NURS 400 Syllabus
Credits
This course is 5 semester credit hours (3 credits theory / 2 credits clinical). Total credit hours are based on a 14 week semester. Our calculations are as follows:
- 3 credit theory x 3 hours per week = 9 hours per week x 14 = 126 theory hours/semester
- 2 credit clinical x 3 hours per week = 6 hours per week x 14 = 84 clinical hours/semester.
?For those choosing traditional clinical (preceptor), 48 hours of actual preceptor time is required, along with 12 hours of "Give Back" time, and 24 hours planning and implementing a virtual Health Fair clinical project.
?For those choosing the project option, 48 hours of project hours are required for research and project work, along with 12 hours of "Give Back" time, and 24 hours planning and implementing a virtual Health Fair clinical project.
Course Description
This course is a guide in caring for individuals through the wellness continuum as it applies to advanced care of patients. The Advanced Nursing Concepts course is designed around three modules: teaching/learning, critical care, and aging populations. The teaching/learning module relates to implementing a variety of teaching strategies appropriate to content, setting, learner needs, learning style, and desired learner outcomes. The critical care module examines approaches to complex clinical issues in critically ill populations. An introduction to aging populations examines the impact of aging on families, caregivers, and health care delivery systems. In each module, students will have the opportunity to design and administer nursing practice from both a conceptual and practical perspective. Students will demonstrate their competence within these modules by meeting accepted evidence-based standards within each module.
Pre-Requisites
Registered Nurse Licensure
Admission to the BYU-Idaho RN to BSN program
Required Materials
Compare prices for your textbooks through the University Store Price Comparison site. They will show you all of the options from the University Store plus several online options to help you find the best price.
Foreman, M. D., Milisen, K., & Fulmer, T. T. (2009). Critical Care Nursing of Older Adults: Best Practices (3rd ed.). New York, NY: Springer. ISBN #9780826110961 [accessible electronically, and free of charge, through McKay Library]
Through Coursesmart.com as well can access your textbook through the ISBN 978-0-826-11096-1 ($41.00)
Required Registrations
Students will be required to register for Medscape, a free service that will allow them to complete some required coursework. Registration can be secured by following the instructions at this link.
Technology Requirements
High Speed Internet Connection
Students should have a reliable Internet Service Provider with speeds suitable for streaming video and accessing large files. These speeds are most often delivered by cable, DSL, or satellite. Students with dial-up connections will still be able to use I-Learn, but please be aware that neither system will operate quickly with low speeds. The minimum average connection speed recommended is 640 Kbps.
Software Needed for Submitting Assignments
All assignments must be composed digitally and turned in through I-Learn. This will require productivity software like Microsoft Office or OpenOffice. Assignments can typically be submitted in Microsoft Word, Microsoft Excel, Microsoft PowerPoint, or Rich Text Format. Assignments should never be submitted in Microsoft Works because faculty members cannot open files created in Works. Students should always check with their instructors concerning acceptable formats before submitting assignments.
For PCs |
For Macs |
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Operating System |
Windows XP or newer |
Mac OSX 10.5 or 10.6 |
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Internet Explorer 7 or newer
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Safari 3.2 or 4.0
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Refer to the Online Support Center for additional information regarding technology compatibility.
Learning Model Architecture
The Learning Model is a defining aspect of the BYU-Idaho experience that provides a pattern for continual learning and personal development long after graduation. The Brigham Young University-Idaho Learning Model is utilized in this course. Each lesson will have information for you to 1) prepare, 2) teach one another, and 3) ponder and prove.
