zilongwang/ReadingBank huggingface dataset:
General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective X A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Division/Bachelors Other: If selected, use this to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis X Qualitative Skills X Scientific Method of Inquiry X Writing X Listening X Information Literacy X Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Demonstrate entry-level safe, high quality, evidence-based, client-centered nursing care to diverse client populations in a variety of healthcare settings. Course Test, papers group projects, return demonstration of skills, and clinical performance evaluation tool Explain clinical decision-making when providing safe nursing care and implementing quality improvement processes. Course Test, papers group projects, return demonstration of skills, and clinical performance evaluation tool Discuss teamwork and collaboration between members of the inter-professional team including the client and the client's supporters. Course Test, papers group projects, return demonstration of skills, and clinical performance evaluation tool SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Identify healthcare management principles, techniques, and systems used to communicate and manage client care. Course Test, papers projects, return demonstration of skills, and clinical performance evaluation tool
Distinguish between leadership and management styles in a variety of healthcare settings. Course Test, papers projects, return demonstration of skills, and clinical performance evaluation tool Discuss professional, ethical, and principles relevant to the practice of a registered nurse. Course Test, papers group projects, return demonstration of skills, and clinical performance evaluation tool SECTION 7 Faculty name(s): Stacey Burns, Joan Boyd, Deborah Ferrari, Carolyn Keister, and Meg Lukawski Date: February 2017 CS20150615
Watch lecture recording: Week 12 Watch the video “Health IT For You: Giving You Access to Your Medical Records”; “The path to Interoperability” Knowledge check quiz Week 13 (Apr 23-29) Global Health: Read: 1. “ Nursing and Global Health” Watch lecture recording: Week 13 Watch videos: “A look at the Sustainable Developmental Goals”; “We the People for the Global Goals” Discussion Board: Case Study 4 Week 14 (Apr 20- May 4) Nursing Workforce Read: Textbook: Finkelman & Kenner, Chapter 14 ( 451-481) Watch lecture recording: Week 14 Watch videos: “The Future of Nursing: Campaign for Action”; “I am a Nurse” Knowledge check quiz Week 15 Final’s Week EXAM 3: Wed., May 9
Appendix A Rubric for participation in Discussion Board Levels of Achievement Needs improvement Competent Reflection Total points: 2 Points: 0-1 Student’s response answers the prompt partially. Response demonstrates minimal reflection. Writing is unclear, and disorganized. Points: 1-2 Student’s response fully answers the prompt question. Response demonstrates reflection and insight. Writing is clear and organized. Response to peers Total points: 1 Points: 0- .5 Does not respond to peers within the group assigned (0 point) or responds to one peer only within the time frame assigned (.5 point) Points: 1 Responds to two within the time frame assigned. Timeliness Total points: 1 Points: 0-1 .5 points deducted/day. Points: 1 Submit works by due date
Read the Can you guess what Japanese number matches each clue? Who’s the quickest number detective in class? This number makes you want to scratch. _____________ A hot shining number. ______________ A cat has this many lives. ________________ Number opposite of come. ________________ How many in a dozen. _____________________ When a ball goes over the in cricket you score. ________ Number of pins for a strike. _____________ A body part number. ________________ Hachi has a younger brother. ____________ Two ways of writing four. ________, ____________ What’s half of nijuuyon _______________ Where did ichinisan go? ____________________________
PROGRAM TITLE: Nursing (R.N.) COURSE TITLE: Nursing Concepts: Families in Crisis-Complex Health Problems II CIP NUMBER: 1351380100 Program frameworks can be found at the following website: Florida State College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: NUR 2242C Semester Credit Hours (Credit): 5 Contact Hours (Workforce): Course Title: Nursing Concepts: Families in Crisis- Complex Health Problems II SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective X A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis X Qualitative Skills X Scientific Method of Inquiry X Writing X Listening X Information Literacy X Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6
