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PN Program Coordinator: Judy Martin RN, BHScN, MScN Year Two judy.martin@humber.ca COURSE OUTLINE ACADEMIC YEAR

PN Program

Coordinator:

Judy Martin RN, BHScN, MScN

Year Two judy.martin@humber.ca

COURSE OUTLINE ACADEMIC YEAR 2015/2016

Course Title: Practical Nursing Leadership

 
 

Schedule Type

   

Course Code:

NURS 250

Code: N/A

Credit Value: 3

Class Hours:

3

 

Pre-Requisite(s):

ANAT100

Co-requisite(s):

NURS252

WRIT121

NURS253

NURS103

NURS101

NURS104

PSYC110

PHYS150

Programs: Practical Nursing

NURS150

NURS151

NURS152

PSYC210

NURS153

NURS209

NURS208

NURS218

NURS217

SOCI002

Pre-requisite for: Graduation

Restrictions: Practical Nursing Program Students only

 

This course builds toward meeting and is in partial completion of the following:

Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2014) www.cno.org

Examination Blueprint 2012-2016, www.cpnre.ca

Practical Nursing Program Standard, www.tcu.gov.on.ca

Approved By:

Associate Dean:

Signature:

, www.tcu.gov.on.ca Approved By: Associate Dean: Signature: Date: May 26 2015 Humber College Institute of Technology

Date: May 26 2015

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Course Description

Students explore leadership, management, and organizational theories as they apply to nursing and health care. They examine the effects of change, emotional intelligence, power dynamics, career development and role conflict within nursing practice. Furthermore, students will engage in accountability, continuing competence, knowledge

and knowledge application, as outlined by the College of Nurses Professional Standards

(Revised, 2014).

nursing care concepts to reinforce students’ responsibility of acting in the best interest of

the public and promoting safe practice environments.

review will engage students’ critical thinking, decision-making, research and problem- solving skills; the reinforcement of these skills will be evident when they are applied within their pre-graduate clinical setting and via cumulative knowledge assessment exercises.

This engagement is achieved via self-directed review of fundamental

Fundamental nursing concept

Course Rationale

This course helps students develop the ability to safely manage and execute evidence- based nursing care as they enter the profession and prepare students to write the Canadian Practical Nurses Registration Exam (CPNRE).

Learning Outcomes

Upon successful completion of this course, students will be able to:

1. Investigate and describe organizational models and changes in the health care system that influence nursing practice. (ETP# 57,120)

2. Critique the effects of organizational culture, generational differences, power dynamics, and role conflicts on the nursing profession and practice. (ETP# 8, 57)

3. Analyze and discuss different leadership styles, models and skills including emotional intelligence (EI) to select the appropriate style for various situations. (ETP# 13, 25, 48, 61)

4. Explain leadership as a professional responsibility to uphold standards of practice and ethics and to comply with the practice setting’s policies and procedures. (ETP# 104, 113 a,115)

5. Describe professional obligations to identify and appropriately respond to incidents of unsafe practices and professional misconduct. (ETP# 83, 94, 101 113 b-d)

6. Apply critical thinking and professional judgment when making decisions about activities performed by Unregulated Care Providers (UCPs). (ETP# 9, 24, 43, 44,

58)

7. Use decision-making and problem solving-strategies in client and team situations. (ETP# 18, 36, 37, 52,107)

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8.

Select, use and evaluate conflict resolution theory and strategies in a variety of situations. (ETP# 11, 22, 46, 59, 85)

9. Apply change theory to understand how change affects their practice, the health care team, the practice environment, and organizational structure and culture. (ETP# 53, 96, 105,112, 116, 120)

10. Describe the purpose of research in evidence-informed practice as it relates to clinical outcomes in an increasingly complex heath care system. (ETP# 5, 6, 28b, 84, 88, 91, 99, 107, 110d, 117d, 119)

11. Discuss accountability, responsibility and the role of communication in pandemic planning and other emergencies. (ETP# 19, 56)

12. Explain the role of the practical nurse as an effective citizen in promoting social justice, acting in the best interests of the public, protecting the public, and promoting health and wellness. (ETP# 94, 101)

13. Engage in the CNO Quality Assurance Program consistent with the regulatory framework for professional development and continuing competence. (ETP# 108a 111, 113a, e, 106c).

