NURS 4217-001 Population Focused Health: Clinical Application
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NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.
This course is Web Enhanced with
Please be sure to check the Current Computer Requirements
Welcome to Population Focused Health: Clinical Application!
Clinical will begin on January 8th, 2018. There will be a simulation that day and you will attend either a morning or afternoon session. We will send out those particulars to you before the course begins.
FACULTY CONTACT INFORMATION
Rebekah J. Salt PhD, RN
(I respond to emails within 24 hours)
This course provides clinical experience for application of population focused health promotion, and disease and injury prevention based on determinants of local, national and global health including lifestyle, environmental, cultural and genetic factors.
CREDIT AND TIME ALLOCATION
2 semester hours (2 hours clinical)
Completion of Population Focused Health: Theoretical Foundations or Concurrent
At the completion of the baccalaureate program the student will demonstrate the following:
- Incorporate knowledge, skills, and attitudes from the liberal arts and sciences in professional nursing education and practice.
- Apply knowledge and skills of organizational and systems leadership, quality improvement and patient safety in promoting safe, high-quality care for diverse patients across healthcare systems and environments.
- Analyze and apply evidence from research and other information sources as a basis for nursing practice.
- Incorporate knowledge and skills in using information systems and a range of patient-care technologies to facilitate delivery of quality patient care.
- Advocate for financial and regulatory healthcare policies, processes, and environments that improve the nature and functioning of the healthcare delivery system and nursing practice.
- Collaborate and communicate effectively with healthcare professionals to promote positive working relationships, improve patient health outcomes, and deliver quality, safe patient care.
- Promote individual and population health by assessing factors that influence individual and population health and apply principles and culturally appropriate health promotion and disease-prevention strategies. Demonstrate consistent application of the core values of the discipline of nursing and the professional standards of moral, ethical, and legal conduct.
- Demonstrate consistent application of the core values of the discipline of nursing and the professional standards of moral, ethical, and legal conduct.
- Integrate the knowledge, skills, and attitudes expected of baccalaureate prepared nurses by providing professional nursing care to diverse patients and populations across the lifespan, healthcare settings, and healthcare environments.
- Integrate information and communication technologies into the process of providing care for groups and populations. (Essential IV)
- Adapt approaches to providing nursing care to groups and populations related to their cultural differences, age, genomics, spirituality, knowledge level, and preferred language. (Essential I, VI, VIII, IX)
- Conduct comprehensive community assessments which incorporate knowledge about genetic, environmental, and genomic influences and risk factors. (Essential VII)
- Collaborate and communicate with local, national, international communities to attach meaning to collected quantitative and qualitative data. (Essential VI, VII, VIII, IX)
- Participate in interprofessional community service-learning projects. (Essential I, VI, IX)
- Develop mechanisms to monitor and evaluate community health programs for their safety, effectiveness, and quality. (Essential II, III)
- Apply ethical principles to the collection, maintenance, use, and dissemination of data and information. (Essential IV)
- Apply evidence from research and other credible information sources as a basis for nursing practice with populations. (Essential III)
- Compare a variety of local, national, and international models of population focused care to highlight nursing’s role in the delivery of care to diverse groups and populations. (Essential IX)
- Demonstrate professional nursing skills, knowledge, and attitudes in all interprofessional and client interactions. (Essential VIII, IX)
CRITERIA FOR EVALUATION / GRADES
The individual clinical grade is pass/fail. There are required assignments that need to be completed for successful progression through this clinical. The guidelines are as follows:
Assignments are completed and graded in groups and include a Windshield Survey, Data Collection, and Key Informant Interviews. Each assignment is worth 100 points and the average of the three must be 70% or greater.
Each student completes multiple Reflective Clinical Journals. These are to be uploaded into Canvas by 2359 on the due date. Each journal is worth 20 points and the five must total 70% or greater by the end of the semester.
Assessment Technologies Institute®, LLC (ATI) RN CONTENT MASTERY SERIES®
UTHSCSA School of Nursing utilizes the ATI RN Content Mastery Series®, RN Comprehensive Predictor® practice and proctored exams, and the ATI Live Review to assist students in preparing for the NCLEX-RN® exam. Through practice and proctored examinations, students are able to assess their own knowledge and receive feedback and direction for content review throughout the program of study.
The proctored exams are administered in specific courses in both undergraduate and graduate tracks.
In order for a student to take the course related proctored exam, students will take the non-proctored (Practice A and B) tests individually, as often as they wish with a minimum of a 24 hour wait period between attempts. The students should engage in a minimum of one hour focused review on missed topics and/or identify three critical points to remember. Achievement of a 90% or higher individual score is required prior to taking the proctored test. Students maybe required to show documentation by submitting a printed copy of the individual student transcript to the faculty prior to testing. Non-proctored tests are pass/fail.
To strengthen the review method, if students did not achieve a 90% or greater on the practice exam, students should understand the rationales for each distractor. It is recommended that students review 5-15 questions at a time with ample time given to review each of the rationales. When the student logs in again, the exam will continue from where the student had stopped previously.
Content Mastery Exams will comprise 15% of the total course grade. The following provides guidelines for inclusion of the CME in the course grade.
* Focused review consists of printing out the specific proctored “report” and using either the available ATI templates or a plain piece of paper to hand write all of the missed items under “Topics to Review” and label each missed item with the topic descriptors. This handwritten remediation will be stapled with the student’s proctored “report.”
CELL PHONE POLICY
- Respect for classroom and clinical communication processes are necessary for teaching and learning.
- Silence mobile devices / cell phones in classrooms and clinical settings.
- Remove Bluetooth devices prior to entering the classroom and when in ANY clinical setting.
- Failure to do so can / will / may (depending on the faculty) either affect your class participation, clinical or final course grade.
The School of Nursing faculty expects that its students will recognize that they have entered a profession in which commitment to full participation in clinical experiences is an essential component as students are considered to be part of the nursing team. Therefore, regular attendance in clinical, laboratory and simulation experiences is mandatory.
Missed hours can prevent adequate development and assessment of the required knowledge, skills, attitudes and clinical judgment. Absence from clinical/lab/simulation jeopardizes the student’s ability to successfully meet the required clinical course outcomes and competencies.
Punctuality is expected in professional workplaces. Students are expected to arrive on time for clinical/lab/simulation experiences and stay for the entire time allotted for that clinical/lab/simulation experience. Important information affecting patient care is communicated to students at the start of clinical experiences. Therefore, tardiness for clinical/lab/simulation experiences jeopardizes the student’s ability to give safe nursing care.
Absences from clinical experience are closely monitored by faculty and should occur only in rare circumstances. Clinical absences will be evaluated on an individual basis. If the student has any clinical absences during the semester, clinical may be made up through a plan developed by the clinical/lab instructor. However, the opportunity to make up absences may not be possible, depending on the length of the clinical rotation, the availability of the faculty and/or the agency to which the student is assigned and may result in inability of the student to meet course outcomes.
If it is determined by the faculty team that a student will be unable to meet course objectives due to clinical absences or if a pattern of absence develops or excessive absences exist, the appropriate course coordinator will refer the student the Associate Dean for Academic Affairs to determine progression in the program.
A student who is unable to attend a clinical experience must contact the clinical faculty personally prior to the beginning of the clinical experience. Leaving a message or e-mail for the faculty is not acceptable. Faculty will share specifics regarding appropriate means of communicating during orientation.
Travel to surrounding communities may be necessary.
Students are expected to demonstrate achievement of clinical objectives by the end of a clinical course. If, in the instructor‘s professional judgment, a student is consistently unable to provide safe nursing care to patients and cannot remedy the deficit in the given clinical time, the student will receive a grade of ―F for the course. Faculty, or staff in the clinical agency, has
the right to remove a student from the clinical area at any time for any cause.
Students are required to maintain a clinical passport and have this on their person at all times while in the clinical setting.
Students are required to maintain American Heart Association Health Care Provider Basic Life Support certification.
- If written assignments are made in a course they are required.
- Students are expected to submit written work on the scheduled date and time.
- The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
- Each student is responsible for making sure that he or she has completed the written work prior to submission.
- Late work will be accepted with consequences as outlined per course syllabi.
The APA Publication Manual 6th edition is required for use in all nursing school programs.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
PROFESSIONAL CODE OF CONDUCT
Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).
The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses (http://bit.ly/1mtD5p2) and the following points of conduct.
Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.
REQUIRED TEXT / REFERENCE
Anderson, E. T., & McFarlane, J. (2015). Community as partner: Theory and practice in nursing. (7th ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN 978-1-4511-9093-9
The clinical instructor will discuss assigned clinical locations and activities with each group.
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
On Monday, January 8th 2018 morning or afternoon (location to be announced). Your clinical faculty will provide guidance beforehand regarding the first clinical assignment that takes place that day (the Windshield Survey).
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