C+ 80-81 (2.33) E 61 or below (0.0) * 74 is the minimal passing grade For more information on grades and grading policies, please refer to University’s grading policies: FACULTY EVALUATION Students are expected to provide feedback on the quality of instruction in this course based on ten criteria. These evaluations are conducted online at . Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to students at . REQUIRED TEXTBOOKS Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2014). Maternal child nursing care (5th ed.). Maryland heights, MO: Mosby/Elsevier. Potter, P.R., Perry, A.G. (2013). Fundamentals of nursing. (8th ed.). St. Louis, MO: Mosby/Elsevier. WEEKLY CLASS SCHEDULE May 14, 2014 Lake Wauburg – Health Promotion Retreat May 21, 2014 Orientation Concepts of wellness promotion and illness prevention across the lifespan Wellness (e.g., Healthy People 2020, Definition of Health, Models of Health) Reading: Centers for Disease Control (CDC). Retrieved Potter, P.R., Perry, A.G. (2013). Fundamentals of nursing. (8th ed.). St. Louis, MO: Mosby/Elsevier, p. 65-68. May 28, 2014 Concepts of wellness promotion and illness prevention across the lifespan Variables (e.g., risk factors, promotion strategies, cultural responsiveness, complimentary medicine) Reading: Potter, P.R., Perry, A.G. (2013). Fundamentals of nursing. (8th ed.). St. Louis, MO: Mosby/Elsevier, p. 68-73. June 4, 2014 Concepts of wellness promotion and illness prevention across the lifespan Illness (e.g., USPSTF, prevention strategies, health care delivery systems)
Feb 10, 2015 Lecture: Applying Evidence: Implementing Practice Change Knowledge assessment online See course website Linda Cowan Laurie Duckworth Feb 17, 2015 Lecture: PI/QI Methods (part 1) Knowledge assessment online See course website Linda Cowan Laurie Duckworth Feb 24, 2015 Lecture: PI/QI Methods (part 2) Knowledge assessment online See course website Linda Cowan Laurie Duckworth Mar 3, 2015 Spring Break No Classes Mar 10, 2015 Lecture: Generating Evidence: Research Knowledge assessment online See course website Linda Cowan Laurie Duckworth Mar 17, 2015 Lecture: Components of Quantitative Research Knowledge assessment online See course website Linda Cowan Laurie Duckworth Mar 24, 2015 Lecture: Components of Qualitative Research Knowledge assessment online See course website Linda Cowan Laurie Duckworth Mar 31, 2015 Lecture: Research Ethics Knowledge assessment online See course website Linda Cowan Laurie Duckworth April 7, 2015 Lecture: Research Support: Grant Writing, Funding, Building Teams Knowledge assessment online See course website Linda Cowan Laurie Duckworth April 14, 2015 Lecture: Dissemination of Research Evidence Knowledge assessment online See course website Linda Cowan Laurie Duckworth April 21, 2015 Summary & Feedback See course website Linda Cowan Laurie Duckworth
COURSE TOPICS CONTACT HOURS PER TOPIC I. Community Health Topics 45 A. Perspectives in Health care delivery and nursing B. Responsibilities of the professional nurse in the community C. Roles and settings for Community Health Practice D. Cultural influences in nursing in community health and global health care E. Community assessment and evaluation F. Promoting and protecting the health of populations G. Epidemiologic Applications H. Protecting the health of community and at risk populations I. Healthy People 2020 J. Disaster Management K. Alternative/Complementary Therapies II. Practicum Experiences 45 Florida College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: NUR 3636C Semester Credit Hours (Credit): 4 Contact Hours (Workforce) Course Title: Community Health SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship X Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis X Qualitative Skills X Scientific Method of Inquiry X Writing X Listening X Information Literacy X Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)
Intake & Output 24 Hour Requirement: SHOW YOUR MATH: 100cc FIRST 10kg 50cc NEXT 10kg 20cc REMAINDER OF WT kg □ N/A if >70kg What is the hourly and shift fluid requirement? What was your patient’s total shift intake? ______________________cc Was the intake adequate? □ YES □ NO Rationale: If inadequate Type of IV Fluid: __________________@ ____________ hour □ N/A if not IV fluids. Why is the patient receiving IV fluids? □No IV □Saline Lock 24 Hour Output Requirement & Shift Total (1cc/kg/hour) □ N/A if > 30cc/hour Was the output adequate? □ YES □ NO Rationale: If inadequate VITAL SIGNS
LAB & DIAGNOSTIC TESTING IdENTIFY THE LAB OR DIAGNOSTIC TEST WHY WAS IT ORDERED? IdENTIFY abnormal RESULTS & cause nursing interventions Medications Brand & Generic Name & Drug Dose Dosage + Route Why is drug prescribed recommended dosage Weight based (mg/kg) dosage calculation (show your math) safe Y or n major side effects Brand Generic class brand
generic class generic Medications Brand & Generic Name & Drug Dose Dosage + Route Why is drug prescribed recommended dosage Weight based (mg/kg) dosage calculation (show your math) safe Y or n major side effects Brand Generic class brand generic class brand
