University of Arkansas at Little Rock Plan No



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1415: Nursing Role Transition

Course Content

Medications

Learning Activities

Evaluation Methods

Recognize the role of the registered nurse in processes in place for quality improvement in acute, long-term care, or community settings. (QI)


  • RN role in quality improvement measures and safety initiatives

No medications

  • Locate an article in a nursing journal that relates to the role of communication to reduce errors in health care settings of any type. Summarize the key points of the article. Describe how the information in the article can be used in your health care facility to improve nursing care




  • Testing




Utilize effective communication principles in the role of registered nurse as a member of an interdisciplinary team (T/C)

  • Read the AR Nurse Practice Act and

  • SBAR

  • Hand off

  • Effective communication skills with HCT

  • Documentation

  • Delegation

  • Therapeutic & non-therapeutic communication techniques


No medications

  • Complete the ASBN activity on Bb

  • Communication skills through role play in class.

  • Practice documentation in medical record.

  • Demonstrate professional behaviors in physical classroom and online classroom.

  • Complete a Health Literacy Assessment on adults. Be prepared to discuss in class.

  • Testing

  • Practice care plan

1415: Nursing Role Transition

Course Content

Medications

Learning Activities

Evaluation Methods

Demonstrate knowledge, skills, and attitudes of patient centered care through simulation and case study activities. (PCC)


Foundational Concepts

  • Quality Improvement

  • Teamwork/Collaboration

  • Patient Centered Care

  • Informatics

  • Evidence Based Practice

  • Safety

HUMAN NEEDS: Physiological and Psychosocial

  • Oxygenation

  • Fluid & Electrolytes

  • Safety

  • Elimination

  • Nutrition

  • Rest & Activity

  • Comfort

  • Sexuality

  • Spirituality

  • Human Interaction

  • Learning

  • Describe the role of the RN to promote safety in patient care.




No medications

  • Access UALR Library databases

  • Complete a plan of care:

  1. Perform a physical assessment on partner in class. Document on assessment form




  1. Develop individualized plan of care (use forms in course handbook)




  • Case studies




Analysis of articles for professional examples

Use information technology to communicate and support lifelong learning. (I)


Technology utilization

No medications

Blackboard activity

Complete “RN Essentials: Test-Taking”



Testing


1415: Nursing Role Transition


Course Content


Medication


Learning Activities


Evaluation Methods

Differentiate current practice role from that of registered nurse in implementation of evidence based practice. (EBP)


  • Review Course Handbook

  • Review UALR DON Policy/Procedure Manual




No medications

  • Complete Experiential Resumé

  • Self Reflection-Identify personal lifestyle risk factors and interventions to improve overall health

  • Case Studies




  • Complete Scavenger Hunt Activity

  • NCLEX 4000 Fundamentals: Basic Physical Assessment and The Nursing Process

  • Visit the Healthy People website: healthypeople.gov




1415: Nursing Role Transition


Course Content

Medication

Learning Activities

Evaluation Methods

Review safety standards as they relate to the role of the registered nurse to reduce harm to patients and providers in clinical settings. (S)


Medication Safety

No specific medications

Calculate using addition, subtraction, multiplication, division to administer:

  • Oral medications (tablets, capsules, liquids)

  • Liquid Injectibles (including reconstitution)

  • IV infusion rates (primary and secondary infusions)

  • Describe the role of the RN to promote safety in patient care.

Foley

IV management and initiation



  • Role play

  • Video analysis



1420: Mental Health Nursing

Course Content

Medications

Learning Activities

Evaluation Methods

Recognize and describe the nurse’s role in approaching and assessing quality improvement in care of the mental health patient.


Demonstrated through learning activities/clinical

  • Ethics and legal issues in mental health nursing




No specific medications

  • Lecture content

  • Case studies

  • Psychosocial Assessment

  • Community Service Clinical

  • Clinical Decision Making Clinical Evaluation (by student): QI

  • Group Activity Clinical Experience

  • NPSG analysis and paper

  • Testing

  • Discussion with instructor & peers

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

Collaborate effectively in verbal and written manner, adapting one’s own style to the needs of the team and situation.


