve the teamwork and patient outcome in the future (25 points).

o Utilize the nursing process to guide your writing of a 2-3 page reflective paper

about either your workplace or the site of your practicum for this course (please do not name the site) in relation to principles of patient safety, quality care, and high reliability organizations that you learned through your reading this week (50 points possible). 1. Assess safety, quality, high reliability of the organization (10 points) 2. Based on the assessment, identify (diagnose) 3 areas/attributes that you find to be excellent and 3 areas/attributes that could use some improvement (10 points) 3. Develop a brief plan as if you were the manager, chief nurse, or CEO of that organization that includes how you would intervene to maintain the positive attributes and how you would intervene to improve the weak/problem areas (10 points). 4. Provide objective, measurable outcomes that you would use to evaluate if your Implemented plan is working (10 points) 5. Appropriate use of APA, practically grammatically and typographically error free, Cite sources that back up what you are asserting properly, include cover page, and reference page (10 points). MODULE 3: September 10- September 16 Activities:

o Read Chapters 5-6 in Kelly, Vottero, and Christie-McAuliffe including critical thinking, Case studies, and review questions with answers and explore the suggested websites

o Watch the videos on Canvas for Module 3 o Read in Nance book pages 33- 79 and continue your own journal/notes about

important things you are learning (You will be writing about this later) Assignments: All due on or before September 16 at NOON

o Complete case study on interprofessional teamwork and collaboration (25 points)

o Practicum reflection paper due September 16 at Noon (see previous guidelines in

syllabus) (Worth 50 points; 10% of course grade) MODULE 4: September 17- September 23 Activities:

o Review the Transitions in Care information (available on Canvas) o Read the journal articles provided on Canvas for this module o Read Nance book pages 81-122 and add to your personal journal/notes

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Assignments: Due September 23rd at NOON

o Complete Transitions in Care exercises and case study on web (Worth 100 points; 5% of course grade) MODULE 5: September 24- September 30 Activities:

o Read the journal articles on Canvas regarding healthcare ethics and error disclosure o Watch the video scenario demonstrating healthcare error o Read the Nance book pages 123-176 and update your personal journal/notes o Obtain a copy of error disclosure policy at your workplace or practicum site

Assignments:

o Practicum reflection paper due September 30th at Noon (see previous guidelines in syllabus) (Worth 50 points; 10% of course grade)

o Participate in Discussion Board on Healthcare ethics and error disclosure (75 points possible)

o You will be randomly assigned to a discussion group of students in Canvas. After completing the reading assignments above and watching the video, make your first (original) post to the discussion board by Monday, September 26 at midnight (10 points). In your post, you should describe your thoughts about disclosing errors to patients and their families. If you have ever been involved in a real incident of error disclosure WITHOUT naming your workplace or any identifying patient information, describe what happened. Would you do anything differently based on the information you have learned this week. Is there a particular person/profession on the team who should lead the error disclosure in your opinion? Critique the error disclosure that occurred in the video. Describe important points of an error disclosure policy if you were able to obtain one. (25 points). Then, prior to Friday, September 30 at Noon when the discussion will close, make a meaningful response to 2 of your colleagues in the discussion group (20 points for each response). A meaningful response means you maintain professionalism, you respect the ideas and opinions of all others in the discussion group, and that you reflect on the ideas presented and provide substantial input or ideas in response, not say “Wow, that’s interesting” and leave it at that. Illustrate that you did the assigned reading, by applying information from the readings MODULE 6: October 1- October 7 Activities:

o Read Chapters 7-9 in Kelly, Vottero, and Christie-McAuliffe o Read assigned journal articles on Canvas about Quality improvement o Read Nance book pages 177-211 o

Assignments:

