UNIVERSITY OF FLORIDA
COLLEGE OF NURSING
COURSE SYLLABUS
FALL 2012
COURSE NUMBER
NUR 4748 - Section 3410
COURSE TITLE
Systems of Care 4: Multi-system Care
CREDITS
4
PLACEMENT
BSN Program: 4th Semester Upper Division
PREREQUISITE
Systems of Care 3: Restoration of Wellness
COREQUISITE
None
FACULTY
OFFICE
PHONE
Amber L. Pena, MSN, ARNP
PMHNP-BC, FNP-BC
[email protected]
Course Coordinator
HPNP
4219
352-273-6401
Deborah Popovich, MSN, ARNP
[email protected]
HPNP
2223
352-273-6342
HPNP
3230
352-273-6394
OFFICE HOURS
Wed & Thurs:
Immediately after class
& by appointment
Tuesday 1-3
DEPARTMENT CHAIR
Joyce Stechmiller, PhD
ACNP-BC, FAAN
Associate Professor
[email protected]
By Appointment
COURSE DESCRIPTION
The purpose of this course is to examine multi-system alterations in equilibrium across
the lifespan. Emphasis is on identification of principles from the science of nursing used to
support safe and effective management of clients with multi-system illnesses in a variety of
settings. Focus is on synthesis of knowledge from multiple sources to influence client-centered
outcomes.
COURSE OBJECTIVES
Upon completion of this course, the student will:
1. Evaluate the healthcare needs of clients with multi-system alterations in equilibrium
across the lifespan.
NUR 4748 – Section 3410 – Fall 2012 – FINAL
COURSE OBJECTIVES (continued)
2. Synthesize relevant knowledge from multiple sources in development of plans of care for
clients with multi-system alterations.
3. Generate plans of care to facilitate individual and family transition to end of life.
4. Justify interprofessional plans of care to achieve optimal healthcare outcomes.
5. Establish priorities for interventions with clients having multi-system illness.
COURSE SCHEDULE
DAYS
TIME
ROOM
Wednesday
8:30am– 12:35 pm
G114
Thursday
8:30am – 12:35pm
G114
E-Learning in Sakai is the course management system that you will use for this course. ELearning in Sakai is accessed by using your Gatorlink account name and password at
http://lss.at.ufl.edu. There are several tutorials and student help links on the E-Learning login
site. If you have technical questions call the UF Computer Help Desk at 352-392-HELP or send
email to [email protected].
It is important that you regularly check your Gatorlink account email for College and
University wide information and the course E-Learning site for announcements and notifications.
Course websites are generally made available on the Friday before the first day of
classes.
ATTENDANCE
Students are expected to be present for all scheduled classes, other learning experiences, and
assessments. Students who have extraordinary circumstances preventing attendance should
explain these circumstances to the course instructor prior to the scheduled class or as soon as
possible thereafter. Instructors will then make an effort to accommodate reasonable requests. A
grade penalty may be assigned for late assignments, including assessments.
It is the students’ responsibility to act in a professional manner. Students are not to use
cell phones, iPods’ or other electronic devices during class unless necessary for assignments.
If a student is engaged in texting or using electronic devices outside of assigned activities, they
will be excused from class and may receive a deduction of points from their overall
participation grade.
There will be no make-ups for missed readiness assessments. If a student misses an
individual or group assessment, the score for that missed assessment will be an average of the
other individual or group assessments.
ACCOMMODATIONS DUE TO DISABILITY
Each semester, students are responsible for requesting memorandum from the Disability
Resource Center to notify faculty of their requested individual accommodations. This should be
done at the start of the semester.
NUR 4748 – Section 3410 – Fall 2012 – FINAL
UNIVERSTY COUNSELING AND MENTAL HEALTH SERVICES
http://www.counseling.ufl.edu/cwc/ (352) 392-1575
STUDENT HANDBOOK
Students are to refer to the College of Nursing Student Handbook for information about
University & College of Nursing policies, Academic Honesty, and professional behavior.
TOPICAL OUTLINE
Care of clients with multi-system alterations in health, including but not limited to:
1.
2.
3.
4.
5.
6.
