Langara College Spring archived

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Nursing 2121

Professional Growth II:

The Nursing Profession

Course Outline

Instructor:

Melanie Forseng,

RN, BSN, MSN

Office: B 148p

Phone: 604 323- 5804

Email:

[email protected]

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PROFESSIONAL GROWTH II: THE NURSING PROFESSION

Course Description

This course builds on the philosophy and concepts examined in Professional Growth I as well as examining and exploring the professional practice of nursing. Emphasis is placed on standards for practice and the role of nurse as educator and advocate.

Ends-In-View

This course provides opportunities to explore nursing as a profession, including

professional rights and responsibilities and their legal and ethical parameters. It promotes participants’ understanding of the purpose and function of professional nursing

associations and organizations, particularly in relation to the maintenance and

improvement of standards of care. Participants have opportunities to begin to explore and examine their role as health educators and health counselors with individuals and families in a variety of contexts.

Process

Learning activities provide participants with opportunities to examine the nursing

profession and the inherent rights and responsibilities of its members. Emphasis is placed on the standards of practice and the roles, knowledge, and skills of nurses as educators and advocates. Participants actively engage in professional and health education

activities (for individuals and/or families) associated with their nursing practice courses. These activities encourage participants to reflect on their personal meanings and ways of being as professional, teacher, and learner.

Resources include:

Canadian Nurses Association documents (www.cna-nurses.ca)

College of Registered Nurses of British Columbia documents (www.crnbc.bc.ca) Other websites such as www.bcnu.org; www.icn.ch; canadian-health-network.ca www.clpnbc.org.

Guest speakers, videos, selected articles. Required textbooks:

McIntyre, M. & Thomlinson, E. (Eds.). (2003). Realities of Canadian nursing: professional, practice, and power issues. Philadelphia: Lippincott, Williams & Wilkins.

Bastable, S. (2003). Nurse as educator: principles of teaching and learning for nursing practice. (2nd. ed.). Jones and Bartlett Publishers. (available in the bookstore)

American Psychological Association (2001). Publication manual of the A.P.A (5th ed.). Washington, DC: Author.

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Overview

This course is organized around the philosophical foundations of the curriculum and reflects the following concepts:

• nursing organizations (professional associations, nursing unions)

• professionalism: Code of Ethics, legal statutes governing nursing practice, Standards of Practice and Ethical Issues, Rights and Responsibilities (evaluation, support, assertiveness, advocacy, confidentiality)

• education (life-long learning, credentialing, continuing competence)

• issues of quality improvement (e.g. Continuous quality improvement, quality assurance)

• power structures, hegemony, nurses voice

• caring for self and each other as nurses (quality of work life, humor, issues of safety for nurses)

• introduction to violence, abuse, and vulnerability in care-giving roles – co-worker • teaching and learning focused on individuals and families

• theoretical perspectives in teaching/learning • introduction of teaching across the life span

• personal meaning (eg. Readiness to learn, health beliefs, etc.) • awareness and sensitivity to learning needs and styles

• introduction of teaching/learning strategies, critical thinking

Criteria for Evaluation

Evaluation Criteria Value

Teaching Plan Assignment 30 marks

Quiz # 1 20 marks

Quiz # 2 20 marks

Final Exam 20 marks Webct 10 marks

Total 100 marks

The course involves 2 hours of class work each week and 2 hours of webct work. Your work on webct must be completed by Sunday at 1800 hours (section 1) or by Wednesday at 2400 hours (section 2).

Quizzes and Final Exam (20 marks each)

The quizzes and the final exam will be multiple-choice. Each will have 25 questions. Each quiz will be based on course content up to the day of the quiz. The final exam will be based on material covered after the last quiz and up to the day of the exam. The quizzes and the exam will cover seminar discussion materials as well as readings and handouts.

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The Teaching Plan Assignment (group work) (30 marks)

You will work in groups of 6 to develop and implement a teaching plan to educate a new nurse (new graduate or someone moving into the practice area for the first time) about a specific skill or knowledge that is needed to practice in a specialty area of nursing. You must submit a detailed hard copy of your teaching plan and your references.

Your group will implement your plan and teach your classmates or one or more of the group members. Each group member will receive the same mark.

The following are the steps involved in this assignment.

