Annotated Bio on ESRD

Course Description:

The purpose of this course is the study and critique of the organization and development of nursing knowledge. During the course we will discuss and compare concepts and theories from nursing, humanities, and science with emphasis on their significance to the practice of professional nursing.

Course Objectives:

Upon completion of this course, students will be able to:

1. Define and describe theory in relation to its multiple purposes and utility in advanced nursing practice.

1. Describe theory development.

1. Understand and engage in the process of concept formation.

1. Distinguish between models and theories in nursing.

1. Comprehend the major elements of conceptual models for nursing practice.

1. Discuss the significance of nursing models for development of a theoretical and scientific body of knowledge.

1. Use established criteria to analyze, evaluate, critique, and compare/contrast nursing theories/models.

1. Discuss the current status of theory development in nursing, and its relation to nursing practice and the development of nursing knowledge.

1. Evaluate selected nursing theories and models in terms of level of development, and utility relative to the current and future needs of nursing practice, education, administration, and research.

1. Analyze various leadership models and nursing practice models in the context of nursing practice for their impact on patient outcomes.

1. Use nursing and other appropriate theories and models, and appropriate ethical framework for nursing practice.

1. Applies technology and theory in the delivery of client care and intercedes between the client and technology.

1.Students will be able to recall nursing theory, different types of theories and their development, criteria of analysis, and application in nursing practice.

2.Students will be able to compare and contrast two theories as applied in nursing practice.

3.Students will be able to apply a nursing theory in nursing practice.

4.Students will be able to differentiate ideas in class discussions and group activities with regard to views on nursing theory, its relevance in their practice, and the rationale of their choice of nursing theory.

Required Didactic Textbooks and/or Course Materials

McEwen, M, and Wills, E. (2023).Theoretical Basis for Nursing. 6th ed., Wolters Kluwer,.

American Psychological Association, (2019). Publication Manual of the American

Psychological Association, (7th Ed.). Washington, DC: APA. ISNB#9781433832178.

Technical Requirements:

· A reliable Computer: A dedicated computer with an updated operating system, such as Windows 7 or later, or Mac OSX.

· High-Speed Wi-Fi connection obtained either at home (preferred for the best study setting) or via an outside source, such as the library. High speed is necessary to keep connected during class and examinations.

· Web camera: CAMERAS MUST BE TURNED ON AT ALL TIMES DURING ONLINE CLASS

· Office 365 (CDU login needed) & Adobe Acrobat Reader installed.

· Supported Web Browser: Google Chrome or Firefox

If you have difficulty obtaining it, please contact CDU IT for additional assistance. Computers

are available to borrow and limited hot spots (cannot be used with Proctor testing)

Grading Outline

COURSE OUTLINE

1. Introduction to Theoretical Thinking in Nursing

0. Course overview

0. Theory application in nursing practice

1. Structure of Contemporary Nursing Knowledge

1. Why nursing theory?

1. What are conceptual models?

1. What are conceptual frameworks?

1. What is a paradigm?

1. What is a metaparadigm?

1. Metaparadigm Concepts in Nursing Care

2. Person, Environment, Health, Nursing

1. Nursing Philosophies

3. Basic overview of nursing philosophies and philosophers

3. Florence Nightingale: Modern Nursing

3. Jean Watson: Philosophy and Science of Caring

3. Patricia Benner: Novice to Expert

1. Nursing Models

4. Dorothy E. Johnson: Behavioral System Model

4. Smith and Bazini-Barakat: Public Health Nursing Practice Model (MMDSON)

4. Imogene M. King: Interacting Systems Framework

4. Myra Estrin Levine: Conservation Model

4. Betty Neuman: Systems Model

4. Dorothea E. Orem: Self-Care Deficit Theory of Nursing

4. Martha E. Rogers: Unitary Human Beings

4. Sister Callista Roy: Adaptation Model

4. Virginia Henderson: 14 Needs

1. Nursing Theories

5. Orlando’s Nursing Process Theory

5. Modeling and Role-Modeling Theory

5. Leininger’s Cultural Care, Diversity and Universality Theory

5. Mercer’s Maternal Role Attainment Theory

5. Peaceful End of Life Theory

5. Nola J. Pender’s Health Promotion Model

5. Newman’s Health as Expanding Consciousness Theory

Didactic Class: Schedule of Topics and Assignments

Discussion Post/Class Participation Rubric Guidelines

Discussion posting supports learning by providing opportunities to expand and clarify knowledge, develop critical thinking, build communication skills and community. It allows you to articulate and defend a position and consider different points of views through thoughtful participation in this learning activity.

