NU-245 Leadership in Clinical Practice Capstone

GENERAL INFORMATION:

Course title: NU 245 Leadership in Clinical Practice Capstone

Campus: National

Initiator: Kathleen Benjamin

Date: October 2021

Course description

This capstone course for nursing students supports transition to the Registered Nurse graduate role in the Pacific Islands. Emphasis is placed on nursing management of groups of clients with complex health alterations, utilizing principles of evidenced-based practice, clinical reasoning, prioritization, delegation, collaboration as a member of the interprofessional health team and leadership in the Registered Nurse role. Professional expectations in relation to licensure, continuing education, standards of practice, career and lifelong learning goals are examined. The course culminates with integration and self-analysis of the COM-FSM nursing core competencies.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hours		Semester Credits
Lecture	1	x	16	x	16	=	1
Laboratory	6	x	16	x	96	=	2
Lecture/Lab		x		x		=
Workshop		x		x		=
			Total Semester		Credits	=	3

PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: NU 225

CO-REQUISITES: NU 235

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[ ]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[ ]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[ ]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X]	7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[ ]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): At the end of level II, the competent associate degree graduate will:

Model personal and professional actions based on self-reflection, core nursing values, and lifelong growth integrating new knowledge, ethical principles, and legal standards for safe, quality nursing practice.
Investigate health assessment data, evidence-based resources to guide clinical reasoning, clinical judgment, and decision making in the delivery of safe, holistic nursing care.
Demonstrate leadership in nursing and healthcare management.
Communicate effectively and collaborate as part of the interprofessional team.
Practice relationship-centered care, creating a caring and culturally safe environment that reflects the values of Micronesia.
Practice and contribute to the primary care and public health care systems in Micronesia to promote community wellness.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs)(General): The student will be able to:

Model commitment to personal and professional nursing practice, integrity, leadership, and lifelong learning.
Demonstrate clinical judgment, reasoning, and advocate for the use of evidence-based rationale with the interprofessional health team to plan, implement and deliver quality patient care.
Model leadership skills and collaboration skills in nursing and healthcare management.
Use relationship-centered communication and health technology skills as a member of the interprofessional health team.
Role model and advocate for a caring, culturally safe, and flourishing environment to support the values and needs of Micronesian individuals, families, and communities.
Demonstrate the role of the nurse in primary care & public health settings to promote wellness of the Micronesian individual, family & community.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs)(Specific): The student will be able to:

CSLO (General) 1: Model commitment to personal and professional nursing practice, integrity, leadership, and lifelong learning.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
1.1 Determine the scope of practice, Standards of Practice, education, licensure and issues and trends for the registered nurse in the FSM and the United States.	6, 7*	1	Journal, self-assessment tools graded by rubric
1.2 Apply leadership principles and skills to one’s own role as a professional nurse.	7	3	Written paper/poster graded with rubric.
1.3 Develop a strategic self-guide and timeline to manage the transition and reality shock to the role of the registered nurse.	7	1	Journal, self-assessment tools graded by rubric
1.4 Describe the process and factors influencing mentoring, coaching, and precepting relationships for the registered nurse.	7	1	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
CSLO (General) 2: Demonstrate clinical judgement, reasoning, and advocate for the use of evidence-based rationale with the interprofessional health team to plan, implement and deliver quality patient care.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1 Utilize critical thinking, clinical judgment, and clinical reasoning to plan, implement, and deliver care for individuals, families, and groups across the lifespan.	3	2	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
2.2 Collaborate with the interprofessional health team members to coordinate and refer patient care in the hospital and community settings.	3.7*	1	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
2.3 Use current evidence-based information to deliver safe, holistic care to individuals, families, and groups across the lifespan.	7	2	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
2.4 Incorporate evidence-based practices to deliver safe, holistic care to individuals, families, and groups across the lifespan.	7	2	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
2.5 Collaborating with the interprofessional health team, evaluate the effectiveness of best practices in delivery of safe, holistic care to individuals, families, and groups across the lifespan	7	2	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
CSLO (General) 3: Model leadership skills and collaboration skills in nursing and healthcare management.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1 Simplify, evaluate, and perform arithmetic operations on radical expressions.	1	4	Case scenarios/Simulation graded by rubric, Nursing care plan or professional paper graded by rubric, Reflective journal graded by rubric, Clinical evaluation graded by rubric
3.2 Adapt patient care activities to facilitate positive health outcomes.	7	1	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
3.3 Participate in quality improvement activities to improve patient care outcomes.	7	2	Clinical evaluation form graded with rubric. Journal, Self-assessment tools graded with rubric
CSLO (General) 4: Use relationship-centered communication and health technology skills as a member of the interprofessional health team.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1 Implement effective communication protocols to ensure patient safety	1*, 7	1	Reflective journal, Clinical Evaluation Tool & Portfolio graded with rubric.
4.2 Use strategies to manage interpersonal and/or interprofessional conflicts.	7	1	Reflective journal, Clinical Evaluation Tool & Portfolio graded with rubric.
4.3 Apply relationship-centered communication principles into team leader practice	1, 7*	4	Reflective journal, Clinical Evaluation Tool & Portfolio graded with rubric.
CSLO (General) 5: Role model and advocate for a caring, culturally safe, and flourishing environment to support the values and needs of Micronesian individuals,
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
5.1 Adapt nursing care to support the values and health needs of Micronesian individuals, families, and communities	7	5	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric
5.2 Assist health team members to recognize patient values and health needs.	7	5	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric
CSLO (General) 6: Demonstrate the role of the nurse in primary care & public health settings to promote wellness of the Micronesian individual, family & community.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
6.1 Demonstrate personal health and wellness practices in the role of the registered nurse.	7	1	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric
6.2 Coordinate wellness screenings and health education activities for the individual, family and community.	7	6	Scenarios, group assignments graded with rubrics. Study Journal graded with rubric

