The Philosophy of Ohio Community College - Essay Example

Curriculum Draft Project Ohio Loleta Kellum RN BSN Contextual Elements The Ohio is considered as one of the most important educational institutes in USA. The history of the above University is rather long; the specific University was first established in 1870 in order to cover the educational needs of a particular social group: the educational needs of people studying Agriculture and those studying Mechanics. Due to the quality of its academic and research services, the Ohio State University managed to rank ninth among public universities. The University is cited at Columbus, Ohio. The Columbus campus, which is the University’s key campus, covers an area of about 1,700 acres. The Columbus campus is quite popular not just for its size but also for the range of its options for students of different background and needs. The Columbus campus is not the only campus of the Ohio State University. The specific University has been expanded across Ohio through ‘campuses in Lima, Mansfield, Marion, Wooster and Newark. Still, the Columbus campus is the most popular campus of the Ohio State University, a fact that it is highly related to the citation of the campus, at the heart of Columbus, Ohio. In terms of its performance in regard to medical studies and medical research, the Ohio State University can be characterized as quite successful. Mission The mission of the College of Health Sciences is to provide a quality education and positive learning experience to facilitate a smooth connection between calssroom and the clinical work environment. Philosophy The philosophy of Ohio Community College is to promote higher education, excellence in nursing practice, and service to community. The core values that underlie this philosophy include: Creating a conducive environment to facilitate learning Nursing care that is holistic, supportive, and culturally sensitive of the patient and family Collaboration among faculty, students, and health care institutions to provide effective clinical and educational opportunities Promoting higher standards of care and a professional code of ethics Framework The College of Health Science and Nursing is built on the theoretical framework of Kristen Swanson’s Theory of Caring. Swanson outlines five unique caring processes: (1) maintaining belief, (2) knowing, (3) being with, (4) doing for, and (5) enabling (Parker & Smith, 2010). Swanson’s structure of the caring model shows the relationship among the five caring processes as overlapping elements. By adopting Swanson’s framework, the college shows its commitment to uplifting nursing as a caring profession, providing a first-class educational experience, and fostering quality patient care. The concept of caring is dynamic and is applicable to nursing practice, research, and education. As a leading educational institution, we are committed to redefining caring as a central concept in nursing, building professional relationships, developing clinical skills and knowledge, and encouraging career advancement. Nursing is providing holistic and culturally sensitive care and performing purposeful actions that lead to health restoration and the ability of the recipient to regain a sense of well-being. Nursing led interventions are implemented to achieve a desired positive outcome that promotes and/or assists individuals toward health-seeking behaviors. Program Objectives 1. Graduates will demonstrate accountability, professionalism, moral and ethical principles, and cultural sensitivity. 2. Graduates will utilize and apply critical thinking and the nursing process in the clinical environment. 3. Graduates will be effective communicators and listeners. 4. Graduates will be able to perform competently in leadership roles and collaborate with other disciplines. 5. Graduates will be a service to the community and demonstrate a commitment to health promotion. Program content Prerequisites Fall Semester – First Year Spring Semester – First Year English Composition I 3 Anatomy & Physiology I 3 Anatomy & Physiology Lab 1 College Algebra 3 Intro to Psychology 3 English Composition II 3 Anatomy & Physiology II 3 Anatomy & Physiology Lab 1 Nutrition 3 Sociology 3 Totals 13 Totals 13 Fall Semester – Second Year Spring Semester – Second Year Microbiology 3 Microbiology Lab 1 Statistics 3 Developmental Psychology 3 Professional Speaking 3 General Chemistry 3 General Chemistry Lab 1 Computer Science & Technology 3 Art Elective 3 History 3 Total 13 Total 13 Program Requirements Fall Semester – Third Year Spring Semester – Third Year Health Assessment 4 Health Assessment Lab 1 Fundamentals of Nursing 3 Pharmacology 3 Basic Concepts of Nursing 4 Total 15 Medical-Surgical Nursing I 4 Medical-Surgical Nursing Lab 2 Psychiatric Nursing 3 Intro to Research 3 Maternal-Child Health 3 Total 15 Fall Semester – Fourth Year Spring Semester – Fourth Year Community Nursing 5 Pediatrics 4 Nursing Philosophy 3 Leadership Skills 3 Total 15 Medical-Surgical Nursing II 4 Medical-Surgical Nursing Lab 2 Synthesis I 3 Clinical/Preceptorship5 Total 14 Course Descriptions English Composition I/II: introductory and preparatory course in advanced skills in grammar and organized writing at the collegiate level. Anatomy & Physiology I/II: didactic and skills laboratory courses designed as an introduction to bodily functions and processes of all human organ systems. College Algebra: introduction to concepts of mathematical functions, numeric skills, system equations, and logarithms. Psychology: introduction to modern psychology and major principles, theories, and concepts. Developmental Psychology: an upper level course designed as an overview of development from the prenatal period to advanced aging. Nutrition: introduction to human nutrition, food groups, body requirements, and encouragement of healthy, active lifestyles. Sociology: introduction to the basic concepts of socialization and human group interaction. Microbiology: course designed as an introduction to microorganisms, their significance in research, and role in disease. General Chemistry: hands on concept and lab course designed to introduce chemical elements, their characteristics, and properties. Statistics: introduction to basic concepts of statistics and data analysis. Professional Speaking: course designed