- Course Description
- Required Textbooks and Materials
- Student Learning Outcomes for the Course
- Teaching/Learning Methods
- Grading Scale
- Course Assignments
- The CSUCI Mission Statement
- College Policies
- Class Attendance and Absence
- Late Assignment Policy
- Academic Honesty and Plagiarism
- CSU Channel Islands Disability Statement
- Use of APA Guidelines
- Commitment to Integrity
- Course Content
- Weekly Content – Course Outline (link)
Principles of nursing care delivery for patients and families experiencing more complex medical-surgical health care problems. Development of skills in managing the care of patients in the acute care setting and/or in the community in order to maintain maximum levels of function, manage symptoms, and increase quality of life. Content includes nursing case management models, roles and strategies used for managing high-risk client populations and for providing comprehensive care coordination, brokerage, monitoring, discharge planning, client/family advocacy, and nursing interventions.
Required Textbooks and Materials
Morton, P. G. and Fontaine, D. K. (2013). Essentials of critical care nursing: A holistic approach. Philidelphia: Lippincott Williams & Wilkins. ISBN 978 1 60913 693 2
Select Chapter(s) from: Perrin, K. O. & (2012). Understanding the essentials of critical care nursing (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall. Available on CI Learn.
Recommended Textbooks and Materials
Melander, S. D. (2004). Case Studies in Critical Care Nursing: A Guide for Application & Review (3rd Ed.). Saunders Publishing. ISBN 978 0 7216 0344 5
Neuman, B. and Fawcett, J. (2001). The Neuman Systems Model (5th Ed.). Philadelphia: J.B. Lippincott Co.
Smeltzer et al. (2010) Brunner Suddarth’s Textbook of Medical Surgical Nursing (12th Ed.). Lippincott Williams and Wilkins (or other med-surg/patho resource of choice)
Laboratory resource and Drug resource of choice
Student Learning Outcomes for the Course
At the completion of this course the student will be able to:
- Define specific vulnerable population in the acute care and community based settings and identify issues of access to care and utilization of health services.
- Compare and contrast chronic disease illness to acute disease illness in terms of the usual trajectory, impact on social, personal, relationships and work roles of the patient and family.
- Define the main concepts in hospital based and community based nurse case management models and the key nursing case management strategies within each.
- Choose an acute condition and develop a comprehensive discussion of the illness including:
- Presenting signs and symptoms
- Etiology and contributing factors
- Sequelae and progression
- Goals of nursing management
- Class Discussion and/or Debate
- Small and Large Group Work
- Online activities
- Case Study Review/Discussion
- Evidenced Based Practice Paper
- Group presentations
Letter grades for the course are assigned as follows:
|Quality Points||Letter Grade||%|
|0||F||64.9 and below|
On a +/- grading scale C- is not considered passing the bottom of the scale is set at C 76% with no C- grades. There are no B+ or C+ grades.
ATI Policy and Remediation Policy
Approved May 18, 2015
PURPOSE: The nursing program at CSUCI has the student nurse’s complete success as its top priority. To that end, a comprehensive program of quality assessment called ATI Assessment Technologies, Inc. is utilized. Modules and exams have been proven to increase student success in both program content and NCLEX pass rates (www.atitesting.com).
GENERAL INFORMATION:Prior to entering the program students have been introduced to the TEAS. During the first semester students will be taking the Critical Thinking Entrance. Then during the final semester The Critical Thinking Exit is administered. Each Content Mastery Series module follows the program algorithm for testing and, if necessary, remediation and retesting. Each course has designated benchmarks to predict the likelihood of passing the NCLEX-RN. Course faculty will be the resource for further instruction regarding ATI and the comprehensive program.
Matrix of Nursing Program ATI Proctored Assessments
|NRS 306 Pathophysiology||Critical Thinking Entrance|
|NRS 200 Introduction to Professional Practice||Fundamentals|
|NRS 304 Pharmacology of Nursing Practice II||Pharmacology|
|NRS 230 Nursing Care of Women, Infants and Children||Maternal Newborn|
|NRS 232 Nursing Care of Children and Families||Nursing Care of Children|
|NRS 240 Psychiatric and Mental Health||Mental Health|
|NRS 420 Nursing Care of the Complex Client Across the Continuum||Adult Medical Surgical|
|NRS 452 Community Health Nursing||Community Health|
|NRS 460 Nursing Leadership and Professional Issues||Leadership Management|
|Open Sim Lab Day end of Program beginning 2016||*Comprehensive Predictor *Critical Thinking Exit|
- Beginning in 2016 the program will have an end of the program testing day in which Critical Thinking post-test and comprehensive predictor will be administered and proctored by the simulation lab coordinator.