Course Outcomes and Assessment
Course Outcome 1: Evaluate the value of ethical and legal professional standards of nursing care in the meeting the needs of the patient and family. (UO 1, 5; PO 2; BE I, VIII)
- Course Assessment:
- THEORY
- Case Study Discussion: Ethical Decision/Making
- Safety Campaigns Discussion
- Health Fair Teaching Plan
- Critical Care Bundles
- Annotated Bibliography
- Scholarly Paper
- CLINICAl
- Face-to-face clinical hours
- Project-based clinical hours
- Clinical Presentations
- Clinical Journal documentation
Course Outcome 2: Apply evidence to clinical practice through use of inquiry and research. (UO 2, 3; PO 1; BE I, III, IV, VI )
- Course Assessment:
- THEORY
- Case Study Discussion: Facing Death
- Analysis Paper: Impact of Chronic Illness on Healthcare Today
- Discussion: We Count Our Success in Lives: Health versus Health Care
- Discussion: Teach Back: Practical Applications
- Delirium Monitoring Assessments
- Health Fair Webpages
- CLINICAL
- Face-to-face clinical hours
- Project-based clinical hours
- Clinical Presentations
- Clinical Journal documentation
Course Outcome 3: Create comprehensive health promotion, risk reduction, and disease prevention teaching plans. (UO 4; PO 3; BE III, VII)
- Course Assessment:
- THEORY
- Case Study Discussion: Facing Death
- Time and Change Happen to Every Man Discussion
- Learning Model and Nursing Processes Integration
- Discussion: We Count Our Successes in Lives: Health versus Health Care
- Discussion: Teach Back: Practical Applications
- Analysis Paper: Impact of Chronic Illness on Healthcare Today
- Health Fair Teaching Plan-Learning Objectives
- Delirium Monitoring Assessments
- Opportunity Statement
- Health Fair Webpages
- CLINICAL
- Face-to-face clinical hours
- Project-based clinical hours
- Clinical Presentations
- Clinical Journal documentation
- Preceptor Evaluation of Students
Course Outcome 4: Employ safe and effective transition strategies across levels of care for older adults and their families. (UO 6; PO 4; BE II, IV, VI, IX)
- Course Assessment:
- THEORY
- Case Study Discussion: Facing Death
- He will Give Us Help Discussion Board activity
- Analysis Paper
- Lawton Instrumental Activities of Daily Living Scale
- Helping Families Assignment
- Discussion: Teach Back: Practical Applications
- Opportunity Statement
- Scholarly Paper
- Reflection
- CLINICAL
- Face-to-face clinical hours
- Project-based clinical hours
- Clinical Journal documentation
- Preceptor Evaluation of Students
Course Outcome 5: Integrate elements of patient-centered care and safety into advanced clinical of patients and their families. (UO 2, 3; PO 1, 4; BE II, V, IX)
- Course Assessment:
- THEORY
- Case Study Discussion: Ethical Decision Making
- Time and Chance Happen to every Man Discussion
- Safety Campaigns Discussion
- Discussion: We Count Out Successes in Lives: Health versus Health Care
- Learning Model and Nursing Processes Integration
- Learning Needs Discussion
- Helping Families Assignment
- Health Fair Teaching Plan
- Delirium Monitoring Assessment TooL
- Lawton Instrumental Activities of Daily Living Scale
- Critical Care Bundles
- Annotated Bibliography
- Scholarly paper
- CLINICAL
- Face-to-face clinical hours
- Project-based clinical hours
- Clinical Presentations
- Clinical Journal documentation
- Preceptor Evaluation of Students
Course Outcomes 6: Plan effective intervention for the management of chronic conditions. (UO 2, 3; PO 1, 5; BE III, V, VIII)
- Course Assessment:
- THEORY
- Case Study Discussion: Ethical Decision Making
- Time and Chance Happen to every Man Discussion
- Safety Campaigns Discussion
- Discussion: We Count Out Successes in Lives: Health versus Health Care
- Learning Model and Nursing Processes Integration
- Learning Needs Discussion
- Helping Families Assignment
- Health Fair Teaching Plan
- Delirium Monitoring Assessment Tool
- Lawton Instrumental Activities of Daily Living Scale
- Critical Care Bundles
- Annotated Bibliography
- Scholarly paper
- CLINICAL
- Face-to-face clinical hours
- Project-based clinical hours
- Clinical Presentations
- Clinical Journal documentation
- Preceptor Evaluation of Students
Topical Course Outline
Lesson | Topic | Lesson | Topic |
---|---|---|---|
Introduction | Course Introduction | Lesson 7 | Aging Populations: Transitions Across Levels of Care |
Lesson 1 |
Introduction to the Critical Care Environment |
Lesson 8 | Teaching-Learning Process |
Lesson 2 | The Chronically Critically Ill & End-of-Life Issues | Lesson 9 | Applying the Learning Model to Nursing Process |
Lesson 3 |
Family Responses |
Lesson 10 | The Impact of Teaching on Patient Outcomes |
Lesson 4 | Multi-System Alterations: Psychosocial, Sleep, Nutritional | Lesson 11 | Health Fair |
Lesson 5 | Quality and Safety Initiatives: Critical Care Bundles and Sepsis | Lesson 12 | Final Clinical Presentations |
Lesson 6 | Scholarly Research | Conclusion | Course Conclusion |
Grading Policies
Nursing Department Grading Schedule
A |
93–100% |
C |
76–77% |
A- |
90–92% |
C- |
74–75% |
B+ |
87–89% |
D+ |
70–73% |
B |
84–86% |
D |
65–69% |
B- |
80–83% |
D- |
60–64% |
C+ |
78–79% |
F |
Below 60% |
All objectives, assignments, and evaluations are the same for distance learners and on-campus students.
