Summary California Baptist University College of Nursing NUR 335 A and 335 B: Nursing Services of the Childrearing Family Syllabus Fall 2020

California Baptist University College of Nursing NUR 335 A and 335 B: Nursing Services of the Childrearing Family Syllabus Fall 2020 Meeting: 335A Thursdays 10:30-1:30 PM Location: Live Synchronous 335B Thursdays 7:00-10:00 AM Location: Live Synchronous Faculty & Contact Information: Jan Flournoy, DNP, RN Office: Lambeth 208 Office Hours: Monday 09:00-12:00, Tuesday 09:00-12:00, Thursday 2:00-4:00 (Or by appointment) Email: Office: (951) 552-8794 Cell: (714) 420-5205 Angela Coes, MSN, RN, CPN Office: Lambeth 121 Office Hours: Tuesday 09:00-12:00, Wednesday 09:00-12:00, Thursday 2:00-4:00 (Or by appointment) Email: Office: All office hours will be virtual on Webex, please e-mail if you would like a face-to-face meeting. Webex address: Dr. Flournoy – Webex address: Prof. Coes – Course Description: Nursing Services with the Childrearing Family (3) Fall, Spring. The study of nursing science with childrearing families and healthcare issues commonly associated with children and adolescents. Nursing theory focuses on the meaning of health from the perspective of the childrearing family members. The focus will be on theoretical knowledge acquisition, teaching-learning, change-persistence, and collaboration with other health care professionals in health promotion/disease prevention as well as the management of common acute and chronic illnesses in children and adolescents. Emphasis is on the child in the family and the nursing services provided as the family lives with health in many diverse settings. Prerequisite: Permission of the Dean. Pre- or Co- Requisite: NUR 336. Number of Units: Lecture = 3 hours, Clinical = 2 hours Placement in the Curriculum: 3rd semester Pre-requisites: Level 2: NUR 225, 215, 201, 235, 255, 256P, 260, 261P, 275 (trads) Co-requisites: NUR 325, NUR 326, NUR 336, NUR 375 (trads) Required Textbooks: American psychological association. (2010). Publication manual of the American Psychological Association. (6th Ed.). Washington DC: American Psychological Association. Assessment Technologies Institute (ATI). (2016). RN nursing care of children: Review module edition 9.0. Overland Park, KA: Assessment Technologies Institute, LLC. Elsevier. (2017). Hockenberry, M. Wong’s essentials of pediatric nursing - Sherpath for pediatric nursing, 10th Ed. St. Louis, MO. Elsevier, Mosby. (Located on Vital Source library on Elsevier, once Sherpath has been purchased) Parse, R.R. (2009). The Humanbecoming family model. Nursing Science Quarterly, 22, 305-309 (This is posted for your convenience on Blackboard.) Parse, R. R. (2014). The humanbecoming paradigm: A transformational worldview. Pittsburg, PA: Discovery International Publications. Rischer, K. (2015). Think like a nurse; Practical preparation for practice. (2nd. Ed). Rolling Meadows, IL. Windy city publishers. Other Resources/Textbooks: The Harriet Lane Handbook: A manual for Pediatric Health Officers. (2011). St. Louis, MO: Mosby. (“Nursing Central” has the link to this reference and it will be required for pediatric drug dosing). Meadows-Oliver, M. (2019). Pediatric nursing made incredibly easy! (3nd Ed.) Philadelphia, PA: Wolters Kluwer. Ogden, S. J. (2020). Calculation of drug doses (11th Ed.) St. Louis, Missouri: Mosby Elsevier. (Not required for this semester but very helpful) Silvestri, L.A. (2017). Saunders comprehensive review for the NCLEX-RN examination. (7th ed.) St. Louis, MO: Elsevier Saunders. Suggested helpful resources: Located in your App store: ATI RN Mentor (student suggested) NCLEX RN (student suggested) Tinyscanner or Camscanner (for your smart phone) Helpful websites: and other governmental websites Society of Pediatric Nursing website: NAPNAP website: Cleveland Children’s Hospital: Cincinnati Children’s Hospital CHOC: Johns Hopkins Hospital: Boston Children’s Hospital: Lucille Packard Children’s Hospital Course Objectives: By completion of the course, students will utilize a Biblical worldview and Parse’s nursing theoretical framework of Humanbecoming and be able to: 1. Discuss present trends in child health regarding morbidity, mortality, parenting, health promotion, availability of health care, delivery of care to children with acute or chronic illnesses, and current nursing roles that provide care to pediatric clients. 2. Demonstrate knowledge through creative presentation and discussion of physiological, developmental, and psychological effects of common childhood diseases; identifying evidenced-based medical and nursing interventions for each that demonstrate family-centered care. 3. Identify psychological, spiritual, ethical, and cultural variables that impact the delivery of education and care to members of the childrearing family. 4. Apply knowledge of growth and development to the nursing services offered with children and recognize how developmental level influences the experience of illness, hospitalization, and end-of-life issues. 5. Identify common health promotion and disease prevention teaching strategies that can be effectively incorporated into the nursing services offered to the child and family. Introduction of Course: At that time the disciples came to Jesus, saying, “Who is the greatest in the kingdom of heaven?” And calling to him a child, he put him in the midst of them and said, “Truly, I say to you, unless you turn and become like children, you will never enter the kingdom of heaven. Whoever humbles himself like this child is the greatest in the kingdom of heaven. Whoever receives one such child in my name receives me” (Matthew 18: 1-5 English Standard Version). When you work in a pediatrics unit, it can be both a time of great joy and a time of deep sorrow. You will learn to engage with children where they are developmentally and will learn that they need to be children first and foremost. You will encounter a number of situations that will be challenging to you, cognitively, spiritually, and emotionally, as you deal with the patients and members of the childrearing family. No matter how challenging the situation becomes, always remember your Heavenly Father has called you to the profession of nursing, and He is available for you to call upon. As stated in Matthew, being like a child is being open to learning and finding purpose in the situation God has provided to you. He can assist you in choosing the needed words of comfort and encouragement that your patient and family members might need. He can assist you in dealing with your own thoughts and emotions. Remember that sometimes silence, true presence, listening, and being still are very appropriate. CON Mission Statement: The mission of the California Baptist University School of Nursing is to educate competent, responsible, caring, and professional nurses prepared from a Biblical worldview to serve