Use of ATI Comprehensive Package: To prepare the student for the final ATI examination each course should include orientation to the non-proctored exam and study guide in the first week of class. The course instructor will release a practice exams associated with the ATI proctored exam within the first two weeks in the beginning of the course; additional practice exams may be released at faculty discretion. A proctored exam will be administered with the last month of class (or if a summer course, after 75% of the course content has been completed); a remediation plan then will be required to be completed before the final exam or as outlined in the course syllabi, if necessary.
The ATI RN Content Master Series defines level proficiency as such:
|Proficiency Level||Definition of criterion||Student Expectations based on Proficiency|
|Level 3||A Student meeting the criterion for Proficiency level III demonstrates high level of knowledge that supports academic readiness||Student is expected to exceed NCLEX-RN standards in this content area|
|Level 2||A Student meeting the criterion for Proficiency level II demonstrates a level of knowledge that adequately support curricular content||Student is expected to readily meet NCLEX-RN standards in this content area|
|Level 1||A Student meeting the criterion for Proficiency level I demonstrates a minimal level of knowledge in content area||Student is expected to just meet NCLEX-RN standards in this content area|
|Below Level 1||Student is not meeting NCLEX-RN standards in this content area|
An ATI proctored exam is worth up to 5% of the total course points. The following delineates how the points are determined.
Formula for course points for ATI Proctored Exam Assigned by Proficiency Level and/or Need for Remediation
|Proficiency Level||% of course points designated for ATI exam||Example: Course with 400 points (400 x 0.05 = 20 points)|
|Level 3||100%||20 points|
|Level 2||85%||17 Points|
|Level 1 and below||75%||15 points only with successful remediation|
|Level 1 and below||0 points if remediation plan not completed|
Remediation Procedure for ATI Proctored Exams:
ATI defines level 1 proficiency as one who is expected to just meet NCLEX-RN® standards in the content area that has been tested, demonstrating the minimum level of knowledge in this content area required to support academic readiness for subsequent curricular content, and meeting the absolute minimum expectations for performance in this content area. The rationale for the Nursing Program setting the ATI proficiency at level 2 and above, as the standard, is to assure the student achieves a sound foundation for practice.
Faculty will include essential aspects of the ATI policy in the course syllabus which also include instructions for practice exams, time, date and location of the ATI proctored exam as well as the method and timeframe for completion of the remediation plan.
Faculty will include the breakdown of the ATI course points based on the formula above.
Students will adhere to the following steps in completing the remediation plan: Log into ATI and select the “My Results” tab.
- From the Proctored Assessments menu, look for the Proctored Assessment exam that was taken , and access the Assessment Report, which provides a list of Topics to Review.
- Obtain a focused review by selecting the Focused Review next to the Assessment Report, and click on Create: On the next page, enter a % that is < to your final score (e.g., less than or equal to 71%, such as between 50 – 70%) in “sections where percent is below ___” to obtain areas of focus review; then Create Focused Review.
- Choose at least 2 content areas in which the results fell below Level 1: it is highly recommended to choose the 2 lowest scored areas or areas reflecting the need for further focused review relating to specific content in the class or clinical.
- Identify the ATI study plan by choosing two or more activities identified by ATI and/or resources from the course, e.g., textbook readings, study guide, and a timeframe for completing the plan.
- The focused review remediation plan and expected timeframe will enhance your knowledge in the nursing courses. All instructions, in the course syllabus, should be followed for submitting the plan completely and timely. If further details are necessary, go to the “How To” tab on ATI; select ATI Plan 2.0 Quick Orientation Videos and watch “How to Access Results and Focused Review”.
The remediation plan should include:
- Your name and date
- The 2 (or more) areas of content you selected for focused review
- The content activities (2 or more) and date that you reviewed or plan to review for each chosen activity
- At least one self-identified goal/summary for success
Upon completion of your remediation plan, follow the directions for submitting the remediation plan on the course syllabus. Instructions may include submitting the plan via email or a meeting with the course instructor during office hours. Submit a copy of the study plan via email or hand deliver to the course instructor by 5 pm on ________(date)
- All remediation plans are to be initialed; and dated by the course instructor, and filed in the student file
The remediation plan is required. If however, the plan is not turned in a timely manner or not completed as instructed 0 points will be awarded.
