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Judy Martin RN, BHScN, MScN

PN Program
Year Two
Coordinator:
judy.martin@humber.ca

COURSE OUTLINE ACADEMIC YEAR 2014/2015

Course Title: Practical Nursing Leadership


Course Code:
NURS 250 (460)

Programs: Practical Nursing

Schedule Type
Code: N/A

Credit Value: 3

Class Hours: 3

Pre-Requisite(s):
BIOS101(ANAT 100)
LANG102(WRIT 121)
NURS160(103)
NURS161(101)
NURS162(104)
PSYC001(110)
BIOS211(PHYS150)
NURS260(150)
NURS261(151)
NURS263(152)
PSYC002(210)
NURS153(461)
NURS360(209)
NURS361(208)
NURS363(218)
NURS366(217)
SOCI110(002)

Co-requisite(s):
NURS466(252)
NURS561/571(253)

Pre-requisite for: Graduation


Restrictions: Practical Nursing Program Students only

This course builds toward meeting and is in partial completion of the following:

Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2011) www.cno.org


Examination Blueprint 2012-2016, www.cpnre.ca
Practical Nursing Program Standard, www.tcu.gov.on.ca

Approved By:
Associate Dean:

Signature:

Date: December 2 2014

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

Course Description
Students explore leadership, management, and organizational theories as they apply to
nursing and health care. They examine the effects of change, emotional intelligence,
power dynamics, career development and role conflict within nursing practice.
Furthermore, students will engage in accountability, continuing competence, knowledge
and knowledge application, as outlined by the College of Nurses Professional Standards
(Revised, 2002). This engagement is achieved via self-directed review of fundamental
nursing care concepts to reinforce students responsibility of acting in the best interest of
the public and promoting safe practice environments. Fundamental nursing concept
review will engage students critical thinking, decision-making, research and
problem-solving skills; the reinforcement of these skills will be evident when they are
applied within their pre-graduate clinical setting and via cumulative knowledge
assessment exercises.
Course Rationale
This course helps students develop the ability to safely manage and execute
evidence-based nursing care as they enter the profession and prepare students to write
the Canadian Practical Nurses Registration Exam (CPNRE).
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Investigate and describe organizational models and changes in the health care
system that influence nursing practice. (ETP# 57,120)
2. Critique the effects of organizational culture, generational differences, power
dynamics, and role conflicts on the nursing profession and practice. (ETP# 8, 57)
3. Analyze and discuss different leadership styles, models and skills including
emotional intelligence (EI) to select the appropriate style for various situations.
(ETP# 13, 25, 48, 61)
4. Explain leadership as a professional responsibility to uphold standards of practice
and ethics and to comply with the practice settings policies and procedures.
(ETP# 104, 113 a,115)
5. Describe professional obligations to identify and appropriately respond to
incidents of unsafe practices and professional misconduct. (ETP# 83, 94, 101 113
b-d)
6. Apply critical thinking and professional judgment when making decisions about
activities performed by Unregulated Care Providers (UCPs). (ETP# 9, 24, 43, 44,
58)
7. Use decision-making and problem solving-strategies in client and team situations.
(ETP# 18, 36, 37, 52,107)
Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

8. Select, use and evaluate conflict resolution theory and strategies in a variety of
situations. (ETP# 11, 22, 46, 59, 85)
9. Apply change theory to understand how change affects their practice, the health
care team, the practice environment, and organizational structure and culture.
(ETP# 53, 96, 105,112, 116, 120)
10. Describe the purpose of research in evidence-informed practice as it relates to
clinical outcomes in an increasingly complex heath care system. (ETP# 5, 6, 28b,
84, 88, 91, 99, 107, 110d, 117d, 119)
11. Discuss accountability, responsibility and the role of communication in pandemic
planning and other emergencies. (ETP# 19, 56)
12. Explain the role of the practical nurse as an effective citizen in promoting social
justice, acting in the best interests of the public, protecting the public, and
promoting health and wellness. (ETP# 94, 101)
13. Engage in the CNO Quality Assurance Program consistent with the regulatory
framework for professional development and continuing competence. (ETP# 108a
111, 113a, e, 106c).
14. Develop a plan to review program materials used to address individual knowledge
gaps. (ETP# 106 a, c)
Essential Employability Skills
Essential Employability Skills are transferable skills that provide the foundation for a
students academic, vocational, and personal success.

Communication

Numeracy

Critical Thinking and


Problem Solving
Information
Management

Interpersonal

Personal

Learning Resources
Required Text Resources:
Kelly, P. and Crawford, H. (2013). Nursing Leadership and Management. (2nd ed).
Toronto: Nelson Education
Required Online Resources:
The College of Nurses of Ontario (www.cno.org)
Practice Standards
Practice Guidelines

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

Elliot, H.G.H. (2003) Emotional Intelligence-Based Leadership. The Graduate


Management Review. Retrieved from
http://www.business.otago.ac.nz/mgmt/publications/omgr/2003/03elliott.pdf
Registered Nurses Association of Ontario (RNAO). Facilitating Client Centered Learning.
Retrieved from http://rnao.ca/sites/rnao-ca/files/FCCL_HEFS-_HCP__FINAL.pdf
NURS250 Black Board Materials (current edition). Retrieved from https://learn.humber.ca