WORKSHEET Electronic Fetal Monitoring (EFM) Patient Initials: Date 1. Fetal Heart Rate - Beats per minute? Check one of the following: Indicate criteria for all. _____Tachycardia *Criteria: _____Average *Criteria: _____Bradycardia *Criteria: 2. What is the baseline variability? What is the significance of reading? * _____Absent variability: 0 to 2 bpm. _____Minimal variability: 3 to 5 bpm. _____Average/Moderate: 6 to 25 bpm. _____Marked: greater than 25 bpm. 3. Are there any periodic changes in the FHR? _____Accelerations _____Early deceleration Usual cause : * _____Late deceleration Usual cause: * _____Variable Deceleration cause: * 4. Looking at uterine contractions, determine the following: USE ADDITIONAL PAGES _________Frequency: Define term: * _________Duration: Define: * 5. * Nursing interventions utilized for all 3 types of decelerations. USE ADDITIONAL PAGES 6. Summarize the significance of your patient’s strip. USE ADDITIONAL PAGES
FAMILY LOG (Make copies- will be longer than one page) Visit# and Date Detailed summary of What was the purpose of this visit? Did you use any teaching materials? What did/didn’t you accomplish (evaluation)? Any adaptation necessary? Detailed plan and date for future visit(s)
SUPPLEMENTARY MATERIALS INDEX DESCRIPTION PAGE Pediatric Simulation 27 Pediatric Pre-Clinical Worksheet 28 Medication for Pediatric Rotation 28-29 Pediatric Clinical Paperwork 30 Obstetrical Clinical Worksheet 41 Postpartum Assessment Form 42 Obstetrical Simulation 45 Nursing Care Plan 46 Medications for Center 47 Prep for Newborn Nursery 48 Prep for Patient 49 Fetal Heart Monitor Worksheet 50 Assessment of the Newborn 51 Surgery Prep 53 Diagnostic Recovery Prep Sheet 54 Evidence Based Family Paper Agreement 56 Evidence Family Paper Guidelines 57
LAB & DIAGNOSTIC TESTING IdENTIFY THE LAB OR DIAGNOSTIC TEST WHY WAS IT ORDERED? IdENTIFY abnormal RESULTS & cause nursing interventions Medications Brand & Generic Name & Drug Dose Dosage + Route Why is drug prescribed recommended dosage Weight based (mg/kg) dosage calculation (show your math) safe Y or n major side effects Brand Generic class brand
generic class brand generic class Medications Brand & Generic Name & Drug Dose Dosage + Route Why is drug prescribed recommended dosage Weight based (mg/kg) dosage calculation (show your math) safe Y or n major side effects Generic class brand generic class brand
TEXTBOOK: Cultural Competencies for Nurses: Impact on Health and Illness, 2nd Ed.; L.; Jones & Bartlett, 2014 Lesson 1: Conceptual Models and Theories for Cultural Diversity Topic 1: Demographics Read: Ch 1 U.S. Cultural Make-up Discussion 15 Points Topic 2: Birth of Transcultural Nursing to Current Theories and Conceptual Models for Cultural Diversity Read: Ch 1 Theoretical Framework assignment 35 Points Level 2 Lesson 2: Subcultural Concepts Topic 1: Culture Read: Ch 2 Cultural Concepts Assignment 35 Points 2: Cultural Assessment Read: Ch 2 Cultural Competence Plan Assignment 25 Points Level 1 Lesson 3: Global Diversity 1: Global Diversity Read: Ch 3 Commitment to Diversity Discussion 15 Points Topic 2: UN Millennium Goal Read: Ch 3 UN Millennium Goal Assignment 30 Points Level 1 Lesson 4: Healthcare Delivery in the 21st Century Topic 1: Culturally and Linguistically Appropriate Services in Health Care (C.L.A.S.) Read: Ch 4 C.L.A.S./Interview Reflective Assignment 25 Points 2: Health Care Models of the 21st Century Read: Ch 4 Topic 3: Organization of Health Care Delivery in the 21st Century Health Care Models of the 21st Century Assignment 35 Points Level 2 Lesson 5: Culture and Health Care for Diverse Populations Topic 1: Coordinated Care Patient Management Plans Coordinated Care Patient Management Plan Assignment 20 Points Level 1 Topic 1: Non-Hispanic Whites Read: Ch 9 Topic 2: Black Americans Read: Ch 5 Topic 3: Hispanics and Latinos Ch 6 Topic 4: Asians and Pacific Islanders Ch 7 and Appendix Topic 5: Native Americans Ch 8 Selected Culture PPT Assignment 40 Points
Textbooks used in previous courses may be required. Additional textbooks may be needed based on area of study. IMPLEMENTATION DATE: Fall Term 2010 (20111) Proposal 2010-06 REVIEW OR MODIFICATION DATE: Spring Term 2011 (20112) Proposal 2011-01 Fall Term 2013 (20141) Proposal 2013-21 Fall Term 2015 (20161) – Outline Review 14-15 Fall Term 2016 (20171) – Proposal 2015-59 Fall Term 2018 (2188) – Proposal 2018-12
Reflective reports 5 Attendance 5 Presentation 10 Final exam 40 References: NOTE: Since this is an independent work, can cover more than one reference material, print or non-print type. Students are given the freedom to choose from a variety of selection of Nursing issues and problems, as their topics for the exploration of independent study. According topic of the course Course guidelines 1. Students as groups will select topic from following topics (patient safety, infection control, quality). 2. First four week there will be lectures. 3. Midterm will include these four lectures. 4. Students will be outside of class for reading and searching with help of their faculties 5. Weekly contacting faculty and completing activities are student responsibilities.