locally, nationally and globally, revering the human dignity of all persons created in the image of God. BSN Student Learning Outcomes (SLO’s) Consistent with these AACN recommendations, CBU’s student outcomes, and the College of Nursing’s mission, upon completion of the Baccalaureate Degree Program, the graduate will be able to: 1. Demonstrate competent, responsible practice guided by a theoretical perspective of nursing, grounded in a Biblical worldview committed to compassionate service. (AACN Essential I & IX) 2. Utilize scholarship in the practice of nursing, integrating a wide range of knowledge drawn from sciences, cultures, and societies, within a Biblical perspective. (AACN Essential III) 3. Demonstrate knowledge, skills, and attitudes necessary to function competently as an entry level professional in a wide variety of settings, integrating Christ-centered nursing practice in a global context as a foundation for service. (AACN Essential VII, VIII, & IX) 4. Transfer academic nursing principles into the dynamic, evolving interprofessional healthcare system. (Essential IV, V, & VI) 5. Develop a global perspective of healthcare needs, demonstrating innovative leadership and professionalism that impacts local, national, and international communities. (Essential II, VIII, & IX) University Student Outcomes (USO) 1. Demonstrate spiritual literacy, including Biblical Christian faith and practice, Baptist perspectives, and the Christian’s role in fulfilling the Great Commission. 2. Respect diverse religious, cultural, philosophical, and aesthetic experiences and perspectives. 3. Use critical thinking skills to demonstrate literacy; listening, speaking, writing, reading, viewing, and visual presentation. 4. Demonstrate competency in mathematical, scientific, and technological skills. 5. Transfer academic studies to a profession and the workplace. 6. Implement a personal and social ethic that results in informed participation in multiple levels of community. The following table links the Essentials, USO’s, and Course Objectives to the University and Student Learning Outcomes: AACN Essentials I II III IV V VI VII VIII IX USO 3,4,5,6 1,5,6 3,4,5 3,4,5 3,4,5 3,4,5 1,2,3,5,6 2,3,4,5,6 1-6 SLO 1,2,4 4,5 3 2,3 5 4 4,5 4,5 1-5 Course Objective 1 x X x x x x 2 x X x x 3 x x x 4 X x x 5 x x x The Essentials of Baccalaureate Education in Nursing (AACN) Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic Organizational and Systems Leadership for Quality Care & Patient Safety Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care. Essential III: Scholarship for Evidence Based Practice Professional nursing practice is grounded in the translation of current evidence into practice. Essential IV: Information Management and Application of Patient Care Technology Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential V: Healthcare Policy, Finance, and Regulatory Environments Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical Prevention and Population Health Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential VIII: Professionalism and Professional Values Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to nursing. Essential IX: Baccalaureate Generalist Nursing Practice The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients (AACN, 2008). Grading Scale (revised & approved April 11, 2014) A = 940-1000 (94-100%) C- = 700-749 (70-74.9%) A- = 900-939 (90-93.9%) D+ = 660-699 (66-69.9%) B+ = 870-899 (87-89.9%) D = 620-659 (62-65.9%) B = 840-869 (84-86.9%) D- = 600-619 (60-61.9%) B- = 800-839 (80-83.9%) F = <600 (below 60%) C+ 775-799 (77.5-79.9%) C = 750-774 (75-77.4%) Teaching-Learning Methods for Live Synchronous Instruction Live synchronous instruction means the faculty member is streaming live to students for the lecture and class discussions. Classes will occur during the regularly scheduled class times. All students will be online at the same time with the professor. Professors will conduct their classes from their classroom or office to provide students with an experience that most closely resembles their typical classroom experience. Live synchronous teaching methods include, but are not limited to: lecture, power point, video, Blackboard, group discussion, case study, case method, brainstorming, seminar, self-directed learning, learning contracts, group work, experiential learning, simulations, cooperative and collaborative learning. This course is a 3 unit course, which will provide activities equal to 3 hours weekly of live synchronous instruction in addition to approximately 7-9 weekly hours of home preparation to support course learning objectives. Attendance is required Attendance will be recorded. Although attendance is not graded per se, class activities have been planned to enhance your understanding of the material and to help you meet learning outcomes. Excessive absences for any reason will adversely affect your ability to complete assignments successfully. It is your responsibility to communicate with the instructor regarding absences and to obtain the information necessary to complete any work you missed. Unexcused absence from class may result in loss of professionalism points. Please refer to CBU guidelines for COVID-19 precautions. Live Synchronous Instruction Student Expectations Full student engagement and participation is expected. Students are encouraged to choose a place to attend class remotely, with a computer that is well suited to learning. This area should be free from distraction, to help students stay engaged with the remote class environment. Computers should have working microphones and web cameras, to best facilitate instructor and peer interaction. For tests and quizzes web cameras will be required. Etiquette in the remote environment includes but is not limited to appropriate dress (if you would not wear it to in person class, don’t wear it remotely), muting microphone upon entering class to minimize feedback, only unmuting when needing to speak. Students should be easily visible using the computer webcam (good lighting, no hoodies or sunglasses, don’t move computer around a lot). Evaluation Methods/Assignments Formative and summative: tests, case studies, presentations, group work, group discussion, debate, and papers. Grading Policies (revised 2018) Final Course Grade: The final course grade will not be rounded. Only a final course grade of C or better will fulfill the course requirements. If the course is being taken concurrently with a clinical or theory course, if one course is failed, then both courses must be re-taken, even if a passing grade was earned. Cumulative test and quiz scores must be 75% or above to pass the theory course. The process for test and quiz calculation is as follows: 1. Faculty will calculate student test and quiz average. No other assignments will be added to this calculation. 2. Cumulative test and quiz averages must be 75% or above to pass the course. 