This document provides information on the course "Care of the Older Adult" including:
- The course deals with concepts, principles, theories and techniques in holistic nursing care of older persons.
- Students are expected to perform nursing care of older adults using the nursing process in wellness and chronic illness.
- The course objectives include applying knowledge from various sciences and humanities to care for older adults, providing safe and holistic care using evidence-based practice and the nursing process.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
chapter 9 interprofessional practice, education, and research1. .docxchristinemaritza
chapter 9 interprofessional practice, education, and research
1. All health professionals and administrators have a duty to prevent avoidable injury and harm to all patients who receive health care in the United States. “Declare the past, diagnose the present, foretell the future; practice these acts. As to diseases, make a habit of two things—to help, or at leastp.254
2. to do no harm” (Hippocrates, Epidemics , Bk. 1, Sect. XI).p.254
3. Students of the health professions need to understand the science of safety and the translation of new discoveries for safer care delivery into practice. Patient harm secondary to errors and mishaps results from system problems and failures. Systems have both technical and human components. Understanding this interface necessitates work-ing together as health professionals to achieve systems improvement and reduce harm and injury. Current health professions education rarely delivers common core content about the science and applica-tion of safety principles.Creighton University presently offers one of the most comprehen-sive interdisciplinary patient safety courses in the country, entitled Interprofessional Education 410: Foundations in Patient Safety. The course has been offered since 2005 and has reached more than 500 students in training (Abbott, Fuji, Galt, & Paschal, 2012; Fuji, Paschal, Galt, & Abbott, 2010; Galt et al., 2006); however, not all students and faculty are being reached through this elective approach. Patient Safety Day was organized to reach all pre-health professions and health professions–related students on campus with a core exposure to the science of safety. The daylong event is built on the elective interprofessional core curriculum course and is offered once in each of the spring and fall semesters. The objective is to provide students and faculty with training in the science of safety simultaneous with an introduction to basic patient safety science principles in an interprofessional educational delivery framework. Content was designed to illustrate how safety impacts both the over-all healthcare system and the individual, and to apply lessons learned in a case-based interprofessional set of exercises. Three hundred fifty students participated in the first offeringp.255
4. of our Patient Safety Day, including 70 from medicine, 95 from nursing, 35 from occupational therapy, 85 from pharmacy, 57 from physical therapy, and 8 from social work. Speakers, panelists, and faculty facilitators participated from Creighton University, the U.S. Department of Veterans Affairs, state government, and the local community.“Today you made a difference” was the theme for this Patient Safety Day, and the focus was on the most personal and often tragicp.255
5. experiences of harm and injury of passionate leaders who conduct research, teach, implement research findings into practice, or use research findings to affect policy in patient safety. The keynote speaker, Evelyn McKnight, AuD, cofounder of Hono ...
This presentation session will outline how an online, self-directed, course titled ‘Diagnostic Reasoning and Care Planning’ was developed for undergraduate second year nursing students. The course was delivered in Semester 1 2014 and completed by 220 students. The course design successfully employed a range of tools in Blackboard to engage students in active, self-directed learning, supported by a series of scaffolded learning activities completed online in Blackboard, with students receiving timely, effective feedback via Grade Centre as activities were completed.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
chapter 9 interprofessional practice, education, and research1. .docxchristinemaritza
chapter 9 interprofessional practice, education, and research
1. All health professionals and administrators have a duty to prevent avoidable injury and harm to all patients who receive health care in the United States. “Declare the past, diagnose the present, foretell the future; practice these acts. As to diseases, make a habit of two things—to help, or at leastp.254
2. to do no harm” (Hippocrates, Epidemics , Bk. 1, Sect. XI).p.254
