NURS 3350 Ethics, Legalities, and Advocacy
Prerequisite/Concurrent: NURS 3310
This course explores various ethical guidelines that inform and guide the decision making of nurses, including the framework of the American Nurses Association Code of Ethics. Emphasis is on the knowledge, skills, and attitudes included in the legal and ethical responsibilities of nurses in all aspects of care. Patient-centered care is explored from the perspective of advocating for the patient within the interdisciplinary team. One-half semester course; 3 credits theory.
Student Learning Outcomes:
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Use an established ethical decision making model to guide decision making. (EBP)
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Support patients’ informed decisions within the inter-disciplinary team. (T/C)
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Examine self-beliefs, attitudes, and values related to providing nursing for diverse groups
in a legal ethical manner. (PCC)
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Explore ethical and/or legal issues to improve care and support patient advocacy. (QI)
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Promote a culture of safety through improved ethical decision making skills. (S)
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Verbalize the legal implications associated with information technology in health care settings. (I)
KNOWLDEDGE
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SKILLS
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ATTITUDES
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LEARNING ACTIVITIES
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Professional functions related to the American Nurses Association Code of Ethics.
A variety of philosophical approaches to ethical analysis are examined.
Within an interdisciplinary team apply the foundational knowledge related to legalities and patient advocacy for ethical decisions in practice.
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Utilize an evidence based ethical decision making process to systematically work through an ethical dilemma within an interdisciplinary team.
Conduct a literature review addressing the topics related to ethical decision making, legal issues and patient advocacy.
Promote effective communication, whether verbal or written or electronic, throughout the interdisciplinary team as a leader and patient advocate.
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Appreciate the value of a systematic ethical decision making process.
Embrace self reflection, life- long learning, and professional growth for preservation of integrity, safety and maintenance of professional competence.
Assimilate and exhibit cultural competence with respect to patients, families and communities.
Respect the “need to know” standard related to HIPAA, as well as informed consent.
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Reading assignments and Web searches.
Guided discussions involving a comprehensive approach to ethical decision making in professional practice.
Formal paper with accurate APA Style.
Presentation, as to an ethics committee, using an Ethical Decision Making Model determining the best possible outcome of an ethical dilemma.
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Pre-requisite: NURS 3310
This course provides an introduction to knowledge, skills, and attitudes for community health nursing including issues related to public health and concepts of epidemiology. Emphasis is on health promotion and illness prevention or disease management of specified groups. Integrated practice project focus is on the professional nurse’s role in community assessment and development of an interventional project to meet identified community needs. One-half semester course. Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
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Participate with collaborative interdisciplinary teams in the community to improve outcomes for groups whose health status is at risk (T/C)
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Expand the role of the professional nurse to develop, implement, and evaluate culturally competent, evidence-based care for groups, communities, and populations (PCC)
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Analyze and integrate data and information from multiple sources to make clinical judgments in community health nursing care ( EBP & I)
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Explore the nurse’s role in maintaining the safety of the public related to potential epidemic situations (S)
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Implement a project to address needs of identified groups and to evaluate project effectiveness in meeting identified health needs. ( QI )
KNOWLDEDGE
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SKILLS
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ATTITUDES
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LEARNING ACTIVITIES
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Examine the role and functions of the community health nurse.
Explore the contributions of community health advocates from a historical and current perspective.
Within an interdisciplinary team apply the foundational knowledge related to legalities and patient advocacy for issues related to public/community health.
Be aware of projects and initiatives in local, as well as global settings, related to Healthy People 2010/2020.
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Utilize an assessment tool to determine the needs of a specified group, community or population.
Conduct a literature review addressing the topics related to identified community needs.
Promote effective communication, whether verbal or written or electronic, throughout the interdisciplinary team as a leader and community advocate.
Collaborate with a Clinical partner to develop and implement a project for a specified population.
Become more proficient with computer programs related to presenting health information to a patient, staff or community.
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Appreciate the value of a systematic approach to assessment, planning, intervention and evaluation of a community project.
Embrace self-reflection, life- long learning, and professional growth for preservation of integrity, safety and maintenance of professional competence.
Recognize the role of the nurse in advocating for vulnerable populations.
Assimilate and exhibit cultural competence with respect to patients, families and communities.