3. If students earn less than 75% average on test and quizzes, the calculated average will be the final course grade earned. 4. If the test and quiz average are 75% and above, all tests, quizzes, and course assignments will be calculated for final course grade. At the discretion of the faculty member, all course assignments must be submitted to pass the course. To progress in the program, the minimum GPA requirements must be maintained (see CBU Student Handbook and College of Nursing Student Handbook). Below Satisfactory Level Work grades below a C (75%) are not acceptable. Assignments other than tests and quizzes receiving a grade below a C must be revised and resubmitted in a timely manner. Students will have the opportunity to revise one assignment to earn a grade of a C (75%). Any additional assignment requiring revision must demonstrate satisfactory level work C (75%) or higher, however the points from the original submission will be awarded. If revisions are not completed and returned to the instructor within 4 days of receiving feedback, an additional 5% will be deducted for each additional day according to the late assignments policy. All assignments must be completed, regardless of points, for the student to pass the course. Utilize the grading rubrics to avoid having to revise your work for pervasive APA and other errors. A pattern of below satisfactory level work will result in a Contract for Success and may result in course failure. Posting Assignments: All assignments must be submitted directly to the assignment area provided in Blackboard, and not sent to the faculty member via email. Students should ensure that assignment submissions are in the correct location in Blackboard, SafeAssign, or as instructed in the course syllabus. In addition, assignment submissions should be in the correct format such as Word. At the discretion of the faculty member, assignments submitted in other formats will not be accepted and may result in point deduction for late assignment submission. When posting an assignment, students must title the document using NUR 335(A or B), name of assignment, last name first initial, and date or points may be deducted from the assignment. Example: NUR335A.InfantGrowthChart.Jones.M.8.12.20 Late Assignments: All assignments and discussion board postings are expected to be submitted on time. The faculty member may drop the grade on a late assignment to “0” for time sensitive assignments such as discussion boards, and 10 % for each day that an assignment is late. At the discretion of the faculty member, late assignments may not be accepted after 4 days without extenuating circumstances; which may result in a failing grade therefore students must communicate with the faculty member in a timely manner. Extenuating circumstances are “out of the ordinary” and do not include the normal reasons for late submission or missing class (such as brief illness, oversleeping, traffic, or work schedule, etc.). A pattern of this behavior may result in course failure. In-Class Learning Activities: Students are expected to regularly attend class. In-class assignments/learning activities may not be given on a later date outside of class. In extenuating circumstances, and at the discretion of the faculty member, a student may be given an in-class make-up assignment. Extenuating circumstances are “out of the ordinary” and do not include the normal reasons for missing class (such as brief illness, oversleeping, traffic, work schedule, etc.). A pattern of this behavior may result in course failure. Quizzes: Quizzes are given at the discretion of the faculty and students are expected to take all quizzes at the regularly scheduled time. Two types of quizzes will be given. The first type of quiz will be during live synchronous instruction using Respondus monitor. Computers and web cameras will be required. The second type of quiz will be an open book style Blackboard quiz, this is to be completed independently per the class schedule. If a quiz is missed, in extenuating circumstances and at the discretion of the faculty member, a student may be given a make-up quiz. Extenuating circumstances are “out of the ordinary” and do not include the normal reasons for missing class (such as brief illness; oversleeping; traffic; work schedule, etc.). A pattern of this behavior may result in course failure. Examinations / Make-up Tests: Students are expected to take all tests at the regularly scheduled time. Tests will be administered during live synchronous instruction using Respondus monitor. Computers and web cameras will be required. In the case of serious illness or extreme emergency, a faculty member may allow the student to take a make-up test within two weeks of the originally scheduled test date. If the test is not made up within two weeks, the student may receive no credit for the test. It is the responsibility of the student to arrange for a make-up test by securing permission of the instructor in advance of the test to be missed. The student must then schedule a make-up test appointment with the Office of Student Success. A $5 fee will be charged by the Office of Student Success for all make-up tests. Academic Integrity / Honor Code: Students of the California Baptist University campus community are expected to act in academic matters with the utmost honesty and integrity. Academic matters shall be defined as any activity that may affect a grade or in any way contribute toward the satisfaction of the requirements for graduation without reference to the focus of such activity. Academic work is evaluated on the assumption that the work presented is the student’s own, unless designated otherwise. Plagiarism, cheating, and other forms of academic dishonesty or facilitating any such act are violations of the Honor Code and are not acceptable conduct at California Baptist University. Academic dishonesty includes, but is not limited to: • Giving or receiving assistance on an exam, • Unauthorized use of notes, books, computers, or cell phones during an exam, • Falsifying information on an assignment or project, or • Claiming credit of an idea or statement (e.g. plagiarism) that belongs to someone else. All university policies pertaining to academic integrity/honor code will be enforced in this course. If you violate the academic integrity/honor code in this course, you will receive an F (“0” points) on the given assignment and may receive an F in the course overall. The student who violates the academic integrity/honor code will be referred to the Dean of Student Services per the CBU Graduate Student Handbook. Academic integrity/honor code violation in this course may result in dismissal from the MSN program. All assignments are to be completed individually unless the instructor provides specific, written directions that students may work together. The instructor has the right to use SafeAssign or another editing tool to check a student’s work for plagiarism at the instructor’s discretion. The instructor may ask that a student submit their work to SafeAssign through Blackboard. As a point of information and clarification, you may wish to visit the following website: Class rules: 1. Students are expected to respect faculty members, staff, and other students. Under no circumstances will bullying, lateral hostility, unprofessionalism, or disrespectful behavior by students, staff, or faculty be tolerated. 