CARDINAL STRITCH UNIVERSITY by kZ2ubZ

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									             Ruth S. Coleman College of Nursing

Accelerated Bachelor of Science in Nursing Completion Program




                       Student Syllabus

                      Accelerated Format

                           4 Credits




                           NUR 422

            Trends and Issues in Contemporary Nursing

                         Summer 2012
                          Cohort 34
                                      CARDINAL STRITCH UNIVERSITY
                                       Ruth S. Coleman College of Nursing

                                                    SYLLABUS
COURSE NUMBER:                 NUR 422

COURSE TITLE:                  Trends and Issues in Contemporary Nursing

CREDITS:                       4 credits hours of instruction

PLACEMENT:                     BSN

FACULTY:                       Kathryn Schroeter, PhD, RN, CNOR
                               Office: 4148054902
                               E-Mail: kschroet@froedterthealth.org

OFFICE HOURS:                  One hour before and after class and by appointment or email

PREREQUISITES:

COURSE DESCRIPTION:

       This course will explore current trends and issues that affect the practice of the professional nurse.
       Challenges in health care delivery, professional nursing practice, and the necessity to actively participate in
       the nursing profession will be the major themes.

COURSE OBJECTIVES:

1.     Examine the importance of lifelong learning for nursing professionals. (Curriculum Outcome #1)
2.     Examine the impact of selected trends and issues on professional nursing. (Curriculum Outcomes #1)
3.     Utilize critical thinking in the examination of professional, contemporary nursing. (Curriculum
       Outcome #5)
4.     Examine professional nursing on the practice of client care. (Curriculum Outcome #4)
5.     Demonstrate effective written and verbal communication skills when presenting various perspectives of
       professional nursing. (Curriculum Outcome #1)
6.     Examine the concept of professionalism and current trends and issues on life-long learning.
       (Curriculum Outcome #3)

REQUIRED TEXTBOOK:

Creasia, J. L., & Friberg, E.E. (2011). Conceptual foundations: The bridge to professional nursing practice
        (5th ed.). St Louis: Elsevier-Mosby.

American Psychological Association. (2010). Publication manual of the American Psychological Association
       (6th ed.). Washington, DC: Author.




                                                          2
TOPICAL OUTLINE: Issues and trends related to:
     A. Professional role development
     B. Professional socialization
     C. Continuing education and credentialing
     D. Emerging nursing roles
     E. Emerging nursing practice environments
     F. Healthcare politics, policy and planning
     G. Health care delivery
     H. Nursing shortage
     I. Aging population
     J. Culture of safety
     K. Rising health care costs and emerging payment methods
     L. Health care reform and the IOM Future of Nursing Report
     M. Shorter length of stay
     N. Increases in chronic illnesses
     O. Technological advances
     P. Staff and patient cultural diversity
     Q. Globalization of health care
     R. Disaster preparedness: planning and response
     S. Genetics and genomics
     T. Primary prevention and education

COURSE REQUIREMENTS:

      A.     MINIMUM PASSING GRADE

             A student must achieve an average of 83% on his/her individual work in order to pass the course. If
             a student has achieved an average score of 83% for his/her individual work, then study team work
             scores will be averaged with the individual score to determine the final grade.

      B.     EVALUATION PROCEDURE

             Evaluation consists of four (4) projects: two (2) individual and two (2) study team plus class
             participation. The final grade will be based on the following percentages:
                    Individual
                           Personal Goals/Professional Life Map                              20%
                           Individual Trend Paper                                            30%
                           Participation                                                     10%
                           Online modules                                                    10%
                    Study Team
                           Presentation of Group Project                                     30%
                           (includes participation at team meetings & team log entries)
                                                                                           100%




                                                       3
Rationale for assignments:
       The professional life map identifies priorities for the student and helps them to focus on how
       lifelong learning will be a part of their lives. Measures course objectives 1 and 6.

       The individual trend paper is a formal paper in which the student examines and analyzes a trend that
       is affecting their professional nursing career. Measures course objectives 2, 3, 4, 5, and 6.

       The group project notebook is a study team project that allows the team to analyze, in depth, a trend
       or issue impacting on professional nurses. Measures course objectives 2, 3, 4, and 5.

       The group project presentation allows students, as a study team, to present their analysis of a trend.
       Measures course objectives 2, 3, 4, and 6.

       Participation encourages class preparation, reading and regular engagement in class activities.
       Measures course objectives 2, 3, 4, and 5.

C.     GRADING SCALE
       The following grading scale is used by the College of Nursing. Final grades are calculated to the
       nearest hundredth, and then rounded. Grades are rounded based on the principle: if the last digit in a
       number is 5, 6, 7, 8, or 9, increase the digit in front of it by one; if the last digit is 1, 2, 3, or 4, then
       drop the last digit.
                                        Grading Scale

       A       (96-100)         B       (87-89)          C        (80-82)          D       (72-74)
       A-      (93-95)          B-      (85-86)          C-       (77-79)          D-      (70-71)
       B+      (90-92)          C+      (83-84)          D+       (75-76)          F       (0-69)

D.     POLICY ON CLASS ATTENDANCE
       Because of the accelerated nature of the BSN Completion program, it is crucial that students attend
       all classes and study team meetings. In an emergency situation, the student may be absent for only
       one class or study team period, if the instructor is contacted before the absence, if the student
       remains current in class work, and if the make-up assignment is satisfactorily completed.

       Students who miss a class will be required to complete a written assignment that is comparable to
       the missed class. Contact the instructor for the make-up assignment. Students who do not complete
       make-up assignments will not be able to meet the course requirements. If the student must be
       absent from class or the study team meeting more than once, the student will be dropped from the
       course and will need to join another cohort group.

E.     POLICY ON CHEATING AND PLAGIARISM

       Violations of academic integrity will not be tolerated. (See the current University catalog at
       www.stritch.edu/catalogs )

F.     POLICY ON LATE ASSIGNMENTS

       Assignments submitted after the due date will lose 5% per day, including weekends. Assignments
       not submitted by the last day of class will receive a 0, unless prior arrangements have been made.
                                                    4
G.   WITHDRAWAL DATE

     The last day to withdraw from the class is before the 5th class session.

H.   STATEMENT REGARDING REHABILITATION ACT

     Cardinal Stritch University and this instructor wish to positively affirm the intent of the Federal
     Law, Rehabilitation Act of 1973, Section 504. Any person enrolling in this course who may require
     alternative instruction and/or evaluation procedures due to a handicapped condition should feel free
     to discuss these needs with this instructor so that appropriate arrangements can be made.

I.   STUDY TEAM GUIDELINES

     Actively engaging with colleagues in study teams is an important part of the learning experience of
     this course and is a professional responsibility. This belief is a major premise of the accelerated
     BSN Completion program. Students must meet each week (except before week one) with their
     study team for approximately three-and-a half hours. Attendance at study team meetings is an
     integral part of required class contact, and must be carefully recorded on Study Team Logs. The
     study team meeting is a time to complete study team assignments, reflect upon new learning, and
     raise questions for discussion.


     1. Collecting Study Team Weekly Logs
        Study team logs represent the record of all the study team activities. Faculty will collect the Study
        Team Log at the beginning of each class.
     2. Attendance at Study Team Meetings
        Attendance must be taken at each study team meeting. A student’s signature on the study team
        log is the student’s statement that he/she was at the meeting for the time listed on the log. Three-
        and-a-half hours of study team activity are required per week. Signing a study team log without
        being in attendance at the study team meeting or being excessively late for the meeting is a breach
        of academic integrity. If a student attended less than three-and-a-half hours, he or she must record
        the amount of time attended on the form. Students who miss a study team, or are excessively late,
        must make arrangements with the study team to make up the time. A student may not miss more
        than one class or one study team during the course. See policy on attendance.




