Download NU-102 STUDENTS` COMPETENCIES IN COLLABORATION AND

NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
1
INTRODUCTION
Collaboration and teamwork are part of the skills that any nurse should acquire in
order to thrive in any work setting. A nurse should be able to work with other nurses,
described as “interprofessional collaboration” in the literature. Likewise, a nurse should
be able to work with other members of the healthcare team such as physicians, physical
therapists, dietitians, and unlicensed assistive personnel. This is what’s pertained to as
“interdisciplinary collaboration”.
Nursing is such a complex and multifaceted subject to teach. A clinical instructor
needs to ensure that students are able to apply their theoretical knowledge of disease
conditions as well as medications, treatments and nursing interventions into the care of
real-life clients. Such teaching is best conducted at the bedside—and as such, the
educator also needs to make sure that students are capable of working with other
personnel involved in the care of the client. Questions like “Is my student able to
communicate effectively with the physician or nurse in charge?”, “Can my student ask
for assistance from the nursing aide to change the patient’s linens?” and “Is my student
able to contribute to the healthcare team by being a team player?” often cross the mind
of the clinical instructor every time s/he goes on duty.
It is for the foregoing that collaboration and teamwork is one of the eight (8) core
competencies of the Department of Nursing in Queensborough Community College,
which is emphasized in all 4 semesters of the Nursing courses.
Collaboration is also listed as one of the 10 General Education Objectives of
Queensborough Community College, which says that general education courses
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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“should prepare students to work collaboratively in diverse groups directed at
accomplishing learning objectives.” (QCC General Education Pathways, 2013)
However, an initial literature review was conducted by this proponent, and it was
noted that there is dearth of literature on how to gauge students’ competencies in
Collaboration and Teamwork. There is also no rubric for assessment of Collaboration
and Teamwork, both in general education terms and in Nursing. Hence this assessment
will aim to produce that rubric, and use it on NU-102 students enrolled for Fall 2016.
STUDENT-CENTERED OBJECTIVES:
Toward the end of this assessment project, the students will be able to:
1. demonstrate effective and appropriate verbal and non-verbal communication skills
with patients and healthcare team members
2. communicate relevant and accurate data using the SBAR method to achieve
positive patient outcomes, and promote safety and quality care for adult patients
3. work collaboratively with peers and members of the healthcare team to meet
patient’s needs and achieve positive outcomes
4. begin to demonstrate appropriate teambuilding and collaborative strategies when
working with interprofessional teams
5. use written, verbal and emerging technology methods to communicate effectively
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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RESEARCHER-CENTERED OBJECTIVES:
Toward the end of this assessment project, the proponent will be able to:
1. come up with a Rubric to assess Collaboration and Teamwork, through literature
review and focus group discussions with experts in the field of Nursing
2. establish face and content validity of the abovementioned tool
3. assess at least one-third (34%) of students enrolled in NU-102
QCC GENERAL EDUCATION OBJECTIVES,
ASSESSMENT OBJECTIVES AND BEHAVIORAL INDICATORS
QCC GEN ED
OBJECTIVES
ASSESSMENT
OBJECTIVES

Objective #7:

BEHAVIORAL
INDICATORS

Demonstrate effective

Demonstrates effective verbal and
Work collaboratively
and appropriate verbal
in diverse groups
and non- verbal
directed at
communication skills
accomplishing
with patients and
learning objectives
healthcare team
that may foster emotional
members
jeopardy (use of “honey”, sweetie”
nonverbal communication

Shows professionalism and
respect in conducting oneself

Avoids communicating in ways
etc.) and other communication
patterns that maybe socioculturally or politically
inappropriate
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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QCC GENERAL EDUCATION OBJECTIVES,
ASSESSMENT OBJECTIVES AND BEHAVIORAL INDICATORS (continued)
QCC GEN ED
OBJECTIVES
ASSESSMENT
OBJECTIVES
Objective #7:

Communicate relevant
Work collaboratively
and accurate data using
in diverse groups
the SBAR method to
directed at
achieve positive patient
accomplishing
outcomes, and promote
learning objectives
safety and quality care
BEHAVIORAL
INDICATORS

Selects relevant data that need to
be reported;

Utilizes SBAR in reporting data to
the appropriate team member

Reports time-sensitive information
promptly to appropriate staff
for adult patients

Work collaboratively

Establishes and maintains a good
with peers/ members of
working relationship with peers
the healthcare team to
and healthcare team members
meet patient’s needs
and achieve positive
outcomes