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o Write a 2-page double-spaced reflection on informatics in healthcare. Discuss the advantages and disadvantages of the use of technology in healthcare. How does the implementation of new technologies affects your nursing practice? Choose one specific technology in your workplace or practicum site. Review the information you can find about the device from reliable sources on the web and from peer-reviewed literature. (Example would be bar-code medication administration). Discuss the advantages and disadvantages you have noted from working with this technology. Does it improve patient safety or impede it? Use APA format and cite references (Worth 50 points)

o Participate in Discussion Board on Quality Improvement (75 points possible) o You will be randomly assigned to a discussion group of students in Canvas. After

completing the reading assignments above, make your first (original) post to the discussion board by Monday, October 3rd at midnight (10 points). In your post, you should point out the most important lessons/ideas you learned about creating a culture of patient safety from reading the Nance book. Apply major principles of quality improvement to describe the process you would pursue to effectively make changes that would impact the safety culture and patient outcomes in your workplace and/or practicum site WITHOUT naming the site. There is an expectation for you to be thorough in your discussion and cite references that support your stance on this topic (25 points). Then, prior to Friday, October 7th at Noon when the discussion will close, make a meaningful response to 2 of your colleagues in the discussion group (20 points for each response). A meaningful response means you maintain professionalism, you respect the ideas and opinions of all others in the discussion group, and that you reflect on the ideas presented and provide substantial input or ideas in response, not say “Wow, that’s interesting” and leave it at that. Illustrate that you did the assigned reading, by applying information from the readings. MODULE 7: October 8- October 14 Activities:

o Read chapter 10 & 13 in Kelly, Vottero, and Christie-McAuliffe o Read assigned journal articles about Informatics in Healthcare available on Canvas

Assignments:

o Submit Evidence-based practice project final presentation video link- Due October 14th at Noon (Worth 100 points; 30% of course grade) MODULE 8: October 15- October 21 Activities:

o Choose and watch the video presentations of classmates Assignments: Due October 21st by Noon

o Please post in the Discussion Board your summary of your peer’s presentations (10 points)

o Write a 2-page summary of what you learned from watching your peer’s Presentations: Rank order the presentations by most helpful content provided and Creativity/Professionalism of presentation and then provide a logically organized analysis of

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significant pearls you learned about evidence that you can apply to your clinical practice that will improve outcomes. (Worth 40 points, 10% of overall grade for both the paper and the discussion board.)

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UNIVERSITY OF KENTUCKY COLLEGE OF NURSING

NUR 453 NUR 453: NURSING PRACTICE CAPSTONE FOR REGISTERED NURSES

GUIDELINES – FINAL PRESENTATION

The final presentation will be a maximum of 15 minutes – and a minimum of 10 minutes. This should include time for questions. The presentation will be pre-recorded and submitted to your course faculty in advance of the last day of class. Your presentation will summarize your practicum experience and your evidence-based project. It should include the following information.

• A brief description of your practicum setting and your learning goal (5 points) • Your specific learning objectives and how they were accomplished ( 5 points) • Compare what you saw/were doing during the practicum experience to what you were

reading in • the literature (25 points) • Make a statement about best practices on your chosen topic, and if they had been

implemented at your practicum site. If not, what changes are needed? (10 points) • A reflection on the personal effect of practicum (20 points) • Audiovisuals (such as PowerPoint) are clear, concise, colorful, professional (10 points) • Video link submitted that illustrates (we can see you) presenting the material (10 points) • Well-organized and planned (10 points) • Logical progression of ideas • No more than 15 minutes, no less than 10 minutes • Speaking presence (5points)

o Do not read your presentation o Look at the audience – DO NOT read your notes/slides o Smooth transition between slides o Few “uh’s” or other distracting mannerisms o Kept it interesting enough that it would maintain audience engagement

The grade for the presentation will be a percentage calculated by dividing the total points earned by the total points possible (100). To pass the course, students must earn 76% on the presentation.

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UNIVERSITY OF KENTUCKY COLLEGE OF NURSING NUR 453: NURSING PRACTICE CAPSTONE FOR REGISTERED NURSES

Certification of Practicum Hours

Student Name: ____________________________________________ Please Print I hereby certify that I have met or exceeded the practicum hours required for this course (40 hours) which is deemed to be satisfied with the acceptance of the required practicum log and written reflections. _________________________________________________ ____________ Student Signature Date _________________________________________________ ____________ Agency Nurse Signature Date This form should be submitted, with all signatures, to your faculty member by the last day of class.