14. Develop a plan to review program materials used to address individual knowledge gaps. (ETP# 106 a, c)

15. Apply previously acquired knowledge to address concepts unique to the role of a practical nurse. (ETP# 6, 52, 106 a, c)

Essential Employability Skills

Essential Employability Skills are transferable skills that provide the foundation for a student’s academic, vocational, and personal success.

x

Communication

x

Critical Thinking and Problem Solving

X

Interpersonal

x

Numeracy

x

Information

X

Personal

Management

Learning Resources

New editions of resources are continually being published.

publication dates and editions are not listed.

most current published edition that is available.

Therefore, specific

It is an expectation that learners use the

Required Text Resources:

Kelly, P. and Crawford, H. (current edition). Nursing Leadership and Management.

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Toronto: Nelson Education

Required Online Resources:

The College of Nurses of Ontario (www.cno.org)

Practice Standards

Practice Guidelines

Elliot, H.G.H. (2003) Emotional Intelligence-Based Leadership. The Graduate Management Review. Retrieved from

http://www.business.otago.ac.nz/mgmt/publications/omgr/2003/03elliott.pdf

Registered Nurses Association of Ontario (RNAO). Facilitating Client Centered Learning.

Retrieved from http://rnao.ca/sites/rnao-ca/files/FCCL_HEFS-_HCP

FINAL.pdf

NURS250 Black Board Materials (current edition). Retrieved from https://learn.humber.ca

Supplemental Resources:

Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., O’Brien, P.G., & Bucher, L. (current edition). Medical-surgical nursing in Canada: Assessment and management of clinical problems. Toronto: Elsevier.

Perry, S. E., Lowdermilk, D. L., and Hockenberry, M.J. (current edition). Maternal Child Nursing Care in Canada. Toronto: Mosby Elsevier.

Waddell, J., Donner, G. and Wheeler, M. (current edition). Building Your Nursing Career, A Guide for Students. Toronto: Mosby Elsevier

Copyright

Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book. See the Humber Libraries website (http://library.humber.ca/copyright) for additional information regarding copyright and for details on allowable limits.

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Learning Delivery Format

Assignments Classroom Critical Discussions Lecture Multi-Media Online Tutorial Case Studies

Professional Portfolio QA Requirements

The College of Nurses of Ontario’s (CNO) Quality Assurance (QA) program has two components: Reflective Practice and Practice Review.

Reflective Practice – self-assessment, peer feedback and create, implement and evaluate a learning plan.

Practice Review: are randomly selected by CNO to complete this review (this occurs after graduation and registration as a practice nurse).

Of these, as a student you are responsible for the reflective practice.

At Humber College, all students have a professional responsibility to keep their written records of self-assessment and peer feedback and learning plans and peer feedback while enrolled in the Practical Nursing program. These are part of the Professional Portfolio that will be submitted in NURS250 and will be the foundation for continuing competence after graduation.

NOTE:

include essays, reflective practice journals, article reviews, care plans, online submissions, and other scholarly assignments and transcripts. You select examples of these to comprise part of the professional portfolio that is submitted in NURS250.

You are required to keep evidence of your progress through the program; these

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Course Content

UNIT

TOPIC

ASSESSMENT

RESOURCES/NOTES

UNIT 1

Nursing Leadership Theories

 

Final Exam

On Campus

Learning

Changing role of the manager

Online Submissions

Outcome (LO) #

Kelly and Crawford Chapter 8: Nursing Leadership & Management

3

Online Discussion

 

Leadership

 

Entry to Practice Competencies (ETP) # 13, 25, 48,

Leaders as motivators:

 
 

motivational theories

Blackboard Notes

Definitions and uses of informal and formal

 

61

leadership

 

Leadership theories:

 
 

- Behavioral

- Contingency

- Contemporary

 

Practices and characteristics of effective leadership

Transformational leadership

Leadership versus management

Future directions for nursing leaders

 

UNIT 2

Leadership skills and styles Emotional Intelligence Model (EI)

Final Exam

On Campus

LO #

Application of EI in health care

Online Discussion

Primary Text Kelly and Crawford Chapter 8: Nursing Leadership & Management

3

culture

ETP #

13, 25, 48,

61

 

Secondary text Elliot (2003) Emotional Intelligence-Based Leadership

Blackboard Notes

UNIT 3

Advancing practice

 