3. Students of the health professions need to understand the science of safety and the translation of new discoveries for safer care delivery into practice. Patient harm secondary to errors and mishaps results from system problems and failures. Systems have both technical and human components. Understanding this interface necessitates work-ing together as health professionals to achieve systems improvement and reduce harm and injury. Current health professions education rarely delivers common core content about the science and applica-tion of safety principles.Creighton University presently offers one of the most comprehen-sive interdisciplinary patient safety courses in the country, entitled Interprofessional Education 410: Foundations in Patient Safety. The course has been offered since 2005 and has reached more than 500 students in training (Abbott, Fuji, Galt, & Paschal, 2012; Fuji, Paschal, Galt, & Abbott, 2010; Galt et al., 2006); however, not all students and faculty are being reached through this elective approach. Patient Safety Day was organized to reach all pre-health professions and health professions–related students on campus with a core exposure to the science of safety. The daylong event is built on the elective interprofessional core curriculum course and is offered once in each of the spring and fall semesters. The objective is to provide students and faculty with training in the science of safety simultaneous with an introduction to basic patient safety science principles in an interprofessional educational delivery framework. Content was designed to illustrate how safety impacts both the over-all healthcare system and the individual, and to apply lessons learned in a case-based interprofessional set of exercises. Three hundred fifty students participated in the first offeringp.255
4. of our Patient Safety Day, including 70 from medicine, 95 from nursing, 35 from occupational therapy, 85 from pharmacy, 57 from physical therapy, and 8 from social work. Speakers, panelists, and faculty facilitators participated from Creighton University, the U.S. Department of Veterans Affairs, state government, and the local community.“Today you made a difference” was the theme for this Patient Safety Day, and the focus was on the most personal and often tragicp.255
5. experiences of harm and injury of passionate leaders who conduct research, teach, implement research findings into practice, or use research findings to affect policy in patient safety. The keynote speaker, Evelyn McKnight, AuD, cofounder of Hono ...
This presentation session will outline how an online, self-directed, course titled ‘Diagnostic Reasoning and Care Planning’ was developed for undergraduate second year nursing students. The course was delivered in Semester 1 2014 and completed by 220 students. The course design successfully employed a range of tools in Blackboard to engage students in active, self-directed learning, supported by a series of scaffolded learning activities completed online in Blackboard, with students receiving timely, effective feedback via Grade Centre as activities were completed.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. This course deals with concepts, principles, theories and techniques in the
care of older adults. The learners are expected to perform holistic nursing
care of the older persons in wellness and chronic illness utilizing
the nursing process.
COURSE
DESCRIPTION
3. 3 units
(Lecture - 36 hours;
RLE - 51 hours)
COURSE CREDIT
PLACEMENT
First Semester, Third Year
PRE-REQUISITE
NCM1038
4. At the end of the third year, given individuals, families, population
groups, and communities with physiologic and psychosocial health
problems and maladaptive patterns of behavior in varied health care
settings, the learners demonstrate safe, appropriate, and holistic care
utilizing the nursing process and applying research and evidence-
based practice.
LEVEL
OUTCOMES
5. COURSE
OUTCOMES
01
02
03
Apply knowledge of physical, social, natural
and health science, and humanities in the
care of the older adult.
Provide safe, appropriate and holistic care
to older adults utilizing the nursing
process.
Apply guidelines and principles of evidence –
based practice in the care of older adults.
6. COURSE
OUTCOMES
04
05
06
Practice nursing in accordance with
existing laws, legal, ethical and moral
principles in the care of older adults.
Communities effectively in speaking,
writing and presenting using culturally
appropriate language in the care of older
adults.
Document care of the older adult accurately
and comprehensively.
7. COURSE
OUTCOMES
07
08
09
Work effectively in collaboration with inter-
intra – and multi –cultural tams in the care
of older adults.
Practice beginning management and
leadership skills in the care of older adults
using a systems approach.
Conduct nursing research with an
experienced researcher.
8. COURSE
OUTCOMES
10
11
12
Engage in lifelong learning with a passion to
keep current with national and global health
developments in general, and nursing and
other relevant theories in particular.
Demonstrate responsible citizenship and
pride of being a Filipino.
Apply techno – intelligent care systems and
processes related to the care of older
adults.
12. Course Content
Midterm
Nursing Care of the Older Adult in Chronic
Illness
01
Core Elements of Evidence-based
Gerontological Nursing Practice
02
Ethico-legal Considerations in the
Care of the Older Adult
03
Communicating with Older Persons
04
Guidelines for Effective Documentation
05
13. Course Content
Finals
Geriatric Health Care Team
01
Research Agenda on Aging
02
Trends / Issues and Challenges on the Care of
Older Persons
03
Advocacy Programs Relevant to the Care of
Older Persons
04
Grandparents as Treasure Chest of Valuable
History, Values, Traditions and Wisdom
05
Telehealth and the Older Person
06
Entrepreneurial Opportunities
07