Late Assignments
Assignments will be accepted late with 5% taken off the grade for each day the assignment is late. All assignments must be completed in order to pass the course. None are considered optional.
Exceptions and Clarifications:
- Quizzes cannot be made up after the due date.
- Discussion board posts cannot be made up after the due date.
HIPAA violations will result in a score of ZERO for the respective assignment, discussion or activity.
Identification on All Assignments
The expectation for the Department of Nursing is that all assignments submitted online or otherwise are clearly identified with the following information:
- Title
- Student Name
- Brigham Young University-Idaho
- Course
- Instructor
- Date
Points will be deducted for improperly labeled work.
Evaluation
The final grade is computed by combining individually-earned theory and clinical grades. Approximately 80% of the final grade will come from the theory grade and 20% of the final grade will come from the clinical grade. Assignment grades are not weighted.
Completion of clinical application hours, the clinical application self-assessment, clinical application journal entries, and other required clinical documents comprise 100% of the clinical grade.
Clinical Assignments
All Students (118 points total)
- Safety Review & HIPAA Training Certificate (2 points)
- Planned Clinical Experiences and Preceptor Information (1 point)
- Clinical Presentation (15 points)
- Health Fair (100 points total)
- Health Fair Topic (4 points)
- Health Fair Learning Objectives (6 points)
- Health Fair Teaching Plan (20 points)
- Health Fair Webpages (60 points)
- Health Fair Peer Evaluation (10 points)
Traditional Clinical Components (95 points total—applicable only to students choosing the Traditional route)
- Clinical Journals (90 points)
- Preceptor Evaluation of Student (2 points)
- Student Evaluation of Preceptor (2 points)
- Clinical Facility Clearance Paperwork (1 point)
Project-Based Clinical Component (95 points total—applicable only to students choosing the project-based route)
- Clinical Journals (72 points)
- Project-Based Clinical Proposal (23 points)
Lesson Assignments
Discussion Boards (5 points each; 60 points total)
Scholarly Paper (60 points total)
- Rough Draft/Peer Review (10 points)
- Final Scholarly Paper (50 points)
All Other Assignments (104 points total)
- Syllabus Quiz (10 points)
- Annotated Bibliography 1 & 2 (10 points each)
- Analysis Paper (10 points)
- Helping Families (5 points)
- Delirium Monitoring Assessments Using the CAM-ICU Tool (12.5 points)
- Critical Care Bundles (6 points)
- Lawton Instrumental Activities of Daily Living Scale (IADL—12.5 points)
- Teaching-Learning Quiz (10 points)
- Learning Model and Nursing Processes Integration (12 points)
- Opportunity Statement (5 points)
- Course Conclusion Survey (1 point)
Disclaimers
Overriding Areas of Concern
Overriding areas of concern for the Department of Nursing include: 1) Demonstrating the BYU-Idaho honor code in all behaviors and 2) Providing safety for self and others consistently. Violation of an overriding area of concern will result in dismissal from the program.
The Department of Nursing fully supports the University policy on Academic Honesty (see catalog: Academic Probation, Dismissal). Cheating, dishonesty, plagiarism, or misrepresenting a situation in any way will constitute a violation that will result in dismissal from the nursing program. A student dismissed from the program due to violation of one of the overriding areas of concern is not permitted to reapply to the nursing program.
Material on BYU-I I-Learn and related sites may be protected by US Copyright Law (Title 17, US Code). These materials are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.
Copyright © 2013 by Brigham Young University—Idaho. All Rights Reserved.