CONFIDENTIAL REPORT ON APPLICANT FOR NUR461 GLOBAL HEALTH PLACEMENT (WINTER 2019) Name of Applicant: Please circle the number that best describes the candidate in the following categories: Outstanding Excellent Good Fair Poor Comments Communication skills Respectful, polite, ability to negotiate 5 4 3 2 1 Willingness to learn Open to different perspectives & new experiences 5 4 3 2 1 Listening skills Active listener, facilitates discussions 5 4 3 2 1 Conflict resolution Able to remain calm in unexpected situations 5 4 3 2 1 Critical thinking Able to analyze the social determinants of health affecting individual clients and communities and applying theoretical and ethical concepts related to global health 5 4 3 2 1 Flexibility Able to adapt to different living conditions 5 4 3 2 1 Teamwork/Collaboration Able to work very closely with a group of colleagues 5 4 3 2 1 Reflexive practice Self awareness, able to reflect on diversity and societal issues 5 4 3 2 1 Interpersonal skills 5 4 3 2 1
NUR470 Integrative Practicum 2015 Placement Information Medicine St. Michael’s Hospital 14CC St. Michael’s Hospital 6 Bond Respirology Medicine Toronto General Hospital 13ES Toronto General Hospital 14ES Toronto Western Hospital 8AFell Toronto Western Hospital 8BFell Sunnybrook D4 William Osler – Etobicoke site 7 West – (Neurology) Southlake Regional L6 Mt. 10N (Medicine/Geriatrics) Mt. Sinai 10S (Geriatrics) Mt. Sinai 12S St. Joseph Health Centre 4L (Nephrology) Sr. Joseph Health Centre 6M Toronto East General Hospital A3 Toronto East General Hospital B3 North York General Hospital 4 North York General Hospital 9 SE (Acute Geriatrics Care ACE) Scarborough Hospital – Birchmount site 4A Scarborough Hospital – Birchmount site 3D Scarborough Hospital – Birchmount site 4D Scarborough Hospital – General site CP1 Scarborough Hospital – General site CP4 Rouge Valley Health Centre 2E Rouge Valley Health Centre 2 W William Osler – Brampton site N2 Surgery St. Michael’s Hospital 16CC (General surgery /GI) Toronto General Hospital 9ES Toronto General Hospital 10ES –(Thoracic/Respirology) Toronto General Hospital 6B West – (ENT/Plastic/Neck) Mt. Sinai 11N – (Ortho& ENT) Mt. Sinai 14N (General surgery & Gyn) Mt. Sinai 14S (Inflammatory Bowel Disease) Sunnybrook C6 St. Joseph Health Centre 2L St. Joseph Health Centre 3E Toronto East General A5 Toronto East General B5 North York General Hospital 5 North /South North York General Hospital 4 West – (Orthopedics) William – Etobicoke site 8 West William – Brampton site N6 Scarborough Hospital – Birchmont site 3A – Scarborough Hospital – General site 4 Central Scarborough Hospital – General site 4 East William Osler – Brampton site N6- Southlake Regional L5- Southlake Regional L3 l Markham Stouffville 3WH Rouge Valley 4E Cardiology/Cardiovascular St. Michael’s Hospital 7CCN (Cardiovascular) St. Michael’s Hospital 7CCS (Cardiology) Toronto General Hospital 5B West (Cardiology)
6 Monday, September 23 Tuesday, September 24 Exam #1 0830-0945 Computer Testing Center Lecture 0955-1025 G101 Concepts: Elimination & Nutrition Nursing Care Exemplars: Clients Derrico Intestinal Inflammation: Diverticulitis, & IBS Lewis: Chapter 43 EXAM 1 Concepts: Elimination & Nutrition Nursing Care Exemplars: Clients Derrico Intestinal Inflammation: Appendicitis, Peritonitis 7 Monday, September 30 Tuesday, October 1 Concepts: Regulation/Metabolism & Nutrition Nursing Care Exemplars: Clients with Derrico Liver dysfunction: Cirrhosis of the Liver Lewis: Chapter 44 Concepts: Stress Nursing Care Exemplars: Clients with Snider Post Traumatic Stress Disorder, and Crisis Townsend pp. 181-187 & 454-462 Concepts: Regulation/Metabolism & Nutrition Nursing Care Exemplars: Clients with Derrico Liver dysfunction: Cirrhosis of the Liver cont. Chapter 44 8 Monday, October 7 Tuesday, October 8 Concepts: Stress Nursing Care Exemplars: Clients with Snider Substance abuse & Dependency. Townsend Chapter 13 Concepts: Regulation/Metabolism & Nutrition Nursing Care Exemplars: Clients with Derrico Pancreas dysfunction: Acute/Chronic Pancreatitis Lewis: pp. 1088-1095 9 Monday, October 14 Exam #2 0830-0945 G103 Lecture 0955-1025 G101 Tuesday, October 15 Psychiatric-Mental Health RN Practice Test Due Friday 3/1/13 online EXAM 2 Concepts: Regulation/Metabolism & Fluid & Electrolyte Balance Nursing Care Exemplars: Clients with Derrico Endocrine dysfunction: Pituitary Disease Lewis: Chapters 48 & 50 Concepts: Regulation/Metabolism & Fluid & Electrolyte Balance Nursing Care Exemplars: Clients with Derrico Endocrine dysfunction: Adrenal, Thyroid & Parathyroid disease Lewis: Chapters 48 & 50 Concepts: Role:
Injury and Rehabilitation Lewis: Chapter 58 16 Monday, December 2 Tuesday, December 3 Medical-Surgical RN Practice Test Due 12/4/13 due online Concepts: Oxygenation & Perfusion Nursing Care Exemplars: Clients with Kelley Complicated Pregnancy Perry et al. Chapters 13, 14 and 19. Concepts: Oxygenation & Perfusion Nursing Care Exemplars: Clients with Kelley Complicated Pregnancy continued Perry et al. Chapters 13, 14 and 19. Faculty Evaluations Finals Week Wednesday December 11 Comprehensive Final Exam 1400-1600 Computer Testing Center EXAM Apprvd: A. Affairs Committee: General Faculty: UF Curriculum Committee: 09/09 09/09 10/09
Perry et al. Chapter 7 pages 129-138 and 156-159. 16 Monday, April 21 & Tuesday, April 22 Medical-Surgical RN Practice Test Due 4/23/14 due online Concepts: Oxygenation & Perfusion Nursing Care Exemplars: Clients with Kelley Complicated Pregnancy Perry et al. Chapters 13, 14 and 19. Finals Week Tuesday April 29 Comprehensive Final Exam 0830-1030 Computer Testing Center FINAL EXAM Approved: Academic Affairs Committee: General Faculty: UF Curriculum Committee: 09/09 09/09 10/09