2. Students are expected to be professional which includes but is not limited to: addressing faculty by their professional title; not disrupting other students; and adequately preparing for classes. 3. Laptops, cell phones, and other devices may be used only with permission. Class time is NOT the occasion for surfing the net or social networking. Please respect others by refraining from this during class time. This is so a positive learning environment may be maintained for all students. Recording Policy: It is California Baptist University policy that instruction is copyrighted. All materials are the property of the University. Recording of classes or clinical demonstrations may only occur with faculty permission. Formal faculty permission must be granted for sharing, posting, or otherwise disseminating any course materials on any platform. Social Media Students are expected to adhere to the guidelines for use of social media set by American Nurses Association (ANA) and the National Council of State Boards of Nursing (NCSBN). For more information about the student’s responsibilities related to social networking and professional boundaries, see the Nursing Student Handbook. Academic Accommodations for Disabled Students: Please inform the instructor during the first week of classes about any disability or special needs that may require accommodation or specific arrangements. According to California Baptist University Policy, students with disabilities must qualify and document their disabilities with the director of disability services. Resources for CBU’s Students: Office of Student Success 951- CBU’s resource for ways to improve academic performance, including information on how to write an annotated bibliography, APA style, tutoring, and other support materials. University Writing Center Services include writing tutoring, availability of Grammarly Premium to assist in proofreading your papers, and email feedback from tutors. This is a free service, for any assignment that includes writing; not just formal papers. Annie Gabriel Library This includes database links for scholarly, peer-reviewed articles, journals, texts, and video tutorials on how to utilize the library for research. Counseling Center The mission of the California Baptist University Counseling Center is to provide professionally competent and personally compassionate care for the individuals, couples, and families who come to us for counseling services. Our heart is to provide these services with a Christ-centered approach and biblically-focused worldview. It is free to students and the phone number is . Assignment/Test percentages: For your reference here is a breakdown of how the assignments, tests, and quizzes will affect your overall grade. Please keep in mind your test/quiz average must be above 75% to pass the course (see Final Course Grade section above). Homework 25% ATI comprehensive test 10% Quizzes 15% Tests 50% Theory Course Assignments / Learning Activities: Total Points: 1000 Topic Points Tests 1, 2, 3 Obj. 1-5 360 (120 each) wk. 3, 6, 9 Test 4 Obj. 1-5 126 finals week ATI Exam Obj. 1-5 100 wk. 12 Quizzes in class (7) Obj. 1-5 84 (12 each) wk. 2, 4, 5, 7, 8, 10, 11 Quizzes at home – Blackboard (8) Obj. 1-5 80 (10 each) wk. 1, 3, 4, 6, 7, 9, 10, 11 Total Tests and Quizzes Points 750 ATI Weekly Questions (7 weeks) Obj. 1-5 21 (3 each) Sherpath Lessons (weekly) Obj. 1-5 120 (10 each) Growth and Dev. Charts (5) Ob. 2, 5 30 (6 each) ATI A Obj. 1-5 21 ATI B Obj. 1-5 21 ATI Quizzes x 3 Obj. 1-5 20 Professionalism Obj. 1-5 11 End of course eval 5 Syllabus acknowledgment 1 Total Assignment Points 250 Total Points 1000 Extra credit Mid-course eval 1 Learning Tools x 3 (handwritten) Ob. 2 15 (5 points each) Learning Activities Explanation of Course Assignments/Learning Activities: Strategies for success: Pediatrics includes much new information and builds upon previous learning. It is essential to review class information within 24 hours and repeatedly through the week. In addition, reviewing the related ATI and textbook chapters and skimming the textbook are essential tools for success. It is essential to do 10 NCLEX style questions per week. Questions from the ATI and Sylvestri books will appear on tests and quizzes. Sherpath and ATI have resources available to take practice questions on a regular basis. RN Mentor is a helpful app to download. ATI Weekly Practice Questions: It is essential for you to complete a minimum of 10 questions per week in ATI. There are 7 weeks in which 10 ATI review questions are assigned for credit. There are more located in ATI for you to review. Please log into ATI, go to “My ATI”, select the “Test” tab and scroll to find the “Custom Practice Assessment” for the week you need to complete. The weeks correspond to the topic covered the previous Thursday in class. (Example: If we are learning about respiratory illnesses in week 4, the ATI questions for the respiratory content will be due in week 5. You will go to the ATI custom assessment for respiratory and complete it. Once completed you must upload the evidence of completion to Blackboard. Evidence of completion should be the report from ATI stating your score. Although not required, you will learn more if you strive to achieve a score of 80% or better. Blackboard organization: Announcements will be the primary form of communication, please ensure this is checked frequently. All weekly PPTs, assignments, tests, and quizzes are listed under the week where they belong (ex: week 1, week 2, etc.). Other significant materials are listed under Course Materials. Assignments: There are two ways you will get your assignments; through the Sherpath product and on Blackboard. Sherpath lessons will be available on Friday and due Wednesday (see below). Other assignments will be assigned in Blackboard and available in the week they are due. Items outside of Sherpath will have varied due dates, it is important to check the schedule in Blackboard to ensure you know what is due on each day each week. Sherpath: The course will be taught using an online platform based on Hockenberry’s Wong’s Essentials of Pediatric Nursing textbook and other resources. The eBook format of this text is imbedded into Sherpath for your use. It can be found throughout Sherpath as hyperlinks, as well as on your Vital Source library on your Elsevier page. The platform