Final Exam

On Campus

LO #

Research

Primary Text

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UNIT

 

TOPIC

ASSESSMENT

RESOURCES/NOTES

10

Using health, nursing, social science research and other credible literature to:

- Develop and evaluate learning plans

Online Discussion

Kelly and Crawford Chapter 3: Evidence Based Practice

Blackboard Notes

ETP # 5, 6, 28b, 84, 88, 91, 99, 107, 110d, 117d, 119

- Monitor trends in health, health care, and nursing

 
 

- Build evidence- informed practice and theory-based approach to nursing

Building professional practice

Importance of evidence- informed practice

Importance of a theory-based approach to nursing

Overview of sources of information that affects nursing practice: nursing, health care, and other research findings and theory, contemporary nursing interventions and health care technologies, national guidelines, policies, consensus statements, quality improvement data, demographics, mortality and morbidity.

Steps in evidence-informed practice processes

Knowledge transfer and evidence-informed decisions in policy

Strategies to improve client outcomes Using computers to validate information and evidence- informed practice

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UNIT

 

TOPIC

ASSESSMENT

RESOURCES/NOTES

UNIT 4

 

Final Exam

On Campus

LO #

Critical-thinking, problem-solving and decision-making

Online Discussion

Primary Text Kelly and Crawford Chapter 17: Decision Making

7

Types of decisions made by nurses

Online Submissions

ETP # 18, 36, 37, 52

Critical thinking and reflective thinking in effective problem- solving and decision making

Blackboard Notes

Nature of decision making in nursing.

Factors influencing decision- making. (intrinsic and extrinsic)

Perceptions of roles in decision making

Theory and literature on decision making and problem solving

Limitation to effective decision making

Nurses’ role in client decision making and self- determination (informed consent, health teaching, empowerment, advocacy)

Clarifying and questioning unclear or questionable decisions or actions made by other inter-professional health care team members

UNIT 5

Preparing for CPNRE Success

Online Quizzes

On Campus

CPNRE Study Plan

LO# 12

CPNRE Study Tips

Visit from student services (how to take a MC exam)*

CPNRE Study Aids

ETP# 106 a, c

 

Blackboard Notes

*If time and availability permits*

UNIT 6

Professional Portfolio and Career Plan Portfolio

Professional

Online

Portfolio

LO #

Primary Text Kelly and Crawford Chapter 22: Career Planning

13

Use of a portfolio for Quality Assurance

Final Exam

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UNIT

TOPIC

ASSESSMENT

RESOURCES/NOTES

ETP #

Components of a portfolio

Online Discussion

& Development

106c

Use of a portfolio in a job search

RPNAO - Developing Your Career

Self-Assessment and the Portfolio

LO #

Practice Reflection & Learning Plans Continuing Competence

CNO Quality Assurance Resources

13

CNO Supporting Learners

Quality Assurance (QA)

(2009)

ETP #

Quality management

Role and implications of QA in self-regulation

Participating in quality assurance activities

Blackboard Notes

8,106a-c, 108a

111, 113a,e

QA and fitness to practice

Seeking out learning opportunities that foster professional development

Integration of theory and evidence-based practice Strategies for supportive quality practice setting between nurses and students.

UNIT 7

Working with Unregulated Care Providers (UCP)

Final Exam

Online

LO #

Online Discussion

Primary Text Kelly and Crawford Chapter 14: Conflict & Change Resolution

6

Roles and responsibilities of UCPs

ETP # 9, 24, 43, 44, 58

Assigning: determining when assigning care is appropriate (Appendix A: Decision tree; Making decisions about activities performed by UCPs, Working with Unregulated Care Providers 2011)

Supervising

CNO Authorizing Mechanism

(2011)

CNO Practice Standard - Working with UCPs

Teaching based on learning needs of the UCP (Appendix B:

CNO Conflict Prevention and Management (2009)

CNO Supporting Learners

Decision tree: Teaching or delegating the performance of a procedure, Working with Unregulated Care Providers Practice Guideline, 2011)

(2009)

CNO Disagreeing With the Plan of Care (2009)

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UNIT

 

TOPIC

ASSESSMENT

RESOURCES/NOTES

 

Evaluating outcomes of care provided by UCP

 

CNO Ethics (2009)

Differentiating the role of assigning care to a UCP from that of delegating a procedure.