                                                5
                                    NUR 422 Weekly Schedule

 Wk                      Topics of the Day                  Chapter      Graded Assignments Due
  1    Introductions to Trends Impacting Nursing              9
6/5    Critical Thinking

  2    Past and Future Trends                               Articles
6/12   Ethics                                                 on
       Genetics/Genomics in Professional Nursing            ANGEL
       Disaster Preparedness                                website

  3    Professional Socialization                             1&3      Professional Life Map/
6/19                                                                   Professional/Personal Goals

  4    Nursing shortage /Emerging Nursing Roles               2&4      Individual Trend Lit
6/26                                                                   Review Table and Outline
                                                                       Study teams to meet with
                                                                       the course faculty
7/3    Independence Day Holiday – Off
       No Class
  5    Class will be held online                              5&6
7/10   Complete 5 online learning modules


  6    Economics                                              7&8      Individual Trend Papers
7/17   Healthcare Reform                                               due & turn in all 5 module
                                                                       certificates
       IOM Future of Nursing Report
  7    Standards of Practice                                Articles Participate in Team
7/24   Healthcare Policy and Healthcare Politics              on     discussion online/ANGEL
                                                            ANGEL
       This class will be online on the ANGEL website       website
  8    Study Team Presentations of Selected Trends                     Group Project Notebook
7/31                                                                   Participation Rubric
                                                                       Presentation of Group
                                                                       Project

                                    Grade Calculation Table

                                              Enter your Score   Percent        Points Earned
Personal Goals/Professional Life Map                              20%
Individual Trend Paper                                            30%
Participation                                                     10%
Online learning modules(5)                                        10%
Presentation of Group Project                                     30%
TOTAL POINTS EARNED

                                                   6
                                      Writing Assignment Rubric
A Paper:
         The problem is clearly articulated in the introduction.
         The paper is well organized and clearly follows the format indicated in the assignment grading
         criteria and description.
         The paper includes enough background supported by facts to form a framework for the problem and
         its importance.
         The position taken is clearly stated.
         Both sides of the problem are thoroughly examined and counterarguments are clearly refuted.
         Recommendations for your professional involvement and solution to the problem are clearly
         stated and practical or do-able.
         Writing contains well-developed paragraphs and complete sentences.
         Writing has no grammar or typing errors.
         Draws conclusions that follow logically from the arguments presented
B Paper:
         The problem is articulated in the introduction.
         The paper is well organized and clearly follows the format indicated in the assignment grading
         criteria and description.
         The paper includes some background supported by facts to form a framework for the problem and
         its importance.
         The position taken is stated.
         Both sides of the problem are examined and counterarguments are refuted.
         Recommendations for your professional involvement and solution to the problem are stated and
         probably practical or do-able.
         Writing contains fairly well-developed paragraphs and complete sentences.
         Writing has 1-2 grammar or typing errors.
         Draws conclusions that mostly follow logically from the arguments presented
C Paper:
         The problem is stated but not clearly articulated in the introduction.
         The paper is organized and includes the 4 sections indicated in the assignment grading criteria.
         The paper includes some background to give an idea of the framework for the problem and its
         importance but is not supported by facts.
         The position taken is stated, but not very well articulated or thorough.
         Both sides of the problem are not examined and counterarguments are not refuted.
         Recommendations for your professional involvement and solution to the problem are stated but are
         not practical or do-able.
         Writing contains short paragraphs and complete sentences.
         Writing has 3-5 grammar or typing errors.
         Does not establish strong connections between arguments and conclusions
D Paper:
         The problem is not stated in the introduction.
         The paper is not well organized and may not include the 4 sections indicated in the assignment
         grading criteria.
         The paper includes little background to give an idea of the framework for the problem and its importance, but
         is not supported by facts.
         The position taken is not stated.
         The problem is not examined and counterarguments are not refuted.
         Recommendations for your professional involvement and solution to the problem are not stated.
         Writing contains short paragraphs and/or incomplete sentences.
         Writing has more than 5 grammar or typing errors.
         Makes no connections between arguments and conclusions
F Paper:
         Anything less than above.


                                                      7
                              Oral Presentation Rubric

A Presentation:
       Subject is addressed very thoroughly
       Presentation is very well organized
       Presenter communicates complete understanding of topic
       Presents many, specific, relevant details as evidence
       Visual aids are used very effectively
       Has no or very few vocal fillers; can be heard; makes good eye contact
       Represents exemplary achievement

B Presentation:
       Subject is addressed thoroughly
       Presentation is well organized
       Presenter communicates good understanding of topic
       Presents some specific, relevant details as evidence
       Visual aids are used effectively
       Has few vocal fillers; can be heard; makes good eye contact
       Represents good achievement

C Presentation:
       Subject is adequately addressed
       Presentation is adequately organized, occasionally gets off track
       Presenter demonstrates some understanding of topic
       Presents few specific, relevant details as evidence
       Visual aids minimally help presentation
       Has some vocal fillers; at times difficult to hear; eye contact is intermittent
       Represents adequate achievement

D Presentation:
       Subject is poorly addressed
       Presentation gets off track and is poorly organized
       Presenter attempts to show understanding of topic but is unclear
       Presents very few specific, relevant details as evidence
       Visual aids do little to enhance the presentation
       Has many vocal fillers; is difficult to hear; student reads mainly from notes
       Represents poor achievement

F Presentation:
       Subject needs more explanation
       Presentation lacks organization
       Presenter demonstrates no real understanding of topic
       Presents no examples
       No visual aids
       Delivery style does not engage the audience
       Has many fillers; cannot be heard; reads only from notes-no eye contact
       Represents no evidence of achievement



                                           8
                                            Class Session One
Objectives
1.    Examine course requirements and expectations.
2.    Explore the components and characteristics of critical thinking.

Individual Assignments (Course objectives met)_____                                           ______
1.    Review the syllabus –especially the Personal Goals/Professional Life Map Rubric and Guidelines as well as
      the Individual Trend Paper.
2.    Prepare to discuss Critical Thinking Exercises 1 and 5 in Creasia & Freiberg, 2011, p. 219. Use the
      information in the chapter to support your answers. (2, 3, 4, 5)
3.    Read the article: “Trends in Nursing: 2004 and Beyond” at http://www.medscape.com/viewarticle/466711
      (2, 6)
4.    Collect a minimum of fifteen (15) articles related to health, healthcare or nursing. Five of the articles
      should come from newspapers e.g. Milwaukee Journal -Sentinel or the New York Times; 5 from nursing
      journals e.g., American Journal of Nursing or Nursing Times; and 5 from popular magazines e.g., Time or
      People). Skim the 15 articles and bring them to class. (2, 5)
5.    Talk to peers in your work setting about issues/problems in your work setting that could serve as the topic
      for your “Individual Trend Paper.” This issue/problem might also be your NUR 430 Practicum Topic.
      Complete quick literature searches to be sure there are plenty of articles on your topic and that they spans at
      least 10 years. (2, 3, 4)

Study Team Assignments
1.    No study team meeting before the first class.

Class Activities       (Course objectives met)                                                                 ____
1.    Review the syllabus, especially the Personal Goals/Professional Life Map Guidelines and Rubric.
2.    Differentiate critical thinking, problem solving and decision making. Discuss clinical decision making you
      have observed, in terms of underlying assumptions, accuracy of the available information, interpretation of
      the information and soundness of the decision reached. (3, 4)
3.    In study teams, sort and organize articles. Look for themes. Position and tape article on butcher block paper
      (provided), label the trends. Discuss the trends that your team would like to address. (3, 4, 6)
4.    Study teams present the trends and issues their group identified. (2, 3, 5)
5.    Using the trends identified, each study team will decide on three possible topics for their group presentation
      (in week 8). In the next study team meeting, members will explore the three topics and prioritize the trend
      they would like to present. It is important to be sure there are adequate resources for the selected topic, so a
      quick literature search should be done on all three topics. The topic selected for the study team project must
      be approved by the course instructor prior to further work being done. No two groups will be allowed to
      address the same trend. Group members may not use the group topic for their individual trend paper. (3)
6.    Discuss the “Individual Trend Paper” rubric.
7.    In a rounds format each student will present possible issues/problems from his/her work setting that will be
      the focus of the “Individual Trend Paper.” As a group, discuss which of the issues/problems would be best
      suited for the “Individual Trend Paper.” (2, 3, 5, 6)
8.    Each student will select a different trend from the article “Trends in Nursing: 2004 and Beyond.” Next
      week you will explore the extent to which the selected trend has or has not occurred and present your
      findings to the class. (2, 3, 4)
9.    Answer guideline questions to prepare for developing your life map. (1, 6)
10.   Discuss the process of creating a “Work Flowchart” for your group project.(3, 4, 5, 6)
11.   As a class, complete the class participation rubric.
12.   Review the Individual and Study Team Assignments to be completed before the next class.
                                                         9
                                            Class Session Two
Objectives
1.    Examine trend predictions made in the past.
2.    Explore trends in the changing health of Americans.
3.    Examine and discuss ethical issues in health care/nursing.
4.    Explore roles of nurses during disasters.
5.    Examine the disaster plans of your workplace and your community.