contains weekly lessons and readings. The assigned lessons, reading, and other activities will become available on Friday each week. It will be important to check Sherpath on Friday to ensure you are up to date on work. The required Sherpath modules will open on Friday at 7 pm, and will not be open before Friday. In addition to required modules, other modules that are not required for credit are open all semester and are available for additional support. Additional assignments, readings, and activities from outside of the Sherpath platform will be assigned. We will continue to use Blackboard as the main site for turning in assignments, reviewing grades, and communication between professor and student. Sherpath Lessons: Each week on Friday a new Sherpath week will become available. Go to the week the lesson is due, open each lesson, and complete. Please upload proof of all assigned activities by Wednesday evening at 1900. If uploaded after this time, the module will be counted as late Please upload a screen shot of the completed work, or a proof of completion page from Sherpath to the Blackboard assignment. Here is an example of the screen shot you are expected to upload: Differing numbers of modules will be assigned each week. Some weeks there may be only one module; other weeks there may be three or four. The total number of modules is always worth 10 points, the points for the week are divided among the number of modules. There is an assessment at the end of each module, and you will need to achieve a score of 60% on the final assessment of each module, in order to receive credit. You may take the end of lesson assessment as many times as you wish. Additionally, there is no late credit awarded for Sherpath lessons. You will only receive credit for modules completed before the due date (Wednesday 6 pm). The lessons are the bulk of the information needed for in-class activities. Not completing them will leave you unprepared for class. Examinations: There will be four exams, plus the proctored ATI assessment. These exams will test material covered previously in the semester. It is essential to load Lockdown browser, which is how we use Respondus monitor. Please see Course Materials in Blackboard for information on test taking procedures for the College of Nursing. Make sure your computer is updated prior to the start of class, your cache is cleared, and your web camera is in working order. You will be required to use the tool bar calculator provided by Respondus or ATI, not your personal calculator or phone. Scratch paper will only be allowed for math calculation. Test review: After an exam, test review is a learning strategy that is proven to be highly beneficial in critical thinking and test taking. Test review is highly encouraged for all students. Test review, virtually in the instructor’s Webex office, is voluntary for those who pass the exam and mandatory for those who receive at or below 75% on the exam. Please schedule time during office hours to meet with your instructor. Study Guides: Study guides will be provided one week prior to exams. Blackboard Home Quizzes: There will be eight home quizzes. They will address material covered in previous class session(s). The quizzes will be open from 2 PM Thursday to 2355 Saturday. Students must take the responsibility of completing the quiz within this time frame. Students will work individually and independently to complete each quiz. Once the quiz is closed there will be NO makeup. Blackboard In-class Quizzes: There will be seven short in-class Blackboard quizzes that will take place at the beginning of the class session(s). We will utilize Respondus monitor to take these remotely during live synchronous instruction. These quizzes will cover material studied prior to class. There will be no make-ups for these quizzes. Clear communication: Clear communication and interaction are very important for both students and for faculty. Before you e-mail a question please check the syllabus first to see if the answer is there; then ask a friend. If you still have a question, feel free to email the professor. Thus, we will have the best communication. Also, please e-mail only; texting is reserved for emergency. Active Learning Templates for Growth and Development Charts: Students will begin growth and development charts in class as a group activity. When completed, they will be submitted on line in Blackboard. Learning templates are located in Blackboard Course Materials. All sections must be completed, but in brief bullet point format. Each chart (total of 5) is worth 6 points. Extra Credit Learning tools: Using templates provided by the instructor and available on Blackboard, students may complete up to three learning tools for extra credit. These learning tools are excellent study tools for your pediatrics course. Each tool will be submitted prior to the class in which the topic will be covered. Due dates will be posted in Blackboard, no late submission will be allowed. These must be handwritten in the student’s own words. Plagiarism will have serious consequences. ATI Protocol: The purpose of the Assessment Technologies Institute (ATI) testing platform, is to offer many assessment tools and multiple test questions simulating NCLEX-RN to help nursing students learn and succeed. These tests are designed to identify strengths and weaknesses within content areas throughout the program, so that students can focus on their areas of need. Furthermore, ATI helps nursing faculty identify the specific content needs for each nursing cohort and student so that areas of weakness can be strengthened, with the overall goal of students passing the NCLEX-RN on their first attempt. • There are three proficiency levels for proctored assessments and the CBU CON benchmark is Level 2. • Failure to complete the required ATI non-proctored and proctored assessments and abide by contracts for success made with the NCLEX Specialist may result in program dismissal &/or delay for the student to sit for the NCLEX-RN. ATI TESTING: Non-Proctored Examinations: Students must complete the non-proctored examinations A & B throughout each course to sit for the ATI proctored examination given towards the end of the semester. For this class, students will complete two non-proctored examinations (A & B) with remediation, per ATI policy. Students will also complete the 2 quizzes and 1 final quiz in ATI Tutorials. There are two required non-proctored exams (A & B). 