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NUR 311 Course Orientation

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Christy Heid

on 10 March 2015

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Transcript of NUR 311 Course Orientation

NUR 311 Adult Health Concepts: Regulation & Transport
Course Orientation

Learning to
"Think Like A Nurse"

Classroom and Online Activities
Simulation Lab Scenarios & Debriefing
Clinical Learning Experiences
Your Success in Med-Surg Nursing!
Nursing School: Stressful? Let's deal with it!
Say Yes to Academic Integrity
Cultivate a Culture of Civility
My Pledge to You
Benjamin Franklin
College Mission
The mission of the College of Nursing and Health Sciences is to educate individuals to become health care professionals committed to health related practice, leadership and service. The program provides undergraduate and graduate education in health science professions.

College Vision
Our vision is to be the premier nursing and health sciences college in the Midwest, educating graduates to serve a global and diverse society.

College Values - I CARE
Our guiding values are Integrity, Caring, Accountability, Respect and Excellence.
Intro to Medical-Surgical Nursing
Fluid, Electrolytes, & Acid-Base
Oxygenation & Perfusion
Respiratory and
Elimination & Regulation
Renal and Urinary
Diabetes Mellitus
Theoretical & Cultural
Considerations in Nursing Care
What Can I Expect?
Concepts learned from other courses will be integrated and serve as the basis for clinical judgment, reflective practice and ethical decision-making.

Students will be able to differentiate and evaluate acute and chronic health alterations for the individual, family and community.

Simulation lab experiences are included in this course. Clinical experiences are in a wide variety of healthcare settings.

Quizzes (40%)

Exams (55%)

ATI Targeted Med-Surg Assessments (5%)

Simulation Lab - S/U

Clinical - S/U
Assessment Criteria
Keys to Succes: THINK!
Use this framework when:
Recalling information
Getting in the critical thinking habit
Spending preclass and postclass time thinking about content
Putting a new twist on known concepts
Reflecting on content after class
Let's Try It!: Reframing Quiz
How do you get a giraffe in the refrigerator?
How do you get an elephant in the refrigerator?
The Lion King has a party. All the animals come except one. Which animal doesn’t go to the Lion King’s party?
A river is known to be full of crocodiles. You need to get to the other side. How do you get across?

Reframing Answers
You open the door, put the giraffe inside, and close the door.
You open the door, take out the giraffe, put in the elephant, and close the door.
The elephant because he’s in the refrigerator.
You wade or swim – all the crocodiles are at the Lion King’s party.
Academic Integrity: What is it and
Why Does it Matter?
What does it mean to you?
How do you know when you have violated it?
Where do you go to get more information?
Co-Creating Class Norms
What behaviors do to want to see in class, and
What behaviors do you NOT want to see in class?
Our Mission:
To Cultivate a Culture of Civility
Our Classroom Culture of Civility
Assume good will.
Listen carefully
Respect one another
Communicate respectfully
Use computers in class for class-related content only
Keep cell phones on vibrate
Make every effort to minimize distractions
Have fun!
My Pledge to You
I will trust you and strive to gain your trust
I will respect you and work with you to solve problems
I will promptly correct and offer you feedback on your work
I will work with you to reach your learning goals
what have I gotten myself into now?
The foundation for all nursing practice!
I think I can...
I think I can...
I think I can...

