Course Number: NRS 224
Transcript Title: Integrative Practicum
Created: June 6, 2018
Updated: July 10, 2019
Total Credits: 9
Lecture Hours: 20
Lecture / Lab Hours: 0
Lab Hours: 210
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: A-F (default)
Repeats available for credit: 0
Formalizes the clinical judgments, knowledge and skills necessary in safe, registered nurse practice. Provides Faculty/Clinical Teaching Associate/Student Triad Model context that allows the student to experience the nursing role in a selected setting, balancing demands of professional nursing and lifelong learner. Incorporates analysis and reflection throughout the clinical experience to provide the student with evaluative criteria against which they can judge their own performance and develop a practice framework. Includes seminar, self-directed study and clinical experience. Prerequisites: NRS 221, NRS 222.
Upon successful completion of this course, students will be able to:
- Make sound clinical judgments based on an increasingly complex knowledge base, best practice evidence, and experience in care of selected populations.
- Set priorities in the provision of care with attention to patient needs and preferences, available resources and ethical aspects of patient care.
- Practice self-reflection and self-analysis to identify areas for improvement.
- Advocate for and provide individualized care for patients and families.
- Evaluate and improve own leadership skills through collaboration with the health care team.
- Delegate or assign responsibilities appropriately, taking into consideration the other’s scope of practice or training.
- Integrate concepts of resource utilization, quality improvement, and systems to enhance care delivery across the continuum of care.
- Articulate a personal view of nursing practice that exemplifies quality and safety in care.
- Demonstrate competent performance when evaluated against national standards and criteria.
Outcome Assessment Strategies
- Clinical evaluation
- Journal evaluation
- Multiple choice tests
- Lab performance evaluation
Course Activities and Design
The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.
Course Content (Themes, Concepts, Issues and Skills)
- Decision making
- Knowledge based judgment
- Priority setting
- Patient/family uniqueness
- Delegation and evaluation
- Continuing learning
- Competent performance
See OCNE Megacase List and Minimum Skill Set by end of Year 2 List
See OCNE universal CCOG for additional information on course content