There are three discussions, and they are worth 30% (10% each) of the course grade. The discussions are individualized to your own group/individual clinical background and experience. The discussion posting will be opened and the discussion posting requirements must be completed by the deadline. If you do not post early, your student peers are not able to complete their post – responding to other posts. If everyone waits until the last minute to post, you cannot complete the requirement of the assignments.

Each discussion is graded on completeness and appropriateness. The discussion board will be evaluated after each assignment is due.

Use the following ABC method for discussions:

A. Answer the question for the discussion. Acknowledge your classmates' posts.

B. Build upon two posts (from other students) by providing additional details, statistics, ideas, personal perspectives, or links to interesting, relevant articles.

C. Conclude response with a question or new idea to further stimulate the discussion.

D. Document with a minimum of 2 reference(s) from peer-reviewed journals within the last 3 to 5 years.

Assignment/Term Paper Rubric Guidelines

	Excellent	Acceptable	Poor
Format	Assignment follows APA guidelines. Points: 5	Assignment contains few APA errors. Points: 4	Assignment does not follow APA guidelines or contains several errors in APA. Points: 2
Conventions	Assignment is free of grammar, punctuation, and spelling errors. Points: 5	Assignment contains few grammatical, punctuation, and/or spelling errors. Points: 4	Assignment contains several errors in grammar, punctuation, and/or spelling. Points: 2
Organization	Excellent organization and structure are evident throughout the assignment. The assignment contains appropriate topic sentences, transitions, and conclusions. Introduction of the topic, content, and conclusions are organized. Points: 5	Acceptable organization and structure throughout the assignment. Areas of needed improvement noted in one of the following areas (e.g., topic sentences, transitions, conclusions, overall organization of assignment). Points: 4	Assignment does not meet organization standards of doctoral level writing. Several areas of improvement noted in more than one of the following areas (e.g., topic sentences, transitions, conclusions, overall organization of assignment). Points: 0
Content	Excellent presentation of research and information related to the topic. The writer used appropriate and current peer reviewed evidence-based research. Clinical discussion of the content demonstrates knowledge and application of principles related to the assigned topic. Points: 5	Acceptable presentation of research and information related to the topic. The writer used appropriate peer reviewed evidence-based research most of the time. Clinical discussion of the content demonstrates acceptable knowledge and application of principles related to the assigned topic; however, areas of improvement were noted. Points: 4	Assignment does not adequately address the assigned topic. The writer did not use current peer reviewed evidence-based research. Points: 0

GROUP Presentation/PowerPoint Rubric

1. Each group will have 45-60 minutes to present their case (presentation is expected to be interactive and highly engaging) Note: solely reading the slides does not enhance class participation, do not populate your slide with text, most information should come from the presenter (this reflects how well you know the topic). Randomly asking the class and/or asking for feedbacks between discussions is highly encouraged. Each presentation should include discussion with the class.

2. Each member of the presenting group are ALL expected to participate. EACH MEMBER OF THE GROUP SHOULD UPLOAD THEIR POWERPOINT PRESENTATION INDIVIDUALLY TO BE GRADED. Late policy applies.

3.

Late Submission Policy on weekly discussion posts/response, biweekly assignments, presentations

and online submissions: Points will be deducted for late submission:

1-15 days late: -0.25-point deduction 16-30 days late: -0.5 deduction

>30 days: 0 or no point will be received

Confidentiality

The students of MMDSON Program support and are held accountable and responsible for maintaining the right to confidentiality of all individuals as outlined in the ANA Standard of Clinical Nursing Practice (Standard V. Ethics), the Code for Nurses and HIPAA Compliance. Registration and attendance for this course (Nursing 511) is considered as consent for participation in classroom/ lab activities

Universal Precaution Policy

Universal precautions must be followed by students and faculty in the clinical settings. It is mandatory that efforts be taken to prevent exposure to blood, body fluids and needle-sticks.

