This course integrates the student into Webster University and the BSN program. Aspects of professional practice provide the framework for this course. Systematic inquiry, critical thinking, oral and written communication skills are strengthened.
American Psychological Association. (2001). Publication manual of the American
Nursing concepts and perspectives. Upper Saddle River , N.J. : Prentice- Hall.
ESSENTIAL COURSE CONTENT: |
This course is designed to include the following areas which have been designated by the faculty as essential course content:
|
| Communication |
Culture |
| Ethics |
Holism |
| Health and Wellness |
Nursing Roles |
| Nursing Theory |
Current Trends in Nursing and Health Care |
| Systems Theory |
Health Promotion Needs of Various Ages |
| Nursing Process |
Complementary Therapies |
COURSE REQUIREMENTS: |
| NARRATIVE |
HOLISTIC HEALTH ASSESSMENT ASSIGNMENT |
| Specific guidelines are delineated on a separate handout. |
Specific guidelines are delineated on a separate handout. |
|
| Guidelines for formal papers |
The formal paper will address a current professional issue. The topic must be approved by the instructor by the end of the second class.
The paper is essentially a report of selected scholarly current literature on the topic. Literature should be current (not more than five years old) and should include a variety of types of scholarly references (journals, books, newspapers, government or private association reports, etc). Assistance in learning how to conduct your literature search is available from the instructor. At least 5 literature sources must be utilized.
Students are encouraged to express their opinion on the topic within the paper, but they must provide the rationale for that opinion from the literature . The paper must address both sides of controversial issues and must give evidence that literature from both sides of the issue was utilized. APA format MUST be utilized. Assistance with the use of the format is available from the instructor. The paper must include a correctly formatted title page, an abstract and a reference list. The "body" of the paper should be at least four double-spaced typed pages and should not exceed six pages. The paper should flow with ease for the reader and contain clear introductory and concluding paragraphs.
Evaluation |
| Content |
8 points |
| References |
7 points |
| APA Format |
7 points |
| Grammar/spelling/style |
8 points |
Guidelines for student presentations
Each student is expected to give a presentation (or be part of a team presentation) to the class on one aspect of holistic health, holistic approaches to nursing, or complementary therapeutic modalities. The topic for the presentation must be approved by the instructor not later than the end of the second class period.
Student presenters are encouraged to incorporate audio-visual presentations (audio-visual equipment must be requested at least one week in advance of the presentation), role-playing and/or other creative methods of presentation. Providing for active involvement of the class in learning about the topic is important. Presenters should not read their notes to the class .
Presenters should prepare an APA format reference list on the topic and distribute it to the class and the instructor at the beginning of the presentation. References should not be more than five years old, unless they have been cleared for inclusion by the instructor in advance. At least five items should be included on the bibliography.
The presentation should be 30-40 minutes in length.
Evaluation
| References |
6 points |
| Content |
7 points |
| Presentation |
6 points |
| Involvement of class |
6 points |
COURSE EVALUATION:
| Attendance and participation |
10 points |
| Narrative |
10 points |
| Holistic Health Assessment Assignment |
25 points |
| Nursing Assessment Data Base
Nursing Diagnosis 4 points
Goal Setting 4 points
Nursing Interventions 8 points |
|
Formal Paper
| References |
7 points |
| APA Format |
7 points |
| Grammar/spelling/style |
8 points |
| Content |
8 points |
Total |
30 points |
Student Presentation 25 points
References 6 points
Content 7 points
Presentation 6 points
Involvement of class 6 points |
|
Grading Scale
A 93-100 points
B 85-92 points
C 75-84 points
D 70-74 points
TEACHING/LEARNING ACTIVITIES :
Lecture/discussion, class presentations, written work, readings, handouts, & videos
OVERALL CONSIDERATIONS :
1. Each student is required to read and come to class prepared to discuss all assigned reading materials.
2. Attendance and participation are very important. Individual situations should be discussed with the instructor in advance if possible.
3. Assignments are due on the date specified. Individual situations should be discussed with the instructor in advance if possible.