Adapted from Overbaugh, R.C., & Schultz, L. (n.d.). Bloom’s Taxonomy. Old Dominion University. Retrieved from: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Bloom's Revised (2001) Taxonomy for Learning
"Hello, my name is _______ _______.
I am most excited about learning __________________ in this course."
(fill in the blank)
“Tell me and I forget, teach me and I may remember, involve me and I learn.” 
You CAN Do It!!
Check out Dr. Heid's Toolkit for Success!
Resources available to you:
AU library, APA manual, TurnItIn.com, Grammarly.com, Center for Student Success, Faculty, and many more! Just ask...
Teaching & Learning Methods
Student Learning Outcomes
1. Apply the nursing process and evidence-based practice to the care of patients with acute and chronic health alterations related to regulation and transport. (N-SLO 1, 2, 3, 5)
2. Apply concepts of pathophysiology, pharmacology, nutrition, natural and social sciences, humanities, and nursing as a basis for clinical judgment, reflective practice and ethical decision-making. (N-SLO 1, 2)
3. Differentiate acute and chronic health alterations within selected body systems related to regulation and transport. (N-SLO 1, 5)
4. Evaluate the effects of acute and chronic health alterations on the individual, family, and community. (N-SLO 1)
5. Promote patients’ rights and responsibilities within health care delivery systems. (N-SLO 2, 3, 9)
6. Utilize knowledge of actual or potential health problems and apply technology and information management tools to provide safe, quality care. (N-SLO 1, 2, 4)
7. Employ therapeutic communication skills while facilitating health promotion, disease prevention and restorative care. (N-SLO 1, 2, 4, 8)
8. Utilize critical thinking skills to prioritize and manage patients with acute and chronic health alterations related to regulation and transport. (N-SLO 1, 9)
9. Demonstrate professionalism in the classroom, lab, and in the clinical setting while providing holistic nursing care for patients experiencing acute or chronic health alterations related to regulation and transport. (N-SLO 2, 3)
10. Analyze political, legal, cultural, and ethical issues that influence the health of individuals and families experiencing acute and chronic health alterations related to regulation and transport. (N-SLO 1, 11)
Upload the “Individual Performance Profile” for each assessment as a PDF to Angel dropbox
Submit by the due dates/times provided
Points will be received at the required level or above
Students will have only three (3) attempts, once every 24 hours, to achieve the required percentage correct.
Do not complete first attempt until after we begin discussing the content in class.
Remediation is encouraged (use Topics to Review at end of each report to review)
Rationale will be provided after due date.
ATI Targeted Medical-Surgical Assessments
Problem-Based Learning & In-Class Simulation
An approach that challenges students to learn through engagement in a real problem featuring:
hands-on learning strategies
develops lifelong knowledge-seeking habit
self-directed learning
creates problem solvers

Actively engage in the PBL scenario
Follow the four phases of problem-solving
Contribute to in-class case discussion
Reflectively evaluate yourself and each other on your group performance using the “Problem Based Learning Peer Evaluation Form”
Group Member Roles:
Leader, Summarizer, Interdisciplinary Roles
To get the most out of the activity, come prepared to apply!
Simulation Lab
(Appendix A)
Satisfactory performance required by:
Complete sim lab prep template and additional items per Sim Lab schedule
Don't forget ATI Dosage Calculations!
Submit prep to Sim Lab dropbox prior to the sim lab experience
Arrive and return from breaks on time
Submitting prep prior to lab date/time
Actively participate in assigned role and reflective debriefing
Demonstrate the I-CARE values through timeliness, participation, satisfactory work, respect, and preparation
Clinical Experiences
(Appendix B)
Satisfactory clinical includes, but is not limited to:
completing all clinical hours
arriving on time to clinical, from breaks, and submitting clinical paperwork on time to ANGEL
being prepared and engaged in the clinical site and seeking out learning opportunities whenever possible
I-CARE: professional and ethical behavior at all times
seeking help when needed and offering help to others
communicating respectfully with peers, staff, & faculty
interacting with the clinical instructor frequently and seeking clarification when needed (especially safety)
applying med and skill knowledge to real patients
developing problem-solving skills and helping others to do the same - nursing is a TEAM sport
reflecting on your individual experience each day, at midterm, and final evals (see syllabus for more info)
NEVER walking past a light without answering it and ALWAYS washing your hands before and after care
The Clark Academic Civility Index for Students
Ask yourself the following questions, responding either “Yes” or “No”:
Do I, the majority of time (80 percent or more) …
Role-model civility, professionalism, and respectful discourse? Yes/No
Add value and meaning to the educational experience? Yes/No
Communicate respectfully (by email, telephone, face-to-face) and really listen? Yes/No
Avoid gossip and spreading rumors? Yes/No
Avoid making sarcastic remarks or gestures (staged yawning, eye-rolling)? Yes/No
Pay attention and participate in class discussion and activities? Yes/No
Use respectful language (avoid racial, ethnic, sexual, gender, and religiously biased terms)? Yes/No
Avoid distracting others (misusing media devices, side-conversations) during class? Yes/No
Avoid taking credit for someone else’s work or contributions? Yes/No
Co-create and abide by classroom and clinical norms? Yes/No
Address disruptive student behaviors and promote a safe, civil learning environment? Yes/No
Take personal responsibility and stand accountable for my actions? Yes/No
Speak directly to the person with whom I have an issue? Yes/No
Complete my assignments on time and do my share of the work? Yes/No
Arrive to class on time and stay for the duration? Yes/No
Avoid demanding make-up exams, extensions, grade changes, or other special favors? Yes/No
Uphold the vision, mission, and values of my school? Yes/No
Listen to and seek constructive feedback from others? Yes/No
Demonstrate openness to other points of view? Yes/No
Apologize and mean it when the situation calls for it? Yes/No
Add up your “yes” responses to determine your Civility Index score:
18-20 (90 percent or more “yes” responses)—Very civil
16-17 (80 percent)—Moderately civil
14-15 (70 percent)—Mildly civil
12-13 (60 percent)—Barely civil
10-11 (50 percent)—Uncivil
Less than 10—Very uncivil
How can we maintain our civil behaviors and address areas we wish to improve?
used with permission of Cynthia Clark (2014)
So, how do we do that??
Ways to Manage Stress in Nursing School
“The harder we try to deal with stress, the more stress we experience. The more we relax, the easier it is to deal with life’s conflicts” Judith Herrman (2008)
Spending time with family, friends and pets
Exercising regularly
Getting fresh air and sunshine
Eating healthy foods
Drinking lots of water
Getting adequate sleep
Positive visualization
Reflective exercises
Talking with supportive people
Listening to music
(Clark, 2010)
Authentic respect for others requiring time, presence, engagement, and an intention to seek common ground
(Clark & Carnosso, 2008).