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Reading and Web search assignments.
Independent Web searches to supplement and enhance learning.
Individualized community Clinical to apply course concepts to practice settings.
Guided discussions involving a comprehensive approach to community health nursing, patient versus community advocacy.
Post assignments using accurate APA Style.
Create a presentation, as to a community or practice staff, describing the intervention of a community project.
Clinical journals using the nursing process as the framework.
Reflective summary to address how student learning outcomes were met.
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NURS 4420: Leadership and Management
Pre-requisite: NURS 3310
This course provides the opportunity to develop knowledge, skills and attitudes required for leadership and management in nursing. Leadership, organizational management and change theories are examined, with emphasis on conflict management, workplace diversity, resource allocation, quality and performance. The integrated practice project is designed to provide experiences to expand the application of leadership and management skills. One-half semester course; Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
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Discuss the significance of evidence based principles of leadership and management to promote the efficient performance of the health care team (EBP & T/C)
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Characterize the responsibility inherent in leader/manager nursing roles related to assuring quality in delivery of patient centered care (PCC)
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Participate in a quality improvement process (QI)
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Explore the role of the nurse leader/manager as an integral member of the interdisciplinary team (T/C)
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Elaborate on methods to promote a culture of safety within the health care team or organization (S)
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Explore the facilitation of information dissemination throughout an organization (I)
KNOWLDEDGE
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SKILLS
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ATTITUDES
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LEARNING ACTIVITIES
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Examine the roles and functions of the nurse as leader/manager.
Apply knowledge learned from library searches related to principles inherent in the leader/manager role.
Within an interdisciplinary team apply the foundational knowledge related to legalities and patient advocacy for issues related to the leader/manager’s role.
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Conduct a literature review addressing topics related to identified leadership and management principles as they apply to the practice setting.
Promote effective verbal, written, and electronic communication, within the interdisciplinary team as a leader and advocate.
Collaborate with a Clinical partner to develop and implement a project to gain knowledge and experience in the role of nurse leader/manager.
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Appreciate leadership and management theories in the healthcare setting.
Value participation in professional organizations to enhance practice and advance nursing as a profession.
Recognize the role of the nurse in advocating for vulnerable populations.
Assimilate and exhibit cultural competence with respect to patients, families and embrace self-reflections, lifelong learning, and professional growth for preservation of integrity, safety and maintenance of professional competence communities.
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The student will:
Conduct independent web searches to supplement and enhance learning.
Individualize the leadership and management Clinical to apply course concepts to the practice settings.
Participate in guided discussions involving a comprehensive approach to leadership and management.
Post assignments using accurate APA style.
Prepare a presentation to share information related to Clinical experience.
Write a formal paper related to managing cost and budget.
Critique resumes of ASN graduates.
Complete Clinical journals using the defined criteria.
Provide a reflective summary to address how student learning outcomes were met.
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NURS 4430 Integration of Concepts
Prerequisite/Concurrent: NURS 4415; NURS 4420
Must be taken in the final term. Instructor approval required. The course focuses on the synthesis of the essential competencies of the RN-BSN program in a systematic and comprehensive manner in order to provide a framework for the transition to the BSN role. The essential competencies are: Quality improvement, teamwork/collaboration, patient-centered care, evidence based practice, informatics, and safety. The integrated practice project is designed to provide experiences to expand the analysis and synthesis of these competencies. One-half semester course; Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes
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Integrate best available evidence, professional experience and patient preferences in the design, coordination and provision of care. (EBP)
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Communicate and collaborate within interdisciplinary teams to ensure delivery of optimal care. (T/C)
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Coordinate and design care incorporating the patient/family’s values, needs and preferences in evidence based clinical decision making in providing and ensuring quality care. (PCC)
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Apply quality improvement principles to develop plans and initiate actions to ensure continuous quality improvement. (QI)
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Promote and cultivate a culture of safety to minimize risk of harm to patients and providers in a variety of health care systems. (S)
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Utilize information technology to communicate, manage knowledge, foster lifelong learning, and support evidence-based decision-making in a variety of health care delivery systems. (I)
KNOWLDEDGE
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SKILLS
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ATTITUDES
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LEARNING ACTIVITIES
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Use best practices from nursing and health care research.