1. Form your group. No more that six members can be in each group.

2. Choose the specialty area of practice your group wants to learn about. Please note that this must be an area for which certification exists in Canada. Refer to the CNA web site for information concerning certification. Hand in group members’ names and specialty area of practice to instructor.

3. Determine the special knowledge and skills a nurse requires to work in this area of practice. This will involve research about the area of practice and might also involve interviewing someone currently working in that area. 4. Decide what your group will teach. Choosing only one thing to teach will help

you to focus your plan. Explain why this skill or knowledge is necessary to practice in the specialty area.

5. Develop a teaching plan. Use the information in the “Nurse as Educator” to help you with this part of the assignment (chapters 4, 10, 11, 12, and 15).You must decide who the learner(s) is/are--- will the rest of the class participate as the learner or will one or more of the group members be the learner(s) and the class will observe the teaching? Organize your plan according to the table on page 342 of the text.

6. Teach!!!

-Breakdown of marks (30 marks)-

Presentation- was the content clearly presented? (2 marks), was the presentation interesting? (2 marks), did the group stay within 20 minutes? (1 mark) TOTAL = 5 marks

Written Work- specialty practice area requires certification in Canada and is clearly defined (1 mark), purpose of teaching plan (1.5 marks) (this includes why nurses in this area require the skill or knowledge your plan addresses), goal (1.5 marks), behavioral objectives (4 marks) (These will

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identify learner activities. Make sure each objective includes all the correct parts identified in Ch. 10), content outline (5 marks), method of instruction (4 marks) (Be sure to include a brief explanation of why each strategy was chosen. Please only refer to/use Kolb’s learning styles.), time allotted (1mark), resources (1 mark), method of evaluation (3 marks), references (2 marks). TOTAL = 25 marks

The time limit for the teaching session is 20 minutes. Webct (10 marks)

Students will give themselves a webct mark out of 10 and the instructor will give them a mark out of ten for a total mark out of 20. This mark will then be converted to a mark out of 10.

Evaluation of Online Discussions

Discussion assignments will be evaluated based on the following rubric. This rubric is intended to demonstrate different levels of achievement in discussion assignments as well as to spotlight the criteria used for evaluation. The rubric is not directly convertible to points; however, the more a student’s work falls in the exemplary column, the higher the grade will be; and the converse is also true.

Criterion Exemplary Acceptable Undeveloped

Insightfulness Posting demonstrates thorough

understanding of the topic, incorporates knowledge from readings and lectures

Posting shows some understanding of topic though perhaps imperfect or superficial at times Posting demonstrates lack of understanding or predominate superficiality

Organization Posting contains a logical progression of ideas with good transitions between points

Posting contains logical progression of ideas; may have some rough transitions

Posting jumps from idea to idea without clear purpose or direction Clarity of Communication Posting reflects consistently thoughtful word choices with clearly worded sentences and paragraphs

Posting may have infrequent lapses in word choice or clarity of meaning

Numerous poorly-chosen words or improper use of terms that obscure meaning

Writing Mechanics Grammar and

punctuation uniformly conform to standards of scholarly writing Occasional grammar and/or punctuation errors Numerous grammar and/or punctuation errors

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Class Schedule and Content January- April 2006

Week Section Date Topics

1 Section 1 (Monday) Section 2 (Thursday) January 9th January 12th

Introductions, overview of class content, criteria for evaluation, etc. Introduction to Teaching and Learning

Theoretical perspectives in Teaching/Learning 2 Section 1 Section 2 January 16th January 19th

Determinants of Learning. “How do you learn best?” Learner Motivation “Quitters, Inc.”

Compliance 3 Section 1 Section 2 January 23rd January 26th Health Behaviours.

Literacy Levels. “When clear directions matter most!”

4 Section 1 Section 2 January 30th February 2nd Quiz (25%) 1 hour

Gender, Socioeconomic, and Cultural Attributes of the Learner.“A map of the city”

5 Section 1 Section 2 February 6th February 9th Instructional Methods Instructional Materials. 6 Section 1 Section 2 February 13th February 16th

Writing Behavioural Objectives. Teaching Plans.