Therapeutic communication

No specific medications

  • Lecture content

  • Case studies

  • Clinical Decision Making Clinical Evaluation (by student): T/C

  • Simulation

  • Role play

  • Testing

  • Discussion with instructor & peers

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

Provide organized nursing care to patient and families experiencing acute and chronic mental health problems in a manner that reflects principles of patient centered care. (PCC)

  • Fundamentals

  • Grief and crisis

  • Violence and abuse

  • Psychotic disorders

  • Anxiety disorders

  • Mood disorders

  • Personality disorders

  • Child/adolescent disorders

  • Substance abuse disorders

  • Cognitive disorders

See Safety SLO

  • Lecture content

  • Case studies

  • Psychosocial Assessment

  • Clinical Decision Making Clinical Evaluation (by student): PCC

  • Group Activity Clinical Experience

  • Simulations




  • Testing

  • Discussion with instructor & peers

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

Describe examples of how informatics and technology are related to quality of care in the mental health setting.


Demonstrated through learning activities

No specific medications

  • Lecture content and case studies

  • Clinical Decision Making Clinical Evaluation (by student):

  • Group Activity Clinical Experience (disbursement of educational materials)

  • Stress assessment paper utilizing research articles

  • Testing

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback


Differentiate between evidence-based versus opinion-based practices in the delivery of mental health care for acute and chronic conditions. (EBP)

Demonstrated through learning activities

No specific medications

  • Lecture content

  • Case studies

  • Psychosocial Assessment

  • Clinical Decision Making Clinical Evaluation (by student): EBP

  • Group Activity Clinical Experience

  • Testing

  • Discussion with instructor & peers

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback

Practice safe nursing care through the use of national patient safety goals for behavioral care and institution/practice standards to reduce harm to patients and providers (S)

Demonstrated through learning activities

  • Ritalin

  • Strattera

  • Adderall

  • Focalin

  • Vyvance

  • Haldol

  • Thorazine

  • Prolixin

  • Zyprexa

  • Risperdal

  • Abilify

  • Geodon

  • Cogentin

  • Benadryl

  • Clozaril

  • Antabuse

  • Naltrexone

  • Narcan

  • Methadone

  • Subutex

  • Prozac

  • Lexapro

  • Zoloft

  • Paxil

  • Effexor

  • Wellbutrin

  • Elavil

  • Trazadone

  • Nardil

  • Lithium

  • Depakote

  • Tegretol

  • Lamictal

  • Buspar

  • Librium

  • Valium

  • Ativan

  • Xanax

  • Atenolol

  • Inderal

  • Klonipin

  • Clonidine

  • Ambien

  • Lunesta

  • Lecture content

  • Case studies

  • Psychosocial Assessment (risk factor identification)

  • Clinical Decision Making Clinical Evaluation (by student):

  • Testing

  • Discussion with instructor & peers

  • Grading rubric & instructor feedback

  • Grading rubric & instructor feedback




2410: Obstetric & Reproductive Health Nursing

Course Content

Medications

Learning Activities

Evaluation Methods

Structure organized nursing care of patients and families in the childbearing years that are experiencing the normal and abnormal progression during this part of the lifecycle in a manner that reflects the principles of patient-centered care.


  • Trends in women’s health

  • Health promotion and sexually transmitted infections

  • Contraception and abortion

  • Antenatal care

  • High-risk antenatal care: gestational diabetes, pre-gestational diabetes, gestational hypertensive disorders (gestational hypertension, preeclampsia, eclampsia, HELLP syndrome), hemorrhagic disorders (miscarriage, ectopic, placenta previa, abruption placentae, DIC)

  • Intrapartum care

  • High-risk intrapartum care: premature labor, fetal distress, cesarean section, induction of labor, operative vaginal birth, should dystocia, malpresentation

  • Newborn

  • High-risk newborn: prematurity, sepsis, SGA, LGA, IUGR, post-term

  • Post-partum

  • High-risk postpartum: hemorrhage, infections, post-partum depression

  • Pitocin

  • Mag Sulfate

  • Colace

  • Ibuprofen

  • Toradol

  • Percocet

  • Rubella Vaccine

  • RhoGAM

  • Vitamin K

  • Erythromycin (Opthmalmic)