CNO Professional Standards

(2002)

LO #

 

Blackboard Notes

8

Conflict & Change Resolution

ETP # 11, 22, 46, 59

Conflict

Sources of conflict

 

Conflict process

Conflict resolution

Managing Conflict (Key Factors, Prevention and Management)

Role of nurses, leaders and managers in resolving conflicts that occur:

- With clients

- With colleagues

- Within workplace environment [Hospital, Long-term care (LTC), community etc.

Effective Team Building

Key concepts

LO #9

Creating and environment conducive to team building Effective team meetings

ETP #53, 96,

105, 112, 116,

Change

120

Change: personal, professional, and organization

Change theories: traditional and new trends

Change process

The nurse as change agent

Openness to change

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UNIT

TOPIC

ASSESSMENT

RESOURCES/NOTES

 

Recognition of changes in the health care affecting nursing practice

   

Process of responding to changes in the health care environment

Strategies to integrate change in nursing practice

UNIT 8

Responding to Emergencies; and, the Nurse’s Role Related to Pandemic Plans

Final Exam

Online

LO #

Online Discussion

Secondary Text Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., O’Brien,

11, 12

Nurses roles and responsibilities in emergency situations

ETP #

P.G., & Bucher, L.

Medical-

19, 56

Responding to “codes” (life threatening, fire, aggressive client, etc.)

The nurse’s role in community emergency situations (e.g. community threat/ extraordinary health emergency etc.)

surgical nursing in Canada:

Assessment and management of clinical problems. Toronto:

Elsevier.

Chapter 72

CNO Educational Tools:

Nurses role in preparing for and implementing pandemic plans

Pandemic Planning

CNO Practice Guideline:

 

Preparing for an Influenza Pandemic

Blackboard Notes

UNIT 9

Practical Nursing Concept Review*

Quizzes

Online

LO # 14

Final Exam

Secondary Text

Perioperative Care

ETP # 106 a, c

Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., O’Brien, P.G., & Bucher, L. Medical- surgical nursing in Canada:

Assessment and management of clinical problems. Toronto:

Maternal Health Challenges and Care

Pediatric Health Challenges and Care

Elsevier.

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UNIT

TOPIC

ASSESSMENT

RESOURCES/NOTES

 

Gastrointestinal, Hepatic & Renal Health Challenges and Care

 

Perioperative Care

Chapters 20, 21 & 22

Gastrointestinal, Hepatic & Renal Health Challenges and Care

Chapters 41-49

Secondary Text

Perry, S. E., Lowdermilk, D. L., and Hockenberry, M.J. Maternal Child Nursing Care in Canada. Toronto: Mosby Elsevier.

Maternal Health Challenges and Care

Chapters 2, 3, 5, 6, 7, 9, 10, 11, 12, 13, 15, 16, 17, 18, and

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Pediatric Health Challenges and Care

*No new material or knowledge will be presented in this unit. Students are expected to be self- directed and use previous course/program materials as well as any ancillary evidence-based resources to facilitate success.*

Chapters 29, 32, 33, 34, 35, 36, 37, 38, 39, 40, 44, 45, 46, 47, 51, 53 and 55

This course schedule may change as resources and circumstances require.

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STUDENT EVALUATION

TYPE OF ASSESSMENT

DATE DUE

WEIGHT

Online Submissions

   

Submission A: Aspiring Leadership Qualities

Week 2

5%

Submission B: Online Encounters (2 x 10% each)

Weeks 4-13

20%

Professional E-Portfolio

Week 13

5%

Online Quizzes (4 x 10% each)(2 attempts, average of the 2 attempts)

Weeks 7-13

40%

Final Exam

Week 15

30%

All Units

Total

 

100%

Diploma Students:

In addition to meeting all program specific course and credit requirements, students must have a Cumulative Program Grade Point Average (CPGPA) of 60 in order to be eligible for graduation.

Feedback Methodology Feedback can be given in the following ways: grades, verbal/written comments, individual/group consultation, and online comments.

Policies and Procedures It is the student’s responsibility to be aware of the College Academic Regulations, which can be found on the following, website: http://www.humber.ca/academic-regulations

Humber Institute of Technology and Advanced Learning Policies and Procedures can be found on http://www.humber.ca/policies-and-procedures.

In addition, the School of Health Sciences Practical Nursing Program has a Handbook that outlines program-specific policies and procedures. This Handbook can be found on the following websites: www.humber.ca and course site https://learn.humber.ca.