Begin to demonstrate

appropriate
teambuilding and

Tactfully asks for help from
appropriate staff members

Assists other staff members and
collaborative strategies
patients (even those not assigned
when working with
to the student), within bounds of
interprofessional teams
allowed activities
Use written, verbal and

Effectively communicates patient
emerging technology
information verbally, in writing, via
methods to
the EMR (or other similar secure,
communicate effectively
HIPAA-compliant means) to foster
safe and effective patient
management and continuity of
care by collaboration
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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COURSE TO BE ASSESSED
NU-102: Safe and Effective Nursing Care
NU-102 is the second semester in the Nursing program which aims that students
be able to render safe and effective care to clients with Medical-Surgical Nursing
problems. The course has theoretical (classroom), laboratory and clinical components
to it. (Please refer to attached syllabus). For the purpose of this assessment, only the
clinical component was observed. This is because faculty-evaluators can better gauge
students’ ability to collaborate with other healthcare personnel in real-life settings.
STUDY PARTICIPANTS
For Fall Semester 2016, NU102 had a total of 77 enrolled
students. This number is divided into
11 clinical groups of 6-8 students
each, and supervised by 11 clinical
faculty members. Toward the end of
the semester, 8 students withdrew
from
the
course,
bringing
the
Chart 1. Comparison of the selected sample size (n)
to the number enrolled NU-102 students (N), excluding
withdrawals.
population (N) down to 69.
Selection of participants among the enrolled cohort was done by purposive
sampling; the main criterion for consideration was the faculty-evaluator’s availability and
willingness to participate in the study. The groups selected were Professor Georgilis’
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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clinical group in Jamaica Hospital; Professor Bayer’s clinical group in Silvercrest Nursing
Home, Professor Byfield’s group in Flushing Hospital, and Professor Sasa’s (principal
investigator) group from Jamaica Hospital.
A total of 27 students were assessed in this study. This comprises 39% of the
enrollment, excluding withdrawals.
The sample is predominantly female (81%),
with only 5 being male (19%).
The group can also be divided in terms of
whether it’s their first time to take the course. 16 are
first-time enrollees of NU-102 (59%), while the
remaining 11 are repeaters (41%).
11 individuals in the sample say they have
some
experience
collaborating
with
other
Chart 2. Comparison of study
participants by sex
professionals in a healthcare setting (41%), while the
remaining 16 reported that they do not have such
experience (59%).
Chart 3. Comparison of study
participants according to whether it
is their first time to take the course
Chart 4. Comparison of study participants according
to whether they have experience in collaborating with
other professionals in a healthcare setting
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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DESCRIPTION OF STUDENT OUTPUT TO BE ASSESSED
Participating students were covertly observed for their collaboration and
teamwork skills during the normal course of their clinical duties in the hospital unit
where they are assigned. In the absence of a tool measuring collaboration and
teamwork skills, a rubric was created for this purpose. (See Appendix A )
STUDY LOCALE
NU-102 students are usually distributed for clinical duties across several hospitals
and skilled nursing facilities in the Queens–Long Island area. Participants in this study
were observed at their respective facilities in Silvercrest Nursing Home, Jamaica Hospital
and Flushing Hospital.
CLINICAL FACULTY AS ASSESSORS
Clinical Faculty were recruited to participate in the study. Once they agree, they
were oriented on how to use the rubric, and how to best protect students’ confidentiality,
autonomy and dignity while participating in the study.
MEASURES INSTITUTED TO PROTECT HUMAN SUBJECTS
During selection and recruitment of participants
(see Research Protocol A.)
As mentioned earlier, the main consideration for selecting a study participant
(student) is their Clinical Faculty’s availability and willingness to participate in the study.
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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Students supervised by consenting Clinical Faculty were then recruited to
participate in the study. Study participants’ autonomy was upheld by going through the
process of obtaining informed consent. The proponent met with students shortly after their
NU-102 lecture to fully disclose the nature and goals of the study as well as the risks and
benefits involved in participating. It was emphasized that participation to the study is fully
voluntary. It was also be stressed that participation or non-participation will not affect
students in anyway, especially in terms of their grades/ clinical evaluation.
Since the study falls under a “minimal risk” category and no harm is foreseen other
than potential breach of confidentiality, the proponent decided to do away with written
documentation of informed consent.
