NURS 320 Chronic Illness in Rural Settings Discussion
NURS 320 Chronic Illness in Rural Settings Discussion
Please respond to one of the following options by starting a new thread. Be sure to include the number of the option you are addressing. Review the Grading Rubric in Appendix B prior to working on your post. Please enter your work directly into the discussion rather than posting as an attachment.
1) Patients/families with chronic illness are often the ‘experts’ with regards to their care. Explore at least two approaches the nurse could use to approach patient/family behaviors that do not facilitate optimal outcomes? How can working effectively with the ‘expert’ patient/family serve to provide individualized, patient and family centered care?
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2) How might effective coordination of care impact the chronic illness experience? For the individual patient/family? What can individual nurses do to facilitate improved transitions of care? How might effective coordination of care impact health care facilities? How might effective coordination of care impact fiscal costs?
3) Larsen states, “The differences are vast between caring for a person with an acute illness on a short-term basis and caring for a person with a chronic condition over the long haul” (p. 11). Discuss what you think that means. Then, explore individualized, patient/family centered care as it relates to developing/implementing a plan of care with a patient/family living with chronic illness. Why do you think individuals / families are more likely to adhere to an individualized plan?
4) Explore motivational interviewing in a minimum of four thoughtful sentences. Then think of developing a nursing care plan. How would motivational interviewing ‘fit’ with a good assessment? How would motivational interviewing ‘fit’ with the development of desired outcomes/goals? How would motivational interviewing ‘fit’ with developing evidence based interventions? How do you think motivational interviewing could ultimately impact cost?
Southwest Minnesota State University Department of Nursing NURS 320B: Chronic Illness in Rural Settings Syllabus Spring eight week session 2021 (3 credits) Professor: Ruth Van Heukelom, DNP, WOCN, RN Email: ruth.vanheukelom@smsu.edu Phone: (319) 541-0652 Office Hours: available via email, with individual appointment times via phone, or in Zoom as requested. I am very willing to Zoom conference with individual learners or groups who have questions about the course. Email me to set up a time that works for you. To visit with me in Zoom, go to https://minnstate.zoom.us/j/4518969110 The password to the Zoom room is 992830. I will meet you there. If you have any technical difficulties, call me at (319) 541-0652. Important Note on Sending Email: Please put the course name and number in your message when you send me an email. This information could help me with answering your questions more expeditiously. Course Description Students will explore continuity of care issues that impact the individual, family, community, and health care systems in the area of chronic illness as well as death and dying in a rural setting. Palliative care, common trajectories, ethical issues, patient and family teaching, as well as economic concerns are explored. Admission to the Nursing Program required. The Department of Nursing reserves the right to remove students from the course who do not meet the course requirements and prerequisites. NURS 320 Chronic Illness in Rural Settings Discussion
This course must be successfully completed prior to taking NURS 434. Student Learning Objectives 1. Identify factors that affect chronic illness and rehabilitation of the individual and family. 2. Explore rural nursing theory and adaptation theories associated with chronic illness that can help to guide nursing practice today. 3. Analyze key individual and family intervention strategies related to rural nursing and adaptation to chronic illness. 4. Apply a holistic approach to the care of individuals with chronic illness in a rural setting. Nursing Program Goal 2 Provide competent and meaningful care to clients and communities who are healthy, ill or dying. 2 Student Learning Outcome Integrate awareness of issues related to chronic illness in rural settings and apply nursing process to meet diverse and unique needs of individuals and families. Format Distance learning is self-directed learning. It requires a high level of responsibility, dedication, and selfdiscipline on the part of the student. In this course you are responsible for your own work, your own progress, and your own grade. In order to succeed, you will need to log in to the course regularly (I suggest at least three times a week) to check announcements, participate in discussions, and access course materials. Resources American Nurses Association (2015). Code of ethics for nurses: With interpretive statements. Silver Spring, MD: ANA. This is available free of charge through the McFarland Library by accessing the following permalink: http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk& AN=1021757&scope=site American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: APA. If you have the 6th edition, we can make that work. Larson, P.A. (2019). Lubkin’s chronic illness: Impact and intervention. (10th ed.). Burlington, MA: Jones and Bartlett Learning Lowey, S.E. (2015). Nursing care at the end of life. Geneseo, NY: Open SUNY Textbooks, Milne Library. This is available free of charge at https://textbooks.opensuny.org/nursing-care-at-the-end-of-life/ Winters, C. A. (2013). Rural nursing: Concepts, theory, and practice. (4thed.). New York: Springer. Available free of charge through the McFarland Library. Go to library main page; click on books (near the center of the screen); type ‘Rural Nursing, Winters’ in the search box. Many of these texts you will use throughout the course of the program. It is highly encouraged to retain these textbooks for future use in the SMSU Nursing Program. Additional resources:NURS 320 Chronic Illness in Rural Settings Discussion
American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacn.nche.edu/educationresources/baccessentials08.pdf (The “Essentials” document, used to guide the SMSU Nursing Program curriculum, delineates the outcomes expected of graduates of baccalaureate nursing program while describing the generalist nursing practice at completion of the nursing program.) 3 QSEN Institute. (2019). QSEN competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas (The overall goal of QSEN is to address the challenge of preparing future nurses with the knowledge, skills, and attitudes [KSAs] necessary to continuously improve the quality and safety of the healthcare systems in which they work.) Grading A= 90-100% B= 80-89.99% C= 70-79.99% D= 60-69.99% F= less than 60% Nursing students must maintain an overall GPA of 2.0 and attain a minimum grade of 2.0 in all courses required in the RN to BSN Nursing Program. Any nursing course (indicated by NURS) may be retaken once to attain a grade of 2.0. The student may not retake or withdraw from more than two nursing courses. The student may not progress in the nursing program if • If it becomes necessary for the student to retake or withdraw from more than two nursing courses. Code of Conduct Nursing students in the RN to BSN Nursing Program have responsibilities as they transition to the BSN role of nursing. The National Student Nurses’ Association Code of Academic and Clinical Conduct is based on such student responsibilities and is used to guide students in their personal and professional development. For all learning environments, including academic and clinical settings, the Code of Academic and Clinical Conduct will guide student conduct as well as faculty evaluation of student accountability. The Academic and Clinical Conduct is available in the SMSU Department of Nursing Student Handbook and should be adhered to by every nursing student. Netiquette Guidelines 1. NURS 320 Chronic Illness in Rural Settings Discussion
