C946 Curriculum Proposal Essay With Complete Solutions.

C946 Curriculum Proposal Essay With Complete Solutions. INTRODUCTION TO PALLIATIVE CARE NURSING Executive Summary To be completed in C947. Introduction to Palliative Care Nursing It is common for nursing students and newly graduated nurses to encounter situations in which they are faced with taking care of a dying patient. Although most patients would prefer to die at home, a sizable percentage of deaths occur in acute care settings. Unfortunately, most nursing curricula fail to prepare nursing students to provide holistic patient adequately- and family-centered care during end-of-life. Limited exposure and instruction to end-of-life care as students can affect the attitudes and delivery of care to patients and their families. Being knowledgeable about end-of-life care, encompassing palliative, hospice, and supportive care, can help nursing students overcome barriers when managing terminally ill patients and positively influences nurses' attitudes and knowledge towards caring for the dying patient [ CITATION Rob17 l 1033 ]. Nursing curricula must prepare students to provide patient- and family-centered care during the patient's end-of-life. Nursing curricula must also teach students how to address the emotional, physical, and spiritual needs of dying patients and their families and provide a genuine and supportive relationship to encourage self-determination, enhance the patient's sense of dignity and quality of life, and alleviate suffering. Lastly, nursing curricula must allow students to make decisions in a safe and controlled environment where they can see the consequences of their actions. This proposal is to introduce the topic of Palliative Care Nursing in Week 11 of the Nursing Concepts IV: Complex Patient-Centered Care course. Week 11 addresses the management of patients at end-of-life. Still, it inadequately prepares students to provide patientand family-centered care that optimizes quality of life by anticipating, preventing, and treating 2 INTRODUCTION TO PALLIATIVE CARE NURSING pain and suffering. The module lacked information regarding palliative care and hospice care, communication techniques, and culturally competent nursing interventions for patients and their families. By incorporating palliative care nursing in this module, students will be equipped to provide care across the illness continuum, have the skills and knowledge to address the physical and psychological needs of patients, and facilitate patient autonomy and choice [ CITATION Smo18 l 1033 ]. Academic Setting Cross college is a private, non-profit academic institution offering a hospital-based Associate in Applied Science Degree with a single major in Nursing. It conducts this educational program under its governing organization, Cross Hospital. Cross College follows a traditional weekday format and inspires students to become compassionate nurses who exemplify caring, integrity, and excellence while promoting meaningful work. Cross College aspires to be a strong and religious academic institution that produces nursing students prepared to serve the community. Cross College requires a high school diploma or equivalent, a passing grade in Algebra, Biology, and Chemistry, rank in the upper ½ of high school graduating class, and SAT or ACT scores for recent high school graduates. For the class of 2020, there were 144 students enrolled, with 87% White, 7% Asian, 4% Hispanic, and 2% Black. Males account for approximately 11%. There are 45 registered nursing licensed faculty members, which consist of 23 full-time, one part-time, and 17 adjunct positions. One faculty member holds a Doctoral degree, two are enrolled in a doctoral program, 3 in a master's program, and 10 possess Certified Nurse Educators designations. Cross College is accredited through the Accreditation Commission for Education in Nursing (ACEN) and is approved by the State Education Department to grant associate degrees. 3 INTRODUCTION TO PALLIATIVE CARE NURSING The curriculum committee is composed of all nursing faculty members, and any curriculum revisions are discussed at faculty meetings scheduled every other month. The nursing program curriculum is evaluated yearly, where goals and program outcomes are discussed. Curriculum Gap After reviewing the syllabus, the curriculum gap or need identified in the academic setting is in the "Nursing Concepts IV: Complex Patient-Centered Care" course, which lacked adequate learning experiences, knowledge, and a deeper understanding of the needs of dying patients and their families. Although Week 11 addresses end-of-life management of patients, the module lacked information regarding palliative care and hospice care, communication techniques, and culturally competent nursing interventions for patients and their families. As mentioned previously, this module fails to adequately prepare students to provide patient- and family-centered care that optimizes quality of life by anticipating, preventing, and treating pain and suffering. Course Proposal Based on the needs gap analysis and the input of stakeholders, it was determined that nursing students should have the skills necessary to provide patient- and family-centered care during the patient's end-of-life. Students must be able to address the emotional, physical, and spiritual needs of dying patients and their families and provide a genuine and supportive relationship to encourage self-determination, enhance the patient's sense of dignity and quality of life, and alleviate suffering. Students must learn to make decisions in a safe and controlled environment where they can see the consequences of their actions. To accomplish these tasks and successfully integrate end-of-life competencies into the "Nursing Concepts IV: Complex Patient-Centered Care" course, it was determined that the 4 INTRODUCTION TO PALLIATIVE CARE NURSING module for Week 11 be revised to include Palliative Care Nursing. Formal palliative care education is necessary to support the development of end-of-life competencies in the next generation of care providers and contribute to the safety and quality of patient care across a lifespan and align with the AACN's CARES end-of-life competencies. By incorporating palliative care nursing in this module, students will be prepared to provide care across the illness continuum, have the skills and knowledge to address the physical and psychological needs of patients, and facilitate patient autonomy and choice (Smothers et al., 2018). Theoretical Framework The theoretical framework that underlines this proposal is the Humanistic Nursing Theory (HNT), which emphasizes nurse-patient interactions that promote well-being, caring, empathy, and dignity. The nurse-patient relationship is illustrated by interactions intended to promote existential growth and well-being, and nurses care for the patient by 'being with and doing with' the patient, also known as genuine presence. HNT emphasizes that every individual is unique and exists in a present situation. A core component of HNT is that humans are unique beings who can choose how they respond to situations they encounter, and each person that faces the end of life reacts differently. HNT speculates that human beings have an inherent autonomy and capacity to choose how to respond, and the nurse’s goal is to nurture this potential. The concept of 'call-and-response' in HNT theorizes that the nursing act is a response to the perceived health needs of the individual, which is especially important in the management of patients at the end of their life. Patients in this situation experience complex emotional, physical, and spiritual needs and a genuine and supportive relationship with a dying patient are the key to encourage self-determination, enhance the patient's sense of dignity and quality of life, and alleviate suffering. Presence represents a powerful intervention in end-of-life patient- and family-centered 5 INTRODUCTION TO PALLIATIVE CARE NURSING care. By ‘being with and doing with’ dying patients and their families, nurses can help patients achieve their goals in the last phase of life. HNT’s values of empathy, caring, and nurse-patient relationship guided the development of this module, supports the purpose of this proposal, and aligns with the principles of palliative care nursing [ CITATION WuH12 l 1033 ].