During Data Collection/ Assessment Proper
Data collection was done during the normal course of students’ clinical duties.
Students were informed that actual data collection will be done between November 28
and December 12, although no specific date was disclosed
All processes regarding data collection were kept covert. Clinical Faculty were
instructed not to speak of the ongoing assessment to anyone. The rubric itself was
accomplished surreptitiously to protect participants from being exposed.
After the Course Assessment
After collection, the proponent de-identified the rubrics by assigning codes to each
participant. After aggregate data was collated, keys to the coding, and the actual rubrics
used were destroyed.
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
Rubric
Development
PHASE I
RESEARCH PROTOCOL
Rubric Development
Validity Testing
Recruitment of Participants
PHASE II
Initial Discussion
Handing out of Recruitment Script/ Research Fact Sheet
Questions
Allow for Time to Decide
Implementation Proper
Pilot Testing
PHASE IV PHASE III
Follow-up
Pilot Test
Revise protocol and/or rubric as needed
Orientation of Faculty-Assessors on How to Use Rubric
Covert Observation of Students in their respective Clinical Areas
Data Collation, Analysis and
Finalization of Results
PHASE V
Collation of all Rubrics used by Faculty-Assessors
PI will assign codes and keep key to identification in a locked cabinet
Data Analysis
Summarize Findings and Finalize Write-up
Destroy rubrics and other study-related paperwork
9
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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DISCUSSION OF RESULTS
The rubrics describe students’ collaboration and teamwork skills in terms of
categories as follows: Novice, Competent, Proficient and Excellent. There are 5 main
Goals of Collaboration and Teamwork assessed in the rubric, each with specific
behavioral indicators. A composite score of 70 in the rubric denotes that the student’s
collaboration and teamwork skill is of novice level. Meanwhile, 80 points denote
competent level, 90 points denotes proficient
level, and 100 points denote an excellent level
of collaboration and teamwork skill.
In terms of composite scores, one
participant was deemed to have a novice level of
collaboration and teamwork skill (4%); 10 were
deemed to be competent (37%); 14 were
classified as proficient (52%), while only 2 were
considered excellent (7%). Refer to Chart 5.
Chart 5. Comparison of study participants
according to composite scores
Of note is that the median and mode of the composite scores is 90, while the
arithmetic mean is at 89.56. This is desirable considering that NU-102 students are only
in their second semester working in the bedside and yet they are already proficient in
collaborating and being a team player.
It would also be of interest to look into whether students’ level of skill in
collaboration and teamwork is correlated to gender, previous work experience, or
enrolment status (whether they are first-time taker or repeater of NU-102). However, this
assessment will be limited to use of descriptive statistics. Even so, the proponent
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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will mention things hinting a correlation or lack thereof that is observable in the data
set— without offering the observations as conclusive proof.
An example of such striking observation is the fact that both individuals (2 of 2)
deemed excellent in terms of collaboration and teamwork skills both do not have prior
experience working in a healthcare setting, while the person who garnered the lowest
composite score has years of experience in an ancillary healthcare role. This is an
interesting finding, and may provide some insight that previous work experience in a
healthcare setting does not equate to skills in collaboration and teamwork that are
expected of a nurse.
By merely eyeballing the data, it also seems that collaboration and teamwork skills
are unrelated to whether students are first-time enrollees in NU-102 or not. First- time
takers and repeaters alike are spread homogenously among the categories. The first-time
taker to repeater ratio between categories of collaboration and teamwork skill are as
follows: excellent (1:1), proficient (8:6), competent (7:3), novice (0:1). Whether this is truly
statistically insignificant is outside the delimitations of this study.
An analysis of the component of each Assessment Objective will be discussed in
the following sections.
Assessment Objective 1: Demonstrate effective and appropriate verbal and nonverbal communication skills with patients and healthcare team members
The sample of NU-102 students observed for this objective achieved an arithmetic
mean of 17.78, which translates to proficient level of skill. Consistent with the composite
score, both the mode and median of the scores for Objective #1 is 18.
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
For
this
objective,
there
were
12
5
participants who garnered an excellent rating
(18.52%), 14 were deemed proficient (51.85%);
Chart 6. Comparison of study participants
according to scores for Goal 1
8 were rated competent (29.63%).No one was
ranked as a novice under this objective.
Assessment Objective 2: Communicate relevant and accurate data using the SBAR