(See the student nurse handbook for the complete ATI Remediation Policy or any other policy/guidelines you are expected to follow.)
Homework may be only consist of reading assignments, or consist of a combination of reading, discussion board, blogs, online discussion, videos, ATI modules, or other materials. The purpose of homework is to support your learning and prepare you for class discussions to offer a variety of learning methods to aid in comprehension and deeper learning. Completing homework on time is necessary for success in this course. Weekly assignments are posted online.
Exam content will cover assigned readings from the text, posted articles and assignments whether or not content is covered in class. Exam content will be based on concepts and common as well as priority evidence based nursing and medical interventions. Exam questions will come from various sources, such as in class discussion, textbook, or online resources provided, so understanding concepts and the ability to critically reason through patient scenarios will be important for success.
It is important that policy and procedures in patient care areas remain current and follow best practices for improved patient outcomes and for patient safety. The objectives of the paper are to: 1) explain the role of evidence in determining best clinical practices, 2) compare and contrast evidence-based practice (EBP) with actual practice, 3) value the concept of EBP as integral to determining best clinical practice, 4) develop scholarly writing skills, and 5) seek necessary resources related to clinical practice topics and guidelines. Further details about the paper, including the rubric, are available by clicking the title of this section.
The group project is a semester long project with variable due dates. The VoiceThread presentation portion of the group projects are due dependent upon your topic and presentation date. The group project is meant to provide an opportunity to use teamwork and collaboration, while applying critical concepts and knowledge in a comprehensive way in a patient case scenario using digital tools to enhance the ‘story’. The group members are expected to collaborate together and required to present their final digital storytelling in a professional manner, as if they were presenting at a nursing event or conference. Group members were randomly selected to avoid bias and promote members to evaluate their own strengths and weaknesses in contributing/collaborating. Presentation topics and dates will be available for sign up in class on the first day. Further details, instructions, and guidelines for the presentation are posted by clicking the title of this section.
Placing students at the center of the educational experience, California State University Channel Islands provides undergraduate and graduate education that facilitates learning within and across disciplines through integrative approaches, emphasizes experiential and service learning, and graduates students with multicultural and international perspectives.
It is the student’s responsibility to read and become familiar with the current policies, procedures and information in the current CSU Channel Islands College Catalog 2014-2015
The following College policies should be reviewed:
- Nondiscrimination policy
- Disability: Students with disabilities need accommodation should make requests to Disability Accommodation Services, 805-437-8528. All requests for accommodation require appropriate advance notice to avoid a delay in services. Please also discuss approved accommodations with me as early in the term at possible.
- Sexual Harassment
- Honor Code
- Withdrawal from courses
Class Attendance and Absence
Students are expected to attend class regularly. As a prospective professional, it is assumed that you will miss class only if you have a serious and compelling reason. It is up to the student to notify the instructor, in advance if possible, about any missed classes. After 2 absences (6 lecture hours) your grade will drop one letter grade unless you have provided a valid rationale for each absence. Absences must be for serious and compelling reasons such as:
- Illness of self or immediate family
- Death of an immediate family member
- Court Subpoena
- Recognized religious observation
- Educational absence: an absence in which written permission from the faculty responsible for the class or clinical is given
- Military Deployment: day of deployment and return from deployment of an immediate family member
- Faculty approved attendance at nursing research convention or other educational opportunities.
In order to be excused, notification must be given to the primary instructor prior or at the onset of absence, and all absences except illness must be accompanied by documentation. (See Student Nurse Handbook)
Late Assignment Policy
Late assignments will not be accepted without legitimate excuse (illness etc. See college catalog).
Academic Honesty and Plagiarism
Each student shall maintain academic honesty in the conduct of his or her studies and other learning activities at CSU Channel Islands. The integrity of this academic institution, and the quality of the education provided in its degree programs, are based on the principle of academic honesty. Academic dishonesty is an especially serious offense. It diminishes the quality of scholarship and erodes those who depend upon the integrity of the campus program. Such dishonesty includes:
- Cheating – using attempts to use unauthorized materials, information, or study aids in any academic exercise.
- Fabrication – falsifying or invention of any information or citation in an academic exercise.
- Facilitating academic dishonesty – intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.
- Plagiarism – intentionally or knowingly representing the words, ideas, or work of another as one’s own in any academic exercise.