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Academic Integrity The School of Health Sciences (SHS) at Humber College Institute of Technology and Advanced Learning (Humber ITAL) is committed to educating, preparing, and nurturing future professionals who exemplify the core values of Academic Integrity (AI). We believe character and capacity is strengthened through collaboration and attention to the values described by the International Centre of Academic Integrity (ICAI) “honesty, trust, fairness, respect and responsibility” (ICAI, 2013) and the courage to always commit to these values.

To support this vision all students, within the School of Health Sciences, are expected to

complete all work in keeping to these values.

to all assignments required for submission to their professor/ placement instructor. It is

expected that students will indicate their signature and student number to verify their commitment to this pledge on their assignments.

All students will add the statement below

Integrity Pledge

I have maintained Academic Integrity in my work by adhering to the values of honesty and integrity. I declare that this work respects APA requirements as well as policies within the School of Health Sciences.

Student Signature Student Number

Academic Complaint If a student has questions or concerns regarding a grade on an assignment, test, or final examination, the student should discuss the matter with the faculty member. The Program Co-ordinator and/or the Associate Dean may be asked to assist if the faculty member and student are unable to resolve issues. For relevant forms and a brief description, please refer to the Academic Regulations, Academic Compliant (Category 1, Category 2) or Academic Appeal at: http://www.humber.ca/academic-regulations. For further information see “Section 13” of the Admission Requirements and Academic Regulations for Degree, Diploma and Certificate Studies.

Program Specific Policies:

Refer to the Humber Institute of Technology and Advanced Learning (HITAL) Practical Nursing Diploma Program Student Handbook and Educational Policies.

The Humber ITAL Practical Nursing Diploma Program Student Handbook and Educational Policies contains the following program policies for which students are held accountable:

Educational Polices

Program Related Policies

Student Health Policies

Note: At the start of Year 1 and again at the start of Year 2 students are required to read and sign that they have read and will comply with all relevant Humber Institute of Technology and Advanced Learning policies and all Practical Nursing Diploma Program policies outlined in the Handbook and other documents, and that they will uphold all professional standards including confidentiality.

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Prior Learning Assessment Recognition (PLAR) Course credits may be granted in recognition of prior learning, and that Application for Consideration is made through the Office of the Registrar at http://www.humber.ca/plar/docs/pla.pdf.

Disability Services Humber seeks to create a welcoming environment where equity, diversity and safety of all groups are fundamental. Humber is dedicated to providing equal access to students with disabilities. The Disability Services staff is available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:

Disability Services: http://www.humber.ca/disabilityservices/ North Campus: (416) 675-6622 X5180 Lakeshore Campus: (416) 675-6622 X3265

Disclaimer While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Dean (or designate) of the School.

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ESSENTIAL EMPLOYABILITY SKILLS

Essential Employability Skills (MTCU Requirements)

Graduates of the program reliably demonstrate the ability to:

Communication

Reading

1.

communicate clearly, concisely and correctly in the written,

Writing

spoken and visual form that fulfills the purpose and meets the needs of the audience.

Speaking

2.

respond to written, spoken, or visual messages in a manner

Listening

that ensures effective communication.

Presenting

Numeracy

Understanding and Applying Mathematical Concepts and Reasoning

3. execute mathematical operations accurately.

Analyzing and using Numerical Data

Conceptualizing

Critical Thinking and Problem Solving

Analyzing

4. apply a systematic approach to solve problems.

Synthesizing

5. use a variety of thinking skills to anticipate and solve

Evaluating

problems.

Decision-Making

Creative and Innovative Thinking

Information Management

Gathering and managing information

6.

locate, select, organize and document information using

Selecting and using appropriate tools and technology for a task or project

appropriate technology and information systems.

7.

analyze, evaluate and apply relevant information from a

Computer literacy

variety of sources.

Internet skills

Interpersonal

Teamwork

8.

show respect for the diverse opinions, values, belief

Relationship management

systems n and contributions of others.

Conflict resolution

9.

interact with others in groups or teams in ways that

contribute to effective working relationships and the achievement of goals.

Leadership

Networking

 

Personal

Managing self

10. manage the use of time and other resources to complete projects.

Managing change and being flexible and adaptable

11. take responsibility for one’s actions, decisions, and consequences.