Policy Regarding injury in clinical Agency/classroom

An accident/injury is defined as an undesirable and unexpected event which may result in potential or personal harm during clinical or classroom time. Students are to report such accidents or injuries which occur in the clinical setting or classroom labs to the faculty member and or supervising nurse and immediately, seek appropriate medical follow up and complete an agency incident report. Reference: MMDSON Student Handbook Department of Nursing

Impairment by Drug or alcohol Abuse and Emotional Illness

In the matter of nursing students impaired by alcoholism, drug abuse, or emotional illness, MMDSON agrees with the California Board of Registered Nursing. Because nursing students are responsible for the direct care of patients in vulnerable situations, no student may be under the influence of any illegal drug, narcotic, or alcohol while in the clinical area or while on the university premises. When the student’s conduct and performance indicate possible impairment by alcoholism, drug abuse, and emotional illness, the faculty member has the responsibility and authority to take immediate corrective action in the clinical setting. Reference: MMDSON Student Handbook Department of Nursing

Clinical Participation

All students are expected to actively participate in lab and clinical sessions as presented. The aim is to encourage interaction among students and faculty, not simply to present information. Student responses to discussion questions must be substantive, that is, thoughtful and analytical. The student will be held to high academic and professional standards. The student is required to demonstrate professional behavior and attitudes towards all faculty and staff during class by (1) arriving on time and ready to learn/participate; (2) articulating your point-of-view and asking questions in a professional manner; and

(3) practice, practice, practice and (4) document, document, document. .

· Attendance and punctuality at all class and clinical sessions are required. Tardiness is unacceptable and will be reflected in your evaluation or by further action. Three tardy occurrences equates to one absence in lecture or clinical/simulation.

· If you are too ill to report to your clinical facility, you must notify your clinical instructor by calling him/her at least one hour prior to the established clinical start time. The instructor will assign some type of learning experience for you to make up the objectives for any missed time. More than one absence is considered unsatisfactory and critical enough to warrant failure in the clinical setting.

Didactic Faculty

Attendance

Students must comply with the attendance policy of the University outlined in the CDU Catalog and provided in each course syllabus. Attendance in all nursing courses is conducive to the learning experience of each student. The learning that results from interaction and sharing with other students is an important and integrative aspect of the learning process. Therefore, attendance at all classes is expected. MMDSON policy states that attendance is required for at least 90% of all clinical and theory courses; if attendance falls below 90%, the course grade may be lowered by a one-course grade for every class session missed. It is expected that students will arrive on time for class.

Absence from clinical for more than one session must be made up and could result in clinical failure, thus failure in the class. All absences must be made up with the course/clinical instructor’s guidance.

All clinical absences are required to be made up in the Clinical Setting or via simulation. Excessive absence from clinical sessions may result in the inability to meet course objectives and failure of the course. Absenteeism from a clinical day that is due to unavoidable and serious reason is acceptable. In such circumstances, the student must advise his/her instructor immediately and make arrangements to complete course requirements.

Absences must be reported to the instructor prior to the scheduled class clinical/lab/simulation time. Students are responsible for making up any skills lab and clinical/simulation lab hours before the next scheduled skills lab or clinical rotation. If the time missed is longer than 2 weeks (for example, 10% of the required clinical experience), the student will be required to repeat the course. Students who must repeat a course will not be allowed to progress with the cohort. Students can only fail one course in the program.

Regular class/clinical attendance is a student obligation, and the student is responsible for all the work including the test and written work of all class meetings. No right or privilege exists that permits a student to be late from any given class meeting except instructor- excused absences (illness, family emergencies). If you must enter late, do so quietly and do not disrupt the class. Students arriving late for an examination, quiz, or other activity may be denied admission to class at the instructor’s option until after the activity is over.

Do not leave class early unless it is an absolute necessity. If you know in advance that, you will need to leave class early, sit near an exit and inform the instructor before the start of class.

Chronic tardiness and or leaving class early may adversely affect your course grade and may cause you to receive a grade of F.

Students are strongly advised to attend all classes. Students who are absent from a regularly scheduled examination will receive a grade of “0” or zero as their examination grade. To avoid zero students must notify the faculty member administering the examination or the course coordinator of the absence within 24 hours before the scheduled examination. Only urgent occurrences (i.e., Death in the immediate family or illness of the student) will be accepted as a reason for absence. Make-up exams will be administered with proof of urgency (i.e., Signed note from the treating practitioner), and at the discretion of the faculty. Final examinations are administered according to the established schedule; changes are permitted at the discretion of the teaching faculty.

All tests will be given within the first two hours of the class schedule. When the test has started, no unexcused late student will be allowed to take the test OR it will be the faculty’s discretion if late student can take the test but only on the time remaining.

This will be a timed exam with an allotment of (# of hours) hours with a start and end time in the syllabus schedule. Anything beyond this time frame will not be considered for grading, unless you have received approval for special accommodations by the Student Disability Services. If you are eligible for accommodations, you must provide your accommodations letter to the instructor at the beginning of the semester and no later than the first week of class.