Academic Incivility
Rude or disruptive behaviors which often result in psychological or physiological distress for the people involved– and if left unaddressed, may progress into threatening situations [or result in temporary or permanent illness or injury] (Clark, 2009, 2012).
A Fresh Start!
Tips for Managing Conflict
It's all about communication!
Be open and honest
Let each other have a say and be heard
Listen without argument or emotional reaction
Allow members to express individual attitudes and opinions supported by facts
Communication Techniques
Ask open-ended questions
Be aware that some people don't open up
When experiencing conflict, go directly to the person involved
Try this primer:
"I know we can work together.
When you ____(describe behavior)___, I felt ______(emotion)_____.
How can we resolve this together?"
Key Point:
Don't let past experiences dictate your future response!
Learning Styles Self-Assessment
Reflective classroom discussion
Assigned readings and independent study
Problems-based learning and in-class simulations
Audio-visuals/Media/Online resources
Written assignments (clinical homework and sim lab prep)
Planned laboratory and clinical activities
Pre- and Post-Clinical Conferences
Technology assisted learning/Simulation Lab/Micro Sim
Small group activities in class
Assessment Technology Institute (ATI)
Conflict in Health Care
Occurs anytime, in any place between two individuals or groups when there is:
a disagreement or difference in their values, attitudes, needs, or expectations (Conerly, 2004)
miscommunication or lack of information (Marshall, 2006)
Over time, individuals learn how to deal with it
Requires conflict resolution skills and
a conscious effort to control the individuals’ behavior of poor communication (Conerly, 2004)
(Heiman, n.d.)
“Conflict is neither good, nor bad, it just is,”
Marshall (2006)
Nursing and Conflict
New role for nurses in multidisciplinary teams
working with physicians, RTs, PTs, etc
Nurses have difficulty dealing with conflict openly
avoid conflict, harboring emotions that the conflict creates leading them to act out in covert ways (Heimer, n.d., para. 6)
Negative coping mechanisms (confrontation and avoidance) lead to:
Negative outcomes, burnout and occupational stress (Heiman, n.d.)
Best approach:
Responses to conflict

I don’t win
I win
You win
You don’t win
Adapted from “Conflict resolution in the workplace,” by Team Technology, 1995, retrieved from www.teamtechnolgy.co.uk/conflictresolution.html; (Heiman, n.d.)
What is problem-based learning?
What will the peer group do?
What Learning Style Did You Identify With the Most?
Follow this link to respond:

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