Recognize policy and procedure needs in the Clinical setting to perfect patient centered care.
Excellent assessment of the patient/family/community to promote patient centered care and include their preferences to design and implement care.
Choose from a variety of CE activities to foster professional development.
A culture of safety to recognize that every nurse and stakeholder in health care deserves a safe environment to provide effective care.
Analysis of healthcare issues or problems that need to be addressed by legislation to improve healthcare.
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Search the research online libraries and databases with excellent resources to use as a lifelong learner.
Review policies and procedures to compare with updated research and instill evidence based practice.
Plan and implement concepts as a team with assigned members and leaders during theory and Clinical discussion board sessions.
Report CE activities as part of the comprehensive student e-portfolio.
Use communication skills to listen and defuse anger and plan another time to investigate problems toward incivility.
Review house and/or senate bills via online technology or media for the latest updates about healthcare needs.
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Demonstrate acts toward using best practice in the Clinical setting and document the experiences in the Clinical log.
Be accepting to change to provide EBP in professional nursing.
Involving the patient and family in their daily care to promote efficacy and self-esteem.
Develop an appreciation for concepts gained toward self-development throughout the program and upon completion of the BSN; self-growth.
Positive leadership management skills demand a professional approach
Act as an advocate for political avenues to improve healthcare, locally, statewide, and/or nationally.
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Choose projects to present related to quality improvements based on the concepts throughout the program.
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Partner with a health care facility and/or organization to analyze data and report suggestions to support PCC.
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Design and facilitation EBP during the discussion board forums where student facilitate case studies, concepts as topics describing patient centered care.
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A comprehensive e-portfolio is compiled, organized and submitted to demonstrate completion of student and program learning outcomes.
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Practice use of excellent communication skills in classroom and Clinical settings. Describe the ethical dilemma involving improving PCC and safety in a clinical setting.
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Letter to a government official is compiled about a issue/problem in health care to improve quality of healthcare and the letter is sent to the official.
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(Key terms: S—Safety; EBP—Evidence-based practice; T/C—Teamwork and Collaboration; QI—Quality Improvement; PCC—Patient-centered Care ; and, I—Informatics)
4. How will you assess each objective? (a) Methods; b) Design; c) Assessment cycle; d) Stakeholder involvement.)
C. Assessment Plan Timeline:
July
• Collect Course Coordinator Reports (AAS) (BSN)
• Compile NCLEX results from May graduating class (AAS)
August
• Collect Course Coordinator Reports (AAS) (BSN)
• Compile and Review data from course surveys (AAS) (BSN)
• August Graduate numbers (BSN)
September
• Continue course survey analysis (AAS) (BSN)
October
• Review and enter Exit HESI QSEN data (AAS)
• Review and enter Exit HESI sub-specialty data (AAS)
• Review EOC testing (AAS)
• Collect Course Coordinator Reports (1/2 semester courses) (AAS)
November
• Distribute Standard report drives (AAS) (BSN)
• Prepare SPE Report (AAS) (BSN)
• Distribute via email SPE report and make hard copies (AAS) (BSN)
• NLNAC Report (AAS) (BSN)
December
• Conduct SPE meeting (AAS) (BSN)
• Make Changes to SPE to reflect faculty actions (AAS) (BSN)
• Collect Course Coordinator Reports (AAS) (BSN)
January
• Compile Exit HESI Data from Accelerated Class (AAS)
February
• Collect NCLEX Data (AAS)
• ASBN Report due (AAS)
March
• Review and enter Exit HESI QSEN data (AAS)
• Review and enter Exit HESI sub-specialty data (AAS)
• Review EOC testing (AAS)
• Collect Course Coordinator Reports (1/2 semester courses) (AAS)
April
• Distribute Standard report drives (AAS) (BSN)
• Prepare SPE Report (AAS) (BSN)
• Distribute via email SPE report and make hard copies (AAS) (BSN)
May
• Conduct SPE meeting (AAS) (BSN)
• Make Changes to SPE to reflect faculty actions (AAS) (BSN)
• Collect Course Coordinator Reports (AAS) (BSN)
• BSN & AAS Graduate and Employer Surveys to be sent out (AAS) (BSN)
June
No meeting
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5.2.2014
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