Evaluation of teaching/learning. –“Extremely Brad!” 7 Section 1 Section 2 February 20th February 23rd

Independent study day

Spring break 8 Section 1 Section 2 February 27th March 2nd Quiz (25%) 1 hour

Nursing organizations, code of ethics, revised standards for practice – “The world’s worst nurse and what happens to her and others like her”

Health Professions Act

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9 Section 1 Section 2 March 6th March 9th

Legal and Ethical Issues

Violence 10 Section 1 Section 2 March 13th March 16th

Politics, Power, and Policy

Introduction to Quality Improvement. 11 Section 1 Section 2 March 20th March 23rd

Life Long Learning -credentialing -competency -certification 12 Section 1 Section 2 March 27th March 30th

Teaching Plan Due (25%) (group work)

13 Section 1 Section 2 April 3rd April 6th

Caring for Self and Each Other as Nurses, Power Structures, and Nurses’ Voice.

Guest Speaker- BCNU The Needleless System

Week 1

Concept: Introduction to Teaching and Learning OVERVIEW

The CNP curriculum is defined as the interactions that take place between and among students, clients, practitioners, and faculty with the intent that learning takes place. To this end the curriculum is based on Bevis and Watson’s (1989) conceptualization of a caring curriculum of nursing. That view of curriculum places major emphasis on the quality of relationships in an education program, rather than on the course of studies, behavioural objectives, threads, or themes that many nursing education programs stress. The relationships students have with others are varied, such as those with clients, the practitioners they work with, their peers, and their teachers. Teachers are seen as expert learners working with students in partnership in empowering ways, drawing on student experience and on theory of various kinds to develop the content to be learned.

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Students, practitioners, faculty, and clients are equally valued as partners in the learning process in the Collaborative Curriculum. Learning is a reformulation of the meaning of experiences and leads to changes in attitudes, feelings, and responses. Learning is critically affected by the learner’s concept of self, which is itself learned. The self concept is enhanced when learners have a need to know, when they perceive learning as relevant and meaningful, and when they believe they have a chance of success. It is further enhanced when the learner’s past and present experiences are acknowledged, respected, and reflected upon. When learners share the responsibility for identifying their learning needs, and planning and evaluating their learning experiences, their

self-confidence increases and they become increasingly self-directed. Learners learn best when they feel cared for and challenged, and when they experience success.

(Collaborative Nursing Program in British Columbia. Collaborative curriculum guide, Sept. 2002).

ENDS-IN-VIEW You will:

• Establish “ground-rules” that will allow you to create an environment conducive to teaching and learning.

• Investigate the concepts of teacher and learner.

• Identify the purpose, benefits, and goals of patient and staff education. • Compare and contrast the education process to the nursing process.

• Understand why patient and staff education is important function for nurses. • Identify barriers to education and obstacles to learning.

• Explore your own personal philosophy of teaching and learning

• Review selected ethical principles, Acts regulating nursing practice, and implications for nursing practice and education.

IN PREPARATION

• Reflect on environmental factors that you find most conducive to learning and be prepared to establish group “ground rules” to facilitate your learning.

• Reflect on your past experiences with teaching and learning to identify barriers as well as the purpose, benefits, and goals of education.

• Read: Bastable, S. (2003). Nurse as educator: principles of teaching and

earning for nursing practice. (2nd. ed.). Jones and Bartlett Publishers. Chapter 1. • Review: Collaborative Nursing Program of British Columbia (2002, March).

Collaborative curriculum guide (Revised). Victoria: Author. IN SEMINAR

Gather in small groups of 3 or 4 and discuss the elements that you feel are important to the establishment of an environment for learning. Some qualities your might want to consider include:

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• In what type of environment do I learn best?

• What helps me to feel comfortable to share my ideas? • What helps me to feel comfortable to share my ideas? • How may I help others to share their ideas?

• What things distract me from learning?

All discussion groups will have an opportunity to present a synopsis of their dialogue to the rest of the class. Based on our discussion, suggest some ground rules for our

“community of learning”.

Share with your group a personal experience involving your learning. Identify significant people and events involved. What in this experience stands out for you either in a positive or negative way? Identify your thoughts, feelings and actions at the time. What do you think the thoughts, feelings and actions were of the other involved individuals? Be as descriptive as possible. When you have completed your description, share the experience with one other person in the class.