Engaging in reflective practice

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Essential Employability Skills (MTCU Requirements)

Graduates of the program reliably demonstrate the ability to:

Demonstrating personal responsibility

 

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NURS250 ONLINE SUBMISSIONS

Submission A: Aspiring Leadership Qualities (Due Week 2; Value = 5%)

Submission B: Online Encounters (Weeks 4-13; Value = 2 x 10% = 20%)

The purpose of these online submissions is for students to examine leadership theories and the decision making process. Additionally, students are to respond to a colleague’s response and make an online posting in reference to them. Online reflections are completed individually and posted to a group forum.

Part A Expectations

Select a leadership theory that most resonates with your ideals, values, beliefs and expectations

Reflection:

Think about an experience where you were a leader. Using the

chosen theory’s attributes as a framework, how did you meet, or not meet, your chosen style?

Application:

Using the chosen theory’s attributes as a framework, how do you

plan to meet the attributes of this chosen style as a nursing student in your pre- graduate clinical experience?

Critical Thinking: Comment on the following quote “Leaders are made, not

born…”

this “rule”?

Vince Lombardi. How true is this statement?

Who might be an exception?

Are there exceptions to

How are leaders made?

Respond to a colleague’s response and make an online posting (i.e. make a comment and provide some additional information to support their posting)

**Use the rubric on the next page to guide your submissions**

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Criteria for

Exceeds Expectations

Meets Expectations

Needs Some

Needs Major Improvement/Not Evident

Marks

Submission A

Improvement

Reflections

Discussion supported with well-chosen clinical/life examples

Discussion supported with limited examples

Clinical/life

No example of clinical/life experience

 

of Leadership

experiences:

Experience

 

limited

 
 

Unclear

examples

 

(7)

(5)

 

(3)

(0)

Application

Discussion regarding theory and its application to topic done extremely well

Discussion regarding how theory is applied to topic done at a satisfactory level

Demonstrates

No application of Theory

 

of

limited critical

Theoretical

thinking

 

Framework

throughout

No critical thinking

   

discussion

Strong demonstration of critical thinking throughout discussion Well supported with theory; thoroughly used/applied to entire discussion.

Demonstration of critical thinking throughout discussion

No use of literature.

No/limited

application of

Literature not

 

theory

properly cited.

Discussion supported by application of theory /literature throughout

No/limited use

of literature

Literature properly cited.

Literature not

Literature properly cited

properly cited

 

(10)

(7)

 

(4)

(0)

Posted Reflection and/or feedback provided to a colleagues online submission

Responded to a

Responded to another student’s post with relevant but very brief encouragement / feedback

Responded to

No response to another student’s post

 

another student’s post with sufficient and

another

student’s post

 

relevant

suggestions/

with irrelevant

Inappropriate

feedback

and

unclear

response

 

encouragement

/feedback

 

(4)

(3)

 

(1)

(0)

Communicati

Written with a high degree of clarity of expression. Sentences and paragraphs are very logical and well- organized

Written with considerable clarity of expression. Sentences and paragraphs are logical and organized

Written with some clarity of expression Sentences and paragraphs are somewhat logical and organized

Written with limited clarity of expression Sentences and paragraphs are disjointed, illogical and /or are poorly organized

 

on Clarity

and

Grammar

 

(4)

(2)

 

(1)

(0)

         

/25

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Part B Expectations

Problems have been identified on a specific nursing unit.

They include the following:

shortage of staff

high turnover

lack of experienced nurses on the unit

poor staff satisfaction

poor patient satisfaction

horizontal violence/bullying among staff members

lack of teamwork

Students will be randomly assigned 2 of the problems from the list above and required to apply the problem solving process.

The problem solving process includes five steps:

Step 1 – identify the problem,

Step 2 – gather and analyze data (find 5 credible resources to support your analysis by summarizing and citing each source)

Step 3 – generate two (2) alternatives and select an action,

Step 4 – how would you implement the selected action, and

Step 5 – finally, how would you evaluation the action for success?

Students are required to submit their responses online into a public Blackboard discussion forum to an assigned week.

Additionally, students will be required to start a dialogue, in the discussion forum, on a colleague’s post during the weeks they are presenting.