COURSE CALENDAR:
Week 1 |
Introduction to the course
Introduction to Webster University
Caring for the Care Giver |
Blais, Chap 1,2
Handouts |
Week 2 |
Nursing Process
Assessment
Functional Health Patterns
Data Analysis
Interventions
Self Assessment |
Gordon, pp 1-20
Class Handouts |
Week 3 |
Communication
Written
APA Format
Library Skills
Oral
Presentation Skills |
Blais, Chap 13
Class Handouts
APA Manual
NARRATIVE DUE |
Week 4 |
Nursing Theories
Holism
Systems Theory |
Blais, Chap 6
Class Handouts |
Week 5 |
Health Promotion
Health Promotion Model
Health Beliefs Model
Health Education
Professional Nursing Roles |
Blais, Chap 7, 8 and Assigned Chapter 9-12 |
Week 6 |
Legal and Ethical Issues
Values, Ethics, and Cultural Diversity |
Blais, Chap 4,5, 21
Class Handouts
SELF ASSESSMENTS DUE |
Week 7 |
Current Nursing Issues |
Blais, Chap 22, 23
Class Discussion of Current Nursing Issues based on Paper Topics
PAPER DUE |
Week 8 |
Selected Complementary Therapies |
Appropriate references for your selected therapy
STUDENT PRESENTATIONS |
NURS 3410 Family Health Promotion
COURSE
DESCRIPTION:
This course focuses on characteristics of families
including family function, structure, and roles. The student examines
variables that influence the health of families. Students conduct
a family assessment, identify strengths and health concerns, and
develop a plan for family health promotion activities.
COURSE OBJECTIVES:
Upon completion of this course, the student will
be able to:
- Discuss the role of the nurse in working with the family unit.
- Discuss concepts from theories relevant to family nursing.
- Analyze risk factors and influences affecting families’ health
at difference stages of development.
- Describe influences of society on the health of families.
- Analyze the relationship between health status and family
structure and function.
- escribe nursing interventions to assist families in different
life stages with health promotion and prevention of common health
problems.
- Explore the nurse’s role in assisting families experiencing
transitions.
- Use interviewing skills with families.
REQUIRED TEXTBOOKS:
Hanson, S.M. (2001). Family health care nursing:
Theory, practice, and
research. Philadelphia: F.A. Davis.
Nursing concepts and perspectives. Upper
Saddle River , N.J. : Prentice- Hall.
ESSENTIAL CONTENT:
Systems Theory Family Theories
Family Development Family Structure and Function
Family Interviewing Process Family Assessment
Anticipatory Guidance Family Transitions
Diversity Ethics
Family Caregiving
TEACHING –LEARNING ACTIVITIES:
Lectures, discussion, group work, presentations, audiovisuals, role-playing,
clinical experiences
COURSE REQUIREMENTS:
Clinical- 16 hours
Guidelines for Family Selection
1. A family is defined as two or more people who have daily verbal
communication.
2. All family members consent to audio/video taping of the teaching
session.
3. Close family members of the students should not be used as the family
selected.
4. Instructor must approve the family selected.
Family Assessment: A comprehensive family assessment which involves
interviewing, interaction, observation, and gathering data for analysis.
Health Promotion Plan: A health promotion plan directed toward the
family’s health promotion needs. The plan will be written, videotaped
and will be implemented with the family.
Conferences: Conferences will be planned with the instructor to supervise
and guide the students in the family work.
Evaluation of a Community Resource: Students will visit a community
resource which serves families, and write an evaluation of the resource.
WRITTEN WORK
Family Assessment: Students will develop a family assessment based
on Functional Health Patterns. Using the assessment, students will
identify three potential health problems or family strengths. The students
must support these by evidence and observed behaviors. The students
will also suggest written nursing interventions for health promotion
for the family.
Teaching Plan: The student will identify family health promotion needs
based upon data in the family assessment. The students will design
and implement an individualized health promotion plan with the family.
The student will evaluate the effectiveness of the plan.
Paper and Presentation: Students will develop a 5-7 page APA format
paper on a topic pertinent to family integrity and health. At least
five current scholarly references should be used. The paper should
use correct grammar, spelling, and organization. Students will give
a short presentation on their paper topic to the class.
Written evaluation of Community Resource
EVALUATION
The final course grade will be determined as follows:
Attendance and
participation 10%
Paper 25%
Presentation 10%
Resource Evaluation 5%
Family Assessment 25%
Health Promotion with Family 25%
Grading Scale 93-100 A, A-
85-92 B+, B, B-
76-84 C+, C, C-
70-75 D
Below 75 F
Course Schedule
Week 1 Introduction to class, Intro to Family Nursing, Hanson, Chap.
Theories, Research 1-3
Week 2 Nursing Process and Families, Family Assessment Hanson, Chap.
7,8
Week 3 Family Structure, Function, and Influences Hanson, Chap.
4-6
Week 4 Family Health Promotion Hanson, Chap. 9 and assigned chapter
Week 5 Policy and its influence on the Family Hanson, Chap. 16,
17
Week 6 Presentations on Family Integrity and Health PAPERS DUE
Week 7 Family Assessments and Health Promotion Projects
Week 8 Family Assessments and Health Promotion Projects
This syllabus subject to change.
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