Individual Assignments (Course objectives met)
1.    Look up information (using at least one refereed journal) to support whether or not the trend you selected in
      class last week is occurring. Did the trend heralded permanent changes or was it a blip on the radar screen?
2.    Be prepared with data and rationale to support your conclusions, no opinions. (2, 3, 4, 6)
3.    Review the Professional Life Map rubric. (1, 3, 5, 6)
4.    Create your Professional Life Map. (1, 3, 5, 6)
5.    Begin working on your Personal and Professional Goals. (1, 3, 5, 6)
6.    For the next three weeks, look at local, state and national newspapers and magazines for the trend you
      selected for your “Individual Trend Paper.”
7.    Review your hospital’s or community’s disaster plan (2, 3, 4)
8.    Assess your family’s emergency preparedness using the document at http://www.oc-
      redcross.org/LinkClick.aspx?fileticket=2trQ%2bBq8ONA%3d&tabid=170 Bring it with you to class. (2, 3)
9.    Explore the National Human Genome Research Institute at http://www.genome.gov/Education/
10.   Review the PowerPoint “Your Family History” at http://www.genome.gov/10005911
11.   Create your own pedigree at https://familyhistory.hhs.gov/fhh-web/home.action
12.   Identify ethical issues in genetic testing. (1, 2, 3, 4)

Study Team Assignments (Course objectives met)
1.    Explore resources on the three trend options your team identified in the first class. Look up the topics to see
      what information is available. Keep track of your resources, but don’t print yet, as any one topic may not be
      available to you. (2, 3, 4, 6)
2.    Prioritize your topics in order of which ones you would prefer to address. In class we will make final topic
      assignments. (2, 3)
3.    Determine how many hours you have to work on this project. Figure you have 7 weeks times 3.5 hours per
      person per week times the number of people in your group.
4.    Create a “Work Flowchart” for the Group Project. Use this chart to plan out the flow and timing of your
      work for the next seven weeks. This is the first part of your Group Notebook. Submit a copy in class.
5.    Complete the study team log.

Class Activities (Course objectives met)                             ______                                  ____
1.    Collect a copy of the study team Work Flowcharts. Review at break and return. (5)
2.    Critique selected trends from the article: “Trends in Nursing: 2004 and Beyond.” (2, 3)
3.    Identify emerging health care trends beyond those in “Trends in Nursing: 2004 and Beyond.” (2, 3, 4)
4.    Discuss the impact of specific trends on you, your clients, your work environment, your nursing practice,
      your community, Wisconsin, America and the world. (2, 3, 4, 6)
5.    Discuss the future of healthcare after viewing: “Re-thinking the Future: Health Care Transformation.”
6.    Each study team will discuss the three topics they explored and how/why they prioritized the topics. Each
      group will choose one topic for their study team presentation/notebook. (2, 6)
7.    Discuss questions related to the “Individual Trend Paper.” (3)
10.   Complete the class participation rubric.
11.   Review the Individual and Study Team Assignments to be completed before the next class.
12.   Compare and contrast hospital and community disaster plans (not codes) of each student. (2, 3, 4)
13.   Discuss the status of students’ individual disaster plans. (2, 3)
                                           Class Session Three
Objectives
1.    Examine the current status of nursing as a profession.
2.    Explore professional nursing organizations.
3.    Examine factors that influence professional socialization.
4.    Explore continuing education, advanced certification and advanced nursing education.
5.    Analyze one’s own life history and how these events/experiences influence personal and professional goals.
6.    Re-examine the Wisconsin Standards of Practice.

Individual Assignments (Course objectives met)
1.    Prepare to discuss Critical Thinking Exercise 4 in Creasia & Freiberg, 2011.Use the information in the
      chapter to support your answers. (2, 3, 4, 5, 6)
2.    Explore which professional nursing organizations support your clinical area. Contact one of the
      organizations or check the website and report your findings to the class. Questions you could ask the
      organizations include:
       What is the organization’s mission statement or focus?
       What services, benefits and/or resources are available through the organization?
       How can a new nurse join the organization? What is the cost of membership?
       What continuing education opportunities are available?
       What involvement does the organization have in the areas of political action, regulatory action, and
         certification? (1, 2, 3, 4, 6)
3.    Explore credentialing in your clinical area. Be prepared to discuss the benefits and how it is achieved. (1, 6)
4.    Complete your “Life Map/ Personal and Professional Goals” assignment. Prepare to discuss questions on
      page 22. (1, 3, 5, 6)
5.    Read and summarize at least 3 articles on the topic you chose for the “Individual Trend Paper.”
6.    Complete the Early Alert Study Team Assessment. (3)

Study Team Assignments (Course objectives met)
1.    Break up the Study Team project and assign specific tasks to each team member. (See group project in
      syllabus.) Refine the Work Flowchart and the Project Activity Table. (2, 3, 4, 5)
2.    Identify meetings of key informants related to the trend your group is studying. Arrange who will go to
      which meeting. One or more team members need to attend a meeting about your issue and submit a
      written report for the notebook that identifies the purpose of the meeting, stakeholders, and outcome of
      the meeting. Get prior approval from course instructor before arranging a meeting. (3, 4, 5, 6)
3.    Prepare a literature review table with the headings: social, economic, ethical, political, and legal influ-
      ences. (2, 5)
4.    Complete the Project Activities Table; write goals for the next week. Complete the study team log. (3)

Class Activities (Course objectives met)                      ___________________________________
1.    Present your “Personal Life Map and Personal and Professional Development Plans to peers. (1, 3, 5, 6)
2.    Collect the “Personal Life Map and Personal and Professional Development Plans. (1, 3, 5, 6)
3.    Discuss factors the influence professional socialization in nursing. (1, 2, 3, 6)
4.    Discuss questions 1 and 4 from Chapter 3. (1, 2, 3, 4, 5, 6)
5.    Discuss continuing education, advanced certification and advanced nursing education. (1, 2, 3, 4, 5, 6)
6.    Discuss the nursing organizations in your specialty area and why nurses join these organizations.(1, 2, 3, 4, 6)
7.    In small groups, share the literature review tables for the “Individual Trend Paper.” (5)
8.    Study teams should arrange a meeting with course faculty to discuss questions and progress on the Project.
9.    Collect the Early Alert Study Team Assessments. (3)
10.   Review the Individual and Study Team Assignments for the next class. Complete the class particip. rubric.
                                                         11
                                               Class Session Four
Objectives
1.   Examine trends in the nursing workforce.
2.   Analyze threats and opportunities facing nursing today.
3.   Explore solutions to the threats and opportunities facing nursing today.
4.   Differentiate case management, care management and disease management.
5.   Explore emerging nursing roles.
6.   Explore how environmental changes could impact nursing practice.


Individual Assignments (Course objectives met)
1.      Briefly define each of the following roles: are nurse practitioners, clinical nurse specialist and nurse
        midwife, nurse anesthetist, and nurses case/care manger.
               Level of education is required for each role
               Setting each role practices in
               How each roles be used in your setting (or could be used) (2, 3, 4, 6)
2.      Review the “Estimated Nursing Shortage” sent to you by the instructor. (2, 3, 4, 5, 6)
3.      Select one article on the nursing shortage (2008 or later). Prepare to discuss your article. (2, 3, 4, 5, 6)
4.      Talk to your nurse administrator or manager about how your institution is addressing the pending nursing
        shortage. (2, 3, 4, 5, 6)
5.      Read and summarize at least 3 articles on the topic you chose for the “Individual Trend Paper.” Use the
        “Individual Trend Table” for the summary. (2, 6)
6.      Finish the literature review table and paper outline. Bring to class to submit for grading. (2, 3, 4)


Study Team Assignments (Course objectives met)
1.      Start the group notebook to include all articles collected, literature reviewed, reports from meetings attended.
        (5)
2.      This week or next, attend a meeting of key informants related to the trend your group is studying. You must
        have approval of the faculty. Request permission to attend the meeting from the committee chairperson. (2, 3,
        4)
3.      Continue to gather, read and summarize articles on the selected trend, include: history, assumptions,
        context, and stakeholders. Use a literature review table. (2, 3, 4, 5, 6)
4.      Meet with the course faculty to discuss progress on the project. Use the Rubrics as an outline for the
        discussion. (2, 3, 4, 5)


Class Activities (Course objectives met)                                                                _____ _____
1.      Collect the literature review table and paper outline. (2, 3, 4)
2.      Examine case management in your organization and how it may impact the nursing shortage. (2, 3, 4, 6)
3.      Explore the possible role of case management in the future. (2, 3, 4, 6)
4.      Discuss question 1, 2, and 3 from chapter 4. (2, 3, 4)
5.      Discuss case management with an experienced case manager. (2, 3, 4)
6.      Begin the film “Earth 2100.” Explore how environmental changes may impact nursing practice. (2, 3, 4)
7.      Complete the class participation rubric.
8.      Review the Individual and Study Team Assignments for the next class.




                                                            12
                                                 Class Session Five
Objectives
1. Discuss current issues on which the nursing profession continues to be divided.
2. Discuss three changes in the world that impact nursing.
3. Identify ways in which individual nurses and organizations can help unify the nursing profession.
4. Identify the differences between EBP, Research, PI and QI.
5. Discuss and provide examples of how EBP and research are linked with nursing professional development.
6. Describe critical thinking and clinical reasoning in the context of your practice.
7. Identify characteristics and skills that demonstrate critical thinking.
8. Use specific strategies to improve your critical thinking and clinical reasoning abilities.
9. State interventions that leaders can use to create healthy work environments, including staff engagement.
10. Discuss methods for leadership professional development.
11. Describe the obligations of a member of a profession.
12. Recognize value of lifelong learning.