1. MY ATI, 2. IMPROVE, 3. Scroll to Nursing Care of Children 2016 A and/or B. Do the test and remediate. To do remediation (also called focused review) go to the assessment completed as you did before, then click on STUDY MATERIALS, this will automatically take you to the focused review. Once done, complete post-remediation quiz if one is generated. Remediation (focused review) must be handwritten. Once post-remediation quiz and focused review are complete, please re-take the assessment and do the focused review again (see ATI policy below). Please submit all remediation to the Blackboard assignment, along with the ATI report stating your score and time. Report can be obtained from the Individual Performance Profile, or you may download the report. You can also access results using “my results tab. Any of these are fine as long as the test name, score, and time spent are clearly visible. The ATI practice 2 Quizzes and Final 1. MY ATI 2. TEST TAB 3. LEARNING SYSTEM RN 3.0 4. QUIZZES 5. Scroll to Nursing Care of Children quiz 1, 2, and final (take all three). Review your tests; remediation (focused review) is highly recommended, but not required. Then re-take the quizzes and final to achieve a score of 90% on each. Submit both score pages to the Blackboard assignment. Process: The following courses have ATI assessments as part of the Content Mastery Series: (Appendix: Table 1- ATI Proctored Exam Alignment with all Pre-licensure Courses BSN & ELMSN) • NUR 235/512- Critical Thinking • NUR 215/502- RN Fundamentals of Nursing • NUR 325/531- RN Maternal Newborn Nursing • NUR 335/537- RN Nursing Care of Children • NUR 355/526- RN Mental Health • NUR 320/516- RN Pharmacology • NUR 450/523- RN Nutrition • NUR 420/538- RN Community Health Nursing • NUR 440/530- RN Adult Medical Surgical Nursing • NUR 470/541- RN Leadership In each of these courses, students are required to complete the following: • Non-proctored assessment A (Approx. 4 weeks prior to Proctored) Focused Review, Handwritten Remediation and Post Remediation Quiz as applicable (Approx. 3 weeks before Proctored) (suggested 25 points total) • Non-proctored assessment B (Approx. 2 weeks prior to proctored exam) Focused Review, Handwritten Remediation and Post Remediation Quiz as applicable (Approx. 1 week before Proctored) (suggested 25 points total) Proctored Assessment (Excluding Predictor) Will be given during the designated class period. Points for the proctored assessment are awarded as follows: Level 3 Level 2 Level 1 Below Level 1 Students will receive 100 points Students will receive 85 points Students will receive 0 points Student will receive 0 points Handwritten remediation by due date (Within 1 week from exam). Remediation and focused review of a minimum of 1 hour. Remediation and focused review of a minimum of 2 hours. Remediation and focused review of a minimum of 3 hours. Student will Retake the exam within 2 weeks: • If student achieves a level 3 on the retake the student will receive 85 points. • If the student achieves a level 2 on the retake they will receive 75 points. • If the student achieves a level 1 or below the student will receive 50 points. Remediation and focused review of a minimum of 4 hours. Student will Retake the exam within 2 weeks: • If student achieves a level 3 on the retake the student will receive 75 points. • If the student achieves a level 2 on the retake they will receive 65 points. • If the student achieves a level 1 the student will receive 50 points. • If the student achieves <level 1 on the retest the student will receive 0 points *Proctored assessment points are factored in the test/quiz average in which 75% is required to pass course. Process for Faculty • All grades will be held until remediation and/or retesting is completed. • Retest will be scheduled by the assigned course faculty or by an assigned substitute proctor and will not be held in lieu of regular schedule curriculum. • NCLEX Specialist will be contacted regarding any student who does not reach benchmark of level 2. • NCLEX Specialist will be contacted regarding any student that cannot test/retest when scheduled due to schedule conflict. ATI Focused Review and Handwritten Remediation Focused Review is a media-rich, personalized study plan created after each assessment. Its content is based on the students’ performance, linking to Review Modules for targeted study. • After a practice assessment, Focused Review directs you to the exact material you need to study. You may receive multiple pieces of content to review, as well as a post-study quiz. o Note: A quiz will only be generated if the score is lower than 75% on a major content area. • After a proctored assessment, your Focused Review directs you to the entire chapter for additional material to study. After a student completes a practice or proctored Content Mastery Series assessment, the student will have access to new Focused Review experience and each test attempt will generate a unique Focused Review. Student Process for Non-Proctored Exam Focused Review and Remediation: Focused Review Log in to • Upon completion of an assessment, you can access Focused Review by clicking o >MY ATI o >IMPROVE o STUDY MATERIALS • After clicking Study Materials, you will see a list of major content areas. The content areas listed here are the same as the Topics to Review on your Results report. o Click a BEGIN or CONTINUE button to access the content area review. (this is timed by ATI and faculty can see your time spent) • Review each missed item, following all links provided, watching the short videos, and how the content links with the NCLEX test plan, the nursing process, QSEN competencies, etc. • As you proceed through the focused review, reflect on what you have read about the missed topic. Use textbook and class notes as needed. Written Remediation: Decide on the three most important things to know about the missed topics and write them in bulleted format. Keep it short and focused. Written remediation should be in the following format NCLEX Category of Client Need Topic Missed • Point one • Point two • Point three Post Remediation Quiz After the student completes each Content Mastery Series practice assessment and if the score is lower than 75% on a major content area, a quiz will be generated for that content area. The number of quiz items will range between 1 and 50. ***If Student Achieves <75% on the Post Remediation Quiz: • The practice assessment MUST be repeated • The focused review must be completed for the repeat assessment. Non-Proctored Assessment Process Outline • Take practice assessment (Attempt 1) • Remediate using Focused Review for the practice assessment and complete written remediation • Take the quiz (if applicable) o If no quiz, then student is done o Take quiz and achieve >75%, student is done o Take the quiz and achieve <75%, then student will Remediate using Focused Review for the quiz and • Retake the practice assessment (new attempt) Practice Assessment Process Chart Student Process for Proctored Exam Focused Review and Remediation: Focused Review Log in to • Upon completion of an assessment, you can access Focused Review by clicking o >MY ATI o >IMPROVE o STUDY MATERIALS • After clicking Study Materials, you will see a list of major content areas. The content areas listed here are the same as