REFLECTION

What role do we each play in creating an environment for learning? Can we learn in isolation or is a “community of leaning” essential for learning to occur?

How do the concepts discussed in class inform your practice as a nurse-teacher? Are there rules about successful teaching and learning? How does the concept of caring relate to teaching and learning? What do you believe about what is needed to learn or how people learn?

How can we overcome barriers and obstacles to education and learning? Concept: Theories of Learning

OVERVIEW

A major focus of this course is that you learn to assess the specific learning needs of an individual and family in a specific context, set ends-in-view for learning, plan and implement specific teaching-learning strategies and evaluate the effectiveness of your session. Before you begin this process, it is important to have an understanding of the various theories and philosophies of learning and how they influence the learning process. Critical thinking skills are an essential prerequisite to both examining the philosophical perspectives and to carrying out the teaching-learning process. ENDS-IN-VIEW

You will:

• Identify accepted learning theories and their principal constructs. • Identify similarities and differences in selected learning theories.

• Identify appropriate teaching/learning situations where specific theories could be utilized.

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• Actively utilize critical thinking skills in class while examining various philosophies and theories underlying teaching and learning

• Examine how one’s philosophy gives direction to the selection of learning ends-in-view, teaching and evaluation methods.

IN PREPARATION:

• Reflect on your own personal philosophy of teaching and learning.

• Read: Bastable, S. (2003). Nurse as educator: principles of teaching and learning for nursing practice. (2nd. ed.). Jones and Bartlett Publishers. Chapter 3.

• Read: Mann, K. (2004). “The role of educational theory in continuing medical

education: Has it helped us?”. The Journal of Continuing Education in the Health Professions”, 24, S22-S30. (will be handed out in class)

• Read: Harrelson, G. & Leaver-Dunn, D. (2002). “Using the experiential learning cycle in clinical instruction”. Athletic Therapy Today, September, 23-27. (will be handed out in class)

• Reflect on your past experiences with teaching and learning. Did learning occur? If so, why? If not, why not?

IN SEMINAR:

Through discussion, we will explore the relevance of different learning theories to specific learners (eg. individual patients) or groups of learners (eg. family members) and their needs. We will apply specific learning theories to examples of clinical teaching. WEBCT:

In your discussion group, discuss which theory of learning makes most sense to you and why.

In preparation for next week’s work concerning motivation and compliance, work in your discussion groups to develop a definition of each of these two concepts. Develop your definitions before doing the reading for class.

Week 2

Concept: Determinants of Learning OVERVIEW

Nurses are required to teach individuals and groups in a variety of settings. Often, the nurse will face challenges such as lack of time due to shortened lengths of stay. Individuals are at different levels of readiness to receive and process information into something meaningful for them. Nurses may facilitate the process of learning by being sensitive and understanding of the context of individuals/groups and personal perceptions

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of their learning. Nurses must assess clients to ascertain what determines how well a person learns.

“You can lead a horse to water, but you can’t make him drink.” ENDS-IN-VIEW

You will:

• Identify what comprises the determinants of learning.

• Know the steps involved and identify methods to be used in the assessment of learner needs.

• Explore the four types of readiness to learn and related factors to be assessed. • Explore the meaning of learning styles and how to assess individual styles.

• Explore the process of assessing learner needs and discuss some specific assessment strategies.

• Examine the importance of learner-centered needs and/or the nurse-educator’s role in facilitating motivation to learn.

IN PREPARATION Read:

• Bastable, S. (2003). Nurse as educator: principles of teaching and learning for nursing

practice. (2nd. ed.). Jones and Bartlett Publishers. Chapter 4.

• McDonough, J. & Osterbrink, J. (2005). “Learning styles: An issue in clinical

education?”. AANA Journal, 73(2), 89-93. (will be handed out in class)

IN SEMINAR

In class you will have a short lecture on the determinants of learning. Then you will critique a teaching plan and develop your own plan in a small group to teach something. You must include strategies to meet the needs of all the learning styles identified by Kolb.

WEBCT

Reflect on recent client teaching you have done. Did you thoroughly assess learner needs or did you make the decision on what the individual needed to learn? Was the outcome successful? Would you do anything differently next time?