Trauma
Cardio-pulmonary
Geriatric syndrome
Immune
Psychosocial
End of life
TEACHING METHODS
Team-based learning activities, interactive real-time response assessments, case study
exemplar presentations and analysis, class discussion, lecture, expert presentations, web-based
activities, and integration of previous learning.
LEARNING ACTIVITIES
Participation in team, group and class discussions; case presentation and analysis, End of
Life Module, health care bundle and web-based assignments.
EVALUATION METHODS/ COURSE GRADE CALCULATION
Case study presentations (indv)
End-of-life module (indv)
Individual readiness assessments
Group readiness assessments (Team)
Health care bundle (Team)
Group-rated participation (indv)
20%
10%
25%
30%
10%
5%
100%
GRADING SCALE/QUALITY POINTS
A
AB+
B
BC+
95-100 (4.0)
93-94 (3.67)
91- 92 (3.33)
84-90 (3.0)
82-83 (2.67)
80-81 (2.33)
C
CD+
D
DE
NUR 4748 – Section 3410 – Fall 2012 – FINAL
74-79* (2.0)
72-73 (1.67)
70-71 (1.33)
64-69 (1.0)
62-63 (0.67)
61 or below (0.0)
* 74 is the minimal passing grade
REQUIRED TEXTS
Ackley, B., & Ladwig, G. (2011). Nursing diagnosis handbook: An evidence-based guide to
planning care (9th ed.). St. Louis: Mosby/Elsevier.
Deglin, J. H., Vallerand, A. H., & Sanoski, C. A. (Eds.). (2011). Davis's drug guide for nurses (12th
ed.). Philadelphia: F. A. Davis Co.
Jarvis, C. (2008). Pocket companion for physical examination and health assessment (5th ed.). St.
Louis: Saunders/Elsevier.
Kee, J. L., Hayes, E. R., & McCuistion, L. E. (Eds.). (2009). Pharmacology: A nursing process
approach (6th ed.). St. Louis: Saunders Elsevier.
Lewis, S.L., Dirksen, R.F., Heitkemper, M.M., Bucher, l., & Camera, I.M. (2011).
Medical-surgical nursing: Assessment and management of clinical problems (8th ed.).
St. Louis: Mosby.
McCance, K. L., & Huether, S. E. (2010). Pathophysiology: The biologic basis for disease in
adults and children. (6th ed.). St. Louis: Mosby/Elsevier.
Perry, S., Hockenberry, M., Lowdermilk, D., & Wilson, D. (2010). Maternal child nursing
care (4th ed.). Maryland Heights, MO: Mosby.
Schuster, P., & Nykolyn, L. (2010). Communication for nurses: How to prevent harmful events
and promote patient safety. Philadelphia: F.A. Davis
Townsend, M. C. (2011). Essentials of psychiatric mental health nursing: Concepts of care in
evidence-based practice (5th ed.). Philadelphia: FA Davis.
Van Leeuwen, A. M., & Poelhuis-Leth, D. J. (2009). Davis’s comprehensive handbook of
laboratory and diagnostic tests with nursing implications (3rd ed.). Philadelphia: F.A. Davis
RECOMMENDED TEXTBOOKS AND RESOURCES
Agency for Healthcare Research and Quality. (n.d.). http://www.ahrq.gov/
Centers for Medicaid and Medicare Services. (n.d.). http://www.cms.gov/
National Guideline Clearinghouse. (n.d.). http://www.guideline.gov
PubMed.gov. (n.d.). http://www.ncbi.nlm.nih.gov/pubmed/
All other texts from supporting courses.
NUR 4748 – Section 3410 – Fall 2012 – FINAL
Description and Criteria for Evaluation of Case Study Presentations
Objectives:
This assignment is meant to help the student focus on the complexity of care by identifying
healthcare needs of clients with multi-system illness. They will identify realistic health
outcomes, justify interprofessional plans of care to achieve optimal healthcare outcomes and
establish priorities for interventions with clients having multi-system illness. Students will also
be expected to identify potential preventable complications and how the problems could be
prevented.