If the exam is online and you have technical difficulties, please inform the faculty member immediately by email, as well as the help desk for this to be a documented reason for not continuing with an exam. Failure to carry out any of the above will result in a grade of zero.

It is your responsibility to ensure you have a working computer, camera, and microphone prior to attempting to take the test. Check all your equipment the night prior so that you can get a loaner from IT if needed.

Written Exams:

Exams are designed to determine students’ understanding and application of readings and information learned.

Exam Protocol: No talking, cell phones, gum chewing, books, book bags, personal computers/any electronics, calculators, scrap paper or purses will be permitted in the testing room. All such items must be left at the front of the room during the testing hour. Please silence your phone. Plan to have several pencils with erasers. Only the test and pencils are permitted to be placed on your desktop. Raise your hand to ask a question. DO NOT ASK YOUR CLASSMATE.

You will need a computer (not a tablet). You must have audio and camera access. No phones, scrap paper, pens, pencils, calculators or any other items allowed on desk. You need to be alone in the room, in a quiet area. NO TALKING WILL BE ALLOWED DURING TESTING. If you have an issue, send a private note to the instructor. Testing will be done using ATI PROCTORIO.

Mid-term Warning

Mid-term warning is assigned to any student obtaining an average grade of less than "B" (<80pts) at the mid-term of any nursing course

To pass each nursing course, MSN students must obtain a cumulative grade of 80% (B) for courses and RN-BSN students must obtain a cumulative grade of 76% (C+) (Please see chart below). However, in all graduate nursing tracks, an overall grade point average of “B” or better is required to progress in the program. Students must pass the assigned “pass/fail” components of each course and must complete all clinical hours where required. Grading criteria per School of Nursing standards are listed below:

Grading criteria/scale per School of Nursing standards are listed below:

Expectation: Both the SON and the university expect academic integrity in all projects, papers, examinations, etc.

Definitions: Academic Integrity: The maintenance of academic integrity and quality education is the responsibility of each student at Charles Drew University. Cheating or plagiarism in connection with an academic program is an offense for which a student will be expelled, suspended, or given another disciplinary action.

Academic dishonesty diminishes the quality of scholarship and defrauds those who depend upon the integrity of the educational system. Academic dishonesty includes:

Cheating

Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise.

Students completing any examination should assume that external assistance (e.g. books, notes, calculators, and conversations with others) is prohibited unless specifically authorized by the instructor.

· Students may not allow others to conduct research or prepare work for them without advance authorization from the instructor.

· Substantial portions of the same academic work may not be submitted for credit in more than one course without authorization.

Fabrication: Intentional falsification or invention of any information or citation in an academic exercise.

Facilitating Academic Dishonesty: Intentionally or knowingly helping or attempting to help another commit an act of academic dishonesty.

Plagiarism: To steal or pass off the words or ideas of another as one’s own, or to use without crediting the source.

Cheating, plagiarism, fabrication, and facilitating academic dishonesty will receive an “F” for that assignment plus permanent probation for all students(s) involved.

Any incident of violation of the Academic Integrity Policy may be handled by a faculty member or may be treated as a judicial action, following the Student Codes of Conduct in the Student Handbook. Documentation of a violation and any resulting discipline may be placed in the student’s file.

Netiquette:

All class communications and interactions with other students and the professor should follow common social standards for respect and courtesy.

What is netiquette?

Netiquette refers to the social expectations and behavior norms for online interactions and communications. In the online learning environment, we should follow common social standards. Developing awareness of netiquette will help you succeed in online communication activities (emails, discussion forums, chat, etc.) and get the most out of your online courses.

General Netiquette Rules

Be friendly and civil with each other

Be forgiving of other people’s mistakes

Avoid abbreviation

Avoid “text messaging” language (examples; LOL, NP, TY, emojis, et.)

Avoid “ALL CAPS” (IT’S LIKE YELLING)

Respect others’ privacy and your own (be careful of personal or confidential information)

Stay on topic, and write clearly and concisely

Run a spelling and grammar check before posting anything publicly

Communication Expectations:

Check your CDU email every day! This is how I will communicate with you during the semester. To contact me during regular business hours (Monday – Friday, 8 am to 4:30 pm) your best bet is to send me an email. I try to respond to all emails within 24 hours, but if you don’t hear from me at the end of that time, send a follow-up. For emails sent on Friday afternoons or the weekend, you may not receive a response until the following Monday. Whenever you submit graded work, expect me to evaluate it within 7 days, and always look for feedback from me. You can also call me or stop by and see me during my office hours; if I must cancel or change my office hours, I’ll post an announcement on Blackboard.