Concept: Motivation, Compliance (week 2), and Health Behaviors (week 3) OVERVIEW

“Knowledge alone does not guarantee that the learner will engage in health-promoting behaviors, nor that the desired outcomes will be achieved. The most well-thought-out educational program or plan of care will not achieve the prescribed goals if the learner is not understood in the context of complex factors associated with motivation and

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compliance. A thorough understanding of the relationship between the reception of information and the application of information, as well as those factors that impede or promote desired health outcomes, is essential for the nurse as educator.” (Bastable, 2003) ENDS-IN-VIEW

You will:

• Understand the meaning and theoretic foundations of motivation, compliance, and adherence in relation to behaviors of the learner.

• Identify incentives and obstacles to motivation to learn. • Discuss axioms of motivation relevant to learning. • Be able to assess levels of learner motivation.

• Identify strategies to promote motivation and improve compliance. • Be able to identify the components of the Health Belief Model IN PREPARATION

Read:

• Week 2- Bastable, S. (2003). Nurse as educator: principles of teaching and learning for nursing practice. (2nd. ed.). Jones and Bartlett Publishers. Chapter 6.

• Week 3- Sedlak, C., Doheny, M, & Jones, S. (2000). “Osteoporosis education programs: Knowledge and behaviors”, Public Health Nursing, 17(5). 398-402. (will be handed out in class)

IN SEMINAR

In class we will explore the concepts of motivation and compliance as they relate to individuals and to families with a special guest speaker and review a selected health behavior framework and how it influences learning

WEBCT

Reflect on your past experiences with clients. Consider those who have shown

motivation to learn and have complied with treatment regimes. Consider those who have not. How were these clients different? What were the incentives and obstacles to

learning? What strategies could be used to motivate those who were non-compliant? How would you feel if a nurse called you “noncompliant”?

In preparation for our classroom work concerning literacy, in your discussion groups develop a list of your beliefs about people with literacy problems.

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Week 3

Concept: Literacy in the Adult Population OVERVIEW

“An essential prerequisite to implementing patient education programs is knowing a person’s literacy skills.” (Bastable, 2003)

“Patients are expected to assume greater responsibility for self-care and health promotion, yet this expanded role depends on increased knowledge and skill. If patients with low literacy abilities cannot fully benefit from the type and amount of information they are typically given, then they cannot be expected to maintain health and manage

independently. The result is a significant negative impact on the cost of health care and the quality of life. (Brez & Tayfor, 1997; Brownson, 1998; Fisher, 1999).

• Understand the terms literacy, illiteracy, health literacy, low literacy, functional illiteracy, reading, readability, comprehension, and numeracy.

• Identify those at risk for having difficulty with reading and comprehension of written and oral language.

• Discuss common myths and assumptions about the illiterate person. • Identify clues that are indicators of reading and writing deficiencies.

• Assess the impact of illiteracy and low literacy on patient motivation and compliance with healthcare regimens.

• Utilize specific formulas and tests to determine readability and comprehension levels of printed materials.

• Identify teaching strategies useful in educating clients with low literacy skills. IN PREPARATION

Read:

• Bastable, S. (2003). Nurse as educator: principles of teaching and learning for nursing practice. (2nd. ed.). Jones and Bartlett Publishers. Chapter 7.

IN SEMINAR

Today we will examine the impact of literacy issues on healthcare by reviewing several studies.

We will also review a selection of Patient Education Materials (PEMS) commonly distributed to clients in various healthcare settings (e.g., hospitals, physicians’ offices, clinics, home care agencies). The class will be divided into groups to review a different PEM for each group. Each group will share their findings with the class and draw

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conclusions about the appropriateness of these tools for patient education.

Week 4

Concept: Gender, Socioeconomics, and Culture OVERVIEW

“Understanding diversity, particularly those variations among learners related gender, socioeconomics, and culture, is of major importance when designing and implementing education programs to meet the needs of an increasingly unique population of learners.” (Bastable, 2003)

• Identify gender-related differences in learners based on social and hereditary influences on brain functioning, cognitive abilities, and personality characteristics. • Recognize the influence of socioeconomics in determining health status and health

behaviours.

• Become familiar with terms associated with diversity

• Explore ways to prepare practitioners to function in a culturally sensitive manner and to be able to do cultural assessments.

• Explore beliefs and customs of selected cultural groups and identify appropriate teaching strategies for these groups.