Supplemental Resources:
Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., OBrien, P.G., & Bucher, L. (2014).
Medical-surgical nursing in Canada: Assessment and management of clinical problems
(3rd ed.). Toronto: Elsevier.
Perry, S. E., Lowdermilk, D. L., and Hockenberry, M.J. (2013). Maternal Child
Nursing Care in Canada (1st ed.). Toronto: Mosby Elsevier.
Waddell, J., Donner, G. and Wheeler, M. (2009). Building Your Nursing Career, A Guide
for Students (3rd ed). Toronto: Mosby Elsevier
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or
distribute his/her work. All members of the Humber community are required to comply
with Canadian copyright law which governs the reproduction, use and distribution of
copyrighted materials. This means that the copying, use and distribution of copyrightprotected materials, regardless of format, is subject to certain limits and restrictions. For
example, photocopying or scanning an entire textbook is not allowed, nor is distributing a
scanned book.
See the Humber Libraries website (http://library.humber.ca) for additional information
regarding copyright and for details on allowable limits.

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

Learning Delivery Format


Assignments
Classroom
Critical Discussions
Lecture
Multi-Media
Online
Tutorial
Case Studies
Professional Portfolio QA Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two
components: Reflective Practice and Practice Review.

Reflective Practice self-assessment, peer feedback and create, implement and


evaluate a learning plan.
Practice Review: are randomly selected by CNO to complete this review (this
occurs after graduation and registration as a practice nurse).

Of these, as a student you are responsible for the reflective practice.


At Humber College, all students have a professional responsibility to keep their written
records of self-assessment and peer feedback and learning plans and peer feedback
while enrolled in the Practical Nursing program. These are part of the Professional
Portfolio that will be submitted in NURS460 (250) and will be the foundation for continuing
competence after graduation.
NOTE: You are required to keep evidence of your progress through the program; these
include essays, reflective practice journals, article reviews, care plans, online
submissions, and other scholarly assignments and transcripts. You select examples of
these to comprise part of the professional portfolio that is submitted in NURS460 (250).

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

Course Content
UNIT

TOPIC

ASSESSMENT

RESOURCES/NOTES

UNIT 1

Nursing Leadership Theories

Final Exam

On Campus

Learning
Outcome (LO) #
3

Changing role of the manager

Assignment

Kelly and Crawford (2013)


Chapter 8: Nursing
Leadership & Management

Entry to Practice
Competencies
(ETP) #
13, 25, 48,
61

Online Discussion
Leadership
Leaders as motivators:
motivational theories
Definitions and uses of
informal and formal
leadership
Leadership theories:
- Behavioral
- Contingency
- Contemporary
Practices and characteristics
of effective leadership
Transformational leadership

Blackboard Notes

Leadership versus management


Future directions for nursing
leaders
UNIT 2
LO #
3

Leadership skills and styles


Emotional Intelligence Model (EI)
Application of EI in health care
culture

Final Exam

On Campus

Online Discussion

Primary Text
Kelly and Crawford (2013)
Chapter 8: Nursing
Leadership & Management

ETP #
13, 25, 48,
61

Secondary text
Elliot (2003) Emotional
Intelligence-Based Leadership
Blackboard Notes
UNIT 3

Advancing practice

LO #

Research

Final Exam

On Campus
Primary Text

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

UNIT
10

TOPIC

ETP #
5, 6, 28b, 84, 88,
91, 99, 107,
110d, 117d, 119

UNIT 4
LO #
7

Using health, nursing, social


science research and other
credible literature to:
- Develop and evaluate
learning plans
- Monitor trends in
health, health care,
and nursing
- Build evidenceinformed practice
and theory-based
approach to nursing

Building professional practice


Importance of
evidence-informed practice
Importance of a theory-based
approach to nursing
Overview of sources of
information that affects
nursing practice: nursing,
health care, and other
research findings and theory,
contemporary nursing
interventions and health care
technologies, national
guidelines, policies, consensus
statements, quality
improvement data,
demographics, mortality and
morbidity.
Steps in evidence-informed
practice processes
Knowledge transfer and
evidence-informed decisions
in policy
Strategies to improve client
outcomes
Using computers to validate
information and
evidence-informed practice
Critical-thinking, problem-solving
and decision-making
Types of decisions made by

ASSESSMENT
Online Discussion

RESOURCES/NOTES
Kelly and Crawford (2013)
Chapter 3: Evidence Based
Practice
Blackboard Notes

Final Exam

On Campus

Online Discussion

Primary Text
Kelly and Crawford (2013)

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

UNIT
ETP #
18, 36, 37, 52

UNIT 5
LO# 12
ETP# 106 a, c

TOPIC
nurses
Critical thinking and reflective
thinking in effective
problem-solving and decision
making
Nature of decision making in
nursing.
Factors influencing
decision-making. (intrinsic and
extrinsic)
Perceptions of roles in
decision making
Theory and literature on
decision making and problem
solving
Limitation to effective
decision making
Nurses role in client decision
making and
self-determination (informed
consent, health teaching,
empowerment, advocacy)
Clarifying and questioning
unclear or questionable
decisions or actions made by
other inter-professional
health care team members
Preparing for CPNRE Success
CPNRE Study Plan
CPNRE Study Tips
CPNRE Study Aids