to develop informative and public speaking skills in a professional setting. Computer & Science Technology: informative class geared toward computer literacy and technology. History: introduction to American History past and present and how historical periods have shaped society. Art: introduction to various art forms and mediums used in classic, contemporary, folkart, and modern fine art and sculpture. Health Assessment: introductory course in physical assessment, basic nursing care, skill development, health history taking, and the interview process. Medical-Surgical Nursing I/II: applying the nursing process and fundamentals in direct care of adults in acute settings. Pharmacology: introduction to pharmaceutical drug classes and effects of drug therapy. Fundamentals: introduction to nursing principles and an overview of early nursing pioneers. Concepts of Nursing: course designed to introduce basic nursing concepts, wellness, and the nursing process. Psychiatric Nursing: advanced course designed to introduce mental health conditions and delivery of effective nursing care to patients with psychiatric disabilities. Research: course designed to introduce basic concepts of nursing research, theory, and evidence-based practice. Maternal-Child Health: overview of childbirth, childbearing families, obstetrics, and gynecology. Community Nursing: theory course that summarizes public health, community health and care of the community as a client. Nursing Philosophy: course designed to introduce the science of nursing theories and theory development. Leadership: preparatory course in management and effective leadership skills and role development. Synthesis: compilation course aimed to bridge concepts, analysis of all courses, and clinical experience within the nursing curriculum. Course Overview Course Number: NU 325 Course Name: Fundamentals of Nursing Faculty Credentialing: MSN or Ph.D. preparation Credit Hour Allocation: 3 semester hours Course Description: Fundamentals of nursing is a 16-week didactic course that introduces the student nurse to the principles of nursing and provides an overview of the contributions of early nurse pioneers. The fundamentals of nursing course is offered during the fall semester in the third year of instruction. The course focuses on basic nursing concepts that entry-level nurses will need to provide safe and competent care to culturally diverse populations across the lifespan. The basic principles of nursing theory, concepts of critical thinking, and the utilization of the nursing process will be explored. Students will examine the physiological and the psychosocial response to health care deviations. Physical assessment basics, medication calculation, and laboratory skills simulation will be incorporated to enhance and facilitate the learning process. The skills lab component of the course is required as a co-requisite to the didactic course and will count as 2 semester hours. The course will utilize direct classroom instruction, hands-on skills laboratory sessions, and computer-based technology as teaching/learning methods. NU 325 will contribute to the overall curriculum plan by supporting theoretical framework and the essential components of nursing practice. Course Prerequisites Completion of all general education and elective courses Completion of all program prerequisites earning a letter grade of “C” (equivalent to a 75% or better on the numeric scale) or better. Course Objectives Upon completion of this course, the student will be able to: 1. Examine nursing theory and its contribution to the nursing profession 2. Utilize the nursing process in the clinical setting. 3. Analyze the basic principles of nursing concepts. 4. Apply critical thinking skills and exhibit cultural awareness. 5. Develop and refine basic physical assessment skills. 6. Demonstrate competency in medication calculation and administration. Evaluation Methods: Classroom Participation: 10% Exams (6): 40% Midterm Exam: 20% Final Exam: 20% Quizzes (4): 10% 100% *The course instructor reserves the right to administer unannounced quizzes. School of Health Sciences grading scale: A = 92-100% B = 83-91% C = 75-82% D = 68-74% F = Below 68 % Course Texts/Resources: Berman, A. & Snyder, S. (2012). Kozier & Erbs fundamentals of nursing: Concepts, process, and practice. (9th ed.). Upper Saddle River, NJ: Prentice Hall. Hogan, M. A., Ricci, M. J., Taliaferro, D., & Bolton, S. (2007). Prentice Hall reviews & rationales: Nursing fundamentals. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Contribution to the Curriculum This course generally offers students with an engaging introduction to the most essential topics covered in psychology. It has a significant contribution to the overall curriculum in that throughout the study of the mind and human behavior, students shall attain an insight into the history of psychology while at the same time getting an opportunity to understand the current issues and theories in such areas as motivation, wellness, and cognition. The significance of scientific principles and methods in research design are also emphasized in the course. This way, the objectives of the overall curriculum shall be attained. References Berman, A. & Snyder, S. (2012). Kozier & Erbs fundamentals of nursing: Concepts, process, and practice. (9th ed.). Upper Saddle River, NJ: Prentice Hall. Daniels, R. (2004) Nursing Fundamentals: Caring & Clinical Decision Making. Belmont: Cengage Learning. Hogan, M. A., Ricci, M. J., Taliaferro, D., & Bolton, S. (2007). Prentice Hall reviews & rationales: Nursing fundamentals. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Masters, K. (2009). Role Development in Professional Nursing Practice. London: Jones & Bartlett Publishers. Oermann, M. and Gaberson, K. (2009). Evaluation and Testing in Nursing Education. 3rd Ed. New York: Springer. Russell, J. (2005). Introduction to Psychology For Health Carers. Cheltenham: Nelson Thornes. Smith, M. (2005). Best Practices in Nursing Education: Stories of Exemplary Teachers. New York: Springer Publishing Company. Upton D. (2010). Introducing Psychology for Nurses and Healthcare Professionals. Harlow: Pearson Education, Limited. Walker, J., Payne, S., and Ley, T. (2012). Psychology For Nurses And The Caring Professions. New York: McGraw-Hill International. Read More