  • Hep B Vaccine

  • Surfactant

  • Ampicillin

  • Gentamycin

  • Folic Acid

  • Rocephin

  • Zithromax

  • Valtrex

  • Vibramycin

  • Benzathine PCN

  • Z-Pack

  • Suprax

  • Flagyl

  • Phenergan

  • Demerol

  • Stadol

  • Marcaine

  • Lidocaine

  • Ephredrine

  • Fentanyl

  • Gardasil

  • Heparin

  • FFP, Cryo

  • Diflucan

  • Cytotec

  • Cervidil

  • Celestone

  • Brethine

  • Procardia

  • Methergine

  • Hemabate

  • Lecture content

  • Simulation lab: IV therapy & management; care/skills of the laboring, postpartum, and newborn clients

  • Simulation lab: NOELLE simulation experiences

  • Student Evolve Resources (each chapter): Quizzes, videos, learning modules, critical thinking exercises

  • Testing

  • Grading rubric and feedback from instructor




  • Grading rubric and feedback from instructor

  • Discussion with peers & instructors; testing




Relate nursing care and assessments provided to patients and families in the childbearing year to other team members by collaborating through written, oral and electronic formats.


Demonstrated through learning activities

No specific medications

  • Lecture content

  • Simulation lab: IV therapy & management; care/skills of the laboring, postpartum, and newborn clients

  • Simulation lab: NOELLE simulation experiences

  • Student Evolve Resources (each chapter): Quizzes, videos, learning modules, critical thinking exercises

  • Testing

  • Grading rubric and feedback from instructor; evaluations from in-service attendees

  • Grading rubric and feedback from instructor




  • Grading rubric and feedback from instructor

  • Discussion with peers & instructors; testing

Integrate evidence-based practice in nursing care of the childbearing family.


  • Demonstrated through learning activities

No specific medications

  • Lecture content

  • Simulation lab: IV therapy & management; care/skills of the laboring, postpartum, and newborn clients

  • Simulation lab: NOELLE simulation experiences

  • Student Evolve Resources (each chapter): Quizzes, videos, learning modules, critical thinking exercises

  • Testing

  • Grading rubric and feedback from instructor




  • Grading rubric and feedback from instructor

  • Discussion with peers & instructors; testing

Practice safe nursing care for the childbearing family utilizing the Association of Women’s Health, Obstetrics, and Neonatal Nurses (AWHONN) standards of care.


  • Demonstrated through learning activities

  • See PCC SLO

  • Lecture content

  • Simulation lab: IV therapy & management; care/skills of the laboring, postpartum, and newborn clients

  • Simulation lab: NOELLE simulation experiences

  • Student Evolve Resources (each chapter): Quizzes, videos, learning modules, critical thinking exercises

  • Testing

  • Grading rubric and feedback from instructor




  • Grading rubric and feedback from instructor

  • Discussion with peers & instructors; testing




Demonstrate the nurse’s role in quality improvement while caring for the childbearing family.


  • Demonstrated through learning activities

  • No specific medications

  • Lecture content

  • Simulation lab: IV therapy & management; care/skills of the laboring, postpartum, and newborn clients

  • Simulation lab: NOELLE simulation experiences

  • Student Evolve Resources (each chapter): Quizzes, videos, learning modules, critical thinking exercises

  • Testing

  • Grading rubric and feedback from instructor




  • Grading rubric and feedback from instructor

  • Discussion with peers & instructors; testing

Utilize informatics to support learning in a professional forum.


  • Demonstrated through learning activities

  • No specific medications

  • Lecture content

  • Develop a Public Service Announcement video with partner and post to course YouTube page

  • Student Evolve Resources (each chapter): Quizzes, videos, learning modules, critical thinking exercises

  • Testing

  • Grading rubric and feedback from instructor

  • Grading rubric and feedback from instructor

  • Discussion with peers & instructors; testing





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