the Topics to Review on your Results report. o Click a BEGIN or CONTINUE button to access the content area review. (this is timed by ATI and faculty can see your time spent) • Review each missed item, following all links provided, watching the short videos, and how the content links with the NCLEX test plan, the nursing process, QSEN competencies, etc. • As you proceed through the focused review, reflect on what you have read about the missed topic. Use textbook and class notes as needed. Written Remediation: Decide on the three most important things to know about the missed topics and write them in bulleted format. Keep it short and focused. Written remediation should be in the following format NCLEX Category of Client Need Topic Missed • Point one • Point two • Point three Level 3 Level 2 Level 1 Below Level 1 Handwritten remediation by due date (Within 1 week from exam). Remediation and focused review of a minimum of 1 hour. Remediation and focused review of a minimum of 2 hours. Remediation and focused review of a minimum of 3 hours. Remediation and focused review of a minimum of 4 hours. In-class activities: Students will complete in-class pediatric activities and other in-class assignments. The activities will be provided by the instructor on the day of class. Prior reading and completion of pre-class activities are required of all students in order to maximize the effectiveness of this assignment. Study sessions: Pre-recorded Zoom study sessions and powerpoints (including some narrated powerpoints) will be available weekly for your additional study needs. These will be posted in Announcements at the end of the week after our class meeting, and will include the recording of our live synchronous instruction meeting. Professors are available during office hours and by appointment to review class materials, including review of exams and quizzes. Required Weekly Review Sessions: A weekly review session is required for students whose average of Tests and Quizzes falls below 75 % or who does not pass an exam until the next exam is passed and Test and Quiz average is >75 %. Weekly progress meetings will be required for all students who fall below 75% in test and quizzes. An email is sent, requiring an appointment to meet and review progress. It is the student responsibility to set up a meeting, so please check e mail. This is part of professionalism points. Please feel free to visit any of the instructors as your schedule allows, we are all available to you as needed. Course Syllabus Acknowledgment Nursing 335: Nursing Services with the Childrearing family This form is designed to ensure that the student has received a syllabus, has read it through thoroughly, understands its provisions, and agrees to each of them. Initial each item after you read it and understand it. Please download and turn in on 1st day of class. _____ I understand that the work of the course requires consistent classroom attendance and active participation in classroom activities. _____ I understand that the workload for this course will be high and I have factored and planned this into my schedule. _____ I will make note of any important dates on the Theory and Clinical Schedules and adjust my schedule accordingly. _____ I am aware of the policy concerning quizzes and make-up examinations. _____ I am aware of the policy on Academic Integrity and the CON Honor Code and will abide by it _____ I understand that I am responsible for my own learning. _____ I will work hard to stay current with the material, including completion of reading assignments ahead of time to enable me to participate more fully in classroom activities. _____ I understand that the final examination, remediation time schedules, and ATI schedules are subject to change. _____ I understand that nothing will be added to this syllabus; however, the instructor reserves the right to remove items from the syllabus at her discretion. _____ I have read the syllabus in its entirety and understand and accept all of its provisions. My signature below verifies that I have downloaded a copy of the Nursing 335 syllabus, that I have read it, and that I agree to all its provisions. Printed Name: ___________________________________________________________________________________ Signature: __________________________________________________________Date:________________________   Student Calendar Dates and Assignments Fall 2020 Week Plan Sherpath Lessons & Homework (Due Wed. 1800 unless noted) Assignments due by class on Thurs. Sherpath Lessons & Homework (Due Sat. 2359) Reading (due as assigned) 1 Aug 23-29 Class 8/27 Concepts of Growth and Devt., Syllabus, Intro. To Sherpath Q1 (home) (We will start this in class as a group, this week only) Lesson: Key concepts of G & D (77 min.) (Sherpath total 77 min.) Due in class (Clinical Orientation narrated PPTs x 5 completed prior to class) Due Sat. 2359 Complete Sherpath Lesson: (started in class) Key concepts of G & D (77min) Due Sat. 8/29 (this week only) Quiz 1 Home due Tues. 9/1 (this week only) ATI: Ch. 1 and 2 Review Ch. 8, 9, 10 (90 min.) Recommended Reading: (20 min.) Hockenberry- reinforce content Ch. 3 p. 38, 43 nutrition, 44-46 especially Table 3.2 2 Aug 30 – Sept 5 Class 9/3 Health promotion and Growth and Devt. of infant, toddler, and preschool Immunizations q1 (in-class) Due Wed. 6 pm: Health promo of infant (51 min.) Health promo of toddler (40 min.) Health promo of preschool (41 min.) Growth and devt. of toddler (35 min.) (Sherpath total 2 h. 47 min.) Due by class ATI Growth and Development part 1: 10 review questions (30 min) Study for in-class quiz # 1 Due Sat. 2359 Complete and submit Growth & Devt. Charts- infant, toddler, and preschool ATI: Ch. 3, 4, 5 (45 min.) Recommended Reading: (70 min.) Hockenberry- reinforce content Newborn Ch. 8 239-241, 249-250 Infant Ch. 9 306-310, 313-318, 320-325 Ch. , 342-343, 344-350 Toddler Ch. 354-366, 369-370, 372-377 Preschool Ch. , 409-410 3 Sep 6-12 class 9/10 Exam 1 Health promotion and Growth and Devt. of school-age and adolescent Q2 (home) Due Wed. 6 pm: Growth and devt. of School-age (24 min.) Growth and devt. of adolescents (33 min.) (Sherpath total 57 min.) Due by class Study for Exam 1 Due Sat. 2359 Complete and submit Growth & Devt. Charts- school-age, adolescent Quiz 2 Home ATI: Ch. 6,7 (30 min.) Recommended Reading: Hockenberry- reinforce content (65 min.) Ch. , 436-438, 442, 444-445 Ch. , 459-463 4 Sept 13-19 Class 9/17 Respiratory HEENT Q3 (home) q2 (in-class) Due Wed. 6 pm: Resp. System (51 min.) Common Infections (64 min.) Common Non- infectious (63 min.) -Conditions (Sherpath 3 h.) HEENT (in class) Due by class ATI Test A due (1.5 hour) ATI Growth and Development part 2: 10 review questions (30 min) Study for in -class quiz #2 Due Sat. 2359 Quiz 3 Home ATI: chap. 15, 16, 17, 18, 43 (90 min.) Recommended Reading: Hockenberry- reinforce content (2 h. max) Ch. 18 Sensory 538-547 Ch. 21 Resp. 639-654, 656-657, 664-674 Ch. 22 GI 723-725 Ch. 27 874 ,884 5 Sept 20-26 Class 9/24 GI GU q3 (in-class) Due Wed. 6 pm: Motility & Malabsorption (76 minutes) Inflammatory (27 min.) Structural defects (38 min.) Renal Conditions (41 min.) (Total Sherpath time: 182 minutes) Due by class ATI Test A remediation due (1 hour) ATI Resp/HEENT 10 review questions (30 min) Study for in-class quiz #3 Extra Credit GU Assignment Due Sat. 2359 ATI: GI (45 min.) Ch 22,23 ATI: GU (55 min.) Ch 24, 25, 26 Recommended Hockenberry reading: GI (15 min.) Ch. 709-710, 713-715, 728-730 Recommended Hockenberry reading GU (35 min.) Recommended Hockenberry reading GU (40 min.) Ch. 16 466 Ch. Ch 28. 