ASSESSMENT

RESOURCES/NOTES
Chapter 17: Decision Making
Blackboard Notes

Online Quizzes

On Campus
Visit from student services
(how to take a MC exam)*
Blackboard Notes
*If time and availability permits*

UNIT 6
LO #
13
ETP #
106c

Professional Portfolio and Career


Plan
Portfolio
Use of a portfolio for Quality
Assurance
Components of a portfolio
Use of a portfolio in a job
search

Professional
Portfolio
Final Exam
Online Discussion

Online
Primary Text
Kelly and Crawford (2013)
Chapter 22: Career Planning
& Development
RPNAO - Developing Your

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

UNIT

LO #
13
ETP #
8,106a-c, 108a
111, 113a,e

UNIT 7
LO #
6
ETP #
9, 24, 43, 44, 58

TOPIC

ASSESSMENT

Career

Self-Assessment and the Portfolio


Practice Reflection & Learning
Plans
Continuing Competence
Quality Assurance (QA)
Quality management
Role and implications of QA in
self-regulation
Participating in quality
assurance activities
QA and fitness to practice
Seeking out learning
opportunities that foster
professional development
Integration of theory and
evidence-based practice
Strategies for supportive
quality practice setting
between nurses and students.
Working with Unregulated Care
Providers (UCP)
Roles and responsibilities of UCPs
Assigning: determining when
assigning care is appropriate
(Appendix A: Decision tree;
Making decisions about
activities performed by UCPs,
Working with Unregulated
Care Providers 2011)
Supervising
Teaching based on learning
needs of the UCP (Appendix B:
Decision tree: Teaching or
delegating the performance of
a procedure, Working with
Unregulated Care Providers
Practice Guideline, 2011)
Evaluating outcomes of care
provided by UCP
Differentiating the role of
assigning care to a UCP from

RESOURCES/NOTES

CNO Quality Assurance


Resources
CNO Supporting Learners
(2009)
Blackboard Notes

Final Exam

Online

Online Discussion

Primary Text
Kelly and Crawford (2013)
Chapter 14: Conflict &
Change Resolution
CNO Authorizing Mechanism
(2011)
CNO Practice Standard Working with UCPs
CNO Conflict Prevention and
Management (2009)
CNO Supporting Learners
(2009)
CNO Disagreeing With the
Plan of Care (2009)
CNO Ethics (2009)

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

UNIT

TOPIC
that of delegating a
procedure.

LO #
8

Conflict & Change Resolution

ETP #
11, 22, 46, 59

Conflict
Sources of conflict
Conflict process
Conflict resolution

ASSESSMENT

RESOURCES/NOTES
CNO Professional Standards
(2002)
Blackboard Notes

Managing Conflict (Key Factors,


Prevention and Management)
Role of nurses, leaders and
managers in resolving
conflicts that occur:
- With clients
- With colleagues
- Within workplace
environment
[Hospital, Long-term
care (LTC), community
etc.

LO #9
ETP #53, 96,
105, 112, 116,
120

Effective Team Building


Key concepts
Creating and environment
conducive to team building
Effective team meetings
Change

Change: personal,
professional, and organization
Change theories: traditional
and new trends
Change process
The nurse as change agent
Openness to change
Recognition of changes in the
health care affecting nursing
practice
Process of responding to
changes in the health care

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
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10

UNIT

UNIT 8
LO #
11, 12
ETP #
19, 56

TOPIC
environment
Strategies to integrate change
in nursing practice
Responding to Emergencies; and,
the Nurses Role Related to
Pandemic Plans
Nurses roles and
responsibilities in emergency
situations
Responding to codes (life
threatening, fire, aggressive
client, etc.)
The nurses role in community
emergency situations (e.g.
community threat/
extraordinary health
emergency etc.)
Nurses role in preparing for
and implementing pandemic
plans

ASSESSMENT

RESOURCES/NOTES

Final Exam

Online

Online Discussion

Secondary Text
Lewis, S. M., Heitkemper, M.
M., Dirksen, S. R., OBrien,
P.G., & Bucher, L. (2014).
Medical-surgical nursing in
Canada: Assessment and
management of clinical
problems (3rd ed.). Toronto:
Elsevier.
Chapter 72
CNO Educational Tools:
Pandemic Planning
CNO Practice Guideline:
Preparing for an Influenza
Pandemic
Blackboard Notes

UNIT 9
LO # 14
ETP # 106 a, c

Practical Nursing Concept


Review*
Perioperative Care
Maternal Health Challenges and
Care
Pediatric Health Challenges and
Care
Gastrointestinal, Hepatic & Renal
Health Challenges and Care

Quizzes

Online
Secondary Text
Lewis, S. M., Heitkemper, M.
M., Dirksen, S. R., OBrien,
P.G., & Bucher, L. (2014).
Medical-surgical nursing in
Canada: Assessment and
management of clinical
problems (3rd ed.). Toronto:
Elsevier.
Perioperative Care

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alternate format upon request.

11

UNIT

TOPIC

ASSESSMENT

RESOURCES/NOTES
Chapters 20, 21 & 22
Gastrointestinal, Hepatic &
Renal Health Challenges and
Care
Chapters 41-49
Secondary Text
Perry, S. E., Lowdermilk, D. L.,
and Hockenberry, M.J.
(2013). Maternal Child
Nursing Care in Canada (1st
ed.). Toronto: Mosby
Elsevier.
Maternal Health Challenges
and Care

*No new material or knowledge


will be presented in this unit.
Students are expected to be
self-directed and use previous
course/program materials as well
as any ancillary evidence-based
resources to facilitate success.*

Chapters 2, 3, 5, 6, 7, 9, 10,
11, 12, 13, 15, 16, 17, 18, and
21
Pediatric Health Challenges
and Care
Chapters 29, 32, 33, 34, 35,
36, 37, 38, 39, 40, 44, 45, 46,
47, 51, 53 and 55

This course schedule may change as resources and circumstances require.

Humber College Institute of Technology and Advanced Learning 2013/2014 This document is available in
alternate format upon request.

12

STUDENT EVALUATION
TYPE OF ASSESSMENT

DATE DUE

WEIGHT

Part A: Aspiring Leadership Qualities

Week 2

10%

Part B: Reflection on Pre-Graduate


Leadership Experience
Professional E-Portfolio
Online Quizzes (4 x 10% each)(2
attempts, average of the attempts)
Final Exam (Multiple Choice)
Units1, 2, 3, 4, 6, 7 & 8.
Total

Week 6

10%

Week 13
Weeks 7-13

10%
40%

Week 15

30%

Online Submissions: Leadership


Reflection

100%

Diploma Students:
In addition to meeting all program specific course and credit requirements, students must
have a
Cumulative Program Grade Point Average (CPGPA) of 60 in order to be eligible for
graduation.
Feedback Methodology
Feedback can be given in the following ways: grades, verbal/written comments,
individual/group consultation, and online comments.
Policies and Procedures
It is the students responsibility to be aware of the College Academic Regulations, which
can be found on the following, website: http://www.humber.ca/academic-regulations
Humber Institute of Technology and Advanced Learning Policies and Procedures can be
found on http://www.humber.ca/policies-and-procedures.
In addition, the School of Health Sciences Practical Nursing Program has a Handbook
that outlines program-specific policies and procedures. This Handbook can be found on
the following websites: www.humber.ca and course site https://learn.humber.ca.

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13

Academic Integrity
The School of Health Sciences (SHS) at Humber College Institute of Technology and
Advanced Learning (Humber ITAL) is committed to educating, preparing, and nurturing
future professionals who exemplify the core values of Academic Integrity (AI). We believe
character and capacity is strengthened through collaboration and attention to the values
described by the International Centre of Academic Integrity (ICAI) honesty, trust,
fairness, respect and responsibility (ICAI, 2013) and the courage to always commit to
these values.
To support this vision all students, within the School of Health Sciences, are expected to
complete all work in keeping to these values. All students will add the statement below to
all assignments required for submission to their professor/ placement instructor. It is
expected that students will indicate their signature and student number to verify their
commitment to this pledge on their assignments.
Integrity Pledge
I have maintained Academic Integrity in my work by adhering to the values of honesty and
integrity. I declare that this work respects APA requirements as well as policies within the
School of Health Sciences.
Student Signature
Student Number
Academic Complaint
If a student has questions or concerns regarding a grade on an assignment, test, or final
examination, the student should discuss the matter with the faculty member. The
Program Co-ordinator and/or the Associate Dean may be asked to assist if the faculty
member and student are unable to resolve issues. For relevant forms and a brief
description, please refer to the Academic Regulations, Academic Compliant (Category 1,
Category 2) or Academic Appeal at: http://www.humber.ca/academic-regulations. For
further information see Section 13 of the Admission Requirements and Academic
Regulations for Degree, Diploma and Certificate Studies.
Program Specific Policies:
Refer to the Humber Institute of Technology and Advanced Learning (HITAL) Practical
Nursing Diploma Program Student Handbook and Educational Policies.
The Humber ITAL Practical Nursing Diploma Program Student Handbook and
Educational Policies contains the following program policies for which students are held
accountable:
Educational Polices
Program Related Policies
Student Health Policies
Note: At the start of Year 1 and again at the start of Year 2 students are required to read
and sign that they have read and will comply with all relevant Humber Institute of
Technology and Advanced Learning policies and all Practical Nursing Diploma Program
policies outlined in the Handbook and other documents, and that they will uphold all
professional standards including confidentiality.
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14

Prior Learning Assessment Recognition (PLAR)


Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at
http://www.humber.ca/plar/docs/pla.pdf.
Disability Services
Humber seeks to create a welcoming environment where equity, diversity and safety of
all groups are fundamental. Humber is dedicated to providing equal access to students
with disabilities. The Disability Services staff is available by appointment to assess
specific needs, provide referrals and arrange appropriate accommodations. If you require
academic accommodations, contact:
Disability Services: http://www.humber.ca/disabilityservices/
North Campus: (416) 675-6622 X5180
Lakeshore Campus: (416) 675-6622 X3265
Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the
outline, the order, content, and/or evaluation may change in the event of special
circumstances (e.g. time constraints due to inclement weather, sickness, college closure,
technology/equipment problems or changes, etc.). In any such case, students will be
given appropriate notification in writing, with approval from the Dean (or designate) of the
School.

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15

ESSENTIAL EMPLOYABILITY SKILLS


Essential Employability Skills (MTCU
Requirements)

Graduates of the program reliably demonstrate the ability


to:

Communication
Reading
Writing
Speaking
Listening

1. communicate clearly, concisely and correctly in the written,


spoken and visual form that fulfills the purpose and meets the
needs of the audience.
2. respond to written, spoken, or visual messages in a manner
that ensures effective communication.

Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and Reasoning

3. execute mathematical operations accurately.

Analyzing and using Numerical Data


Conceptualizing
Critical Thinking and Problem Solving
Analyzing

4. apply a systematic approach to solve problems.

Synthesizing

5. use a variety of thinking skills to anticipate and solve


problems.

Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing information
Selecting and using appropriate tools
and technology for a task or project
Computer literacy

6. locate, select, organize and document information using


appropriate technology and information systems.
7. analyze, evaluate and apply relevant information from a
variety of sources.

Internet skills
Interpersonal
Teamwork
Relationship management
Conflict resolution
Leadership

8. show respect for the diverse opinions, values, belief


systems n and contributions of others.
9. interact with others in groups or teams in ways that
contribute to effective working relationships and the
achievement of goals.

Networking
Personal
Managing self
Managing change and being flexible and
adaptable
Engaging in reflective practice

10. manage the use of time and other resources to complete


projects.
11. take responsibility for ones actions, decisions, and
consequences.

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16

Essential Employability Skills (MTCU


Requirements)

Graduates of the program reliably demonstrate the ability


to:

Demonstrating personal responsibility

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17

NURSING 250 ONLINE SUBMISSIONS: LEADERSHIP REFLECTION


Part A: Aspiring Leadership Qualities (Due Week 2; Value = 10%)
Part B: Reflection on Pre-Graduate Leadership Experience (Due week 6; Value =
10%)
The purpose of these online submissions is for students to examine leadership theories
and styles. Additionally, students are to reflect on colleagues responses and make an
online posting in reference to them. Online reflections are completed individually and
posted to a group forum.
Part A Expectations

Select a leadership theory that most resonates with your ideals, values, beliefs
and expectations

Reflection: Think about an experience where you were a leader. Using the
chosen theorys attributes as a framework, how did you meet, or not meet, your
chosen style?

Application: Using the chosen theorys attributes as a framework, how do you


plan to meet the attributes of this chosen style as a nursing student in your
pre-graduate clinical experience?

Part B Expectations

Select a member of staff from your pre-graduate clinical experience who either
has a formal leadership role, or displays leadership qualities

Reflection:
leader?

Application: Discuss the type of leadership style that is best represented in this
staff member?

Critical Thinking: Comment on the following quote Leaders are made, not
born Vince Lombardi. How true is this statement? Are there exceptions to
this rule? Who might be an exception? How are leaders made?

As an effective follower, what do you expect from this chosen

**Use the rubric on the next page to guide your online submissions**

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18

Criteria

Exceeds Expectations

Meets Expectations

Needs Some
Improvement

Discussion supported
with limited examples

Clinical/life
experiences:
limited
Unclear
examples

(7)

(5)

(3)

(0)

Discussion regarding
theory and its
application to topic
done extremely well

Discussion regarding
how theory is applied
to topic done at a
satisfactory level

No application of
Theory

Strong demonstration
of critical thinking
throughout discussion
Well supported with
theory; thoroughly
used/applied to entire
discussion.

Demonstration of
critical thinking
throughout discussion

Demonstrates
limited critical
thinking
throughout
discussion

Part A:
Discussion supported
Reflections
with well-chosen
of Leadership clinical/life examples
Experience
Part B:
Reflection of
Followership
Part A:
Application
of
Theoretical
Framework
Part B:
Application
of
Theoretical
Framework
and Critical
Thinking

Posted
Reflection
and/or
feedback
provided to a
colleagues
online
submission
Communicati
on Clarity
and
Grammar

Literature properly
cited.
(10)
Responded to a
another students post
with sufficient and
relevant suggestions/
feedback

Discussion supported
by application of
theory /literature
throughout
Literature properly
cited
(7)
Responded to another
students post with
relevant but very brief
encouragement /
feedback

(4)
Written with a high
degree of clarity of
expression. Sentences
and paragraphs are
very logical and
well-organized

(3)
Written with
considerable clarity of
expression. Sentences
and paragraphs are
logical and organized

(4)

(2)

No/limited
application of
theory

Needs Major
Improvement/Not
Evident
No example of
clinical/life experience

Marks

No critical thinking
No use of literature.
Literature not
properly cited.

No/limited use
of literature
Literature not
properly cited
(4)
Responded to
another
students post
with irrelevant
and unclear
encouragement
/feedback
(1)
Written with
some clarity of
expression
Sentences and
paragraphs are
somewhat
logical and
organized
(1)

(0)
No response to
another students post
Inappropriate
response
(0)
Written with limited
clarity of expression
Sentences and
paragraphs are
disjointed, illogical
and /or are poorly
organized
(0)

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PROFESSIONAL E-PORTFOLIO AND LEARNING PLAN ASSIGNMENT


VALUE: 10%
PROFESSIONAL E-PORTFOLIO QA Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two
components: Reflective Practice and Practice Review.

Reflective Practice self-assessment, peer feedback and create, implement and


evaluate a learning plan.
Practice Review: are randomly selected by CNO to complete this review (this
occurs after graduation and registration as a practice nurse).

Of these, students are responsible for reflective practice.


At Humber College, all students have a professional responsibility to keep their written
records of self-assessment and peer feedback and learning plans and peer feedback
while enrolled in the Practical Nursing program. These are part of the Professional
Portfolio that is submitted in this course (NURS 460/250) and serves as the foundation for
continuing competence after graduation.
In this portfolio students submit learning goals for pre-graduate experience, past learning
goals and peer evaluations, samples of essays, reflective practice journals, article
reviews, care plans, online submissions, and other scholarly assignments and
transcripts.
The purpose of this assignment is to help students establish a sense of control and
direction over their future nursing career. Students demonstrate the ability to create a
self-assessment and a learning plan in preparation for pre-graduate experience followed
by employment in the nursing workforce.
Hard or electronic copies of the complete assignment should be submitted to the
Professor during week 13.
Students are complete this professional portfolio and career tool throughout the first part
of the semester.
Components of the portfolio:
A. Learning Plan for Pre-graduation
B. Completeness of the portfolio
Overall Format for Portfolio:
Portfolio MUST be submitted electronically/electronic format (i.e. website)

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NO hard copy portfolios permitted or accepted.

Guidance for electronic submissions:


1. Use a website creator such as weebly, wix, or imcreator to present your portfolio
2. Create tabs that allow the viewer to navigate easily
3. Do NOT submit work with patient/family/teacher/instructor/professor etc. names
visible
4. Follow the examples posted on blackboard
5. Use screen captures or take pictures of documents to upload to your e-portfolio

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PORTFOLIO REQUIREMENTS

Completeness of the Portfolio:


Learning Plan: (separate rubric)
(See also Professional Portfolio Index Page, at end of the course outline)
For completeness the portfolio must include:
Inclusions by Category
1. Home page
2. Index page/tabs/icons
3. Rsum and Planning for interviews Career Plan:
a. Personal philosophy of nursing (approximately 2-3 sentences). This makes for a good
first page of the portfolio.
b. Rsum (See Information About Rsum Writing, follows) and for support in writing a
professional rsum see Student Services).
c. Sample cover letter to accompany the rsum.
d. Knowing the marketplace and how I fit: Identify one (1) employment area (may be a
specific workplace or a general area of nursing) to which you want to apply and think of
three reasons why you think that you would be a good fit. (This will help prepare you
for interviews but is not required for inserting into this portfolio)
4. Samples of scholarly assignments a minimum of one (1) from each semester and can
include: Reflective journals, article reviews, essays; please note, learning plans are
separate from scholarly assignments.
5. Preceptor Education Program (PEP) certificates*:
a. Understanding and Fostering Clinical Reasoning Certificate
b. Fostering Reflective Practice Certificate
c. Dealing with Conflict Certificate
d. Giving and Receiving Informal Feedback Certificate
(*See information following re the PEP program)
6. Self-Assessment, NURS101(161)
7. Learning plans NURS151(261), NURS208(361)
8. Peer evaluations NURS101(161), NURS151(261), NURS208(361)
9. Pre-graduate NURS 253 Learning plan (see rubric for the pre-graduate learning plan)

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Preceptor Education Program (PEP)

These modules are for preceptors of student nurses and for students as they enter their
pre-graduate experience.
All PEP program modules take approximately thirty (30) minutes each. The can be
accessed at www.preceptor.ca. You will be instructed to set up an account and then
directed to each of the learning modules.
You must print the certificate that is provided at the end of each module to record
completion. These three (3) certificates must be included in your portfolio.

***ALERT*** The PEP system requires 24 hours between completion of the education module
and the ability to print your certificate. Therefore, all modules must be completed 48 hours in
advance of the portfolio due date.
PROFESSIONAL PORTFOLIO RUBRIC

Claudia Aguilar

Claudia Aguilar- Perez


Student Name: ______________________________________________
821624475
Student ID#: ________________________________________________
April,18/2015
Date Submitted: __________________
Gillian Strudwick
Professor: __________________________
For completeness the portfolio must include:
Inclusions
1. Home page
2. Index page/tabs/icons
3. Personal philosophy of nursing
(approximately 2-3 sentences).
(APA format)
4.
a. Philosophy of nursing
b. Rsum
c. Sample covering letter
d. Knowing the marketplace and
how I fit
5. Samples of scholarly assignments
a minimum of one (1) from each
previous semester of the program
6. Preceptor Education Program (PEP)
certificates*:
a. Understanding and Fostering
Clinical Reasoning
b. Fostering Reflective Practice
c. Dealing with Conflict
d. Giving and Receiving Informal
Feedback
7. Self-Assessment NURS101(161)
8. Learning plans NURS151(261),
NURS208(361)
9. Peer evaluations NURS101(161),

Included

Not
Included

a. ________
b. ________
c. ________
d. ________

a. _______
b. _______
c. _______
d. _______

a. ________
b. ________
c. ________

a. _______
b. _______
c. _______

a.

a.

_______

Grade
Assigned

_______

b. _______
c. _______
d. _______

b. _______
c. _______
d. _______

a. _______
b. ________
c. ________
a. ________

a. ________
b. _______
c. _______
a. _______

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NURS 151(261), NURS208(361)


10. Final evaluations, student and
faculty: NURS101(161),
NURS151(261), NURS208(361)
11. Pre-graduate NURS253 Learning
Plan
Completeness of the Portfolio

b. ________
c. ________
a. _______
b. ________
c. ________

b. _______
c. _______
a. _______
b. _______
c. _______

Final Grade
/10%

PRE-GRADUATE NURS 253 LEARNING GOALS AND LEARNING PLAN


Students develop learning goals for the pre-graduate clinical placement. A strategic learning plan
is a blueprint for action. The learning plan focuses on innovative ways to grow, change, and
improve and to develop insight of the match between where you are now and where you wish to
be in the future.
Creating a learning plan that is revised and completed on a continual basis is a mandatory
component of the CNOs QA program. The process ensures that nurses remain lifelong learners
and that competency is maintained even though practice settings and standards of care
continually evolve.
Learning plans must be relevant to anticipated new learning that the student has not fully
achieved in semester one, two, or three clinical placement activities.
1. This NURS 460(250) Learning Goal is submitted as part of your professional portfolio AND it is
submitted to your NURS 253 Professor/Clinical Teacher and Preceptor.
2. Criteria for learning plan [a minimum of two (2) learning goals]:
a. Each year nurses as part of the CNO Quality Assurance (QA) program select practice
standards as a focus for their QA learning plans. For pre-graduate learning plan goals,
students develop learning goals and activities for two (2) CNO standards, www.cno.org .
b. Learning Goal 1: The choice of the learning goal completed in NURS 460 and submitted
to the Professor/Clinical Teacher in NURS 253 must be a collaborative decision made by
the student and their preceptor or Professor/Clinical Teacher. The student meets with
the preceptor at the clinical placement (NURS253) to discuss the pre-graduate
experience, expectations, roles and responsibilities at which time they discuss learning
goals for the pre-graduate experience. This learning goal must be relevant to the
students pre-graduate clinical placement site and encompass new learning that the
student has not fully achieved in semester one, two, or three clinical placement activities.

c. Learning Goal 2: Select one Professional Standard or Practice Standard relevant to the
pre-graduate clinical experience. This learning goal must be relevant to the students

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pre-graduate clinical placement site and encompass new learning that the student has
not fully achieved in semester one, two, or three clinical placement activities.
d. Refer to the Reflective Practice form and the QA Learning Plan Form (following) for a
greater understanding of what is expected and how to create a SMART (specific,
measurable, achievable, relevant, and timed) learning plan, see
http://www.cno.org/Global/docs/qa/DevelopingSMARTGoals.pdf

e. As this is a pre-graduate clinical learning plan, the activities that are presented must be
sophisticated and appropriate for soon to be registered health professional. Activities to
achieve the learning goal MUST be advanced and surpass simple self-study of
notes and other materials. Students demonstrate in their learning plan a well-developed
understanding of the varied learning opportunities available to them.
NOTE: this learning plan must be your own original work. Turnitin.com and other
strategies will be utilized to identify plagiarism. We are fully aware of the online
examples of learning plans that are available. Marks are only allocated for work that
specifically represents the authors unique clinical placement site learning goals.
Learning Goals/Learning Plan
As students are moving into the role of novice nurses and to prepare them for professional QA,
the following forms were retrieved from
http://www.cno.org/en/maintain-your-membership1/myqa/qa-resources/
They have been adapted for pre-graduate students use from those used by nurses as part of
their QA program and serve as the framework for the Learning Plans developed in NURS 460
and in NURS 253 (refer to the end of course outline and on the Blackboard site).
1. Practice Reflection Worksheet (adapted from College of Nurses of Ontario
documents,)
2. Framework for the Learning Plan under the QA Program (adapted from the College of
Nurses of Ontario document)
CAREER PLAN AND RSUM AND COVER LETTER
1. The Learning Plan is a professional requirement; however, for those individuals preparing
for interviews the following site provides strategic career planning information and a pdf
document that you can use to identify goals and directions for your career:
http://www.rpnao.org/rpncareers/developing-your-career/career-development/6
2. Information about writing rsums and cover letters are at end of this course outline and
can be obtained from Student Services, Career Planning.
LEARNING PLAN: QA FORMS
(Adapted from CNO documents)
A.

PRACTICE REFLECTION WORKSHEET

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Use this worksheet to reflect on your past practice and what you want to learn in your
pre-graduate practice. The Practice Reflection worksheet does not need to be submitted in the
professional portfolio. It is used to help focus the learning goal.
1. Describe an experience, event or change in your practice or pre-graduate practice
setting that was significant to you.
What happened? What was your role?
2. Based on what you described above, what were your strengths and what were your
areas for improvement?
Areas for improvement will inform your learning needs.
3. What input have you received from your peers about your practice?
Consider any feedback you have received from clients.
Look at the peer feedback that you have received in other nursing courses.
4. What input have you received from professors and clinical teachers about your
practice?
Consider the Weekly Clinical Evaluations, Mid-term Clinical Evaluations, and
Final Clinical Evaluations you have received in NURS101 (161), NURS151 (261),
and NURS208 (361).
5. Based on your own reflection and the input you received, what are your learning
needs?
What do you need to learn to improve your practice?
6.

Identify which elements relate to your learning needs?


a) Advances in technology
b) Entry-to-practice competencies
c) Changes in the practice environment
d) Inter-professional care

LEARNING PLAN: QA FORMS


(Adapted from CNO documents)
B. FRAMEWORK FOR THE LEARNING PLAN UNDER THE QA PROGRAM (COLLEGE
OF NURSES OF ONTARIO)
Learning Plan (Regulatory Authority)
The College of Nurses of Ontario (the College) collects the information in the Learning Plan for Practice
Assessment under the general authority of the Regulated Health Professions Act, 1991, S.O. 1991, c. 18,
the Nursing Act, 1991, S.O. 1991, c. 32, and its regulations, and the Colleges by-laws. The College
collects the information for the purpose of assessing your continuing competence through its Quality
Assurance Program. Appropriate measures are taken to safeguard the confidentiality of the personal
information you provide, and all documents become the property of the College.

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1. Learning Needs
What learning needs did I identify through Practice Reflection?
Use the Practice Reflection worksheet (above) to help you identify your strengths
and learning needs.
2. Learning Goal #1
What do I want to learn in the pre-graduate experience?
Which practice document does my goal relate to?
Review the Developing SMART Learning Goals guide.
Your learning goal must be based on your pre-graduate practice setting and one
of the Colleges practice documents.
3. Goal #1: Activities and Timeframes
How am I going to achieve my goal?
4. Learning Goal #2
What do I want to learn?
Which practice document does my goal relate to?
Review the Developing SMART Learning Goals guide.
Your learning goal must be based on your current practice setting and one of the
Colleges practice documents.
5. Goal #2: Activities and Timeframes
How am I going to achieve my goal?
6. How do my learning goals support my commitment to continuing competency?
How does my learning relate to the competencies of my practice?
Continue to maintain and update your Learning Plan throughout the year.
7. Evaluation of changes/outcomes to my practice
What did I learn?
What impact has my Learning Plan had on my practice?
INFORMATION ABOUT RSUM WRITING AND COVER LETTER
Students need to demonstrate the ability to attract future employers by submitting an organized
and well-written resume.
Before starting your rsum these are some focus questions you might want to consider:
What is influencing todays health care environment? Who is advertising? Where are
the jobs?
What are job requirements employers want?
What education, skills, and experience do I have that will meet the employers
requirements?
Where do I believe that I would like to work: hospital, long term care, community?
Ask, How can my rsum answer these questions and get the attention of employers?
Your rsum including a sample cover letter must be complete and included in your portfolio. If
you need support in writing a professional rsum please see Student Services, Career
Development. Nursing professors will not edit or proofread rsums.
Consider the following as a guide to creating an effective rsum:
Your rsum makes a personal statement about you and your career. It is a written
snapshot of your education and work life. Try to include unique details about yourself to

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make your resume stand out from others. It should be a maximum of two (2) pages
excluding the (brief) cover letter
Ensure a strong visual appeal and use a professional format including paper colour and
weight.
Clearly state your career qualifications. Use a logical sequence to list your information
(either chronological or separated into categories)
a. Career significant areas that should be included are:
Name and all contact information (for your e-mail address be professional - a fun
moniker is appropriate for friends but inappropriate for a professional)
Relevant past work history.
Education (secondary if recent graduate, Humber college, and other post-secondary)
Certifications, for example, current CPR certificate, Preceptor Education Program (PEP)
Certificates (list names of the certificate and date received)
Professional affiliations (memberships, associations, etc.)
Awards related to professional or educational area such as scholarships
Additional information pertinent to your listed career objective(s)/statement(s) that were
outlined in your cover letter.
COVER LETTER
Please see:

Career Placement, Student Services

For information on writing a cover letter you may find the following helpful:
http://www.mcgill.ca/files/caps/Cover_Letter_Writing-Color.pdf
http://oncampus.macleans.ca/education/2013/01/09/how-to-write-cover-letters-that-standout/
http://www.success.uwo.ca/careers/resumes_cvs__letters/letters/cover_letter.html
http://www.youth.gc.ca/eng/topics/jobs/cover.shtml

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