NURS 226 Health and Healing IV: Health Challenges/Healing Initiatives continues to provide safe, competent, culturally appropriate care, and begin to synthesize nursing and interdisciplinary knowledge into nursing care in the context of selected complex illnesses across the lifespan. Learners will integrate foundational knowledge from pathophysiology, pharmacology, and nursing into their clinical reasoning skills in order to plan care that is patient-centred, evidence-informed, and culturally competent care for persons across the lifespan. Learners examine nursing practice and health care environments by examining meanings associated with vulnerability, ethics and informed consent, health promotion, and Indigenous ways of knowing and being.
Prerequisites: AHSC 218, NURS 216, NURS 212, and NURS 219 all with a minimum grade of 60%
Corequisite: Year 2 Nursing courses
Accessibility Services Notice
Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.Course Details| Total number of weeks | 15 |
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| Total Credits | |
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| Total Hours | 90 |
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Typical hours per week breakdown| Lecture | 3 |
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| Lab (lab, field, computer) | 3 |
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Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- Apply nursing and other disciplinary knowledge in the context of complex health challenges
- Advance clinical judgement through use of the decision-making model
- Apply learning theory to develop care plans for patients in the context of complex health challenges
- Apply key concepts of pharmacokinetics, pharmacodynamics, and pharmacotherapeutics specific to individual needs throughout the lifespan
- Plan person-centered nursing care in partnership with persons experiencing a complex health challenge, along the continuum of care and across the lifespan
- Interpret the findings of select diagnostics and implications for care
- Plan care to address the impacts of systemic inequities and structural violence on the care environment and health of communities and individuals experiencing oppression, e.g., people who use substances, people experiencing mental health challenges
- Recognize signs and symptoms that indicate deteriorating patient status
- Recognize how the ecological determinants of health contribute to health inequities
- Demonstrates appropriate use of information communication technologies in synthesizing information to plan client care
- Examine the importance of collaboration with other members of the interprofessional team when providing care for clients with complex health challenges
- Demonstrate intermediate psychomotor skills that integrate safety principles, relevant assessments, and evidence-informed practice
Teaching and Learning Approach
· Lecture - utilizing a variety of teaching tools - written handouts, PowerPoint presentations, pre-recorded
lectures, video demonstrations.
· Student lead teaching and learning presentations
· Case Study review and analysis
· Small and large group virtual and classroom work
· Instructor demonstration of skills
· Guided simulation scenarios and guided skills practice in nursing practice lab
· Preparatory readings and related linksLearning Resources
Required:
Year 2 resource list
Nursing practice lab and nursing practice settings/simulations (case studies, critical thinking exercises)
Self-directed nursing practice
Nursing 226 Moodle Site (2 sites: theory and skills)
Elsevier Canadian Clinical Skills: Essentials Collection (Nursing skills centre)
Anderson, R., Doyle, G. R., & McCutcheon, J. A. (2018). Clinical Procedures for Safer Patient Care.
Thompson Rivers University. https://pressbooks.bccampus.ca/clinicalproceduresforsaferpatientcaretrubscn/Detailed Course Content, Topics, and Sequence Covered
1. Lab: Insulin Administration Theory: Epidemiology & Health Equity
2. Lab: Oxygenation; Medication math for intermittent administration Theory: Diabetes
3. Lab: Surgical Site Care Theory: Breathlessness
4. Lab: Advanced Wound Care Theory: Care of the Surgical Client
5. Lab: IV Medication Administration: Secondary IV Medication Administration Theory: Postpartum Care
6. Lab: Psychomotor Competency Demonstration #1 Theory: Antepartum Care
7. READING WEEK - NO CLASSES
8. Lab: IV Medication Administration: IV Direct Medication Administration; Medication math for IV direct Theory: Midterm Exam - Date and Time TBA
9. Lab: Urinary Catheter Insertion Theory: Care of Client with Cardiovascular Disease
10. Lab: Psychomotor Competency Demonstration #2 Theory: Care of the Client with Liver Disease
11. Lab: Make-up Lab Theory: Care of the Client with Reproductive Cancer
12. Lab: Nasogastric Tube Insertion Theory: Infectious Diseases
13. Lab: Enteral Nutrition Theory: Care of the Client with Bowel Disease
14. Lab: Ostomy Care Theory: Fatigue and Chronicity
15. Final Exam – date, time and room TBAAssessment
| Title | Learning Outcomes | Value |
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| Lab - Math Quizzes (2 @ 5% each) | 4, 8 | 10% |
| Lab - Weekly Nursing Skills Reflections Lab - Psychomotor Competency Demonstrations | 2, 3, 8 (2 | 10% |
| @ 15% each) | | 30% |
| Theory - Teaching Learning Assignment | | 20% |
| Theory- Midterm Exam | | 15% |
| Theory- Final Exam | | 15% |
| Total | 100% |
Grading Table
Standard Academic and Career Programs Grading Table
| Percentage | Letter Grade | GPA |
| 90-100 | A+ | 4.33 |
| 85-89 | A | 4.00 |
| 80-84 | A- | 3.67 |
| 76-79 | B+ | 3.33 |
| 72-75 | B | 3.00 |
| 68-71 | B- | 2.67 |
| 64-67 | C+ | 2.33 |
| 60-63 | C | 2.00 |
| 55-59 | C- | 1.67 |
| 50-54 | P | 1.00 |
| 0-49 | F | 0.00 |
| DNW | 0.00 |
See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.
Disclaimer
Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.