Study Team Assignments (Course objectives met)
1.      Continue to assemble the group notebook to include all articles collected, literature review, reports from
        meetings attended. (5)
2.      Attend and document the meeting with a group of key informants (may also be done next week depending on
        the meeting date). (2, 3, 4, 5)
3.      Continue to gather, read and summarize articles on the selected trend, include: history, assumptions,
        context, and stakeholders. (2, 3, 4, 5, 6)
4.      Consider the visual elements of your presentation. (3, 5)
5.      Complete the Project Activity Table; write goals for the next week. (3)


Class Activities (Course objectives met)                                                                        _____ _____
Complete the 5 learning modules found on the www.nurse.com website. These modules are free. You may have to
register on the site but you will not have to pay for any of the modules.

http://ce.nurse.com/web128/who-is-the-nursing-profession/ Who is the nursing profession?

http://ce.nurse.com/ce620/evidence-based-effective-nursing-leadership/ Evidence based nursing leadership

http://ce.nurse.com/web106/finally-ebp-research-and-qipi-made-simple/ EBP/Research/QI

http://ce.nurse.com/ce168-60/improving-your-ability-to-think-critically/ Critical thinking/Clinical reasoning

http://ce.nurse.com/web103/nursing-professional-development/ Nursing Professional Development

All 5 modules must be completed with a passing grade of C+ or better in order to receive credit toward the course
grade. Each completed module is worth a maximum of 2 points. Modules are automatically electronically graded
online using a percentage score of correct answers. Scores have been determined by the authors of each module.
Students are to turn in the certificates of completion in class or via email to the instructor on completion of the
module.


                                                              13
                                            Class Session Six
Objectives
1.    Explore the trend of rising health care costs and explore the reasons for this.
2.    Explore how economic principles of supply, demand and cost relate to nursing.
3.    Examine how healthcare reform may impact patient care and nursing practice.
4.    Examine alternate models of healthcare delivery.
4.    Analyze threats and opportunities facing nursing today.


Individual Assignments (Course objectives met)
1.    Read Cresia Chapter 7, then prepare to discuss Critical Thinking Exercises 3 and 6. (2, 3, 4)
2.    Watch the video on Healthcare Reform at http://healthreform.kff.org/The-Animation.aspx
3.    Read 1 article on healthcare reform. Be prepared to discuss how healthcare reform may impact patient care
      and nursing practice. (2, 3, 4, 5)
4.    Read 1 article on the Institute of Medicine’s (IOM) Future of Nursing Report. (2, 3, 4, 5)
5.    Complete the final draft of your “Individual Trend paper and submit to OWL or have a trusted person read
      it. Edit and print your final paper. (2, 3, 4, 5)


Study Team Assignments (Course objectives met)
1.    Summarize and synthesize the literature review table. (3)
2.    Begin organizing the notebook into the eight sections, including: Trend Statement, Influences, Synthesis
      Table, Stakeholders, Recommended Actions, Meetings Attended, Reference List, and Activity Table.
      Your research on the topic should be nearly complete. (2, 3, 4, 5, 6)
4.    Begin gathering or creating the visual elements of your PowerPoint Presentation. (3, 5)
5.    Complete the Project Activities Table; write goals for the next week. (3)


Class Activities (Course objectives met)                                                          _____ _____
1.    Collect “Individual Trend papers.
2.    Discuss how economic principles of supply, demand and cost relate to nursing. (2, 3, 4)
2.    Discuss trends in health care costs and reasons for their growth. (2, 3)
3.    Discuss the changes in payment that have occurred over the last five decades. (2, 3, 4)
4.    Discuss how healthcare reform may impact patient care and nursing practice. (2, 3, 4, 5)
5.    Discuss how the Institute of Medicine Report could impact nursing. (2, 3, 4, 5)
6.    Complete the class participation rubric.
7.    Review the Individual and Study Team Assignments for the next class




                                                      14
            Class Session Seven (Healthcare Policy, Legislation and Healthcare Politics)
                                           This class will be held online
Objectives
1      Explore how healthcare politics and healthcare policy impact nursing.
2      Explore how individual nurses and groups of nurses influence healthcare policy.
3      Explore implications of healthcare reform on nursing practice.
4.     Examine trends in the nursing workforce.
5.     Analyze threats and opportunities facing nursing today.

Individual Assignments (Course objectives met)
1.     Read Creasia chapter 6. Prepare to discuss Critical Thinking question 1, 2 and 5. (2, 3, 4)
2.     Explore the Legislative Affairs site of the WNA at http://www.wisconsinnurses.org/Legislative_Affairs.php
        (2, 3, 4)
3.     Examine WNA’s current priorities. Which issue has the WNA addressed that is most impactful to your
       nursing practice? Are there any current issues on which you would like to send your views to your
       legislator? (2, 3, 4)
4.     If you don’t know your state legislators, identify them at: http://legis.wisconsin.gov/w3asp/waml/waml.aspx
5.     Complete the rough draft of your “Individual Trend Paper.” (2, 3, 4)
6.     Watch online video: Healthiest Wisconsin 2020: Everyone Living Better, Longer at
       http://videos.med.wisc.edu/videos/38751


Study Team Assignments
1.    Discuss each individual’s progress on his/her share of the group presentation.
           How and what will be presented?
           What still needs to be gathered?
           What parts of the presentation need to augmented or edited? (3, 5)
2.     Set up the timing of the presentation for a 30-40 minute presentation. (3, 5)
3.     Build a back-up plan. (3, 5)
4.     Proof and assemble the Trend/Issue Notebook. (3, 5)
5.     Organize the visual elements in your PowerPoint presentation. (5)
6.     Complete the Project Activities Table; write goals for the next week. (3)

Class Activities
1.     Go the ANGEL website for this course. Read the discussion question 1 and discuss it in your teams.
       Each team member must contribute to the discussion. Designate one team member to summarize the
       team’s answer to the question and post your answer in the designated area on the site so that all the other
       teams can read it. Then select a different team member to respond to one of the other team’s response.
2.     Read the discussion question 2 and discuss it in your teams. Each team member must contribute to the
       discussion. Select a different team member (one who did not summarize for question 1) to summarize
       the team’s answer to the question and post your answer in the designated area on the site so that all the
       other teams can read it. Then select another different team member to respond to one of the other team’s
       response.

       The following questions will be on the ANGEL site:
       1. Explore the role of the WNA's Legislative Program is to influence policies that promote, protect or
          advance the practice of professional nurses in Wisconsin. (2, 3, 4)
       2. Examine healthcare bills currently in the State legislature and identify the one that your team be-
          lieves to be the highest priority. Support your position with data. (2, 3, 4)

                                                          15
                               Class Session Eight (Other selected trends)
Objectives
1.    Examine trends in nursing.
2.    Explore roles of nurses in the future of health care.


Individual Assignments
1.    Read Creasia (5th ed.) chapter16 , then prepare to discuss Critical Thinking exercises 1, 2, 3 and 4. If you
      don’t have the 5th ed., request the chapter and your faculty will send it to you. (2,3,4)
2.    Complete your sections of the group project. (3, 5)
3.    Complete the Study Team Evaluations Form. (3)


Study Team Assignments
1.    Review the Presentation Rubric. (2, 3, 4, 5)
2.    Practice the presentation at least twice. (2, 5)
3.    Check your back-up plan. (2, 5)
4.    Refine the visual aspects of the presentation. (2, 5)


Class Activities
1.    Each group will present their issue/trend. (2, 3, 4, 5, 6)
2.    Evaluate the course.
3.    Collect the Study Team Evaluations Form.
4.    Collect the Study Team Trend/Issue Notebook.




                                                          16
                                             Individual Trend Paper
Purpose:
       To examine a problem/concern that is occurring in your work setting, and to synthesize how the
       problem/concern has evolved over time. Examine how the significance, solutions and outcomes evolved.
       The paper cannot be related to the group presentation topic. The paper is 3-5 pages excluding the title page,
       reference page, and table.

       Synthesis means putting ideas from many sources together. After reading several articles, your challenge
       is to organize the information into subtopics, make generalizations, and then present information
       (statistics, quotes, examples) in a logical way. A synthesis is NOT a summary, a comparison or a review.
       Rather a synthesis is the result of integrating and organizing the ideas and data from multiple authors on
       a single topic. In your paper, cite all sources.