Disability Accommodations

Division of Student Services offers various academic supports and programs to assist you in better understanding course material and facilitating equitable access to the curriculum. Programs and services are administered by qualified professional staff, graduate students, and undergraduate peer leaders. Resources available to students may include:

· Peer Tutoring

· Note and Test-Taking Skills

· Time Management

· Anxiety and Stress Management

· One-on-one assistance with professional staff

*****Every student in class is a respected and equal part of the group, regardless of race, ethnicity, background, sex, gender, class, political affiliation, physical or mental ability, or any other identity category. Each individual brings a unique set of experiences to this class, and none of them are more valuable or significant than the others. The courses will be enhanced by individual experiences. Every student is encouraged to express their personal experiences, as they are all perceived important. No one should ever assume that they are speaking for anyone or anything other than their own experience or point of view. Additionally, everyone have the freedom to choose their own identity. If there are any features of the course's instruction that make it difficult for student to feel included or alienated from the material, student can reach out to faculty or the office of the Student Affairs.

Online Teaching Policy

Classes at CDU will be conducted through hybrid instruction for the foreseeable future, including using remote digital resources such as Blackboard, videoconferencing, online programs, etc.

Learning in a remote setting has some different challenges from learning in an in- person class. The university would like to ensure that students receive a comparable remote learning experience. This includes maintaining students’ engagement through active class participation.

Recommendations for webcam usage in online teaching:

· Students can choose any appropriate background to use to block out a private and personal setting.

· Students should conduct themselves in the same manner as if in an in-person setting. They should be properly attired and avoid gesturing inappropriately during a session. In addition, they should avoid distracting activities while engaged in a video session, such as moving from room to room or using a second screen (phone, tablet, laptop) during class.

· If for any reason a student does not want to use their webcam during a class, they must seek permission from their professors before the onset/beginning of the class.

Online Class Instruction

1. Classes should be held at the designated times on the academic course schedule.

2. Classes should consist primarily of synchronous teaching using Blackboard Collaborate Ultra, Zoom, or Teams.

3. Asynchronous elements such as recorded segments can be used but should be provided as supplementary material to aid in the course.

4. All assignments should be graded in Blackboard in a timely manner. If possible, at least, one grade should be on Blackboard before the Add/Drop period. There should be a column that designates a calculated overall grade for the student so that they know at all times how they are performing in the course.

5. Faculty should read the statement provided from the Office of Compliance to the students to ensure accessibility and compliance with Americans with Disabilities Act. In addition, it should be placed in the course syllabi.

6. Faculty are encouraged to incorporate learning elements that facilitate active and group learning.

7. Students are expected to attend lectures at the appointed time unless excused by the instructor.

8. Where practical, exams and quizzes should be through software such as Blackboard, Examsoft, or similar online software. Regardless of the method, all scores and grades should be entered into the Blackboard grade book in a timely manner.

9. Students should adhere to academic integrity, which is a commitment to honesty and moral behavior in a hybrid academic environment. Faculty may require the monitoring of tests and/or quizzes using web-conferencing tools (e.g., Blackboard Collaborate or Zoom) and/or the use of secure browser tools, such as Proctorio.

10. Students taking online courses, like all courses at CDU, are subject to the Academic Dishonesty Policy, and the Student Code of Conduct.

11. Students should be encouraged to attend class through a reliable connection such as a home computer and internet connection. They should be discouraged from using phone interface, while driving around, weak cellular signal, etc.

Program Coordinator / Director

1. Before the beginning of each academic term, the program coordinator should submit the list of instructors to the Office of Faculty Development and Assessment (OFDA), including new or continuing faculty, to assure their readiness by completing a review of the workshop materials in online teaching strategies that OFDA provided in Summer 2020.

2. Program Directors should recommend instructors who missed training or prefer to retake CDU Faculty Development Series Workshops in Online Teaching Strategies to enroll in a customized course designed to ensure CDU instructor readiness for teaching and learning promotion.

3. Program Director should review and suggest any amendment if the policy inclusively applies for all types of courses.

CDU Remote Learning Resources

1. All laptops loaned out by the university include webcams.

2. CDU offers subsidized hot spots for students who do not have reliable home internet. Other low-cost home internet services are available (See Student Services website)