method to achieve positive patient outcomes, and promote safety and quality care for
adult patients
Among the 5 objectives assessed by the rubric, Objective #2 seems to be the
area where the participants achieved the lowest scores, with an arithmetic mean of
17.56. Consistent with the composite score, both the mode and median of the scores for
this objective is 18.
For Objective #2, there were 6 participants
who garnered an excellent rating (22.22%), 11
were deemed proficient (40.74%),
8 were rated competent (29.63%), and 2 were
ranked at a novice level (7.41%).
This means that for this cohort of
students, use of SBAR method is an area
Chart 7. Comparison of study participants
according to scores for Goal 2
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
13
that needs to be emphasized or practiced more in the succeeding semesters. This is
understandable considering that use of SBAR is technical and requires repeated use in
real-life clinical situations for mastery to occur.
Assessment Objective 3: Work collaboratively with peers and members of the
healthcare team to meet patient’s needs and achieve positive outcomes
Objective #3 is where participants of this study achieved the highest scores—
obtaining an arithmetic mean of 18.3. This is a very good indicator, considering that the
behavioral indicator for this objective is being able to establish and maintain a working
relationship with other healthcare staff.
Consistent with the composite score,
both the mode and median of the scores for
Objective #3 is 18.
For
this
objective,
there
were
9
participants who garnered an excellent rating
(33.33%),
13
were
deemed proficient
(48.15%), and 5 were rated competent
(18.52%). No one was ranked as a novice.
Chart 8. Comparison of study participants
according to scores for Goal 3
Assessment Objective 4: Begin to demonstrate appropriate teambuilding and
collaborative strategies when working with interprofessional teams
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
14
For Objective #4, there were 8 participants
who garnered an excellent rating (29.63%), 14
were deemed proficient (51.85%),
4 were rated competent (14.81%), and 1 was
ranked at a novice level (3.7%).
The arithmetic mean of
scores for
Objective #4 is 18.15, which translates to
Chart 9. Comparison of study participants
according to scores for Goal 4
proficient level of skill in this regard. Consistent
with the composite score, both the mode and median are 18.
Assessment Objective 5: Use written, verbal and emerging technology methods to
communicate effectively
The sample of NU-102 students observed for this goal achieved an arithmetic
mean of 17.78, which translates to proficient level of skill. As with all the other objectives,
the mode and median of the scores
for objective 5 is 18, which is consistent with
the composite score.
For
Objective
#5,
there
were
7
participants who garnered an excellent rating
(25.93%), 10 were deemed proficient (37.04%),
and 10 were rated competent (37.04%). No
one was ranked as a novice.
Chart 10. Comparison of study
participants according to scores for Goal 5
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
15
SUMMARY OF FINDINGS AND RECOMMENDATIONS
1. Participants of the study belonging to the Fall 2016 Cohort are proficient in terms of
their collaboration and teamwork skills. This means that they demonstrate the desired
behavioral indicators 75-90% of the time for which they were observed.
2. There are 5 Objectives identified in the Collaboration and Teamwork rubric, as follows:
(1) demonstrate effective and appropriate verbal and non-verbal communication skills
with patients and healthcare team members, (2) communicate relevant and accurate
data using the SBAR method to achieve positive patient outcomes, and promote
safety and quality care for adult patients, (3) work collaboratively with peers and
members of the healthcare team to meet patient’s needs and achieve positive
outcomes, (4) begin to demonstrate appropriate teambuilding and collaborative
strategies when working with interprofessional teams; and (5) use written, verbal and
emerging technology methods to communicate effectively. The arithmetic mean of
scores for each objective identified above ranged from 17.56 to 18.3, while the mode
and median of scores for all objectives identified above is consistent with the
composite score at 18 (proficient).
3. Participants performed least in Objective #2, which requires SBAR
communication.
Students should be given more practice in this area in the succeeding semesters. This
will be brought up in the Nursing Department’s general faculty meeting for
consideration.
NU-102 STUDENTS’ COMPETENCIES IN COLLABORATION
AND TEAMWORK: AN ASSESSMENT
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4. This assessment was delimited to use of descriptive statistics. It is recommended in
replication studies to utilize inferential statistics to come up with more insight and
correlation.
5. In the absence of a rubric that can be used to objectively measure collaboration and
teamwork, it is recommended that the tool be adopted by the Department of Nursing.
However, further discussion with the faculty need to be done, especially in terms of
harmonizing the rubric with other assessment tools/ parameters currently in use.
6. It will be of interest to conduct cross-sectional assessments across the semesters (e.g.
compare NU-101, 102, 201 and 202), to see whether Collaboration and Teamwork