Tasks to be completed for Part B

1. You will be assigned a problem by your professor/instructor

2. Use the Problem Solving Process to write your submission

3. Post this submission to Blackboard during your assigned week

4. Respond to a colleagues post during that same week

5. Repeat process for your second assigned problem

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Criteria for

Excellent

 

Proficient

Satisfactory

Needs Development

Unsatisfactory

Submission

 

B

Identifying

Problem

Problem identified

Problem

Problem identified

Problem not

the Problem

identified

Yes

identified

Yes

identified

and

 

Yes

 

Yes

 

No

gathering

 

5 somewhat

 

<5 credible, evidence based resources used to support the problem; some of which might be questionable

 

Data

5 credible, evidence based resources used to support the problem

credible, evidence based resources used to support the problem

5 resources used to support the problem; some of which might be questionable

No resources cited, or resources are not from credible sources

(4)

 

(5)

(3)

(1)

(0)

Alternatives

2 realistic, viable alternatives provided taking into consideration multiple variables/groups

2 realistic alternatives provided taking into consideration multiple variables/groups

(4)

2 alternatives provided, but are not realistic

1 of the alternatives is not realistic

Alternatives not provided, or both alternatives are not realistic

(1)

(3)

(0)

 

(5)

 

Implementa

A

detailed

An

A detailed

 

No implementation phase presented or the phase provides little details to ensure success

tion

implementation

implementation

implementation

process is

process is

process is

identified with

identified with

identified with

multiple steps

multiple steps

multiple steps

taking into

taking into

(3)

consideration

consideration

multiple

multiple

(0)

variables/groups

variables/groups

 

(5)

(4)

Evaluation

A

detailed

An nonspecific

   

No evaluation process is identified, or the process has no relationship to the problem

(0)

evaluation

evaluation

process is

process is

identified

identified

 

(5)

(4)

 

Posted

Responded to a

Responded to another student’s post with relevant but very brief encouragement / feedback

 

Responded to another student’s post with irrelevant and unclear encouragement /feedback

No response to another student’s post

Reflection

another

and/or

student’s post

feedback

with sufficient

 

provided to

and

relevant

Inappropriate

a colleagues

suggestions/

response

online

feedback

(2)

(1)

(0)

submission

 

(3)

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Communica

Written with a high degree of clarity of expression. Sentences and paragraphs are very logical and well-organized

Written with

Written with some clarity of expression Sentences and paragraphs are somewhat logical and organized

Written with limited clarity of expression Sentences and paragraphs are disjointed, illogical and /or are poorly organized

tion Clarity

considerable

and

clarity of

Grammar

expression.

Sentences and

paragraphs are

logical and

organized

(1)

(2)

(0)

(1.5)

       

/25

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PROFESSIONAL E-PORTFOLIO

VALUE: 5%

PROFESSIONAL E-PORTFOLIO QA Requirements

The purpose of this assignment is to help students establish a sense of control and direction over their future nursing career.

The College of Nurses of Ontario’s (CNO) Quality Assurance (QA) program has two components: Reflective Practice and Practice Review.

Reflective Practice – self-assessment, peer feedback and create, implement and evaluate a learning plan.

Practice Review: are randomly selected by CNO to complete this review (this occurs after graduation and registration as a practice nurse).

Of these, students are responsible for reflective practice.

At Humber College, all students have a professional responsibility to keep their written records of self-assessment, peer feedback and learning plans while enrolled in the Practical Nursing program. These are parts of the Professional Portfolio that are submitted in this course (NURS250) and serve as the foundation for continuing competence after graduation.

In this portfolio, students submit past learning goals and peer evaluations, samples of essays, reflective practice journals, article reviews, care plans, online submissions, and other scholarly assignments and transcripts.

Electronic copies of the complete assignment should be submitted to the Professor during week 13 via e-mail.

Overall Format for Portfolio:

Portfolio MUST be submitted electronically/electronic format (i.e. website)

NO hard copy portfolios permitted or accepted.

Guidance for electronic submissions:

1. Use a website creator such as weebly, wix, or imcreator to present your portfolio

2. Create tabs that allow the viewer to navigate easily

3. Do NOT submit work with patient/family/teacher/instructor/professor etc. names visible

4. Follow the examples posted on blackboard

5. Use screen captures or take pictures of documents to upload to your e-portfolio

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PORTFOLIO REQUIREMENTS/RUBRIC

For completeness the portfolio must include:

 

Inclusions

 

Included

 

Not

Grade

 

Included

Assigned

1.