2 WEEK 8: Statistical Measurement of Health Read: Ch 7 Global Measurements of Health Discussion 15 points 3 WEEK 8: International Organizations and Partnerships Read: Ch 7 Nurses’ Role in Global Health Assignment 33 points Level 3 6 Lesson: Public Health Infrastructure 1: WEEK 9 Topic: Relationships Between Health Departments Read: Review Ch 10 2 WEEK 9: Public Health Workforce Read: None 3 WEEK 9: Topic: Public Health Successes and Outcomes Read: Ch 6 Services of the Health Department Assignment 33 points Level 3 4 WEEK 9: Topic: Future Challenges for the U.S. Public Health System Read: Ch 6 Current Challenges Discussion 15 points 7 Lesson: Health Policy and Legislation 1: WEEK 10: Topic: Watch slides 11-15 Read: Ch 9 & 10 2 WEEK 10: Topic: The Role of the Community Health Nurse Read: Ch 9 & 10 Public Health Law Assignment 30 points Level 3 3 WEEK 10: Topic: Current Policy Issues and Trends Read: Ch 9 & 10 Current Policy Issues and Trends Discussion 20 points 8 Lesson: Improving the Health of the Community 1: WEEK 11 Read: Ch 14 Community Health Education Project Assignment 33 points Level 1 2 WEEK 11 Topic: Watch slides 18-30 Read: Ch 17 & 18 3 WEEK 12 Topic: Patient and Community Engagement for Change Read: Ch 14 Individual and Community Engagement Discussion 15 points 9 Lesson: Common Community and Population Concerns 1: WEEK 13 Watch slides 1-13 Read: Ch 13 Environmental Health Issues Discussion 20 points 2 WEEK 13: slides 20-30 Read: Ch 19 Disaster Preparedness Assignment 33 points Level 3 3 WEEK 14: Topic: Watch slides 1-9 Read: Ch 20 4: WEEK 14: Topic: Watch slides 10-30 Ch 21 Emerging Diseases Assignment 30 points Level 1 Project Outcomes Assignment 20 points Level 2
Use a holistic approach in applying the nursing process to the community. Describe basic epidemiological principles. Examine global policies, methods, and delivery for health care around the world. Identify and discuss special issues that affect global health care. Cultural Competency Discussion Epidemiology Paper Global measures of health discussion and nurse’s role in global health
Florida State College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: NUR 4895 Semester Credit Hours (Credit): 3 Contact Hours (Workforce): Course Title: Teaching and Learning for Nursing Professionals SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors X Other: BSN SECTION 3 INTELLECTUAL COMPETENCIES an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis X Qualitative Skills X Scientific Method of Inquiry X Writing X Listening X Information Literacy X Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking X Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Compare and contrast the concepts of selected teaching and learning theories. Course Outcome Written assignments, discussions, group exercises, oral presentations, individual projects Develop and present appropriate instructional materials for a selected teaching experience. Course Outcome Written assignments, discussions, exercises, oral presentations, individual projects and presentations Devise an instrument to use for evaluating a teaching-learning session in the health care setting. Course Outcome Written assignments, discussions, group exercises, oral presentations, individual projects and presentations Analyze the use of technology in nursing and health care education for students and/or patient education using evidence-based practice resources. Course Outcome Written assignments, discussions, group exercises, oral presentations, individual projects and presentations
From the number conversion table: 0x3 = 0011; 0xC= 1100 3. The final result: 00111100 In Class Lab: 1. Take the following decimal numbers and convert them to binary and hexadecimal: a) 20 Binary: __________________ Hexadecimal: ______________________ b) 35 Binary: __________________ Hexadecimal: ______________________ c) 127 Binary: __________________ Hexadecimal: ______________________ d) 93 Binary: __________________ Hexadecimal: ______________________ 2. Take the following binary numbers and convert to hex and decimal: a) 011101 Decimal: __________________ Hexadecimal: ______________________ b) 0110 Decimal: __________________ Hexadecimal: ______________________ c) 1010101 Decimal: __________________ Hexadecimal: ______________________ 3. Take the following hex numbers and convert to binary and decimal: a) 1F
Flashing lights vs. passive Flashing lights (vs. passive signs) CMF = 0.26 Saccomanno et al., 2007 Empirical Bayesian Bells vs. flashing light crossings The addition of bells CMF = 0.45 Austin and Carson, 2002; Elvik and Vaa, 2004; Elvik et al., 2009 Poisson regression Negative binomial Meta-analysis Flashing lights vs. passive signs Gates vs. flashing lights and bells Gates vs. passive signs Flashing lights (vs. passive signs) CMF = 0.49 Gates (vs. flashing lights and bells) CMF = 0.55 Gates (vs. passive signs) CMF = 0.33 NOTES: CMF = Crash Modification Factor Table 2. Selected Studies on Crash Injury Severity and Behavioral Considerations Authors/Year Methodology Crossing controls Behavioral considerations Key finding Raub, 2006 Descriptive statistics Yes No STOP signs 12.4% crashes were fatal Gates 31.8% crashes were fatal Flashing lights 25% crashes were fatal Eluru et al., 2012 Ordered logit model (Latent segmented) Yes Yes Gates Lowest injury severity Flashing lights (vs. STOP signs) Higher injury severity Drove around or through the gates Higher injury severity Cooper et al., 2012 Descriptive statistics Yes Yes 8.8% crashes were fatal around gates 20.6% crashes were fatal Hao and Daniel, 2014 Descriptive statistics for the control and injury severity Ordered probit model for other factors Yes No Active controls 9.11% crashes were fatal Passive controls 6.82% crashes were fatal Higher train/vehicle speed higher injury severity Hu et al., 2010 Generalized logit model No No No findings on crossing controls