PRACTICUM HOURS Date Time Brief description of Activities Hours: __________________________

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UNIVERSITY OF KENTUCKY COLLEGE OF NURSING NUR 453: NURSING PRACTICE CAPSTONE FOR REGISTERED NURSES

PRACTICUM LETTER

Dear Nurse Practicum Leader: Thank you in advance for your work with one of our senior RN students. We are delighted that you will be sharing your expertise with one of our students. Can you recall a special person whom you may have regarded as a role model/mentor during your nursing training? In the same sense, your role will be just as meaningful for your student. The student will work with you a minimum of 40 hours to meet the practicum requirements of the course. This student is a registered nurse – but some of our students are relatively new to the profession. Guided immersion into your role is suggested. Students are responsible for maintaining time logs. You will be asked to sign confirming the hours spent working with you or at the site under your supervision. Students are responsible for completing an evidence-based practice project and presenting an oral presentation at the end of the course. Please note that if the student is employed at the agency, these clinical hours must be completed independent of their normally scheduled work time. Please contact me (Jessica Wilson, Ph.D., APRN, [email protected] or (859) 553-8015 if you have any questions or encounter problems. Sincerely, Jessica Jessica Wilson, PhD, APRN Assistant Professor, Coordinator of the RN-BSN Option Course Coordinator, NUR 453

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NUR 453: Nursing Practice Capstone for Registered Nurses

Final GCCR Presentation- Grading Rubric

Presentation & Process Components

Available Points Student Points

Brief description of practicum setting provided 5

Presented personal learning objectives and how they were accomplished

5

Current, relevant clinical topic presented with comments related to assessment and or evaluation of the issue in the clinical setting and comparison of actual practice to current literature on the topic

25

Described best practices on chosen topic, whether or not they were implemented in practicum site, and if not, what changes are needed

10

Reflected on personal effect of practicum and lessons learned that are applicable to future practice

20

Video link submitted that demonstrates the student presenting the material

10

Audiovisuals/Handouts Clear, concise, colorful, professional

10

Well-organized, logical progression of ideas 10

Speaking presence Did not read presentation

Looked at the audience – did not read notes/slides

Smooth transition between slides

Few distracting mannerisms or repetitive words such as “like” or “ugh”

Interesting enough to engage audience

5

Total Points 100

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ConfidentialPage 1 of 5

Senior Job Placement Survey, Continuing Education andAwards

Please complete the survey below prior to the Pinning Ceremony.

Thank you!

First Name __________________________________

Last Name __________________________________

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ConfidentialPage 2 of 5

AFTER GRADUATION CONTACT INFORMATION

Street Address __________________________________

City __________________________________

State __________________________________

Zip Code __________________________________

Phone number __________________________________(Include Area Code)

E-mail __________________________________

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ConfidentialPage 3 of 5

EMPLOYMENT INFORMATION

1. Are you applying for out-of-state licensure to Yesseek employment in another State? No

1a. In What State are you seeking employment? __________________________________

2. Please select the statement that best reflects Have NOT interviewed for a jobyour employment status. Have interviewed for a job but have NOT received

an offerOffered a position - ACCEPTEDOffered a position - DECLINEDOffered a position - NOT YET ACCEPTEDNot seeking employment

3. Please indicate local hospitals that you have UK HealthCareapplied to or plan to apply to. Baptist Health

St. JosephOther

3a. List other hospitals you have or will applied to. __________________________________

4. In what clinical specialty area would you be Critical Careinterested in working? Medical/Surgical

ObstetricsPediatricsPsychiatric/Mental HealthPublic HealthEmergency Department

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CONTINUING NURSING EDUCATION

5. Do you have plans for any of the following Applying to graduate nursing programadditional nursing educational options after Plan to enroll in a graduate program at a latergraduation? date

Do not have plans to enroll in a graduate nursingprogram

5a. Indicate the program type you wish to enroll in. PhDDNPMSNCRNAAPRNOther

5b. Indicate other non-nursing program type you wish __________________________________to enroll in.

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ENRICHMENT PARTICIPATION

6. Check each enrichment activity you participated in. DIHC (Deans' Interprofessional Honors Colloquium)Emergency/Trauma ElectiveNursing Practice InternsNursing Research InternsNursing Skills Lab InternsPeri-Op ElectiveShoulder to Shoulder ElectiveSTTI (Sigma Theat Tau International)UK Honors ProgramOther

6a. Other Enrichment Participation. __________________________________

6b. List Publications: Authors, Year, Title, Journal,Volume #, Page Numbers (APA Reference). __________________________________

6c. List Poster Presentations: Authors, Title, Date,Conference, Location, (APA Reference). __________________________________

6d. List Podium Presentations: Authors, Title, DateConference, Location, (APA Reference). __________________________________

7. List any Awards you have received. __________________________________