        Read & Summarize in a Table            Synthesize & Write                Edit, Add Citations, Proof and Polish


             Article 1
                                                  Significance

                                                                                            Intro to Prob. &
             Article 2                                                                        Background


                                                                                             Significance
             Article 3                               Solutions
                                                                                               Solutions

                                                                                               Outcomes
             Article 4

                                                                                                 Summary

                                                      Outcomes
             Article 5



Procedure:

1.     State your problem in a succinct manner. For example: “Alarm fatigue: A growing problem in inpatient
       settings.” This is the title. Later you will need to describe the problem in the introduction. For not just keep
       the problem clearly in your mind.

2.     Create a table with four columns. Use the bolded words below as column headings:
          A. Reference information (author and date),
          B. Significance to nursing care (problems the trend, or lack of the trend, has caused at different
          times),
          C. Solutions studied or proposed (that authors have prescribed at different times),

                                                          17
         D. Outcomes/results of the solutions (that authors have prescribed at different times).
         (NOTE: if your selected problem does not fit well with these three column headings, then talk
         to your faculty member to see if other headings might be more appropriate. Come with sugges-
         tions).

3.    Review databases (CINAHL, MEDLINE, SAGE) to see when the problem/concern was first identified.
      Have the number of articles related to the problem/concern grown or waned? Have the titles and key words
      for accessing articles changed over time? Have the terms used to describe the problem changed? Are
      solutions proposed today different from those proposed 10-20 years ago? Begin collecting relevant
      scholarly articles. (You may choose to keep article in digital form).

4.    Begin the literature review by reading one articles. Is the article scholarly and relevant? As you read the
      articles, you will find many articles will be rejected as not relevant or scholarly. If it is relevant and
      scholarly, enter the author and year in the first column of the table. Summarize key information from the
      article related to the significance of the trend in the second column, solutions to the trend in the third
      column, and outcomes of the solutions in the fourth column. Not all articles will have information on each
      of these topics.

5.    Repeat step 4 for each scholarly and relevant article that you read. When you have summarized all the
      articles in the table, then set the completed table aside for a few days. Getting away gives you time to
      process.

6.    Begin the synthesizing the significance by re-reading the summaries in the second column. Set the table
      aside, and in your own words state the main points and conclusions of the second column. What was the
      theme in the significance column? Why is this problem an important topic? Who is this topic important
      for? How are they impacted? How has the problem/concern impacted nursing?

7.    After the significance has been synthesized, then synthesize the solutions by repeating step 8 for column 3.
      Then repeat step 8 to synthesize the outcomes from column 4.

8.     Once you have synthesized the three sections, then you can edit, refine and add the citations to these
      sections. The meat of your paper is done.

9.    Describe the background of this problem; that is how the problem has developed over time – not just for
      your workplace, but other settings that have the same problem. When did the problem start? When was the
      problem first documented in the literature? How much has been written about this problem? The answer to
      these questions will come easily after you have completed the literature review.

10.   Now write the introduction and conclusion. These sections are often similar – the introduction prepared
      readers for what is to come (namely the background, significance, solutions, and outcomes), while the
      conclusion summarizes for readers what they have just read .

11.   Finally, ask someone to proof the paper – perhaps email it to OWL, or meet with an Academic Services
      counselor.




                                                        18
                  Sample Format for the Individual Trend Paper Table

  Reference              Significance to        Solutions        Outcomes of the
Authors, (year)          Nursing Care                              Solutions




                                           19
                                     CARDINAL STRITCH UNIVERSITY
                                      Ruth S. Coleman College of Nursing
                             Nursing 422-Trends and Issues in Contemporary Nursing

                                       Individual Trend Paper Rubric
            Exceeds                             Meets                           Does not Meet               Feedback
          Expectations                       Expectations                       Expectations
Describes trend in a complete,       Describes the trend clearly.       Describes the trend in a vague
descriptive and succinct manner.                                        or unclear manner.
10 points                                         9 points                       8 points or less
Discusses background                 Summarizes basic background        Summary of basic background
information/ history of the trend.   information on the trend.          information is incomplete.
           14-15 Points                        12-13 points                     11 points or less
In a Literature Review Table         In a Literature Review Table       The Literature Review Table
summarizes the significance of       summarizes the significance of     does not adequately summarize
the trend, solutions and             the trend , solutions and          the significance of the trend,
outcomes over time.                  outcomes over time. Is general     solutions or outcomes over
Is well-organized/categorized        well-organized/ categorized        time. Is disorganized or mis-
and included important details       and included sufficient detail     categorized, or does not
to support the synthesis.            to support the synthesis           included sufficient detail to
Cites a minimum of seven             Cites a minimum of six             support the synthesis.
scholarly resources.                 scholarly resources.               Cites fewer than six scholarly
           28-30 points                        25-27 points             resources. 24 points or less
Synthesizes what the literature      Synthesizes what the literature    Synthesizes what the literature
states about the significance of     states about the significance of   states about the significance of
the issue over time in an            the issue over time in a,          the issue over time in an
accurate, articulate, scholarly      accurate, clear and succinct       unclear or disorganized manner.
and succinct manner.                 manner.                            Conversational or uses
Non-conversational; no               Minimally conversational; no       colloquialisms or slang.
colloquialisms, or slang.            colloquialisms, or slang.
             10 points                            9 points                       8 points or less
Synthesizes what the literature      Synthesizes what the literature    Synthesizes what the literature
states about the solutions to the    states about the solutions to      states about the solutions to the
issue over time in an accurate,      the issue over time in an          issue over time in an unclear or
articulate, scholarly and succinct   accurate, clear and succinct       disorganized manner.
manner.                              manner.                            Conversational or uses
Non-conversational; no               Minimally conversational; no       colloquialisms or slang
colloquialisms, or slang.            colloquialisms, or slang.
             10 points                            9 points                       8 points or less
Synthesizes what the literature      Synthesizes what the literature    Synthesizes what the literature
states about the outcomes of the     states about the outcomes of       states about the outcomes of the
issue over time in an accurate,      the issue over time in an          solutions over time in an
articulate, scholarly and succinct   accurate, clear and succinct       unclear or disorganized manner.
manner.                              manner.                            Conversational or uses
Non-conversational; no               Minimally conversational; no       colloquialisms or slang
colloquialisms, or slang.            colloquialisms, or slang.
             10 points                            9 points                       8 points or less
Articulately introduces and          Clearly introduces and             The paper is missing a clear
concludes the paper.                 concludes the paper.               introduction or conclusion, or
The paper is well-organized.         The paper is well-organized.       the paper is disorganized or
There is no more than one            The paper has fewer than 2         incomplete. The paper has more
grammar, spelling, or                grammar, spelling or               than 2 grammar, spelling or
punctuation error per page.          punctuation errors per page.       punctuation errors per page.
There is no more than 1 APA          There are not more than 3          There are more than 3 types of
errors in the paper.                 types of APA format errors in      APA errors in the paper.
           14-15 points              the paper.      12-13 points               11 Points or less
Total =                                     See paper for detailed feedback
                                                              20
                                 Professional Life Map Guidelines
Purpose:
        Many factors (people, places, things, time and experiences) have influenced your professional
development. By examining these factors you can gain insight into your development, begin to more fully
understand and give meaning to these influences and plan more productively for your future. A “life-map”
experience helps you to take a comprehensive look at your professional life to better understand where you
have been, to communicate your uniqueness with others, and to sketch out your goals, ideas and dreams. In a
sense, the professional life-map can help you gain a sense of “connectedness” with all the factors that made you
who you are and brought you to this day as a professional nurse.
        This professional life-map experience lays a foundation for further self-understanding because it creates
an opportunity for self-exploration and because it encourages you to look inside (self-help) and prepares you to
complete the follow-up activity – the Professional Development change Plan.

Objectives:
   1.       Identify significant milestones in your life that have led to this point in time.
   2.       Brainstorm what direction your personal and professional life will take in the future.
   3.       Practice creative critical thinking.