has a maturational / developmental element to it. Another way to do this is to do a
longitudinal assessment focusing on one cohort as they progress through the nursing
courses from 101 to 202.
Appendix A. INTERPROFESSIONAL / INTERDISCIPLINARY COLLABORATION AND TEAMWORK RUBRIC (Sasa, 2016)
GOALS
Demonstrate effective and
appropriate verbal and nonverbal communication skills
with patients and healthcare
team members
Communicate relevant and
accurate data using the SBAR
method to achieve positive
patient outcomes, and
promote safety and quality
care for adult patients
BEHAVIORAL INDICATORS
EXCELLENT
PROFICIENT
COMPETENT
NOVICE
 Demonstrates effective verbal and
nonverbal communication
 Shows professionalism and
respect in conducting oneself
 Avoids communicating in ways
that may foster emotional jeopardy
(use of “honey”, sweetie” etc.) and
other communication patterns that
maybe socio-culturally or politically
inappropriate
 Selects relevant data that need to
be reported;
 Utilizes SBAR in reporting data to
the appropriate team member
 Reports time-sensitive information
promptly to appropriate staff
Student
demonstrates
behavioral indicators
91–100% of the time
Student
demonstrates
behavioral indicators
75–90% of the time
Student
demonstrates
behavioral indicators
50–74% of the time
Student
demonstrates
behavioral indicators
< 50% of the time
(20)
Student
demonstrates
behavioral indicators
91–100% of the time
(18)
Student
demonstrates
behavioral indicators
75–90% of the time
(16)
Student
demonstrates
behavioral indicators
50–74% of the time
(14)
Student
demonstrates
behavioral indicators
< 50% of the time
(20)
(18)
(16)
(14)
Student
demonstrates
behavioral indicators
91–100% of the time
Student
demonstrates
behavioral indicators
75–90% of the time
Student
demonstrates
behavioral indicators
50–74% of the time
Student
demonstrates
behavioral indicators
< 50% of the time
(20)
Student
demonstrates
behavioral indicators
91–100% of the time
(18)
Student
demonstrates
behavioral indicators
75–90% of the time
(16)
Student
demonstrates
behavioral indicators
50–74% of the time
(14)
Student
demonstrates
behavioral indicators
< 50% of the time
(20)
(18)
(16)
(14)
Student
demonstrates
behavioral indicators
91–100% of the time
Student
demonstrates
behavioral indicators
75–90% of the time
Student
demonstrates
behavioral indicators
50–74% of the time
Student
demonstrates
behavioral indicators
< 50% of the time
(20)
(18)
(16)
(14)
Work collaboratively with
peers and members of the
healthcare team to meet
patient’s needs and achieve
positive outcomes
 Establishes and maintains a good
working relationship with peers
and healthcare team members
Begin to demonstrate
appropriate teambuilding and
collaborative strategies when
working with interprofessional
teams
 Tactfully asks for help from
appropriate staff members
 Assists other staff members and
patients (even those not assigned
to the student), within bounds of
allowed activities
Use written, verbal and
emerging technology methods
to communicate effectively
 Effectively communicates patient
information verbally, in writing, via
the EMR (or other similar secure,
HIPAA-compliant means) to foster
safe and effective patient
management and continuity of
care by collaboration
TOTALS
OPTIONAL: Points maybe added to come up with a composite score. Excellent students will gather 100 pts; Proficient is 90 pts, Competent is 80 pts and Novice is 70 pts
Appendix B. NU-102 Course Syllabus
17
NU-102
SAFE AND EFFECTIVE NURSING CARE
Level II
NU-102 is designed to augment the fundamental principles for developing and
implementing plans of care that improve outcomes for adult patients. The patient history,
assessment, socio-cultural factors and best practices will be incorporated into the
treatment plan. Utilizing the nursing process, students will integrate foundational
knowledge and skills into the clinical practice. Practicum experiences will expose students
to electronic documentation, collaborative care, medication administration and a variety
of disease processes in a diverse patient population. Significant components of the
course include care of the patient with sepsis, alterations in fluid and electrolytes, as well
as cardiac, endocrine, gastro-intestinal and respiratory systems. Pharmacological and
nutritional interventions will be integrated into the coursework. Various methodologies will
be used to support the development of the eight core competencies.
 5 class hours
Pre-requisites:
 12 clinical hours
 NU-101
 9 credits
 BI-102
 Credit ratio:
 SS-520
 1 lecture hour = 1 credit
 BCLS Certification
 3 clinical hours = 1 credit
 90% on NU 101 Math
Co-requisite:
 BI-311
Competency Exam
Note:
1. All students are responsible for information in the Department of Nursing
Student Handbook and College Catalog
NU-102 Course Student Learning Outcomes/Competencies
Appendix B. NU-102 Course Syllabus
18
1. PROFESSIONALISM
Professional behaviors are fundamental to the discipline of nursing and
encompass the inherent core values of altruism, autonomy, integrity and
respect for human dignity, and follow the ANA code of ethics.
Course Student Learning Outcomes
By the end of the course the student will:
1. Demonstrate professional behaviors
2. Apply knowledge of the professional, legal/ethical and regulatory influences in
the practice of nursing with the adult patient
