NURS 460: Develop a comprehensive and effective teaching plan  

Assigned textbook readings, videos  

Students develop and implement teaching plan in steps throughout quarter for field experience:  

• Audience 
• Determinants of Learning 
• Behavioral Objectives 
• Content 
• Teaching Methods 
• Evaluation Methods 
• Summary 

YouTube videos, Teams meeting  

Graded via rubric. Final plan submitted at the end of course with summary. Log of hours and activities included.  

NURS 460: Incorporate an understanding of learning theories and characteristics of learners. 

Assigned textbook readings, videos  

Write a behavioral model Research Report. Students select a single research study that applies a behavioral model studied in class and is relevant to a Leading Health Indicator from HP 2030.  

Library and database search  

Graded via rubric.  

Students complete an Epidemiology group project

Each group will be assigned a communicable disease from the following list:

COVID, Chickenpox, Tuberculosis, Influenza, Mononucleosis Hepatitis B, Measles, Meningococcal disease, Pertussis, Sexually Transmitted Disease

• Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment).
• The demographic of interest (mortality, morbidity, incidence, and prevalence).
• Describe the determinants of health and explain how those factors contribute to the development of this disease.
• Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes the elements of the epidemiologic triangle in chapter 7).
• Explain and describe the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).
• Identify at least one national agency or organization that addresses the communicable disease and describe how the organization(s) contributes to resolving or reducing the impact of the disease.

NURS 432/433: Create a Community Assessment (Windshield Survey) using knowledge learned in NURS 431  

Virtual experience windshield survey,   Windshield survey real-world experience, textbook, written instructions.  

Windshield Survey- is an assessment technique where students can observe conditions that may affect the health and wellness of the community. The student will analyze their findings prioritize and plan evidence-based interventions appropriate to implement in the specific community.  

Internet research, camera, library and database searches, Local government webpages  

Graded via rubric  

NURS 485 Search for and use current findings in research to update or develop a clinical nursing policy/procedure or protocol. 

Required supplemental & textbook reading, Templates, interactive modules  

Research Utilization project. Students work in groups of 3-4 to update a policy, protocol, or procedure that is informed by current research. They then present the updated policy with a recorded poster presentation.  

Canvas, PowerPoint, internet  

Graded per rubric, log of hours and activities, peer evaluations  

Choose a problem or potential problem you have identified in a clinical setting:

Complete the Fishbone Problem Diagram and Fishbone Solution Diagram

• Include at least one item in each of the six categories (i.e. People, Processes, etc). These will be a combination of latent and active failures (see Swiss cheese model). Bold the items you believe are key to the problem and then to the solution.
• Clearly identify the 6 Institute of Medicine (IOM) Competencies (Patient Centered Care (PCC), Teamwork and Collaboration (TC), Evidence-Based Practice (EBP), Quality Improvement (QI), Safety (S) and Informatics (I)) in the solution diagram.
• Use EBP: Obtain input from your clinical experience, the literature, and existing protocols! In the problem and solution text boxes clearly state the problem and the solution. Describe why it is a complex problem. Cite at least one evidence-based practice article in the diagram.

NURS 560 Working together as a team the students will analyze a problem in their workplace that they would like to change. Then they will analyze quality improvement processes and outcome measures to improve patient care outcomes by applying evidence to clinical practice. 

Required supplemental & textbook reading, interactive modules 

The Capstone Project (which consists of a QSEN Introduction Paper, Presentation, Poster) is designed to provide students with an academic experience that synthesizes general education coursework and the nursing major. Guidelines for the Capstone Project is to describe a nursing care problem encountered in your clinical experience related to one of the Institute of Medicine (IOM)/ Quality and Safety Education for Nurses (QSEN) competencies.  

Canvas, PowerPoint, internet  

Graded per rubric, log of hours and activities, peer evaluations  

NURS 419 Collaborate effectively as a team member with healthcare professionals to implement interdisciplinary interventions that enhance the quality of care, improve patient satisfaction, and support nurse job/career satisfaction and retention.

Promote a zero-tolerance attitude for all forms of violence in the nursing workplace, including horizontal violence and the “eating our young” phenomenon, and emphasize the critical role of fostering a healthy, respectful, and supportive work environment to ensure the well-being of nurses and optimal patient care.