   Procedure:
   1.     Draw a single line that represents your career. Your line may take any shape or direction. List
          entry date into nursing practice and the anticipated end (retirement).
   2.     Fill in details from your past professional life which seem to you to be most important – for
          example, people, places, events, experiences, feelings, time. Express these details using shapes,
          symbols, signs, colors, forms, pictures. Try not to use words. When you are finished, your life-
          map should be powerfully meaningful to you. You may feel a bit awkward at first about
          expressing yourself in symbols. Try to let yourself go and enjoy experimenting with shapes,
          pictures, colors or cartoons. You can use signs or labels or pictures if you wish, but try to stay
          away from using words. Put in dates as necessary.
   3.     Brainstorm about your future. If the future could be anything, without barriers or restriction, what
          would it be like? Anything goes! Consider possible career directions, education, community
          services, current roles and responsibilities

   Guideline Questions:
   1.     Who have been the most important people in your professional life and in what ways have they
          been influential?
   2.     What have been the most important events in your professional life - those moments when a
          person or situation helped you to gain insights or to really affect the way you were as a person?
          As a nurse?
   3.     What were the “peak” experiences – those great times when everything just seemed to fit together,
          to make sense, to connect, to have some meaning beyond the ordinary daily routines in nursing
          practice? In your life in general?
   4.     What are the most important professional decisions you have made that have impacted or changed
          your life?
   5.     What person/event/memory related to your professional life would go with these emotions:
                  pride           anger          joy              resentment              grief
   6.     What have been your major interests in nursing? What opportunities have you explored in
          nursing? What kind of work experiences have you had?
   7.     What patterns or trends can you see in your past experiences? How might these influence your
          future in nursing?
                                                    21
Exploring your Life-Map: When you have finished your life-map, reflect on the following:
1.     What are the most important things on your life-map? Are they connected with your schoolwork?
       With goals for future jobs or career development? With your personal life? What do you make
       of that?
2.     Were your major decisions planned or did they just sort of happen?
3.     How much of your happiness or unhappiness related to your professional life has been due to your
       own doing (hard work, skills, effort, interests, priorities, time invested)?
4.     How much of your happiness or unhappiness related to your professional life has been due to
       things beyond your control (timing, luck, parents, friends, teachers, co-workers, supervisors)?
5.     What has been really important to you throughout your professional life? What would have been
       your top three values? What have you done in nursing that is/are examples of those values in
       action?

Completing your Personal Development/Change Plan:
1.    On the next sheets, develop at least 2 personal goals to be accomplished within 1 year and then 2
      personal goals to be accomplished within 5 years. (Such as getting married, buying a house, etc)
2.    Make these as specific as possible.
3.    Then describe the competencies or skills you are going to need to accomplish these goals. (Such
      as needing to know how to buy a house, know about mortgages, etc)
4.    In the next column, list any obstacles that might prevent you from attaining your goals. (Such as
      no credit history, or no experience in the area you desire).
5.    In the last column, identify strategies you will need to use to accomplish your goals and overcome
      the obstacles. (Obstacle – no credit history; Strategy – start building a history by getting a charge
      card or a loan and paying it back.)

Completing your Professional Development/Change Plan:
1.    On the next sheets complete at least 2 professional goals to be accomplished within 1 year and
      then 2 professional goals to be accomplished within 5 years. (Such as completing your BSN,
      getting certified in your specialty, etc.)
2.    Make these as specific as possible.
3.    Then describe the competencies or skills you are going to need to accomplish these goals. (Such
      as knowledge to pass certification exam, study skills and time to complete BSN program etc.)
4.    In the next column, list any obstacles that might prevent you from attaining your goals. (Such
      busy schedule; family obligations)
5.    And in the last column, identify strategies you will need to use to accomplish your goal and
      overcome the obstacles. (Obstacle – busy schedule; Strategy – time management, what can be
      ignored or delegated.)




                                                 22
                                    PERSONAL DEVELOPMENT/CHANGE PLAN – ONE YEAR

Name: _________________________

        Measureable Personal            Required Competencies/        Obstacles to Goal   Strategies to Overcome
        Goals (with target dates)       and Skills                    Completion          Obstacles and Meet Goals



   1.




   2.




   3.




   4.




                                                                 23
                                  PERSONAL DEVELOPMENT/CHANGE PLAN – FIVE YEAR

Name: _________________________


      Measureable Personal            Required Competencies/        Obstacles to Goal   Strategies to Overcome
      Goals (with target dates)       and Skills                    Completion          Obstacles and Meet Goals



1.




2.




3.




4.




                                                               24
                                   PROFESSIONAL DEVELOPMENT/CHANGE PLAN – ONE YEAR

Name: _________________________


       Measureable Personal              Required Competencies/        Obstacles to Goal   Strategies to Overcome
       Goals (with target dates)         and Skills                    Completion          Obstacles and Meet Goals



  1.




  2.




  3.




  4.




                                                                  25
                                   PROFESSIONAL DEVELOPMENT/CHANGE PLAN – FIVE YEAR

Name: _________________________


       Measureable Personal                   Required Competencies/   Obstacles to Goal   Strategies to Overcome
       Goals (with target dates)              and Skills               Completion          Obstacles and Meet Goals



  1.




  2.




  3.




  4.




                                                              26
                                         CARDINAL STRITCH UNIVERSITY
                                          Ruth S. Coleman College of Nursing
                                Nursing 422 – Trends and Issues in Contemporary Nursing

               Grading Criteria for Professional Development and Life Map Evaluation/Rubric

  Exceeds Expectations                Meets Expectations             Does not Meet            Feedback
                                                                      Expectations
Completes a professional          Completes a professional     The professional life map
life map that is highly           map is creative, detailed    is incomplete with few
creative, symbolic, detailed      and includes good detail.    details, symbols or
and comprehensive.                Identifies significant       creativity. Does not utilize
Identifies significant events     event in the past and        a key that explains the
in the past and future.           future. Utilizes a key       symbols used.
Utilizes a key that explains      that explains the symbols
the symbols used.                 used.
        19-20 points                     17-18 points               16 points or less
Identifies at least two           Identifies at least two      Identifies personal one
challenging, and                  challenging personal         one-year goals which may
measureable personal one-         one-year goals with          or may not include target
year goals with target dates.     target dates.                dates. Identifies general
Identifies detailed and           Identifies appropriate       competencies and
creative competencies and         competencies, obstacles      obstacles.
obstacles.                        and strategies               Develops strategies that
Develops comprehensive            Develops strategies that     are disorganized or do not
strategies that address           address most                 address the key
competencies and obstacles.       competencies and             competencies and
                                  obstacles.                   obstacles.
       19-20 points                      17-18 points          16 points or less
Same as above with at least       Same as above with at        Same as above with
two personal five-year            least two personal five-     personal five-year goals.
goals.                            year goals.


       19-20 points                      17-18 points               16 points or less
Same as above with at least       Same as above with at        Same as above for
two professional one-year         least two professional       professional one-year
goals.                            one-year goals.              goals.


       19-20 points                      17-18 points               16 points or less
Same as above with at least       Same as above with at        Same as above for
two professional five-year        least two professional       professional five-year
goals.                            five-year goals.             goals.

                                  .
         19-20 points                    17-18 points               16 points or less

Total=                     See paper for specific feedback

                                                              27
                        STUDY TEAM PROJECT PRESENTATION AND NOTEBOOK
Purpose:
    This activity is too large for an individual student to be able to complete alone. Each study will examine, in depth, a
    problem/issue or trend related to health and the delivery of nursing care. It might be a trend, such as client self-
    determination; an issue, such as the nursing shortage; a policy, such as mandatory overtime, or a problem, such as use of
    emergency services for non-emergency situations. The study team will present local, state and national interests, and the
    impact of the problem/issues/trend has on health and nursing care. Data should support the impact. A variety of solutions
    should be presented, including the arguments and counterarguments for each solution. The team should recommend a
    position/solution with clear rationale. This information is being presented to a board, (e.g. the WNA) who is deciding on
    what actions should be taken for this problem/issue/trend.

Objectives:
   1. Examine, in depth, one problem/trend/issue related to the delivery of health care.
   2. Analyze the problem/ trend/issue to determine its impact on health and nursing care.
   3. Identify a position/solution with clear rationale.
   4. Debate for or against the position/solution with a focus on short-term or long-term impact on health and nursing care.

Procedure:
    1. Identify three problems/trends/issues related to the delivery of nursing care (to be done in class week 1).
    2. Look for literature related to the three problems/ trends/issues your team to determine which topic your team is most
       interested in exploring. During class 2 your team will decide on the one problem/ trend/issue to explore for the
       presentation and notebook.
    3. Write a clear, concise statement about the problem/ trend/issue, and its long and short-term impact on health and
       nursing care. Identify the key stakeholders (people, groups or organizations with an interest in the outcome of the
       problem/ trend/issue). Which board might help to seek input on this problem/ trend/issue?
    4. Complete a literature review of professional journals on the selected problem/ trend/issue. The articles should be
       current (within 5 years), but some exceptions will be made if the trend/issue is long standing or has been recurring or
       to give history of the problem (talk with the instructor).
    5. Complete a literature review of consumer magazines, the World Wide Web, Wisconsin legislature, trade magazines,
       television programs, radio programs, news shows, etc. to determine how the trend/issue is addressed in the popular
       media. What solutions are being proposed and who is presenting these solutions?
    6. Develop a table for key articles. The purpose of the table is to organize important influences affecting the problem/
       trend/issue. Table headings should be: Author(s) and Date, Social Influences, Economic Influences, Ethical
       Influences, Political Influences, and Legal Influences. Summarize what each article says about the influences. Not all
       articles will address each influence.
    7. Write a succinct synthesis and analysis of the literature from social, economic, ethical and political and legal
       perspectives. The table will help you to do this.
    8. Identify stakeholder groups and attend at least one meeting of a stakeholder group. Objectively identify what the
       stakeholders, have to gain or lose. Identify the assumptions that the different stakeholder groups are using to back up
       or present their case. Identify fallacies in the assumptions or arguments used to defend the assumptions. This
       information may be presented most efficiently in a table format.
    9. State your team’s position on the issue with rationale to support your position.
    10. Based on your analysis of the literature and the views of various stakeholders, present your team’s recommendation
        on a course of action to the nursing board. Field questions from the board who will decide on whether to support your
        recommendation.
    11. Keep a group notebook of your trend/issue from start to finish. Use a 2” binder. Include any notes of meetings
        attended, as well as pictures, pamphlets, agendas, etc. You may also include personal interviews with stakeholders.
        See the Notebook Grading Rubric. Turn in the notebook in week 8, and present the project to the class in week 8.