Table 7. Illustrative Example Integrating Changes in Crash Rates and Injury Severity Crossing controls Flashing lights + Gates + Flashing lights + Bells CMF (Elvik and Vaa 2004) 0.55 CMFSEV 0.162 for crash injury distribution Number of crashes before of gates Number of crashes reduced of gates for injury severity) Number crashes reduced with modified injury severity Number of Crashes 100 55 55 PInj 36.87% 36.87% 30.90% Number of Injury Crashes 36.87 20.28 16.99 Number of PDO Crashes 63.13 34.72 38.01 Expected Number of Injury (CMF × N) × PInj × (1 – CMFSEV) Expected Number of PDO (CMF × N) – (CMF × N) × PInj × (1 – CMFSEV) Figure 1. Conceptual Framework for Estimating Associations of Crossing Controls with Injury Severity PUBLICATIONS & PRESENTATIONS GENERATED BY THIS NURAIL PROJECT Wang, X., Liu, J., Khattak, A. J., & Clarke, D. (2016). Non-crossing rail-trespassing crashes in the past decade: A spatial approach to analyzing injury severity. Safety
Practice Information Infection Control Team Key Action required by providers Maintain current high standards of infection control. Refurbishment of premises as funding becomes available. Routine annual review. Name & Address of Practice Auditor Dr. R. Nurcombe & partners South Reddish Medical Centre Reddish Road Reddish Stockport SK5 7QU Gill Marriott (Health Protection Nurse) Date audited 28th July 2016 RAG/Compliance Summary Management issues: 100% Clinical Practices: 100% Clinical Areas: 90% Domestic Store: 100% Waste management: 100% Name of Registered Provider Dr. Richard Nurcombe Name of IC Lead Fiona Sanders (Practice Nurse) CQC Key Lines of Enquiry Comments by provider Previous Audit Date Implementation of the recommended actions will contribute to the Practice meeting one of the Key Lines of Enquiry in relation to Infection Control required by the Care Quality Commission. “Although it is not a Statutory Code, providers must “have regard” to it when satisfying the Care Quality Commission (CQC) requirements, but they may take an alternative approach if they can show this satisfies the registration requirements and is equivalent or better than the guidance in the Code. (Health & Social Care Act 2008 Code of Practice on the prevention and control of infections and related guidance.) 9th December 2015 Persons present at audit Gill Marriott (Health Protection Nurse) Jo Stevens (Practice Manager) Action required Tick box No further action For information Further action by ICT
NURS 216L COMPETENCY CAFÉ MATERNITY NURSING NAME: _______________________________________ DATE: ___________ GROUP MEMBERS: ____________________________ MATH GRADE__________ ____________________________ Demonstrator Name Prompter Name Reviewer Name Pass/ Fail Instructor Comments Leopold’s Maneuvers & Location of FHR PP & C/S Assessments Fundal Check Newborn Assessment & Apgar Score REQUIRED TEXT: Moore, D. S., Kennett, J. R. (2007). Nursing Skills Checklist. : Pearson Custom Publishing. Ward, S. & Hisley,S. (2009) Maternal-Child Nursing Care Optimizing Outcomes for Mothers, Children, and Families. Philadelphia, PA: F.A. Davis The Newborn: Chapters 17, 18, 19 Postpartum Care: Chapter 15, 16
NURS 216L COMPETENCY CAFÉ PEDIATRIC NURSING NAME: _______________________________________ DATE: _______________________ GROUP MEMBERS: ____________________________ _____________________________ ____________________________ _____________________________ MATH TEST GRADE _______ Demonstrator Name Prompter Name Reviewer Name Pass/ Fail Instructor Comments Buretrol System versus Straight Set I.V. tubing Height (in cm & ft) and Weight (in kg & lbs) measurement Diapers (identification, changing & weighing) Infant/Baby “wrapping” Pediatric “Head to Toe” Assessment (Focus Assessment)
Discuss drug abuse and the opioid epidemic F. Describe the principles of addiction treatment. Describe current regulatory issues related to opioid prescribing 2/28/17: Exam Two 3/2/17: Cardiology One Hypertension Lehne: Chapters 41, 42, 43, 44, 45, 46, 47 Porth: Chapters 29, 31 Learning Objectives Describe the prevalence and pathophysiology related to hypertension Describe the use of non-drug measures in the treatment of hypertension Discuss the following mechanism of action, side effects, patient education related to a. Diuretics Renin-Angiotension-Aldosterone medications (RAAS) Calcium Channel Blockers Vasodilators Beta Blockers 3/14/17: Cardiology 2 Hyperlipidemia & Heart Failure Lehne: Chapters 48 & 50 Porth: Chapters 32 & 34 Learning Objectives Describe the prevalence and pathophysiology related to hyperlipidemia & metabolic syndrome Identify the use of non-drug measures in the treatment of hyperlipidemia Describe the use of medications in the treatment of hyperlipidemia HMG-CoA Reductase Inhibitors (Statins) Niacin Bile Acid Sequestrants
important for a patient to develop a trusting relationship with the nurse to be able to understand and accept the education that the nurse provides. Also, the relationship is important to the nurse to be able to understand where the patient is coming from such as their background or previous experiences. By having this relationship the nurse can develop a plan of care that is individualized to each patient. In the rehabilitation field of nursing Orem’s theory of self-care is widely used. Nurses generally are only seeing their patients for a short period of time before they heal and move onto their future plans. During this time the nurse must be able to form a relationship with the patient, family, physician and other healthcare providers. Through each of these relationships they must be able to then formulate a plan of care based on a patients needs, their plans for the future, past history etc. When the patient is first out of surgery they rely on the nurse to perform more activities of self-care. In this process the patient may begin in the wholly compensatory system and progress through the partially compensatory system to eventually end in the system. The wholly compensatory system is where the patient relies on the nurse to perform activities as stated by Masters. In rehab this might include helping the patient to the bathroom, transferring. If they have just had shoulder surgery helping them brush their hair, dressing changes, etc. In the partially compensatory system the patient is also participating in the self-care activities. The patient slowly on more and more tasks as they begin to heal. An example of