3. Develop role as advocate when caring for the adult patient.
4. Identify economic, political and social processes that impact the primary
health issues of the adult population.
5. Incorporate health promotion and risk reduction in self-care and care of
patients.
6. Apply appropriate principles of delegation and prioritization when managing
care of the adult patient.
7. Identify characteristics of effective leadership that improve patient care.
8. Demonstrate the professional standards of moral, ethical, and legal conduct.
9. Assume accountability for personal and professional behaviors. Promote the
image of nursing by modeling the values and articulating the knowledge,
skills, and attitudes of the nursing profession
2. SAFETY
Minimizes risk of harm to patients and providers through both system
effectiveness and individual performance.
Course Student Learning Outcomes
By the end of the course the student will:
1. Choose and utilize resources from clinical agencies, peer reviewed
professional literature and multi-media technology that support the
development of professional practice and assist in planning and
implementing safe and effective care.
2. Utilize the nursing process and critical thinking strategies to analyze
physiological, psychosocial and developmental needs to provide safe,
effective nursing care for the adult patient.
Appendix B. NU-102 Course Syllabus
19
3. Apply principles of patient safety with adult patients utilizing the National
Patient Safety Goals and adhering to hospital policy/protocol. Utilize the same
safety principles to prevent injury to self and other healthcare providers.
4. Demonstrate effective use of technology and standardized practices that
support safety and quality
5. Communicate observations or concerns related to hazards and errors to
patients, families and the health care team
6. Use organizational error reporting systems for near miss and error reporting
7. Value own role in preventing errors
8. Promote factors that create a culture of safety and caring.
3. ASSESSMENT
Comprehensive assessment is required to meet the client's changing needs
and provides the foundation and rationale for all client care, planning and
nursing actions.
Course Student Learning Outcomes
By the end of the course the student will:
1. Perform a cognitive, physical, behavioral, psychological, spiritual, pain,
socioeconomic, and environment assessment to establish a foundation for
safe, effective nursing care of the adult patient.
2. Utilize patient health records, agency and technological sources of data to
plan and implement safe and effective care of the adult patient.
4. PATIENT-CENTERED CARE
Recognize the patient or designee as the source of control and full partner in
providing compassionate and coordinated care based on respect for patient's
preferences, values, and needs.
Course Student Learning Outcomes
By the end of the course the student will:
1. Incorporate a non-judgmental, empathic and respectful attitude in nursing
care.
2. Incorporate general education disciplines, evidence-based research, and NU101 and NU-102 course content to adult patients.
3. Implement approaches to nursing care that supports the patient's cultural and
spiritual values, beliefs, and lifestyles with a focus on the adult patient.
Appendix B. NU-102 Course Syllabus
20
4. Plan and implement appropriate patient teaching that reflects developmental
stage, age, culture, spirituality, patient preferences and health literacy to
promote patient engagement in self-care.
5. Provide health promotion information to patients utilizing teaching plans that
consider the expected level of patient development.
6. Begin to evaluate the progress of the patient toward achievement of patient
learning outcomes.
7. Engage patients or designated surrogates in active partnerships that promote
health, safety and well-being, and self-care management
8. Examine how health care reimbursement affects access to patient care.
5. TEAMWORK AND COLLABORATION
Function effectively within nursing and inter-professional teams, fostering
open communication, mutual respect, and shared decision-making to achieve
quality patient care.
Course Student Learning Outcomes
By the end of the course the student will:
1. Demonstrate effective, and appropriate verbal and non-verbal communication
skills with patients and health team members to provide safe and effective
client care for adult patients.
2. Communicate relevant and accurate data to achieve positive patient
outcomes and promote safety and quality care for adult patients.
3. Work collaboratively with patients, peers, and members of the healthcare
team to meet patient needs and achieve positive outcomes.
4. Begin to demonstrate appropriate teambuilding and collaborative strategies
when working with interprofessional teams
5. Use written, verbal, nonverbal, and emerging technology methods to
communicate effectively
6. EVIDENCE-BASED PRACTICE (EBP)
Integrate best current evidence with clinical expertise and patient/family
preferences and values for delivery of optimal health care.
Course Student Learning Outcomes
By the end of the course the student will:
Appendix B. NU-102 Course Syllabus
21
1. Apply general education, nursing theory, critical thinking and evidence-based
information to support clinical judgments to achieve positive outcomes in adult
patients.
2. Implement evidence-based practice into health education of patients to