• Become familiar with transcultural nursing and how it can help in meeting the learning needs of various ethnic groups.

• Identify the meaning of stereotyping, associated risks, and how to avoid this behaviour.

IN SEMINAR

We will apply gender, socioeconomic status, and culture to the city of Vancouver and look at a model of cultural assessment.

WEBCT

Reflect on your past experiences with clients from various ethnic backgrounds. Think about their learning needs. What teaching strategies were used and were they effective?

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Week 5

Concept: Instructional Methods OVERVIEW

“Instructional methods are the techniques or approaches the teacher uses to bring the learner into contact with the content to be learned. Methods are a way, an approach, or a process to communicate information ….” (Bastable, 2003)

• Review various types of instructional methods and identify their uses. • Identify strengths and limitations of selected methods.

• Discuss variables that influence the selection of a method. • Recognize strategies to enhance teaching effectiveness. • Know how to evaluate the methods used.

• Krouse, H. (2001). “Video modelling to educate patients”. Journal of Advanced

Nursing, 33(6), 748-757. (will be handed out in class). IN SEMINAR

In class we will review a variety of traditional and nontraditional instructional methods. WEBCT

Reflect on your past experiences as a learner. Identify and discuss your preferred instructional method.

Concept: Instructional Materials OVERVIEW

Instructional materials are tangible objects that provide the audio/visual objects to

enhance learning. Many can be manipulated. Good instructional materials can stimulate a learner’s sense and may have the power to arouse emotions. They can also help the nurse educator make sense of abstract ideas and simplify complex messages.

Babcock, D E. & Miller, M.A. (1994). Client education: theory and practice. St. Lois:

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Mosby-Year Book ENDS-IN-VIEW You will:

• Identify major variables to be considered when selecting, developing, and evaluating instructional materials.

• Identify three components of instructional materials required to effectively communicate educational messages.

• Identify audiovisual tools available for patient education. • Describe guidelines for the development of printed materials.

• Identify advantages and disadvantages of selected instructional medium. • Determine which types of media are suitable for use with different learners. IN PREPARATION

• Read: Bastable, S. (2003). Nurse as educator: principles of teaching and learning for nursing practice. (2nd. ed.). Jones and Bartlett Publishers. Chapter 12.

IN SEMINAR

In class we will briefly look at the various types of instructional materials and will then review general principles related to the use of these materials.

WEBCT

Reflect on your experiences as a learner. Which instructional materials do you find most useful and why?

Week 6

Concept: Writing Behavioural Objectives and Teaching Plans OVERVIEW

“Before a decision can be made about selecting the content to be taught or choosing the instructional methods and materials to be used to change learner behaviour, the educator must first decide what the learner is expected to accomplish. Client needs are

determined by identifying the gaps in the learner’s knowledge, attitudes, or skills.

Identification of needs is a prerequisite to formulating behavioural objectives that serve to guide subsequent planning, implementation, and evaluation of teaching and learning.” (Bastable, 2003)

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• Understand the differences between goals and objectives. • Write clearly stated objectives

• Explore the three domains of learning.

• Identify instructional methods appropriate for teaching in each domain. • Discuss the importance of learning contracts.

• Recognize the role of the nurse educator in formulating objectives for planning, implementing, and evaluating teaching and learning.

IN SEMINAR

In class we will develop our own objectives and a teaching plan to address one of them. WEBCT

Do you think behavioral objectives are useful? Why?

Concept: Evaluation in Healthcare Education OVERVIEW

“Evaluation is defined as a systematic process by which the worth of value of something – in this case, teaching and learning – is judged. Early consideration of evaluation has never been more critical than in today’s healthcare environment.” (Bastable, 2003) ENDS-IN-VIEW

You will:

• Understand the differences between evaluation and assessment. • Know the purposes of evaluation.

• Distinguish between process, content, outcome, impact, and program evaluation. • Explore various models of evaluation.

• Explore similarieites and differences between evaluation and research. • Identify barriers to evaluation.

• Examine methods for conducting an evaluation. • Identify appropriate instruments for evaluative data. • Identify ways to report results of evaluations.