Description of Case Study Presentation:
Students will work in pre-assigned teams for the entire semester. The team will be responsible
for producing a Health Care Bundle for each case. One student from each team will represent
their team for the daily case study presentation. Team representatives will be divided into two
presentation groups to respond to selected questions. The interactive, oral presentations will be
approximately 20-minute in length and will be related to the assigned case study and questions.
Students are expected to present this analysis of the exemplar to faculty and peers for
constructive feedback and questions. This oral presentation should be cohesive, concise, and
evidence-based. References should be included. No audiovisuals or handouts are required.
Students will be given the case studies and class objectives a week in advance. Required readings
will also be assigned, expected to serve as foundational knowledge to the topic. It is then expected
that each team member will find evidence-based sources for presentation material. The team will be
responsible for creating their overall Health Care Bundle, a compilation of each team member’s
evidence-based journals and resources.
Description and Criteria for Evaluation of Student Presentations:
Student presentations are essential for demonstration of critical thinking related to the course
content. This assignment is meant to enhance the students’ critical thinking in nursing practice
by applying previously learned concepts and evidence-based practice to a variety of clients with
multi-system illness.
During the course, students will be selected a minimum of one time to present the case study.
Evaluation of student performance will be calculated as the average of the student’s total
presentations.
This will be evaluated as follows:
NUR 4748 – Section 3410 – Fall 2012 – FINAL
Rating
Outstanding
91-100%
Good
81-90%
Satisfactory
74-80%
Unsatisfactory
0-73%
Presenter Criteria
 Implements at least 3 comprehensive, appropriate and current evidencebased sources from journals in presentation of case study exemplars.
 Analyzes appropriateness of selected evidence-based, client-centered
outcomes for the plan of care.
 Develops a prioritized, interprofessional plan of care for the case study
exemplar client system.
 Applies evidence-based client-centered outcomes to the plan of care.
 Identifies potential preventable complications and how the problems
could be prevented.
 Applies concepts from the case study exemplar to other clients
presenting from other populations, stage of life AND with similar illnesses.
 Encourages classmate participation and responds to comments by
classmates and faculty, applying to case study presentation.
 Utilizes at least 3 appropriate and current evidence-based references for
presentation of the case study exemplars.
 Discusses appropriateness of selected evidence-based client-centered
outcomes for the plan of care.
 Develops an interprofessional plan of care for the case study exemplar
client system.
 Identifies evidence-based client-centered outcomes for the plan of care.
 Identifies some of the potential preventable complications and how the
problems could be prevented.
 Applies concepts from the case study exemplar to other clients from other
populations.
 Responds to comments by classmates and faculty, applying to case
study presentation.
 Verbalizes two or more references for presentation of the case study
exemplars.
 Satisfactory analysis of appropriateness of selected evidence-based
client-centered outcomes for the plan of care. Do WE Need
 Develops a plan of care for the case study exemplar client system.
 Applies outcomes to the plan of care.
 Identifies some complications.
 Listens to comments made by classmates.
 Verbalizes inappropriate, non-current or no references for presentation of
case study exemplar.
 Vague or inappropriate plan of care for client system.
 Unable to recognize differences in the plan of care for client systems
across the life span.
 Does not appropriately identify client-centered outcomes for plan of care.
 Does not identify preventable complications and how problems could be
prevented.
 Rarely dialogues with classmates during presentation.
NUR 4748 – Section 3410 – Fall 2012 – FINAL
WEEKLY CLASS SCHEDULE
Students will examine multiple alterations in equilibrium across the lifespan. Each class
will focus on the health care needs and safe and effective nursing and interprofessional care
of clients with multi-system illnesses. Class discussion will apply principles learned in
previous classes and from examination of current evidence to the case study exemplars and
to other clients with similar alterations and a variety of settings in order to provide safe
and effective care.
Students are expected to review required content in their textbooks and resources given by
faculty and previous class materials related to the class topics and case study exemplars in
preparation for class. They will also select appropriate evidence-based current journal
articles for discussion of the case exemplars. Additional directions for case study
presentations will be posted on the E-Learning Sakai website.
Date
Wed Aug 22
Thurs Aug 23
Wed Aug 29
Thurs Aug 30
Wed Sept 5
Thurs Sept 6
Fri Sept 7
Topic
Class focus: Orientation to course; In-class examples on
understanding Team-Based Learning, practice individual and
group readiness assurance tests.