NURS 510 Analyze current and emerging technologies to optimize safety, cost effectiveness and health outcomes.  

Course readings and modules 

Students create a Voiceover PowerPoint in pairs that addresses current and emerging technologies and how they are or will impact health outcomes 

Canvas, PPT, online  

Fall 2023: 21/21 students completed assignment with an average grade of 87%  

Fall 2024: 28/28 students completed assignments with an average grade of 90% 

NURS 432 Apply knowledge learned in NURS 431 within the community through mentorship and practicum hours in the community setting.  

Verbal instruction and demonstration on use of community/mission based EHR  

Students use EHR to gather patient data, communicate, and store patient information for patients in a community clinic in Fiji.  

EHR, iPad,  

Observation by clinical instructor, feedback from providers.  

Select a family (a couple or single parent) with children – not a blood relative or significant other. Try to select a family who could benefit from your assessment and interventions.

• The assignment may also be done with an elderly individual or couple, by adapting the assessment to address the needs of the elderly. Discuss with your instructor if you choose to adapt the PEHA to the elderly.
• Visit the family to complete the Pediatric Environmental Home Assessment (PEHA).
• Based on your assessment, identify three family problems and prioritize them based on Maslow’s hierarchy of needs.
• Develop a nursing care plan for the highest priority
• Visit the family a minimum of one or more times to implement the care plan and evaluate effectiveness.

NURS 419 Understand the ethical, legal, and professional considerations of whistle-blowing in nursing practice. 

Assigned textbook reading, PowerPoint chapter overviews 

Whistle-Blowing in Nursing Reflection Response discussion board.  

Questions include: 

1. What does blowing the whistle mean?  
2. List three examples of whistle-blowing.  
3. What should nurses do before blowing the whistle?  
4. Is there danger involved in whistle-blowing?  
5. How can you apply what you learned about whistle-blowing to your nursing practice? 

Internet, Canvas, PowerPoint 

Graded per rubric, peer evaluations  

NURS 419 Promote a zero-tolerance attitude for all forms of violence in the nursing workplace, including horizontal violence and the 'eating our young' phenomenon 

Assigned supplemental & textbook readings, videos, PowerPoint chapter overviews 

Complete Promoting Civility & Healthy Work Environments in Nursing Case Study  

Questions include: 

1. Research has shown that nurses have experienced a higher rate of inappropriate behavior in the workplace than other workers. Describe 6 types of violent incivilities and 6 types of nonviolent incivilities that nurses are likely to experience in the workplace. 
2. The nurse educator understands that certain workplace issues lack of resources and increased 
   workloads have the potential to contribute to an unhealthy work environment. Incivility and bullying in the workplace have been associated with stress and mental health concerns of nurses. Discuss at least four effects these unacceptable behaviors have on nurses. 
3. The nurse educator outlines behaviors that nurses can use to protect themselves from 
   violence and incivility on the job, particularly in settings other than a hospital (such as home care, rural & remote nursing, etc). List least four of these self-protective behaviors? 

Internet, Canvas, PowerPoint 

Graded via rubric  

NURS 420 Examine the ethical/moral dilemmas underlying controversial healthcare issues recognizing possibility for conflict and moral distress and identifying means to incorporate resilience strategies for self-care.   

Assigned articles, readings & videos  

Complete a “Self-Care” Individualized Plan reflecting on current compassion, personal, or professional fatigue.   

Using the Moral Distress Tool and Reference Guide, Self-Care Wheel, and Self-Care Resilience Checklist, develop a personalized plan that includes current self-care needs, including realistic ways in making self-care a part of your daily routine.   

Internet, Canvas 

Self-assessed with professor review 

NURS 490 Recognize the value of service learning  

Reading, supplemental materials, & videos 

In NURS 490, students complete an assignment discussing their ideas for completing these hours.  

Canvas  

Graded via rubric  

NURS 491 Reflect upon the value of learning through service to others  

Reading, supplemental materials, & videos 

In NURS 491, students write a reflection of what they have accomplished, the value of service learning, and what they have learned. They also submit the log of hours.  

Canvas  

Graded via rubric