A full discussion of academic dishonesty is found in the University Catalog and online. The college catalog describes the process and possible sanctions that may come from academic dishonesty stating:
The catalog defines academic dishonesty to include “such things as cheating, inventing false information or citations, plagiarism and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show possession of a level of knowledge or skill that he/she does not possess.” The catalog describes the process for evaluating cases of dishonesty and assignment of appropriate penalties. (CSU Channel Islands College Catalog 2014-2015)
It is in your own self-interest to learn what constitutes plagiarism as well as how to properly credit sources in your written work for this course. You can find a primer on the subject at http://www.indiana.edu/~wts/wts/plagiarism.html.
CSU Channel Islands Disability Statement
CSU Channel Islands is committed to equal educational opportunities for qualified students with disabilities in compliance with Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. The mission of Disability Resource Programs is to assist students with disabilities to realize their academic and personal potential. Students with physical, learning, or other disabilities are encouraged to contact Disability Resource Programs at (805) 437-3331 for personal assistance and accommodations.
If you are a student with a documented disability who will require accommodations in this course, please register with Disability Resource Programs located in the Educational Access Center, BT 1541, or call (805) 437-3331 for assistance with developing a plan to address your academic needs. Faculty, students and Disability Resource Programs will work together regarding classroom accommodations. Please discuss approved accommodations with faculty.
Use of APA Guidelines
Formal papers in nursing classes should be written, unless otherwise instructed, following the guidelines in the most current edition of the Publication Manual of the American Psychological Association.
CSU Channel Islands Nursing Writing Guide
Access to the writing center and assistance to students is encouraged. Check out the CI Writing Guide resources.
Commitment to Integrity
As a student in this course (and in this nursing program, at this university), you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class. You are also expected to maintain integrity in your behavior in and out of the classroom.
By Enrolling in this class:
- You agree to uphold the standards of academic integrity described in the Nursing Student Handbook.
- You agree to spend an average of 6 hours per week on assignments outside of class.
- You agree to complete all readings and related assignments on time.
- You agree to be available for the exam dates listed. There are no make-up exams unless and legitimate emergency occurs and I am notified immediately
Class performance is highly associated with attendance and participation. Classes may include materials or discussions not found in readings but included in exams. This course is intended to be an active learning experience, therefore active participation and engagement is expected.
Participation credit will be earned by such items as attendance in classes in which unannounced quizzes may be given, class work assignments are collected, and/or participation in class discussion and group work, which includes written evaluations for group presentations.
Students are responsible for assignments, announcements and materials covered if classes or portion of classes are missed. You are responsible for gathering such information distributed during your absence from your peers. You are expected to remain up to date with the course announcements and materials posted on the web or CI Learn/Blackboard. Makeup exams will only be given with legitimate excused absences and at the discretion of the instructor.
You are expected to be on time for your course. If you are unable to make it to the class notify your instructor as soon as possible by telephone, text, or e-mail. Please do not telephone instructor after 10 pm.
Conduct disruptive to the class is not in the best interest of all members of the learning community. Please turn your cell phone ringer off during class. If you must be available then please turn your phone or pager to “vibrate” and step outside of class before you answer so as not to disturb your fellow students. When using electronic devices such as phones, tablets, or computers please be conscientious of the learning environment and avoid inappropriate activities online during class time. Your electronic devices are allowed during class time and often useful to in class activities, however not required.
Classroom and/or online discussion are required. All discussion (online or face-to-face) is to be conducted with respect for fellow students and their ideas, as well as maintaining privacy/confidentiality regulations. Difference of viewpoints should be expressed in terms, which are supportive of the learning process and create an environment in which students may learn to reason with clarity and compassion, to share of themselves without losing their identity, while building trust among the peer group. Discussions involving specific patient situations and/or personal experiences are to remain confidential for the purposes of learning, however HIPAA guidelines should be abided, therefore there may be information from class that is not shared with outside individuals.
This course runs 15 weeks from August 26 to December 9. There will be a total of 12 learning modules during the semester, on average 1 week long for each module. This course is blended and technologically enhanced. The course outline explains the dates you are expected to meet face-to-face or online. You will meet the course objectives through various teaching/learning methods including lecture, class discussion, online discussion, online activities, case study review, exams, evidence based practice paper, and group work.
- Hemodynamic Monitoring
- Cardiac Dysrhythmia
- Endocrine HHNK and DKA
- Hematology, DIC, HIT, and GI Bleeds
- Renal and Burns
- Multiple Organ Dysfunction Syndrome (MODS)
- Case Management
Note* The course syllabus and due dates are subject to update/change but only with student notification.