System Paper, due on Sunday, by 11:59 pm. Week Eight Reading: Maurer & Smith, 2013 Chapter 15 – Community Assessment, pgs 393-408 Chapter 21 – Vulnerable Populations Review Community Tool Box Section 13 – MAPP: Mobilizing for Action through Planning and Partnerships - (available under Module 8 resources) Read Community Tool Box Section 14 – MAP-IT: A Model for Implementing Healthy People 2020 (available under Module 8 resources) Power Point Tips Three Community Health Issues Portfolio Piece Power Point, due on Thursday, by 11:59 pm.
SEE MODULE OVERVIEW FOR INSTRUCTIONS REGARDING HOURS TO LOG FOR THE WEEK Module 4 – Week 5 Chapter 17: Evaluation of Nursing Care with Communities Healthy People 2020 MAP-IT Info & Links SEE MODULE OVERVIEW FOR INSTRUCTIONS REGARDING TO LOG FOR THE WEEK Intervention Evaluation & Quality Improvement MAP-IT Assignment, with communication strategies & possible systems barriers, due Sunday, May 1, by 11:59 pm Submit log for first five weeks, due Sunday, May 1, by 11:59 pm Module 5 – Weeks 6, 7, & 8 This final module is a 3 week module Chapter 15: Community Assessment Windshield Survey – Maurer Handout Chapter 16: Community Diagnosis, Planning, and Intervention Chapter 17: Evaluation of Nursing Care with Communities Healthy People 2020 MAP-IT Info & Links SEE MODULE OVERVIEW FOR INSTRUCTIONS REGARDING HOURS TO LOG FOR THE WEEK Healthy People 2020 MAP-IT Power Point Submission, due Sunday, May 15 (week 7) by 11:59 pm Post power point to discussion labeled “Healthy People 2020 MAP-IT Power Point”, due on Sunday, May 15 (week 7) by 11:59 pm Submit final log, due Sunday, May 15 (week 7) by 11:59 pm Response to two peer’s Healthy People 2020 MAP-IT Power point, due on Thursday, May 19 (week 8) by 11:59 pm
COURSE COMPETENCIES RELATED PROGRAM OUTCOMES RELATED COLLEG WIDE GOALS Examine functions and roles of the nurse in local community settings. Use the Theory of Integral Nursing and the American Holistic Nurses Association and the American Nurses Association Holistic Nursing Scope and Standards of Practice (2007) to provide integral and holistic nursing care in a variety of settings. 2.Critical Thinking Ability to think critically; 3. Cultural Competency Ability to realize the role of the nurse in influencing societal consequences. Utilize a holistic approach to address community needs. Demonstrate critical thinking skills from an “I”, “It”, “We”, “Its” perspective. 4. Conduct integral holistic health assessments in relation to client needs. 1. Effective Communication: Ability to communicate clearly and effectively. 2. Critical Thinking a. Analyze and synthesize information. 3. Cultural Competence: Demonstrate commitment to address cultural, social and ethical responsibilities. Ability to perceive situations from various cultural and ethical contexts. 4. Information and Technological Literacy: Demonstrate ability to use current technology. Apply demographic and epidemiological principles to selected health problems in community nursing practice. Demonstrate critical thinking skills from an “I”, “It”, “We”, “Its” perspective. 2. Critical Thinking: Ability to think critically. Analyze community health data to identify expected health outcomes. 2. Demonstrate critical thinking skills from an “I”, “It”, “We”, “Its” perspective. 2.Critical Thinking: Ability to think critically through analytical means
Brief Mental Status Exam 4 Assessment DSM-5 Rationale 3 Discussion & Plan: Synthesis 4 Treatment Recommendations with accurate reference to practice guideline(s) 4 Health Promotion 3 Legal, ethical and practice management considerations identified; self reflection of practice described. 4 Medication follow up note (SOAP): Students must submit 5 SOAP for brief medication follow up or therapy interventions. Again, these must be HIPPA compliant. Category Points Possible Identifying Information 1 Chief Complaint and subjective report 4 Objective evaluation (Mental Status Exam) 4 Assessment DSM-5 diagnosis 3 Plan with treatment recommendations and patient education, reference practice guideline 4 Legal, ethical and practice management considerations identified; self reflection of practice described. 4 Supervision/ Participation: Substantive participation includes the presentation of clinical experiences, the student’s self-evaluation of their clinical work and the student’s ability to consider feedback from faculty and/or peers. These elements will be evaluated using the Class Participation Rubric below. Clinical Supervision/ Participation Rubric Exemplary Very good Passing Needs Improvement 4-5 points 2-3 points 1 points 0 points Quality of Contribution Quality is most important. Content and depth of analysis make participation substantive. (80% of points possible) Presents ideas and analysis of clinical interactions succinctly with insightful and valid Offered interpretation to others and accepted feedback. Student submits Presents ideas and analysis of clinical interactions succinctly with insightful and valid Accepted some feedback from others. Contributed minimally to discussion in class or provided little insight about their clinical experiences, minimal self- evaluation noted. to participate or does not attend class session. No opportunity for others to benefit from their contribution or to respond to self- evaluation.