Home page

       

2.

Index page/tabs/icons

       

3.

Personal philosophy of nursing (approximately 2-3 sentences). (APA format)

       

4.

     
 

a. Philosophy of nursing

 

a.

a.

b. Résumé

 

b.

b.

c. Sample covering letter

 

c.

c.

d. Knowing the marketplace and ‘how I fit’

d.

d.

5.

Samples of scholarly assignments – a minimum of one (1) from each previous semester of the program

a.

a.

 

b.

b.

c.

c.

6.

Preceptor Education Program (PEP) certificates*:

       

a. Understanding and Fostering

a.

a.

 

Clinical Reasoning

 
 

b. Fostering Reflective Practice

 

b.

b.

c. Dealing with Conflict

 

c.

c.

d. Giving and Receiving Informal Feedback

 

d.

d.

7.

Self-Assessment NURS101

       

8.

Learning plans NURS151,

 

a.

   

NURS208

 

b.

b.

 

c.

c.

9.

Peer evaluations NURS101, NURS151, NURS208

 

a.

a.

 

b.

b.

 

c.

c.

10.Final evaluations, student and faculty: NURS101, NURS151,

 

a.

a.

 

b.

b.

 

NURS208

 

c.

c.

Final Grade

     

/5%

Preceptor Education Program (PEP)

These modules are for preceptors of student nurses and for students as they enter their

pre-graduate experience.

modules. in the rubric.

The preceptors do NOT need to participate or complete the

It is the responsibility of the student to complete the selected modules listed

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All PEP program modules take approximately thirty (30) minutes each. The can be

accessed at www.preceptor.ca.

directed to each of the learning modules.

You will be instructed to set up an account and then

You must print the certificate that is provided at the end of each module to record completion. These certificates must be included in your portfolio.

***ALERT*** The PEP system requires 24 hours between completion of the education module and the ability to print your certificate. Therefore, all modules must be completed 48 hours in advance of the portfolio due date.

INFORMATION ABOUT RÉSUMÉ WRITING AND COVER LETTER

Students need to demonstrate the ability to attract future employers by submitting an organized and well-written resume. Before starting your résumé these are some focus questions you might want to consider:

What is influencing today’s health care environment?

the jobs?

Who is advertising? Where are

What are job requirements employers want?

What education, skills, and experience do I have that will meet the employers’ requirements?

Where do I believe that I would like to work: hospital, long term care, community?

Ask, “How can my résumé answer these questions and get the attention of employers?” Your résumé including a sample cover letter must be complete and included in your portfolio. If you need support in writing a professional résumé please see Student Services, Career Development. Nursing professors will not edit or proofread résumés. Consider the following as a guide to creating an effective résumé:

Your résumé makes a personal statement about you and your career. It is a written snapshot of your education and work life. Try to include unique details about yourself to make your resume stand out from others. It should be a maximum of two (2) pages excluding the (brief) cover letter

Ensure a strong visual appeal and use a professional format including paper colour and weight.

Clearly state your career qualifications. Use a logical sequence to list your information (either chronological or separated into categories)

a. Career significant areas that should be included are:

Name and all contact information (for your e-mail address be professional - a “fun” moniker is appropriate for friends but inappropriate for a professional)

Relevant past work history.

Education (secondary if recent graduate, Humber college, and other post-secondary)

Certifications, for example, current CPR certificate, Preceptor Education Program (PEP) Certificates (list names of the certificate and date received)

Professional affiliations (memberships, associations, etc.)

Awards related to professional or educational area such as scholarships

Additional information pertinent to your listed career objective(s)/statement(s) that were outlined in your cover letter.

COVER LETTER

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Please see: Career Placement, Student Services

For information on writing a cover letter you may find the following helpful:

http://careers.humber.ca/studserv.php

http://www.mcgill.ca/files/caps/Cover_Letter_Writing-Color.pdf

http://oncampus.macleans.ca/education/2013/01/09/how-to-write-cover-letters-that-stand-

out/

http://www.success.uwo.ca/careers/resumes_cvs

letters/letters/cover_letter.html

http://www.youth.gc.ca/eng/topics/jobs/cover.shtml

Humber College Institute of Technology and Advanced Learning • 2015/2016 This document is available in alternate format upon request.

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