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• London, F. (2004). “How to prepare families for discharge in the limited time

available”. Pediatric Nursing, 30(3), 212-214, 227. (will be handed out in class) • Goetti, K., & Keast, D. (2005). “Foot care for persons with type 2 diabetes: Can

a teaching video improve compliance?”, Wound Care in Canada, 3(2), 20-26. IN SEMINAR

In class we will review the differences between assessment and evaluation and look at an example of 2 different types of evaluation in action.

Week 8

Concept: Standards for Nursing Practice and the Health Professions Act OVERVIEW

“On August 19, 2005 RNABC officially became the College of Registered Nurses of British Columbia (CRNBC), empowered under the Health Professions Act to regulate the practice of registered nurses and nurse practitioners in British Columbia” (CRNBC, 2005).

ENDS-IN-VIEW You will:

• Understand the implications for nursing following the enactment of the Health Professions Act in British Columbia

• Describe the process used by the college to address practice issues

• Differentiate between the professional standards, practice standards, and scope of practice standards.

IN PREPARATION

Visit the CRNBC website and look at the professional standards, practice standards, and scope of practice standards.

IN SEMINAR

In class we will create the “world’s worst nurse” and then look at what happens to her.

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WEBCT

What do you think is the most significant implication of the Health Professions Act for nurses? Why? What are the professional standards, practice standards, and the scope of practice standards?

Week 9

Concept: Legal and Ethical Issues OVERVIEW

“We are indeed living in an age of an enlightened public that is not only aware, but also demands recognition of individual constitutional rights regarding freedom of choice and rights to self-determination.” (Bastable, 2003)

• Identify major ethical principles.

• Understand the importance of ethical and legal issues for nursing practice and education.

• Articulate relevant ethical and legal issues.

• Understand implications for individual nurses and the profession when ethical and legal issues are not resolved.

• Identify barriers to and strategies for resolving ethical and legal issues. • Identify ethical and legal resources available to nurses

IN PREPARATION

Visit the CNA website www.cna-nurses.ca click on Members, Nursing Practice, and look at Practice Documents.

Read:

• McIntyre, M. & Thomlinson, E. (Eds.). (2003). Realities of Canadian nursing: professional, practice, and power issues. Philadelphia: Lippincott, Williams & Wilkins. Chapter 18

IN SEMINAR

Our classroom work this week will focus on ethical principles and the nurse and the law. We will watch a video about legal issues for nurses.

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WEBCT

Choose an ethical principle and explain how you apply it in your practice. Concept: Violence and Abuse

OVERVIEW

“Violence has serious implications for the physical and mental health of individuals, families, groups, and societies. In all its forms … violence is dramatically increasing in Canada and the world. Nurses, often the first to interact with individuals affected by violence and often victims themselves, have crucial roles to play in dealing with and eliminating violence.”

Canadian Nurses Association Position Statement on Violence ENDS-IN-VIEW

You will:

• Identify different forms of violence and abuse.

• Analyze political, legal, and ethical factors related to violence and abuse. • Relate the effect of violence and abuse to the health of individuals. • Understand the impact of violence and abuse on the health care system.

• Examine factors that contribute to the continued silencing of victims of violence and abuse.

• Identify facilitators and barriers to the resolution of various issues. • Identify strategies to address violence and abuse.

IN PREPARATION

Visit the Canadian Nurses Association website at www.cna-nurses.ca and look under Position Statements. Find the statement on Violence.

Read: McIntyre, M. & Thomlinson, E. (Eds.). (2003). Realities of Canadian nursing: professional, practice, and power issues. Philadelphia: Lippincott, Williams & Wilkins. Chapter 21

IN SEMINAR

In class we will review violence and it’s impact on nurses and look at risk assessment in the workplace.

WEBCT

Reflect on your past experiences. Have you observed violence in your workplace? Have

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you cared for victims of violence or abuse? How did you feel about this?

Week 10

Concept: Politics, Power, & Professionalism OVERVIEW

“Public policy decisions directly affect the health care of everyone as well as the practise of nursing. Nurses can and should become more involved with the policy-making process to ensure that decisions benefit the public at local, provincial/territorial, and national levels. Nursing leadership in the public policy arena will give nurses the best opportunities for putting forth agendas that will accomplish health goals that are in the public’s interest.” (McIntyre & Thomlinson, 2003)

• Understand the real and potential contributions of nurses to health and nursing policy. • Understand types of policy.

• Understand the policy process and the significance of related factors.

• Identify roles, responsibilities, and opportunities for nurses in the policy process. • Identify challenges to nurses’ involvement.

• Identify strategies required for successful involvement. IN PREPARATION

Visit the CNA website www.cna-nurses.ca and look at the media releases and policy/position statements.

Read: McIntyre, M. & Thomlinson, E. (Eds.). (2003). Realities of Canadian nursing: professional, practice, and power issues. Philadelphia: Lippincott, Williams & Wilkins. Chapter 4

IN SEMINAR

Classroom content is currently under development. We may have a guest speaker. Concept: Quality Improvement

OVERVIEW

Quality improvement is an ongoing process of establishing indicators of quality, monitoring performance against the indicators and utilizing findings to make

improvements.

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Standard 5 – Provision of Service to the public

Indicator 5 – Participates in, encourages, and supports initiatives for quality improvement

• explore and understand various ways that health care agencies and individual nurses strive to maintain standards of care and improve quality of services.

IN PREPARATION

Visit the website for the Canadian Council of Health Services Accreditation

http://www.cchsa.ca

Read: Woodward, D. (2005). “Developing a pain management program through continuous improvement strategies.” Journal of Nursing Quality Care, 20(3), 261-267. (will be handed out in class).

IN SEMINAR

In class this week we will discuss the history of quality in healthcare and the role of nurses in ensuring quality.

Week 11

Concept: Nursing Education and Continuing Competence OVERVIEW

“Preparation of the next generation of nurses (RNs) determines the viability of the profession and its ability to influence the health care system and the health of society.” (McIntyre, 2003)

Competency is judged, not only at the time of entry to the profession, but also throughout a lifetime of practice. There is, therefore, a necessary commitment on the part of nurses to a lifetime of learning.

• explore nursing education in Canada from a historical perspective • identify key issues for the future of nursing education in Canada

• understand the importance of continued learning from both an individual and professional perspective.

• explore the relationships between competencies, accreditation, and auditing practices.

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• trace the relationship between a competency framework and self-regulation • discuss individual and organizational differences in responsibilities for nurse’s

competence. IN PREPARATION

Visit the following websites:

• www.rnabc.bc.ca and click on Members. Look at Nursing Practice and then Policy Statements (related to Education). Also look at Nursing Registration and Continuing Competence. Go to http://www.rnabc.bc.ca/pdf/01w31.pdf to read The Nurse

Shortage and Nursing Education in British Columbia. • www.cna-nurses.ca and click on Education.

Read: McIntyre, M. & Thomlinson, E. (Eds.). (2003). Realities of Canadian nursing: professional, practice, and power issues. Philadelphia: Lippincott, Williams & Wilkins. Chapters 10 & 12

IN SEMINAR

In class we will explore the history of nursing education in Canada, discuss BSN education as the basis for entry to practice, and look at different ways of maintaining competence.

Concept: Credentialing OVERVIEW

The process of credentialing refers to the recognition of a specific body of knowledge and complex skills that generate positive client outcomes. The knowledge and skills, in this instance, may not be held by all nurses.

• explore the notion of credentialing from both professional and educational viewpoints • identify advantages of various types of credentials

• discuss differences between specialization and generalization. IN PREPARATION

Visit the CNA website www.cna.nurses.ca and click on Certification.

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IN SEMINAR

In class we will discuss the meaning of credentialing for nurses and explore the need for specialty groups within the profession. We will also look at specialization vs.

generalization.

Week 13

Concepts: Caring for Self and Each Other as Nurses, Power Structures, and Nurses’ Voice

OVERVIEW

The CRNBC and BCNU both support registered nurses working in B.C. They do this in similar and in different ways. Both are essential organizations.

ENDS-IN-VIEW You will be able to:

- identify how BCNU supports the practice of nursing - identify why BCNU is necessary

IN PREPARATION

Explore the website for the BCNU. On the BCNU website find a copy of the collective agreement and print the list of contents of the agreement. Also look at the occupational health and safety issues the union is addressing.

IN SEMINAR

This week’s classroom work is currently under development. We will likely have a guest speaker come to talk to us about the move to needleless systems.