Housing and zoning Rural community. Housing varied from run down mobile homes to well kept larger homes. Most homes have yards, some with fishing boats, campers, basketball hoops, trampolines, or swing sets. Not many sidewalks and existing are in bad shape. Transportation No public transportation People are driving cars, trucks, semi trucks, and motorcycles. A few people are riding bikes or walking on sidewalks. Race and Ethnicity Majority of people seen are Caucasian. One African-American child. A few Hispanic adults in the mobile home park. Open space Beautiful waterfall with a trestle it. Several fields for crops and dahlia flowers. Some abandoned businesses. Service centers Love, INC ministry Dentist office Eye care office Chiropractor Vet Clinic Skate park in construction Access to community pool, Zumba, Karate Religion and politics Three Christian Reformed churches and one Evangelical Free Church of America. No evidence of political affiliations. Boundaries State highway is the main road through town. River and railroad tracks. State game land on southern border. Stores and Street People Families walking, people walking dogs, mowing yards, home improvement work, children playing. A few stores, restaurants, and pawnshops. Health and Morbidity The closest hospital is 13 miles away. No local clinics or primary care offices. One pharmacy. Potential for accidents related to heavy traffic on main road. No signs of substance abuse. Potential for farming injuries. Commons High school age kids gathered around cars in the grocery parking lot. Recreation sports at the schools and local fields. Ice cream shop with play area. Signs of decay Community alive and active. Signs for craft fairs, school fundraisers, family night at church. Community evidence of school pride. Media Newspapers. People using their phones for texting, etc.
Mental Health Nursing 4435 Spring 2018 Week Chapters Week 1 February 26, 2018 – March 4, 2018 Week 2 March 5, 2018 – March 11, 2018 Week 3 March 12, 2018 – March 18, 2018 Spring Break Week 4 March 19, 2018 – March 25, 2018 Test 1 – Covering chapters 1-8 Week 5 March 26, 2018 – April 1, 2018 Week 6 April 2, 2018 – April 8, 2018 Test 2 – Covering chapters 9-16 Week 7 April 9, 2018 – April 15, 2018
Week 8 April 16, 2018 – April 22, 2018 Test 3 – Covering chapters 17-24 Week 9 April 23, 2018 – April 29, 2018 Week 10 April 30, 2018 – May 6, 2018 Test 4 – Covering chapters 25-32 Week 11 May7, 2018 – May 13, 2018 Week 12 May 14, 2018 – May 19, 2018 Test 5 – Covering chapters 33-42
Goals Objectives Activities Timeline Goal 1: Create a framework for the development of educational activities for orthopaedic staff at Spectrum Health related to the care of the patient with acute compartment syndrome (ACS). 1.1 Identify current strengths and weaknesses in current ACS education at Spectrum Health 1.1 a.) Attend orthopaedic core class currently offered at Spectrum Health to assess information being taught related to ACS and pain management b.) Meet with current orthopaedic educators and clinical nurse specialist (CNS) to review current teaching materials. c.) Conduct a needs assessment with managers, leadership, and orthopaedic educators. 1.1 a.) To be completed by June 1, 2014 b.) To be completed by June 1, 2014 c.) To be completed by June 1, 2014
Goal 2: Complete the creation of the educational activities and have development of the educational activities 2.1 Develop a simulation and PowerPoint to be incorporated into Knowles principles of adult learning theory. b.) Review the literature related to different teaching strategies that can be utilized. c.) Determine teaching strategies and content to be used within the learning activities the guidance and expertise of my preceptor. 2.1 a.) Write simulation, including outline and b.) To be completed by June 15, 2014 c.) To be completed by June 15, 2014 2.1 a.) To be completed by July 10, 2014
Appraiser’s Title_______________________________________ Telephone:________________________
Number Properties Homework Literacy – Write a definition of these terms Prime number: Square number: Research What is the 100th triangle number? Find the formula for the triangle numbers. Memory Memorise “I ate and ate till I was sick on the floor” to remind you that ____=64. For and just swap the last 2 digits. Skills Stretch Find the value of: