NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 1 Discussion
DQ1 Education Theory and Learners
Select the type of learner you will work with in the future (i.e., academic students, staff nurses, or patients/families); then debate the following question. Be sure to include pros and cons.
Many individuals state that "practice is the best teacher." For these individuals, the application of the same knowledge and the same skill must occur repeatedly and often. In contrast, there are educators who state that a learner does not need to complete 10 bed baths or write 15 care plans. In their opinions, quality is more important than quantity.
Question: Applying your knowledge of educational theory from previous courses, which approach would be best for your learners—repeated practice or quality? How can learner confidence be developed with the method that you selected?
Please see the discussion guidelines and grading rubric by clicking on the link below.
Discussion Guidelines and Grading Rubric
DQ2 Collaboration Café
The clinical environment as part of experiential learning is of major importance to the educator. Select your type of learner (i.e., undergraduate nursing student, new graduate in a mentoring program, a family learning how to provide gastric feedings for a child) and discuss the clinical site.
Topic: This discussion focuses on what makes a good clinical site for the selected learner you will be working with as a nurse educator in the future.
Please see the guidelines and grading rubric below.
Collaboration Café Guidelines and Grading Rubric
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 2 Discussion
DQ1 Skills to Help Learners Develop
The following skills have been identified as areas that a nurse educator should help learners develop so they can develop clinical decision-making skills.
Motivation to learn
Attention to details
Seeking aptitude to clarify information with questions
Awareness of knowledge gaps
Appraisal of the decision and its outcome
Select ONE of the above areas and identify specific actions that a nurse educator can implement in order to assist a learner to acquire the selected skill.
DQ2 Collaboration Café
When you were a new graduate, how comfortable were you with clinical decision making? Were there techniques used by instructors to help you learn decision making? Did you learn it "on the job"? Focus on the techniques so that the discussion will focus on "how" to help learners think critically and make appropriate clinical decisions.
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 3 Discussion
DQ1 Experimental Learning Environments
This is the second day of an experiential learning event. While you have eight students, one of them has caught your attention. The learner seems to be non-verbally engaged by nodding in agreement to other learners' statements/answers and has good eye contact, but yet does not answer any question. Yesterday, you asked this student a question, but after a few seconds of silence, another student answered the question. You could almost see the disappointment on the first student's face.
Today is a different day. What educational methods would you suggest in order to encourage this student to respond to questions?
DQ2 Collaboration Café
The development of Socratic questions can be a challenge for a nurse educator. Is there something that makes Socratic questioning more difficult than just asking a "normal" or "usual" question? How can a nurse educator develop a habit regarding Socratic questioning?
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 4 Discussion
DQ1 Teaching Methods
As a nurse educator, you are very concerned that learners understand the importance of working with individuals in a holistic manner. You are currently being challenged, however, by three learners (select if academic setting or professional staff development) who consistently overlook the psychosocial elements of nursing care.
Identify a teaching method that would be useful in helping these learners to assimilate the importance of mood and/or cognition while providing nursing care.
DQ2 Collaboration Café
As an educator, you need to be knowledgeable regarding all aspects of professional nursing—from leadership to evidence-based practice, to psychomotor skills, to mental health concepts. For this discussion, let's say that you are not currently comfortable with teaching and role modeling some element of professional nursing. Other than taking a class, how can you, the nurse educator, develop competence in an area that you need to teach but are not currently comfortable with?
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 5 Discussion
Collaboration Café
With any topic in nursing education, it is important to understand both the pros and cons for any topic in nursing education. This week, our conversation focuses on the rebuttal of several commonly occurring cons of the use of serious gaming and virtual reality within any type of nursing educational setting (i.e., academic, professional development, or patient education).
Select one of the following cons and provide a professional rebuttal.
Con 1: Gaming/virtual reality decreases the attention span of learners.
Con 2: Learning isn't a game, especially when someone's life may depend on knowledge and skill.
Con 3: Gaming/virtual reality decreases the reading skills of learners so retention of knowledge is lessened.
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 6 Discussion
DQ1 Learning Activities in the Skills Laboratory
A novice nurse educator is assigned to develop and implement learning activities in the skills laboratory. She expresses her disappointment to her mentor because she was looking forward to presenting in the classroom. The novice educator comments, "What can happen in the skills lab except making beds?"
As the mentor to this novice nurse educator, how would you respond? Can learning occur in the skills laboratory? What actions can an educator take to foster the transfer of learning from a laboratory with mannequins to "real-life" direct patient care?
DQ2 Collaboration Café
While studies have shown that simulation with high-fidelity mannequins can replace clinical experience, resistance to this is still present. Consider your future practice setting—staff development versus academic—how can you use simulation to foster clinical decision making in your learners? What type of scenario would you build?
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 7 Discussion
Collaboration Café
Within a physical classroom, different teaching methods can be used to foster interaction and learning:
Classroom lecture
Classroom discussion
Classroom debate
Small group activities and projects
Tests/exams
For this week, consider this: How can these methods be used or modified for the eLearning environment?
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 8 Discussion
Collaboration Café
As an educator, you have been approached by the manager to assist with the moving of the unit currently on Floor 6 to Floor 4. This move is going to occur during the day and time that you and your learners are scheduled. The manager would appreciate your participation because with you and your learners, there will be sufficient assistance without having to pay significant overtime. While the learners will be moving the patients in their beds, they also will be moving equipment, bedside tables, infusion pumps, etc. to the other floor as well.
Although you, the educator, would like to help, several questions occur in your mind. These include the following.
Although you want to help, what would be the learning activity objectives?
What would the students learn from participating in the move?
How would it be consistent with course outcomes?
Is it ethical to require students to help?
Should the faculty member schedule a simulation activity to avoid the situation?
If you don't help with the move, how will the staff react and respond to future students?
Please debate the pros and cons in providing assistance to the floor during the move as a learning activity.
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 1 Assignment
Self-Assessment of NLN Nurse Educator Core Competencies
The Self-Assessment of Core Competencies is due on Sunday of Week 1 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.
Self-Assessment Guidelines and Rubric (Links to an external site.)
Self-Assessment Worksheet (Links to an external site.)
Self-Assessment Worksheet EXAMPLE (Links to an external site.)
After completing the worksheet for Week 1 please retain a copy of it. You will be adding to the same worksheet in Week 8.
Purpose
The purpose of this assignment is to complete a self-assessment of the NLN Nurse Educator Core Competencies and develop a goal to help meet this competency.
National League for Nursing. (2017). Nurse Educator Core Competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency
Requirements
Completed at Weeks 1 and 8, this document is based on the National League for Nursing (NLN) Core Competencies of the Nurse Educator (NLN, 2017). Students should drop their assessments into their ePortfolio by Saturday of Week 8, 11:59 p.m. MT.
This Self-Assessment of NLN Core Competencies is a document that you will use throughout the educator track courses. It is to be placed in your ePortfolio. In each course, starting in NR535, you will focus on a specific area of the NLN Competencies.
Course
Competencies
NR535
Competency I
NR524
Competency IV
NR536
Competency II
NR537
Competency III
You are to reflect upon and complete a self-assessment at the beginning of Week 1 and submit it by 11:59 p.m. MT Sunday of Week 1. You are to identify your level of competency for each of the sub-competencies listed on the worksheet (see example). In the next column you will see the course outcomes which are aligned with the NLN Nurse Educator Core Competencies. The Course Outcomes are not specific to the individual sub competencies however my meeting the course outcomes, you will be able to increase your knowledge, skills, and abilities in the Core Competency identified for this course. In the final column for Week One, identify a specific example of what you will do to achieve each course outcome (possible points = 50).
In Week 8, you will again identify your level of competency for each of the sub-competencies listed on original worksheet from Week One. In the final column you will give a specific example that shows how you demonstrated each course outcome. The assignment is to be submitted for grading by 11:59 p.m. MT Wednesday of Week 8 (possible points = 50).
Remember that you are still in the development stage so not all (or any) of the competencies are expected to be at Level 3 by the end of this course.
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 3 Assignment
Developing Critical Thinking Questions
The Developing Critical Thinking Questions assignment is due on Sunday of Week 3 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.
Developing Critical Thinking Questions Guidelines and RubricPreview the document
Developing Critical Thinking Questions Template (Links to an external site.)
Purpose
This assignment provides the student with the opportunity to select a concept and then develop questions that will foster critical thinking and clinical decision making in future learners. Each of the questions must demonstrate the Socratic format. By having a question in each of the areas of pathophysiology, pharmacology, and physical assessment, the student will review content related to the selected concept.
Course Outcomes
Through this assignment, the student will demonstrate the ability to do the following.
CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)
CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)
CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)
CO 6: Promote positive health and education outcomes by fostering the use of evidenced-based and interprofessional strategies in experiential settings. (PO 5)
Requirements
Description of the Assignment
This assignment requires the student to develop a learning activity that fosters critical thinking in future learners. For each of the identified areas, the student will develop a question that applies information from pathophysiology, pharmacology, and physical assessment.
Criteria for Content
Select a concept: From the required textbook (Giddens, 2017), select ONE concept from any of the following units.
Homeostasis and Regulation
Sexuality and Reproduction
Protection and Movement
Resilience
Select a learner type: From the list below, select a type of learner. A description of the learner is required.
Nursing student enrolled in a pre-licensure program; need to identify where the student is in the curriculum
Staff nurse working in a healthcare facility; need to identify range for years of experience and type of healthcare facility (i.e., hospital, clinic, public health department, etc.)
Using the provided template while considering the selected concept and learner type, complete the following.
Develop a very brief (no more than three sentences) healthcare scenario consistent with the selected concept
Develop a Socratic-style question useful for the selected learner type related to the following.
Pathophysiology
Pharmacology
Physical assessment
A question for each of the above areas is required for the following.
Problem recognition
Clinical decision making
Prioritization
Clinical intervention
All questions must demonstrate Socratic question format/style.
An answer for each question must be provided. The brief answer accurately reflects and applies information related to each of the appropriate headings (pathophysiology, pharmacology, physical assessment) for the category (problem recognition, clinical decision making, prioritization, clinical intervention). References for the answer must be provided.
Preparing the Assignment
Criteria for Format and Special Instructions
The paper must use the template provided in Course Resources.
Information related to pathophysiology and physical assessment may come from Giddens (2017) with correct APA format citing.
Information related to pharmacology will need to come from current resources; none over five years.
The paper (excluding the title page and reference page) should be no longer than three pages. Points will be lost for not meeting these length requirements.
Title page and reference page must follow APA guidelines as found in the current edition of the manual.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 5 Assignment
Develop an Evolving Case Study
The Developing an Evolving Case Study assignment is due on Sunday of Week 5 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.
Developing an Evolving Case Study Guidelines and RubricPreview the document
Developing an Evolving Case Study Template (Links to an external site.)
Purpose
This assignment provides the opportunity for the student to develop an evolving case study that would be useful as part of a small group activity in the clinical setting. It should not be written for a simulation learning activity. Using a concept presented in Weeks 2, 3, and 4, the student incorporates the elements expected of an evolving case study, as well as pathophysiology, pharmacology, and physical assessment.
Course Outcomes
Through this assignment, the student will demonstrate the ability to do the following.
CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)
CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)
CO 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2)
CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)
CO 6: Promote positive health and education outcomes by fostering the use of evidence-based and interprofessional strategies in experiential settings. (PO 5)
Requirements
Description of the Assignment
This assignment requires the student to develop an evolving case study that would be useful in either the clinical or classroom setting. It is not written for a simulation learning activity. The evolving case study must focus on a concept assigned from Giddens (2017) required textbook during Weeks 2, 3, and 4. In addition, the student must identify Socratic questions related to the pathophysiology, pharmacology, and health assessment used in the evolving case study. The study demonstrates the following.
Initial presentation (i.e., Stage 1) regarding the health status of the patient
Progress to Stage 2 with the occurrence of event that requires the identification of the appropriate response from learners
Ends with Stage 3 that is based upon the action identified by learners
Development of Socratic questions useful for debriefing following completion of the evolving case study are required.
Criteria for Content
Overview of the assignment:
The evolving case study starts with background information that provides an overview; description of the patient; and the report provided to the participants using the format of situation, background, assessment, and recommendation (SBAR). Progressing over time with a fictional patient's health status changing, this evolving case study presents the situation in three stages. Stage 1 is the initial stage where the patient's healthcare situation is presented, followed by a trigger that represents a health challenge, or worsening of the health. Participants identify the appropriate interventions to maintain a stable health status, as well as recognize via assessment the deterioration in the fictional patient's health. Stage 2 continues the presentation of the patient with progressive decline in health status requiring the identification of appropriate actions by participants. A trigger for Stage 3 will be identified based on the stabilization of the fictional patient. Outcome of the evolving case study is suggested as part of Stage 3. Preparation for debriefing of participants is considered by the identification of Socratic questions.
Required content for the assignment is the following.
Part 1: Overview of evolving case study
Description of the evolving case study
Identify the purpose
Identify the type of learner that the case study is developed for
Identify the concept to be demonstrated by the fictional patient
Description of the setting
Part 2: Description of fictional patient by identifying each of the following elements
Name
Gender/age/weight/height
Allergies
Past medical history
History of present illness
Social history
Primary medical diagnosis
Surgeries and/or procedures with dates
Part 3: Develop the report that learners receive prior to the start of the evolving case study using SBAR
Time of report
Identify person providing the report
Identify each of the following for SBAR
Situation
Background
Assessment
Recommendation
Part 4: Stage 1: Start of the healthcare situation with required elements
Evolving case study information to be presented to the learner
One action that a learner SHOULD identify and is APPROPRIATE for the situation
Socratic question for each area to ask learner at end of Stage 1
Pathophysiology
Physical assessment
Pharmacology
Trigger for Stage 2
Part 5: Stage 2: Deterioration in fictional patient's health status with required elements
Evolving case study information to be presented to the learner
One action that a learner SHOULD identify and is APPROPRIATE for the situation
Socratic question for each area to ask learner at end of Stage 2
Pathophysiology
Physical assessment
Pharmacology
Trigger for Stage 3
Part 6: Stage 3: Stabilization of fictional patient with required elements
Evolving case study information to be presented to the learner
One action that a learner SHOULD identify and is APPROPRIATE for the situation
Socratic question for each area to ask learner at end of Stage 3
Pathophysiology
Physical assessment
Pharmacology
Expected ending for case study if learner's actions are APPROPRIATE for the situation
Part 7: Debriefing
Socratic Question 1 (focusing on overall Stage 1)
Socratic Question 2 (focusing on overall Stage 2)
Socratic Question 3 (focusing on overall Stage 3)
Socratic Question 4 (focusing on the overall case study)
Preparing the Assignment
Criteria for Format and Special Instructions
The assignment should not exceed eight pages in length, excluding the title page and reference page.
The use of the template for Week 5 Assignment is required.
Expectations regarding graduate level include all of the following elements.
Correct spelling, grammar, and punctuation
Exceptional writing style with clarity, flow, and organization of information throughout the paper
Congruence with APA mechanics of style
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 7 Assignment
Designing an Experiential Learning Activity
The Designing an Experiential Learning Activity assignment is due on Sunday of Week 7 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.
Designing an Experiential Learning Activity Guidelines and Rubric (Links to an external site.)
Purpose
This assignment provides a scenario that the students will use as the foundation for the design of an experiential learning activity that will emphasize interprofessional communication, ethics, and civility in the clinical setting. Focusing on their future practice setting of either academic or professional development, the student is able to select the level of student for this learning activity. Application of principles learned from previous weeks in this course is expected.
Course Outcomes
Through this assignment, the student will demonstrate the ability to do the following.
CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)
CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)
CO 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2)
CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)
CO 5: Integrate ethics and values into teaching methods and professional practice. (PO 4)
CO 6: Promote positive health and education outcomes by fostering the use of evidence-based and interprofessional strategies in experiential settings. (PO 5)
Requirements
Description of the Assignment
This assignment presents a scenario that the student uses as the starting point to design an experiential learning activity for use in the clinical setting with academic nursing students or professional staff development. Learner objectives and other foundational information regarding the learning activity are required as Part 1. Following the foundational information needed for Part 1, the student completes the following parts.
Part 2: Development of an experiential learning activity using one of the following types
Evolving case study for use in a clinical setting
Simulation with HPS mannequins
Virtual reality (i.e., Second Life®)
Part 3: Development of Socratic questions for use during debriefing
The activity is to be described in detail by including the characters, roles, and dialogue occurring between the characters. Students can suggest an alternative experiential learning activity, but it must focus on clinical rather than classroom learning. Faculty approval of the alternative is required.
Conversation used as the starting point for the assignment follows.
Conversation participants:
Healthcare Provider (HCP): Female, about 50 years old, could be an MD, DO, APN, or PA
Registered Nurse (RN): Male about 35 years old, has been an RN for over 10 years; on this floor for the last eight years, charge nurse for the night shift of 7 p.m. to 7 a.m.
You: You are a nurse educator either in an academic setting working with nursing students OR in a practice setting working with professional staff development. Currently, you are completing a task in the nurses' station and overhear the following conversation.
Overheard conversation:
HCP: I want to talk to you about Ms. J, the lady down the hall who has terminal pancreatic cancer.
RN: How can I help you? She has been so discouraged since chemotherapy was stopped yesterday. I gave her some information about alternatives to chemo.
HCP: (raising her voice) YOU admit it! Since when do you, an RN, prescribe medical treatments for my patients? I can have your license for this!
RN: I did NOT prescribe anything, I just provided information about …
HCP: And JUST how do YOU know if the treatment you prescribed would work for her?
RN: (in a loud voice) Just listen to ME! You are not listening to me! I DIDN'T prescribe anything! I just suggested …
HCP: Will YOU just keep your suggestions to yourself next time? Listen, I want to do what is best for my patients, and it is a terrible thing that someone so young to be as good as dead. And another thing, how can anyone take you seriously as a professional with those tattoos? Why don't you …
At this point in the interchange, you (the educator) have finished your work and leave the nurses' station.
Criteria for Content
Based upon the overheard conversation noted above, you (the nurse educator) decide to use the exchange as the foundation for a learning activity for your learners in order to teach interprofessional communication based upon both participants' dialogue;
ethics based upon the nurse's action; and
civility based upon both participants' dialogue.
Based upon this information, you are required to develop an experiential learning activity for the learner based upon the setting you have selected. The learning activity must be focused on the experiential learning setting (i.e., academic or mentoring program for new graduates) and not the classroom. You may select from the following experiential learning activities.
Evolving case study to be used in post-conference
Simulation with HPS mannequins
Virtual reality (i.e., Second Life®)
Other experiential learning activity as approved by faculty member
Part 1: Foundation for the learning activity. In this section, the focus is on explaining the selected experiential learning activity. The required information includes the following.
Description of the selected experiential learning activity
Identification of the learner
Identification of learning objectives consistent with the level of learner
Explanation on how the identified learning activity fosters active learning
Part 2: Presentation of the learning activity. The required information includes the following.
Description of the setting for the learning activity
Identification of the characters and roles to be presented
An outline of the scenario that demonstrates progression
Identify interactions (i.e., dialogue) between the characters that demonstrates
interprofessional communication;
ethics; and
civility.
Part 3: Debriefing
Explain the role of debriefing with experiential learning activities.
Explain how debriefing of selected learners will occur.
Identify three Socratic questions that would be asked during the debriefing.
An introduction to the student's assignment and conclusion is required.
Preparing the Assignment
Criteria for Format and Special Instructions
The assignment should not exceed eight pages in length, excluding the title page and reference page.
References regarding the selected experiential learning activity are required.
Expectations regarding graduate level include all of the following elements.
Correct spelling, grammar, and punctuation
Exceptional writing style with clarity, flow, and organization of information throughout the paper
Congruence with APA mechanics of style
APA format for citing and referencing sources
Introduction to the assignment is present
Conclusion to the assignment is present
References for selected experiential learning activity are required
NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators
Week 8 Assignment
Self-Assessment of NLN Nurse Educator Core Competencies
The Self-Assessment of Core Competencies is due on Wednesday of Week 8 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.
Self-Assessment Guidelines and Rubric (Links to an external site.)
Purpose
The purpose of this assignment is to complete a self-assessment of the NLN Nurse Educator Core Competencies and develop a goal to help meet this competency.
National League for Nursing (2017). Nurse Educator Core Competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency (Links to an external site.)
Requirements
Completed at Weeks 1 and 8, this document is based on the National League for Nursing (NLN) Core Competencies of the Nurse Educator (NLN, 2017). Students should drop their assessments into their e-portfolio by Wednesday of Week 8, 11:59 p.m. MT.
This Self-Assessment of NLN Nurse Educator Core Competencies is a document that you will use throughout the Educator Track Courses. It is to be placed in your e portfolio. In each course, starting in NR 535, you will focus on a specific area of the NLN Competencies.
Course
Competency
NR535
Competency I
NR524
Competency IV
NR536
Competency II
NR537
Competency III
In Week 8, you will identify your level of competency for each of the sub-competencies using the Week One Worksheet. In the final column you will give a specific example that shows how you demonstrated each course outcome. The assignment is to be submitted for grading by 11:59 p.m. MT Wednesday of Week 8 (possible points = 50).
Remember you are still in the development stage so not all (or any) of the competencies are expected to be at the level 3 by the end of this course.