promote informed decision making.
3. Distinguish priorities for nursing care with appropriate outcomes within an
acceptable time frame utilizing best practices.
7. QUALITY IMPROVEMENT (QI)
Use data to monitor the outcomes of care processes and use improvement
methods to design and test changes to continuously improve the quality and
safety of health care systems.
Course Student Learning Outcomes
By the end of the course the student will:
1. Recognize that continuous quality improvement as an essential responsibility
of all health professionals.
2. Apply principles of quality improvements with adult patients.
3. Identify what individuals and teams can to do to improve care.
8. INFORMATICS
Use information and technology to communicate, manage knowledge, mitigate
error, and support decision making.
Course Student Learning Outcomes
By the end of the course the student will:
1. Incorporate information technology information for the acquisition of accurate
and reliable nursing care information in the acute care setting to provide safe
and effective patient care.
2. Apply technology and information management tools to support safe
processes of care.
GRADING / EVALUATION / ACADEMIC INTEGRITY POLICY
Formative evaluation
Appendix B. NU-102 Course Syllabus
1. Objective multiple choice tests - Unit exams/quizzes
2. two medication calculation exams (adult and pediatrics)
3. Midterm clinical progress report
4. critical elements /performance testing
5. clinical agency orientation exams/packets
6. Clinical Essential Competencies
7. Self-reporting/ Self-reflection
e.g. interviews/ meetings with clinical instructors on clinical progress
a. Practice questions for the classroom
b. Standardized Testing - HESI tests
c. Nursing Skills Practice Lab - instruction and return demonstration observation by instructor
Summative evaluation
1. Objective multiple choice tests - Unit exams/quizzes and final exams
2. Final clinical progress report
3. Writing assignment
a. Teaching Projects
b. Evidence-based practice assignment
c. Nursing Care Plans/ Care maps
d. Cultural diversity assignment
4. Standardized Testing - HESI Achievement tests
5. End-of-Semester Course Evaluation
6. Course clinical Facilities Evaluation
COURSE COMPONENTS
22
Appendix B. NU-102 Course Syllabus
23
1. All students must provide safe care that is evaluated according to the behavioral
objectives indicated in the individual course Clinical Progress Reports (these
progress reports are located in course manuals). Students are responsible for
knowing and satisfactorily meeting the clinical behavioral objectives outlined in the
course Clinical Progress Reports.
2. All students are responsible for knowledge of course -related National Patient Safety
Goals related to Ambulatory Health Care, Behavioral Health Care, Hospital Care,
Long Term Care, and Medicare/Medicaid Long Term Care:
www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals
3. Clinical Progress Reports:
•
A written mid-semester and end-of-semester/ rotation clinical progress report
will be given to each student.
•
Mid-semester clinical / laboratory performance is rated satisfactory, needs
improvement or unsatisfactory.
•
Students who receive a needs improvement or unsatisfactory at mid-semester
will be given written guidelines on what they must do to receive a satisfactory
grade at the end of the semester.
End-of-semester/rotation clinical performance is rated satisfactory or
unsatisfactory.
Students who receive an unsatisfactory end-of-semester clinical progress report
receive an "F" for the course regardless of their theory grade.
•
•
4. Critical Elements
•
Failure of a " Critical Element" in any clinical course, after three attempts,
constitutes a failure for the course.
5. Theory/Classroom
•
Students must successfully pass the course examinations with a final average
grade of 74% or above to pass the course.
6. Math Exams
•
Failure to achieve 90% on third attempt of Math exam (adult and pediatric),
constitutes a failure for the course.
7. Writing Assignments:
•
To help students integrate theory into the clinical setting and to promote critical
thinking, each student is expected to submit all written assignments to their
Appendix B. NU-102 Course Syllabus
24
clinical instructor. These assignments will be graded and considered to be an
integral part of the clinical learning experience and grading. Failure to submit
writing assignments constitutes afailure for the clinical component of the course.
•
Further guidelines for these assignments will be provided by semester faculty.
8. HESI Fundamentals (NU-101 content) Achievement Exam
9. HESI Case studies and Patient Reviews:
•
HESI Case studies and patient reviews will be assigned throughout the
semester.
•
Students must complete each assignment with a minimum score of 80%.
• Failure to achieve an 80% in each assignment will result in a grade of incomplete
(INC) for the course until 80% is achieved in each assignment. Students will not
be permitted to progress onto NU-201 with an INC grade.
CLASSROOM
1. Examinations are scheduled at the beginning of the semester.
2. Special Accommodations:
Any student who requires an accommodation based upon the impact of a disability
should contact the instructor within the first two weeks of the semester to discuss
his/her specific needs. The student should present appropriate documentation from
the Office of Services for Students with Disabilities (see College Catalog) for the
provisions of reasonable accommodations for documented disabilities.
3. All nursing examinations/quizzes are collected upon completion of the examination.
No student may be in possession of any nursing examinations/quizzes or any
related examination information. Students are expected to do their own work on
assignments, quizzes, examinations and any other academic work. Cheating in
any form is viewed as a serious offense and is a violation of the Academic Integrity
policy. Violation of the Academic Integrity policy is cause for academic sanctions.
(See "Academic Integrity'' in the Academic Standing section of the College Catalog)
4. Students are responsible for knowing the College's Policy on Academic Integrity with
related "Violations" and "Sanctions" outlined in the College Catalog.
Appendix B. NU-102 Course Syllabus
25
5. If a student is absent for a scheduled examination, the student is responsible for
arranging, with the instructor, a date and time for the make-up examination within
24hrs. It must be taken within one week after the scheduled exam is administered.
6. Any student who does not make arrangements for a make-up exam will receive a
zero (0) grade for that exam.
7. Grades will not be ready until the nursing faculty reviews the item analysis for each
exam.
8. Grades will not be given over the phone.
9.
Grades will be given to the individual student only by the lecturer or clinical
instructor.
10. Students may request a review of their individual computer response sheets by
making an appointment with the instructor.
11. Student's final course grades will be posted on the student's CUNY First account.
12. All students must have a QCC email account. Faculty will use this for
communication. The email address is the first initial of the student's first name and
the full last name PLUS the last 2 digits of the student's social security number.
EXAMINATIONS
1. Written unit exams and the final comprehensive exam are made up of multiple
choice questions.
2. Make-up exams may include a combination of multiple choice, completion or essay
questions.
3. Examination dates are scheduled at the beginning of each semester. If a student
is absent for the scheduled examination, the student is responsible for arranging
with the instructor a date and time for a make-up examination. It must be taken
within one week after an exam is given. Failure to do so will result in a zero grade
for that exam
Appendix B. NU-102 Course Syllabus
26
4. Students must successfully pass these exams with a final averaged grade of
74% or above to pass the course.
5. A grade point index of 2.0 or above must be maintained to progress to upper level
nursing courses.
6. The department repeat policy is that the students may repeat only one nursing
course (NU-102, NU-201, or NU-202) in the clinical program, one time only, on a
space available basis. However, a repeat of NU-101 will require an approval from
the Nursing Department Appeals Committee.
COMPONENTS OF THE NU-102 FINAL COURSE GRADE
Students must pass all components of NU-102 to pass the course.
Components of the course are:
1. Theory/Classroom - Students must successfully pass the course examinations
with a final average grade of 74% or above to pass the course.
The final theory grade is determined by the average of all NU-102 exams/
quizzes.
The percentage of each exam used to determine the final theory grade will be
calculated as follows:
1.1. HESI Fundamentals Exam - (NU-101 content)- 10%
1.2. Exam I - 20 %
1.3. Exam II - 20 %
1.4. Exam Ill - 20 %
1.5. Final Exam - 30 %
2) Clinical/Laboratory - Provide satisfactory and safe care that is evaluated
according to the behavioral objectives indicated in the individual course Clinical
Progress Report. All of the objectives must be met in order to receive a final
passing grade of "satisfactory'' for the clinical component of the course
Students who receive an "unsatisfactory'' final Clinical Progress Report grade will
receive an "F" for the course regardless of their theory grade.
Appendix B. NU-102 Course Syllabus
27
The student will not be allowed to proceed to the next nursing course.
3. Critical Elements - Achieve a passing grade on all critical elements testing. The
student will be given only 3 attempts to pass these exams. Failure of any Critical
Element test, after three attempts, will constitute a clinical failure for the course.
4. Essential Competencies for Safe Clinical Practice- satisfactorily demonstrate
the ability to meet the Essential Competencies for Safe Clinical Practice outlined
in the Nursing Department Student Handbook.
5. Math Tests -Achieve 90% on the math exams (adult and pediatric). The student
will be given only 3 attempts to pass the math test. Failure to achieve 90% on the
third re-test of math test (adult and pediatric), constitutes a failure for the
course.
6. HESI Fundamentals (NU-101 content) Achievement Exam - The HESI
achievement exam is 10% of the Final NU-102 grade.
7. HESI Case studies and Patient Reviews - Students must complete each case
study and patient review with a minimum score of 80%. Failure to achieve an
80% in each assignment will result in a grade of incomplete (INC) for the course
until 80% is achieved in each assignment. Students will not be permitted to
progress onto NU-201 with an INC grade.