5) COURSE CONTENT:

Professional identity
Practical nursing leadership and management
Provider and Manager of Care

6) METHOD(S) OF INSTRUCTION:

[X] Lecture [X] Cooperative learning groups

[X] Laboratory [x] In-class exercises

[X] Audio visual [X] Demonstrations

[ ] Other:

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Hill, S. and Howlett, H. (2009). Success in practical/vocational nursing: From student to leader. (6th ed.). Louis, MI: Saunders Elsevier. (or most recent edition)

8) REFERENCE MATERIALS: (Note: Available in the Health Sciences library)

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. (or most recent edition)
Bucholz, S. (2012). Henke’s med-math dosage calculation, preparation and Administration (7th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Carpenito-Moyet, L. (2009). Nursing diagnosis: Application to clinical practice (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Jensen, S. (2011). Nursing health assessment: A best practice approach with DVD. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Karch, A. (2011). Focus on nursing pharmacology (5th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Karch, A. (2012). 2012 Lippincott’s nursing drug guide. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Lippincott, Williams, and Wilkins. (2011). Lippincott’s interactive tutorials and case studies. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Lippincott, Williams, and Wilkins. (2009). Lippincott’s video guide to psychiatric mental health nursing assessment. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Maville, J., & Huerta, C. (2008). Health promotion in pursing. (2nd ed). NY: Thomson Delmar Learning. (or most recent edition)
Pilliteri, A., and others. (2009). Care of the childbearing and childrearing family (6th ed), text, study guide, and Lippincott’s clinical simulations: maternity/pediatric nursing course set. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Porth, C. (2011). Essentials of pathophysiology: North American edition. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Smeltzer, S., Bare, B., Hinkle, J., and Cheever, K. (2011). Textbook of medical- surgical nursing. (12th ed.). Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)
Smeltzer, S. (2009). Lippincott's interactive case studies for Brunner & Suddarth's textbook of medical-surgical nursing. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)
Smeltzer, S. (2011). Smeltzer, Brunner and Suddarth's Handbook for Laboratory and Diagnostic Tests. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)
Stedman, (2010) Stedman’s medical dictionary for the health professions. (6th ed.). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)
Taylor, C., Lillis, C., LeMone, P., and Lynn, P.. (2011). Fundamentals of nursing: the art and science of nursing (7th ed). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)
Taylor, C., and others. (2011). Skills checklists for fundamentals of nursing: the art and science of nursing (7th ed). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)
Taylor, C., Lillis, C., LeMone, P., and Lynn, P. (2011). Taylor’s video guide to clinical nursing skills. (2th ed). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)
Videback, S. (2010). Psychiatric mental health nursing. (5th ed.), Philadelphia: Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

9) INSTRUCTIONAL COSTS:
None

10) EVALUATION: Grading for this course involves two sets of competencies, classroom and lab/clinical. Students must demonstrate mastery of competencies in both the classroom and lab/clinical to pass the course. The benchmark for passing in the classroom component is a 70%. The benchmark for passing the lab/clinical component is an “S” for satisfactory performance.

11) CREDIT BY EXAMINATION:
None

NU 245 Leadership in Clinical Practice Capstone	Endorsed by CC: 10/12/2022
	Approved by VPIA: 08/16/2023

College of Micronesia - FSM

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NU-245 Leadership in Clinical Practice Capstone

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