NURS 283: Nursing Foundations
NURS 283: Nursing Foundations
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Course Description
Course Description
This course is an introduction to nursing therapeutics underlying the basic skills and concepts in the practice of professional nursing. The focus is on concepts related to physical, emotional, spiritual, social, and cultural needs and mechanisms for maximizing health. Basic pharmacology is included. Emphasis is placed on the application of the nursing process in maintaining health for adults.
Competencies essential to the professional nursing role are addressed. Discussion and assignments will focus on theory and skills in therapeutic communication, critical thinking, the nursing process, as well as nursing history, ethics, quality and safety, and cultural competency in beginning nursing practice.
This is a required course in the Nursing BS and it requires completion of the Pre-Nursing Core.
Course Modality
Course Modality
Mode of instruction is face to face. The beginning of class begins with a listing/review of objectives to cover for the day’s content and ‘sneak peek’ of what is to come half way through lecture either via an in-class group application activity, discussion, and/or non-punitive quiz with rationales titled “QUIZ-ish!”-- all activities are intended to provide formative feedback on important content from lecture. Participation is encouraged whether individually or in a small group setting.
Course Design
Course Design
Content is formatted in chronological order with less than 3 clicks from course homepage to any one course item—assignment, powerpoint, submission link, etc.
Each week students are provided a listing of objectives each lecture powerpoint will cover including a slide titled “BENEFITS OF KNOWING” in order to solicit buy-in on why the information presented is applicable to future nursing practice.
Each week, students are responsible for:
Reviewing the powerpoint slides
Completion of the formative assessment whether it be a worksheet, assignment, or non-punitive mini quiz titled QUIZ-ish! with rationales on right and wrong answers including reference to textbook/resources.
Student Engagement
Student Engagement
Each lecture presentation is built using google slides with embedded hyperlinks throughout the presentation to outside resources (instructor approved) in the event a student would like to learn more about a topic discussed in class & to allow for further accessibility with presented content.
Most lectures begin with an opener in the form of a partial case study that may unfold as more information is presented.
Other student engagement activities include:
engagement with the course material (see interactive timeline on history of nursing )
interaction student-instructor (use of GoREACT to evaluate patient & student nurse fictional interaction and self analysis)
interaction student-student group work (use of google slides to create medication review cards)
group work (summative final, students creating their own unfolding case study on a real life patient while respecting patient privacy standards HIPAA).
Assessment of Student Learning
Assessment of Student Learning
Assignments possess rubrics for grading and transparency. Quizzes are built in blackboard for automated grading and closing after completion.
An example of QUIZ-ish! using google forms to create questions & immediate feedback rationales (see bottom left). Google slides for an in-class group activity of creating medication cards (see bottom right)
Opportunities for Active Learning/Civic & Community Engagement
Opportunities for Active Learning/Civic & Community Engagement
For Fall semester course offerings, students are allowed to volunteer in conjunction with competency demonstration from a concurrent lab practicum (N284) to participate in Colusa County Influenza Vaccination Clinic– 300+ vaccinations.
Accessibility & UDL
Accessibility & UDL
Class textbook consists of an open source publication provided via the Merriam Library and hyperlink in course homepage which minimizes cost to all students.
Small group assignments allow for individual submission if desiring to do so– for example, the video self analysis assignment, a student acted as both RN & patient and spliced the video to demonstrate her acting abilities.
Compliance with Blackboard Ally for uploaded files.
Open Educational Resources
Open Educational Resources
Open sourced textbook is provided via the Merriam Library
Excellent up to date publication including interactive questions that meet new American Association of Colleges of Nursing competency essentials
Technology & Tools
Technology & Tools
Specific tools employed in this course include:
GoREACT— a video recording tool embedded in blackboard that allows students to self record their performance of a skill such as therapeutic communication with a patient and to then analyze for self evaluation.
TEDed videos— allows for brief summaries of important concepts along with creative illustrations
Google Slides & Google Forms– ease for formatting into powerpoint, embedding youtube video links, and for collaborating with students
Elements of Equity, Diversity & Inclusion
Elements of Equity, Diversity & Inclusion
Case studies include but are not limited to people from all walks of life including gender non-conforming, non-binary, religious/spiritual viewpoints, ethnicities, etc.
Example to the left is the beginning of an interactive choose your own adventure unfolding case study providing a prompt for the class to decide including an opportunity to THINK, PAIR, & SHARE a rationale supporting either direction.
Training in Course Design
Training in Course Design
I had the opportunity to partake in a faculty learning community centered on applying the principles of universal design and learning with an emphasis on accessibility– more specifically, creating engaging assignments that foster student self assessment & reflection (self regulation checkpoint 9.3), provide multiple means of representation via activation of background knowledge (comprehension checkpoint 3.1), and build fluencies with graduated levels of support for practice and performance (expression & communication checkpoint 5.3). Below are examples demonstrating a revised summative assessment to meet all 3 checkpoints for emphasis including a student example after the assignment was completed.
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