Sample Requirement Form (Nursing)

I. Reinforcement of learning outcomes 2) critical thinking and 3) clear communication throughout the nursing major. 

Both of these learning outcomes are reinforced throughout the nursing curriculum. The Department of Nursing’s definitions of communication and critical thinking further specify in terms of the nursing major the university’s definitions of these concepts. The department defines communication as a complex, ongoing, interactive process that forms the basis for building interpersonal relationships (American Association of Colleges of Nursing, 1998). Communication includes listening, as well as oral, nonverbal, and written communication skills. The department uses Kataoka-Yahiro & Saylor’s (1994) definition of critical thinking. "The critical thinking process is reflective and reasonable thinking about nursing problems without a single solution and is focused on deciding what to believe and do" (p. 352). This multidimensional construct includes specific knowledge base, experience, competencies, attitudes, and standards.

The outcomes of clear communication and critical thinking are reflected in the program’s curriculum objectives, course objectives, teaching/learning strategies, and evaluation methodology. Two of the curriculum objectives are directed at the development of communication skills: 1) develop therapeutic relationships with individuals, families, and groups and 2) collaborate with clients and professionals in the delivery of care. One of the curriculum objectives is directed at the development of critical thinking abilities in terms of nursing: utilize critical thinking and ethical principles in the implementation of standards of practice.

All nursing students are required to take the same 58 nursing credits. Communication and critical thinking are critical components of the four practicum courses. These courses take place in a variety of settings with clients across the life span. Students must demonstrate abilities to clearly communicate with clients and other health providers and to utilize critical thinking in the delivery of care. These skills are evaluated through observations of students’ performance and in students’ documentation within journals, plans of care, and research papers. Another example is in the course 33.313 Nursing Assessment and Skills, students have a one hour communication lab in which they identify principles of effective communication and apply principles of group dynamics. They also have a two hour health assessment lab in which they demonstrate communication and critical thinking skills while collecting health related data systematically through history taking and physical examinations.

II. Ways in which nursing students address the learning outcomes 4-7.

4) Diversity (ability to understand diverse groups of peoples, culture, and views. Diversity is defined broadly to include culture, race, gender, social class, age, sexual orientation, disability)

This outcome is emphasized throughout the nursing major. One of the three program goals is to apply professional standards in a variety of settings serving diverse populations. The department utilizes the university’s broad definition of diversity. In each course diversity evident within the population studied is considered. For example, in the course 33.311 Health Promotion and Risk Reduction of Families I, one of the objectives is to recognize the influence of developmental, psychosocial, cultural, spiritual, economic, political, legal, and environmental factors on health promotion, health behavior, and at risk situations of children and pregnant families. In 33.312 Concepts of Professional Nursing Practice, an objective is to describe how cultural factors relate to the delivery of nursing care. In 33.313 Nursing Assessment and Skills, students incorporate cultural sensitivity and awareness into communication and health assessment. In 33.314 Health Promotion and Risk Reduction of Families II, students identify and describe developmental, psychosocial, cultural, spiritual, economic, environmental, and legal factors that impact the health and health behaviors of adults and families. In this course emphasis is also placed on older adults including the impact of dementia. In 33.316 Family Seminar, characteristics of diverse families are compared and contrasted. In 33.317 Pathopharmacology, clinical manifestations of various pathophysiologic states across the lifespan are examined. Senior level courses build on the understanding of diversity developed in the nine required junior year nursing courses. The client population focused on in the Fall is clients with acute and life threatening illnesses across the lifespan. In the course 33.412 Community Health Policy, students analyze the development of policy and its impact on the health of populations. In 33.415 Community Health Project, students conduct a community assessment and participate in the development, implementation, and/or evaluation of a community health intervention. In attaining these outcomes, the ability to understand diversity within the community is critical. As can be seen in the previous examples diversity is an integral element of the nursing curriculum.

5) Ethics (awareness of the implications of choosing various principles of action)

Ethical decision making is an essential component of providing nursing care. One of the program’s seven curriculum objectives addresses this outcome, utilize critical thinking and ethical principles in the implementation of standards of practice. The Department of Nursing believes that the Standards of Clinical Nursing Practice (American Nurses Association, 1998) serve as the foundation of professional nursing practice. One of these standards focuses on ethics "The nurse’s decisions and actions on behalf of patients are determined in an ethical manner" (p.13). These standards are introduced in the course 33.312 Concepts of Professional Nursing Practice. In this course, students identify ethical principles which apply to health care situations and nursing practice. In the course 33.301 Research and Health Care, students identify ethical issues as they relate to health care research and critically evaluate studies for their adherence to these principles. In subsequent courses, student gain an increased awareness of the implications of choosing various actions and ethical principles that guide decision making in their care of clients.

6) Self-direction and collaboration (demonstrate the ability to complete an intellectual project, both independently and in collaboration with others)

During each of the fours semesters of nursing courses, students demonstrate the abilities to complete intellectual projects. In 33.301 Research and Health Care, students demonstrate self-direction with their identification of a research problem, accessing health care research to answer this problem, critically evaluating existing research, and presenting conclusions regarding utilization of research in health care situations along with suggestions for future research. This research investigation is conducted independently by each student and documented as a paper. The process is shared during the semester.

In the four practicum courses students need to take self-direction as well as collaborate with other health providers in coordinating care for their clients. The following examples demonstrate these experiences. During 33.311Health Promotion and Risk Reduction of Families I Practicum, in collaboration with peers, students develop and implement a health promotion presentation. One of the components of 33.315 Health Promotion and Risk Reduction of Families II Practicum, in collaboration with peers, students develop and implement a presentation on health promotion and risk reduction at the College of Health Professions’ annual health fair. These presentations are also shared with older adults within the community. During the final semester of the nursing major, students are enrolled in 33.414 Role Transition Practicum. During this course students have an 18 hour per week clinical experience in which they demonstrate the ability to make independent critical nursing judgments. One of the objectives for 33.415 Community Health Project is for students to collaborate with intra and interdisciplinary teams to identify and intervene in selected community health nursing problems.

7) Information literacy (demonstrate the ability both to use appropriate media to gather information relative to their major field and to access reliable general information).

In response to the increasing demand for computer skills in all areas of nursing, the Department of Nursing has implemented an electronic literacy requirement. Students need to demonstrate electronic literacy in the use of e-mail, word processing, and the internet. Prior to entering nursing courses in the junior year, students evaluate their abilities in these areas. For students who are not proficient, resources are suggested.

In 33.301 Research and Health Care, students demonstrate the ability to access primary reports of research related to a self-identified research problem. Students are required to do a computerized search of the literature. Data bases utilized include Medline and CINAHL. The nursing students continue to use these information literacy skills to guide the development of nursing interventions, health promotion presentations, and community projects. Students are required to document the rationale that supports their application of standards of care. In addition to utilizing the internet, students use the library as a resource to obtain this documentation. Students also learn how to access and interpret health records within the clinical agencies.

Approved by Nursing Department General Education Review Committee and Baccalaureate Nursing Program Committee 4/99

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