                                                               28
                                    GUIDELINES FOR HEALTH TRENDS/ISSUES

Nurses are becoming increasingly influential in determining health policy. The ability to analyze and debate issues is crucial
in the arena of health policy decision-making. The following guidelines have been developed to guide your thinking about
current policy issues.
Analyzing an issue*
         1. Describe the problem/ trend/issue; use data when possible
         2. Examine the background of the issue:
                  a. What are the social components?
                  b. What are the economic components?
                  c. What are the ethical components?
                  d. What are the political/legal aspects?
                  e. How does the issue impact health now and in the future?
                  f. How does is the issue impact nursing care now and in the future?
         3. Identify the key stakeholders and their perspectives.
         4. Discuss underlying assumptions of the issue/trend. Are they valid?
         5. Present your team’s position/solution, with rationale, to the board.

Developing an argument*
   1. Using the above information, analyze the problem/ trend/issue. Consider the implications of taking the various
       positions. (The same data can be used to develop opposing points of view.)
   2. Construct your argument. Three possible debate positions are:
       a. taking a stand for something
       b. taking a stand against something
       c. taking a “do nothing” stand
   3. Include rationale for why your debate position is important in the development of public health policy. (What might
       happen if your position is not adopted?)

(When examining an issue and its impact on health policy, it is important to be aware of your own beliefs, past experiences,
biases and culture that may influence your view. These contribute to the background of the issue, and may be a contributing
factor in determining direction.)

Delivering the argument*
    1. Knowledge is power. Support your argument with facts.
    2. Present your argument succinctly.
    3. Focus only on the issue. Never attack the integrity of people who holds a view that may be different from yours.
    4. Listen attentively to the opponent’s views.
    5. Do not take dissention personally.
    6. Continually remember to consider the “big picture” when listening to others’ views.
    7. Compromise is usually an essential ingredient of change.

*       Adapted from Hanley, B. E. (1993). Policy development and analysis. In Mason, D. J., Talbot, S. W., & Leavitt, J.
K. (Eds.), Policy and politics for nurses, (2nd ed.). (pp. 71-87).




                                                              29
                                        CARDINAL STRITCH UNIVERSITY
                                         Ruth S. Coleman College of Nursing
                               Nursing 422 – Trends and Issues in Contemporary Nursing
                                        Study Team Project Presentation Rubric

        Exceeds Expectations                  Meets Expectations              Does not Meet Expectations          Feedback
      Overview/Introduction                Overview/Introduction                Overview/Introduction
Discusses the issue/trend in an        Discusses the issue/trend in a       Discusses the issue/trend in
articulate scholarly and succinct      clear and succinct manner.           unclear manner.
manner.                                Presents several important           Minimally discusses the
Presents specific key reasons/data     reasons the topic is important to    relevance to nursing or the
that support the importance of the     nursing and the community.           community
topic to nursing and the               Discusses popular viewpoint,         Superficially addresses the
community.                             but does not elaborate or            popular view.
Discusses the popular viewpoint        explore.
of this issue/trend and the
implications.       14-15 points                 12-13 points                        11 points or less
            Stakeholders                         Stakeholders                          Stakeholders
Identifies all the key stakeholders.   Identifies most key stakeholders     Omits many key stakeholders.
Objectively discusses the position     Discusses the position of key        Superficially discusses the
of all stakeholder groups, and         stakeholder groups, and what         position of key stakeholder
what they have to gain or lose.        they have to gain or lose.           groups, or what they have to
Refutes arguments by objectively       Refutes arguments by                 gain or lose.
identifying fallacies in               objectively identifying fallacies    Does not address or refute
stakeholders’                          in stakeholders’                     fallacies in stakeholder
assumptions/arguments.                 assumptions/arguments.               assumptions/arguments.
            19-20 points                           17-18pts                             <17 points
               Analysis                             Analysis                              Analysis
Presents an objective well-            Presents an objective and            Presents an inadequate or
organized and thorough discussion      complete discussion of the           subjective discussion of the
of the social, economic, ethical,      social, economic, ethical,           social, economic, ethical,
political and legal perspectives on    political and legal perspective on   political and legal perspective on
the issue. Discusses how the issue     the issue. Discusses how the         the issue.
impacts nursing.                       issue impacts nursing.               Inadequately discusses the
            19-20 points                            17-18 pts               impact on nursing. < 17 points
         Position Statement                   Position Statement                   Position Statement
States the group’s position with       States the group’s position          States the group’s position, but it
specific details as evidence.          clearly with details as evidence.    is not well articulated or
All perspectives are thoroughly        Most perspectives are explained.     thorough.
explained. Offers sound rationale      Offers sound support for the         Does not provide sound support
that supports the team’s position.     team’s position. Addresses           for the team’s position or does
Addresses counterarguments.            counterarguments.                    not refute counterarguments.
19-20 points                                      17-18 points                           <17points
  Recommendation/Conclusion             Recommendation/Conclusion            Recommendation/Conclusion
States the team’s recommends on        States the team’s                    States the team’s
this issue in a succinct and           recommendations on this issue        recommendation on this issue in
scholarly manner. Thoroughly           in a complete and clear manner.      a vague or incomplete manner.
fields questions about the             Fields questions adequately.         Is unable to field questions about
recommendation.         14-15 points              12-13 points              the recommendations. <11 points
       Presentation Behavior                Presentation Behavior                Presentation Behavior
Professional dress                     Appropriate casual dress             Not appropriate dress
Scholarly use of language              Clear use of language                Poor use of language
Confident and articulate               Generally confident and              Is inarticulate
Power Point Presentation is based      articulate                           Power Point Presentation meets
on PP principles                       Power Point Presentation meets       some PP principles
Professionally                         most PP principles                   Many glitches in organization or
organized/coordinated                  Small glitches in organization or    coordination.
             9-10 points               coordination           7-8 points                 <7 points

                                                                  30
                                         CARDINAL STRITCH UNIVERSITY
                                          Ruth S. Coleman College of Nursing
                                Nursing 422 – Trends and Issues in Contemporary Nursing
                                   Problem/Trend/Issue Notebook Grading Rubric

       Exceeds Expectations                Meets Expectations             Does not Meet Expectations           Feedback
 States the trend in a clear,         States the trend in a clear         Does not state the trend in a
 concise manner.                      manner.                             clear manner, or does not
 Identifies the all potential stake   Identifies the most potential       identify most of the stake
 holders and why they are             stake holders and why they          holders, or why they are
 involved.                            are involved.                       involved
 Summarizes important social,         Summarizes important                Does not summarize one or
 economic, ethical, political, and    social, economic, ethical,          more of the key influences or
 legal influences in a table which    political, and legal                the summary is not clear,
 is clear, succinct and               influences in a table which is      succinct or comprehensive.
 comprehensive.                       clear and succinct, but not
                                      comprehensive.
 Synthesizes and analyzes the         Synthesizes the literature          Synthesis of the literature
 literature from social, economic,    from social, economic,              has many gaps.
 ethical and political/legal          ethical and political/legal         Addresses nursing
 perspectives. State how the issue    perspectives.                       generally.
 impacts nursing today and how        States how the issue impacts        Utilizes fewer than eight
 it may impact nursing in the         nursing today, and how it           scholarly sources.
 future.                              may impact nursing in the
 Utilizes a minimum of ten            future. Utilizes a minimum
 scholarly sources.                   of eight scholarly sources

1. Identifies what the                Identifies two of the three         Identifies fewer than two of
    stakeholders have to gain or      criteria listed to the left.        the criteria listed on the left.
    lose.
2. Identifies the assumptions that
    the different stakeholder
    groups are using to back up or
    present their case.
3. Identifies fallacies in the
    assumptions or arguments
    used to defend the
    assumptions.
 Summarizes an appropriate            Identifies two of the criteria      Identifies fewer than two of
 meeting attended.                    listed on the left.                 the criteria listed on the left,
 States the purpose of the meeting                                        or was unable to attend
 clearly                                                                  meeting.
 Identifies stakeholders and their
 positions succinctly.
 Articulately states the              Clearly identifies the              Identifies fewer than two of
 recommended action.                  recommended action.                 three criteria listed to the left.
 Constructs arguments & rationale     Constructs general arguments
 to support action for the            & rationale to support action
 trend/issue, against it, or to do    for the trend/issue, against it,
 nothing.                             or to do nothing.
 Identifies why the team’s chosen     Identifies why the chosen
 action would be best.                action would be best.