Class Focus: Care giving across the lifespan.
Faculty
Professor
Pena
Professor
Case study exemplar: An older adult with multisystem
Pena
alterations in function requiring a caregiver.
Class Focus: Caring for clients across the lifespan with
multisystem alterations in equilibrium related to tissue integrity.
Professor
Case study exemplar: Children and adults with thermal trauma. Popovich
**END OF LIFE MODULE due-must be completed before
class**
Class Focus: Care of clients with chronic multisystem
illnesses and disabilities across the life span.
Case study exemplar: Children and adults with multisystem
alterations in equilibrium related to heart and lung disease.
Class focus: Care of older adults with multiple alterations in
equilibrium causing common geriatric syndromes.
Case study exemplar: An older adult exhibiting multisystem
alterations in function commonly associated with aging.
Class Focus: Care of clients with alterations in fluid volume
across the life span.
Case study exemplar: Children and adults with decreased
circulating fluid volume due to hospital-acquired infections.
HESI – Exam #1
Location to be announced.
NUR 4748 – Section 3410 – Fall 2012 – FINAL
Professor
Popovich
Professor
Pena
Professor
Popovich
Dr. Bradley
Wed Sept 12
Thurs Sept 13
Mon Sept 17
Wed Sept 19
Thurs Sept 20
Fri Sept 21
Wed Sept 26
Thurs Sept 27
Wed Oct 3
Thurs Oct 4
Friday Oct 5
Individual Readiness Assurance Test (IRAT)
Group Readiness Assurance Test (GRAT)
on Aug 29-Sept 6th classes
Class review on content of all previous classes
Professor
Pena
Class Focus: Caring for clients across the life span with
multisystem changes in relationship patterns due to differences
in sexuality.
Professor
Pena
Case study exemplars: Adults and children with significant
gender dysphoria.
1st Peer Evaluation due at 5pm on Sakai
Class Focus: Caring for clients across the lifespan who have
multisystem alterations in equilibrium related to altered
nutrition.
Professor
Pena
Case study exemplar: Children with multisystem illnesses
related to poor nutritional intake.
Class Focus: Caring for clients across the lifespan with
multisystem illnesses related to alterations in immunity.
Case study exemplar: An older woman with acquired immune
deficiency syndrome.
HESI – Exam #2
Location to be announced.
Class Focus: Caring or clients across the lifespan who have
multisystem alterations in equilibrium related to violence.
Case study exemplars: Adults in abusive relationships.
Individual Readiness Assurance Test (IRAT)
Group Readiness Assurance Test (GRAT)
on Sept 13th/-Sept 26th classes
Review content of all previous classes
Class Focus: Caring for clients across the life span with
pervasive developmental disorders that affect client
psychosocial patterns of relationships.
Case study exemplar: A child within a family with autistic
spectrum disorder.
Class Focus: Care of clients across the lifespan with chronic
altered perceptions of reality.
Case study exemplar: A young adult client with an altered
perception of reality that affects relationships with others.
HESI #3 (if needed)
Location to be announced
NUR 4748 – Section 3410 – Fall 2012 – FINAL
Professor
Pena
Dr. Bradley
Professor
Pena
Professor
Pena
Dr. Elder
Professor
Pena
Dr. Bradley
Wed Oct 10
Thurs Oct 11
Class Focus: Care of clients with altered cognitive function
across the life span
Case study exemplar: An older adult at risk or experiencing
decreased cognitive function affecting the multi-systems and
psychosocial patterns of relating.
Individual Readiness Assurance Test (IRAT)
Group Readiness Assurance Test (GRAT)
on Oct3rd-Oct 10th classes
Review content of all previous classes
2nd Peer Evaluations
Professor
Pena
Professor
Pena
* See additional information for case study presentations and discussions, evaluation, health
care bundle and the End of Life assignment on the NUR 4748 course E-Learning Sakai
website.
Approved:
Academic Affairs Committee:
General Faculty:
UF Curriculum Committee:
NUR 4748 – Section 3410 – Fall 2012 – FINAL
09/09
09/09
10/09