Be respectful in your posts and comments to others and about others. 2. Postings should be professional. 3. Stay on topic. 4. Humor is often misinterpreted online, so it is best to keep humor to a minimum. Avoid sarcasm. 5. Avoid the use of texting abbreviations. 6. Please do not use all capitals in discussions as this is considered yelling online. The exception to this would be some abbreviations, such as RN or USA. 4 Attendance Being a member of a learning community in the SMSU RN to BSN Program, attendance in this online course means active participation in the course through participation in discussion assignments, group projects, and course assignments. Implications for lack of participation are reflected in the grading criteria and points awarded for assignments, as noted throughout the syllabus. Assignments Syllabus/orientation quiz 10 points Initial thoughts 20 points Synthesis and application posts (4) with substantive additions 30 points each 120 points Evidence based assessment tool description 20 points Video Dialog with substantive additions 20 points End of Life chapter summaries with substantive additions 30 points Chronic Illness Family Care Plan 80 points 300 points total Learning Activities Interactions are vital in all learning environments. Discussions are used as teaching/learning strategies. As you write in this course, please remember that integrating your own thoughts with evidence from the literature is an effective to demonstrate synthesis and critical analysis. Sometimes a few short direct quotes add value to your work. But remember that quotes generally serve to share someone else’s thoughts, rather than your analysis. Initial Thoughts: to foster student engagement and consider potential assumptions and biases. Appendix A is the rubric for this assignment. Synthesis and application with substantive additions: These assignments require synthesis of the assigned readings and integration of a minimum of one professional nursing journal article in addition to assigned readings. Question will be posed for each of these dialogs in the discussion area. Students will choose one of the posed questions to address in the discussion forum. This is also an opportunity to review what your peers have addressed and build on their knowledge and insights. You are required to build on two topics other than the one addressed in your original synthesis and application post. See grading rubric Appendix B 5 Evidence based assessment tool assignment: A patient and family centered care plan is only as good as the assessment it is based on. Using evidence-based assessment tools, relevant to the unique situation can help the nurse uncover data that can be easily overlooked. Use should help focus your plan on specific concerns to facilitate individualized care that focuses on specific contributing factors. You will find one evidence-based assessment tool that you have limited or no familiarity with that would be appropriate to use in chronic illness situations. NURS 320 Chronic Illness in Rural Settings Discussion
You will share with your peers in the discussion board. The grading rubric is found in Appendix C. Video reflections dialog: The objective of this assignment is to stimulate both cognitive and affective learning in the realm of end-of-life care. Peers will add to your initial post. The grading rubric is found in Appendix D. End of Life chapter summaries and dialog: Each student will review a chapter from Nursing Care at the End of Life, posting their summary in the discussion forum. Peers will add to your summary. The grading rubric if found in Appendix E. Chronic Illness Family Care Plan: Each student will analyze a patient/family case study and create a plan of care. Note that you will choose a case study (found in the content section) that includes the scenario and some assessment data. You will also decide what additional data is needed to provide optimal care and use evidence-based tools to collect that data (refer to Module 9). Desired individualized and patient/family centered outcomes and interventions will be proposed. Additionally, consider the impact rural residence has on the patient and family living with chronic illness. Appendix F is the rubric for the Chronic Illness Family Care Plan. Throughout the course, late assignments will be deducted 25% per each day late, unless otherwise indicated within the syllabus. In every NURS course, the assignments are linked to course objectives. All course objectives must be met to successfully complete the course. Omission of any assignments equates to not meeting all course objectives. Thus, all assignments must be completed and submitted to pass the course, even if they are completed past the due date and will not earn a grade for the course. This means that the lack of completion of any assignments, such as a discussion or paper assignment, will result in an “F” course grade. If a student has missing coursework at the end of the semester, this coursework must be submitted no later than Sunday night at midnight before finals week, or the last Friday night at midnight of summer session. Arrangements for extenuating circumstances are considered for late work with previous approval from faculty. Ultimately, this means that if all coursework is not submitted by Sunday night before finals week, or the last Friday of summer session, the student will not pass this course. No late work is accepted after these dates unless previous arrangements have been made with faculty. Assignment Usage Disclaimer All assignments and written work submitted by students are subject to being shared with others for the purpose of meeting accreditation and regulatory requirements. Course material may also be used anonymously for assessment of student learning outcomes (SLOs) addressed by the Department of Nursing as well as assessment of the SMSU Liberal Education Program (LEP) Student Learning Outcomes (SLOs). When student assignments are shared, the student’s identity will be protected. Course artifacts may also be used for campus-wide LEP or program assessment. 6 Student Responsibilities 1. Read the syllabus. 2. Turn assignments in on time. Each day the assignment is late 25% will be deducted. 3. Participate in discussion. 4. Be respectful to classmates and professor. 5. Practice professional conduct. Technology Requirements Course syllabus, assignments, discussions, and all announcements will be posted on D2L Brightspace. To find D2L Brightspace, go to the SMSU home page and follow the instructions below. NURS 320 Chronic Illness in Rural Settings Discussion
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