926 6 Sept 27 –Oct 3 Class 10/1 Exam 2 Psychological and sensory disorders- intellectual deficit, genetic Q4 (home) Due Wed. 6 pm: Down syndrome, fragile X syndrome, and cystic fibrosis (68 minutes) (Sherpath 68 min.) Due by class Study for Exam 2 Extra Credit Downs Syndrome and Cystic Fibrosis Assignment Due Sat. 2359 Quiz 4 Home ATI genetic: (40 min.) Pp.77-80 (Down syndrome) Pp 283-285 (Chromosomal abnormalities) Cystic fibrosis Pp. 83-87 (includes broad overview of resp interventions) Pg 105-106 ATI Psych: (35 min.) Pp. 293 (Depression) Pp. 294 (ADHD) Autism Spectrum disorder Pp. 296 (Cognitive impairment) Pp. 297-99 (Maltreatment: abuse. Shaken baby syndrome (includes active earning module)) Pp. 299 (Bullying) Recommended Reading: Hockenberry Genetic: (30 min.) Pp. 535-537 (Down syndrome) Pp. 537- (fragile X syndrome) Pp 674-680 (cystic fibrosis) Ch 3 pg. 51-54 Hockenberry Reading: Psych (50 min.) Pp. 468-470 (ADHD) Anxiety/mood Pp. 461 (Depression and Suicide) Pp.459, 484-488, 488-491 (Eating disorders (obesity, anorexia, bulemia) 7 Oct 4-10 Class 10/8 Cardiac, Nursing care and families with special needs (chronic care) Q5 (home) q4 (in-class) Due Wed. 6 pm: Acquired heart disease (48 minutes) Children with Special Health Care Needs (30 min) Nursing Care of Children with Special Health Care Needs (34 min) (Sherpath 112 min.) Due by class ATI Psych/Intelect/Genetics: 10 review questions (30 min) Study for in-class quiz #4 Extra Credit Cardiac Assignment Due Sat. 2359 Quiz 5 Home ATI Cardiac Chap. 20 (50 min.) ATI Chronic/death dying Ch 11 (10 min.) Recommended reading: Hockenberry Cardiac (40 min.) Pp. 743-754, 760 Recommended reading: Hockenberry Chronic (25 min.) Chronic care chap. 17 Pp. 518-526 8 Oct 11-17 Class 10/15 Heme, Cancer, Immune Palliative care and Hospice q5 (in-class) Due Wed. 6 pm: Pediatric Immunology and Rheumatology Conditions “Disorders of the Red Blood Cells” (59 min) “Disorders of the Platelets and Clotting Factors” (53 min) “Childhood Cancers” (31 min) “Hematologic Cancers” (47 min) Sherpath total 3 hours Due by class ATI Test B due ATI Cardiac and chronic care: 10 review questions (30 min) Study for in-class quiz #5 ATI: (70 min.) Ch. 38 - HIV/AIDS (3 pgs) Ch, 29 Pp. 185-186 – Arthritis (2 pg) Ch. 39 – Organ Neoplasms (3 pgs) Ch. 40 – Blood Neoplasms (3.5 pgs) Ch. 41 – Bone and Soft Tissue Cancers (4 pgs) Ch. 21 – Hematologic Disorders 5.5 pgs) Ch. 11 – Death and Dying (2.5 pgs) Recommended reading: Hockenberry (65 min.): Pp. 806-809, 972-976, 831-842 (21 pages) (reinforce PPT info) 9 Oct 18-24 Class 10/22 Exam 3 Endocrine, Q6 (home) Due Wed. 6 pm: Endocrine System and Metabolic Disorders Lesson: “Disorders of Pituitary function” (35 min) Lesson: “Metabolic Disorders” (33 min) Sherpath: 1 hour Due by class Study for Exam 3 ATI Test B Remediation Due Due Sat. 2359 Quiz 6 Home ATI: (40 min.) Ch. 33: Diabetes Mellitus (3.5 pgs) Ch. 34: Growth Hormone Deficiency (1.5 pgs) Ch, 42: Complications of Infants – Phenylketonuria pp. 271 (1 pg) Congential Hypothyroidism pp. 275 (1 pg) Recommended reading: Hockenberry: (40 min.) Pp. 911 table 28.1 Pp. 921-926 (7 pages) Reinforce PPT content 10 Oct 25-31 Class 10/29 Cerebral (Neuro), Neuromusc Emergency Q7 (home) q6 (in-class) Due Wed. 6 pm: Lessons: Neuro System “Conditions with Cerebral Dysfunction” (41 min) “Neurologic Conditions” (65 min) “Seizures” (29 min) Lesson: Emergency Care “Shock and Trauma” (48 min) Poison Exposure (24 min.) Pediatric Environmental Emergencies (33 min.) Total Sherpath time: 4 hours Due by class ATI Quizzes x 3 due ATI Endocrine: 10 review questions (30 min) Study for in-class quiz # 6 Due Sat. 2359 Quiz 7 Home ATI: (70 min.) Ch. 12: Acute Neurological Disorders (4 pgs) Ch. 13: Seizures (4 pgs) Ch.42: Complications of Infants: pp. 281 – Newborn Seizures (1 pg) Ch. 14: Head Injury (2.5 pgs) Ch. 20: Cardiovascular Disorders pp. 115 – Shock (1 pg) Ch. 42: Complications of Infants: Pp. 272 (1 pg) - Meningocele/Myelomeningocele Ch. 43: Pediatric Emergencies Pp. 288 – Drowning (1 pg) Pp. 289 – Poisoning (1 pg) Ch. 30: Skin Infections and Infestations Pp. 196 – Arthropod Bites and Stings (1 pg) Ch. 32: Burns (4 pgs) Recommended reading: Hockenberry: (90 min.) pg. 370-377, Table 11-2, 395-409, Table 13-2, 409-416 (30 pages) Reinforce PPT content 11 Nov 1-7 Class 11/5 Infectious disease- communi-cable Musculo-skeletal Q8 (home) Q7 (in-class) Due Wed 6 pm: Pediatric Musculoskeletal System Lesson: “Skeletal Disorders and Immobilization” (96 min) Lesson: “Conditions of the Soft Tissues, Muscles, and Joints” (23 min) Pediatric Infectious Diseases Lesson: “Types of Infectious Diseases” (64 min) Sherpath time: 3 hours Due by class ATI Cerebral/ Neuromusc: 10 review questions Study for in-class quiz #7 Due Sat. 2359 Quiz 8 Home ATI: (70 min.) Ch. 27: Fractures(4pgs) Ch. 28: Musculoskeletal (5.5 pgs) Congenital Disorders Ch. 29: Chronic Neuromusculoskeletal Disorders (7.5 pgs) Ch. 30: Skin Infections and Infestations pg. 193-194, 196-197 (4 pgs) Ch. 36: Communicable Diseases pg 235-237 (2 pg) Recommended Reading: Hockenberry (60 min.) Pp. 162-185 (23 pg) to reinforce PPT content 12 Nov 8-14 Class 11/12 ATI exam Integumentary Integumentary conditions (48 minutes) Integumentary infections (39 minutes) Sherpath time: 87 min. Due by class Study for ATI exam ATI: (75 min.) Ch. 30: Skin infections and infestations (9 pages) Ch. 31: Dermatitis and Acne (6 pages) Ch. 32: Burns (8 pages) Suggested reading: Recommended Reading: Hockenberry Burns (90 min.) Ch 9: Pp. 322, 324, 326 (tables on safety promotion in infants) Ch 11: Pp. 372, 375-6 (burns in toddlers) Pp. 398-409 (section on burns- strongly recommend that this section is reviewed) Suggested reading: Birthmarks:1. Diaper rash/candiasis, 2. Lice and mites, 3. Insect bites, 4. Arthropods 395 5. Animal bites 398 6. Contact dermatits: 339-40, 393-4, 7. Eczema: 336-342 8. Acne: 472 Misc. Disorders: 1. Impetigo: 2. Cellulitis: 3. Herpes simplex 13 Nov 15-21 Class 11/19 Review for Exam 4 (final) q8 (in-class) Prepare for Exam 4 Review Study for in-class quiz #8 14 FINALS Mon/Tue this week. Semester ends Tuesday 11/24 Exam 4 Mon. 11/23 ATI retake Tues. 11/24 Due by class Study for Exam 4