 Work Flowchart and Project       Work Flowchart and Project              Work Flowchart or the
 Activity Table are complete      Activity Table are complete.            Project Activity Table are
 detailed and thorough                                                    incomplete
 See Notebook for detailed feedback


                                                                     31
                         INDIVIDUAL CLASS PARTICIPATION RUBRIC
Student: ____________________________________

Assess you participation each week by checking each activity at the level that you believe you achieved it. For
example, at the end of the first class you may assesses yourself as advanced proficient in attention to classroom
activities and participation in group discussion activities, proficient in your engagement in the learning process and
critical thinking, and basic in your level of examples. There should be 5 checks each week. See example in week
8. Each week, add up the points at the bottom of the week column. Submit this sheet at the end of week 7.

 Proficiency          Description                                      Week       1 2   3   4    5    6    7     8
 Levels                                                                                                         EX
 Advanced              Very attentive to classroom activities.                                                  X
 Proficient            Highly engaged in the learning process.
                       Numerous efforts to discuss issues using examples
 3 points for each      from readings as well as prior experiences.
 check                 Consistent high participation in group-discussion                                        X
                        activities.
                       Demonstrates high, consistent ability to critically
                        discuss and analyze topics.
                       Attentive to classroom activities.
 Proficient            Engaged in the learning process.                                                         X
                       Makes several efforts to discuss issues using examples
 2 points for each      from prior experiences.
 check                 Strong participation in group-discussion activities.
                       Demonstrates ability to critically discuss and analyze                                   X
                        topics.
                       Somewhat attentive to classroom activities.
 Basic                 Minimally engaged in the learning process.
                       Makes one efforts to discuss issues using examples                                       X
 1.5 point for each     from prior experiences.
 check                 Minimal participation in group-discussion activities.
                       Demonstrates adequate ability to discuss and analyze
                        topics.
                       Little attention to classroom activities.
 Minimal               Reluctant engagement in the learning process.
                       Makes rare efforts to discuss issues with few or no
 1 point for each       examples.
 check                 Reluctant participation in group-discussion activities.
                       Demonstrates poor quality in discussion activities.
                       Indicates no interest in being involved in classroom
 Uninvolved             activities.
 0 points for each     Demonstrates no engagement in learning process.
 check                 Makes no efforts to discuss issues.
                       Makes no effort to participate in group-discussion
                        activities.
                       Demonstrates no quality in discussion activities.
                                       TOTAL SCORE FOR THE WEEK                                                11.5




                                                           32
                           Early Alert Study Team Peer Assessment
Team Name____________________________________________________________________________
Please Complete individually and privately at the end of Study Team Session #2   1 = POOR (F)               5 = EXCELLENT (A)

SELF________________________________________________               Name of group member evaluated: _______________________

1 2 3 4 5         Attends group meetings and arrives on time         1 2 3 4 5        Attends group meetings and arrives on time

1 2 3 4 5          Contributes ideas during group meetings           1 2 3 4 5        Contributes ideas during group meetings

1 2 3 4 5          Engages in active listening during meetings       1 2 3 4 5        Engages in active listening during meetings

1 2 3 4 5          Completes group work on time while                1 2 3 4 5        Completes group work on time while
                   maintaining quality                                                maintaining quality

1 2 3 4 5          Shows a positive attitude towards group work      1 2 3 4 5        Shows a positive attitude towards group work
                   and members                                                        and members

1 2 3 4 5          Shows respect for the ideas of other members      1 2 3 4 5        Shows respect for the ideas of other members
                   while providing alternative viewpoints                             while providing alternative viewpoints

1 2 3 4 5          Makes an effort to help the group succeed         1 2 3 4 5        Makes an effort to help the group succeed


Name of group member evaluated: _______________________           Name of group member evaluated: ______________________

1 2 3 4 5         Attends group meetings and arrives on time         1 2 3 4 5       Attends group meetings and arrives on time

1 2 3 4 5          Contributes ideas during group meetings           1 2 3 4 5        Contributes ideas during group meetings

1 2 3 4 5          Engages in active listening during meetings       1 2 3 4 5        Engages in active listening during meetings

1 2 3 4 5          Completes group work on time while                1 2 3 4 5        Completes group work on time while
                   maintaining quality                                                maintaining quality

1 2 3 4 5          Shows a positive attitude towards group work      1 2 3 4 5        Shows a positive attitude towards group work
                   and members                                                        and members

1 2 3 4 5          Shows respect for the ideas of other members      1 2 3 4 5        Shows respect for the ideas of other members
                   while providing alternative viewpoints                             while providing alternative viewpoints

1 2 3 4 5          Makes an effort to help the group succeed         1 2 3 4 5        Makes an effort to help the group succeed


Name of group member evaluated: _______________________           Name of group member evaluated: _____________________

1 2 3 4 5         Attends group meetings and arrives on time         1 2 3 4 5        Attends group meetings and arrives on time

1 2 3 4 5          Contributes ideas during group meetings           1 2 3 4 5        Contributes ideas during group meetings

1 2 3 4 5          Engages in active listening during meetings       1 2 3 4 5        Engages in active listening during meetings

1 2 3 4 5          Completes group work on time while                1 2 3 4 5        Completes group work on time while
                   maintaining quality                                                maintaining quality

1 2 3 4 5          Shows a positive attitude towards group work      1 2 3 4 5        Shows a positive attitude towards group work
                   and members                                                        and members

1 2 3 4 5          Shows respect for the ideas of other members      1 2 3 4 5        Shows respect for the ideas of other members
                   while providing alternative viewpoints                             while providing alternative viewpoints

1 2 3 4 5          Makes an effort to help the group succeed         1 2 3 4 5        Makes an effort to help the group succeed




                                                                  33
                         END OF COURSE STUDY TEAM EVALUATION FORM
                                Course: NUR 312:       The Nurse in Today’s Society

Date:      ____________________
           Study Team Members
           __________________________________________________________
           Individual Preparing Evaluation
           __________________________________________________

        As a member of the Study Team you have the responsibility to accurately evaluate the team. You should
evaluate your individual contributions as well as those of your team members. This information is confidential and
will not be shared in any way that could reveal your identity.

1.      Describe your role in the Study Team including tasks and responsibilities.




                                                                             worst                      best
2.      Rate each Study Team member’s (including your own)                   1 2       3    4       5    6
        contribution to the overall effort of the study team.                1 2       3    4       5    6
                                                                             1 2       3    4       5    6
                                                                             1 2       3    4       5    6
                                                                             1 2       3    4       5    6


3.      Describe how you facilitated the Study Team to meet the activity objectives.




4.      Describe any problems encountered during the Study Team activity and how they were handled.




                                                                             worst                      best
5.      Rate your satisfaction with the Study Team experience.               1 2       3    4       5    6


6.      If you rated the experience 1-4 give specific ideas on methods to improve the experience.




                                                         34
                                              Online Learning Modules for NUR 422

                             Assignment Grading Criteria (possible 10 points – 10% of grade)

  All 5 modules must be completed with a passing grade of C+ or better in order to receive credit toward the course
 grade.

 Each completed module is worth a maximum of 2 points. Modules are automatically electronically graded online
 using a percentage score of correct answers. Scores have been determined by the authors of each module. Students
 are to turn in the certificates of completion in class or via email to the instructor on completion of the module. (10
 points)



Module Title                           0 points   .5 point   1.0 points   1.25 points   1.5 points   1.75 points   2.0 points
                   %                   (< 83)     (83-84)    (85-86)      (87-89)       (90-92)      (93-95)       (96-100)
http://ce.nurse.com/web128/who-is-         _      C+         B-           B             B+           A-            A
the-nursing-profession/

Who is the nursing profession?

http://ce.nurse.com/ce620/evidence-       _       C+         B-           B             B+           A-            A
based-effective-nursing-leadership/

Evidence based nursing leadership

http://ce.nurse.com/web106/finally-       _       C+         B-           B             B+           A-            A
ebp-research-and-qipi-made-simple/

EBP/Research/QI

http://ce.nurse.com/ce168-                _       C+         B-           B             B+           A-            A
60/improving-your-ability-to-think-
critically/

Critical thinking/Clinical reasoning

http://ce.nurse.com/web103/nursing-       _       C+         B-           B             B+           A-            A
professional-development/

Nursing Professional Development



 Total points earned: ________




                                                              35

								
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