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Mission and Purpose Statement of Charles R. Drew University: To conduct education, research and clinical services in the context of community engagement to train health professionals who promote wellness, provide care with excellence and compassion, and transform the health of underserved communities. School of Nursing Mission Statement: The mission of the Charles R. Drew University Master of Science in Nursing program is to advance the science and art of nursing by conducting nursing research and providing nursing students with education that emphasizes the health status of underserved communities for the purpose of enabling graduates to provide evidence-based nursing care with dignity, respect and compassion to all nursing clients. School of Nursing Conceptual Framework: The vision of MMDSON is to create a learning environment that contributes to “excellent nursing care for all in a world without disparities”. The school has chosen the modified Roy Adaptation Model to reflect the theoretical framework of the SON programs. The model captures the holistic approach in the promotion of health through the assessment within the nursing process of clients’ responses/behaviors to their health conditions by utilizing the four adaptation modes: physiological/physical, self-concept (physical self, personal self, ethical-moral-spiritual self), role function (obligation to self and others), and interdependence (support systems). This approach can be used by every student whether they are starting their nursing degree or advancing their nursing practice. Course Description: This course focuses on nursing care of the family as the client throughout the life cycle. It covers the synthesis of family theories and their application in the nursing process for families. It provides the students with opportunities to study families within the acute, primary, and community contexts. Family assessment tools and other nursing intervention strategies will be utilized in the analysis of family systems. Course Objectives: 1. Evaluate and discuss theoretical foundations and models related to family health and wellness, and the issues affecting them. 2. Formulate a family health assessment and wellness plan as it applies to diverse populations. 3. Discuss the changing compositions of family members in a diverse society and their impact on health care access and utilization. 4. Assess the family system to identify factors that influence family health incorporating cultural variations that may affect health seeking behaviors, beliefs and practices. 5. Identify and discuss current evidence-based practices related to family health and wellness. 6. Identify community resources to help promote the health of the family. Required Textbook(s), Reading Materials and Resources: Kaakinen, J. R., Gedaly-Duff, V., Coelho, D. P. & Hanson, S. H., (2014). Family health care nursing: Theory, practice, and research (5th ed). Philadelphia: FA Davis Company. ISBN-13:978-0-8036-3921-8. Wright, L. M., Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention (6th ed). Philadelphia: FA Davis Company. ISBN-13:978-0-8036-2739-0. American Psychological Association, (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA. ISNB: 9781433805615. Teaching/Learning Strategies: Lecture, discussion, videos, demonstration and return demonstration, clinical practice, pre or post conferences, seminar, student verbal presentations, serve in selected clinical agencies and community agencies/activities (health fair, flu shots), medication assignments, individual conferences and completion and comprehension of assigned topics are examples of teaching strategies utilized in this course. Student Learning Responsibilities: Learning of any new skill requires the student to acquire basic knowledge of the subject matter, to modify attitudes that may impede learning and acquire attitudes that will facilitate learning. The student needs also to practice use of the new knowledge in appropriate settings in order to link the new knowledge and skill to memory and make the material available for future use. A variety of learning activities will be undertaken as part of this class, and students are encouraged to experiment with new ways of learning as well as to use the ones with which they are most familiar and comfortable. The student is expected to be a self-motivated and active adult learner who takes initiative to meet the objectives of the course and her/his personal learning objectives for the course. Learning activities in which students will be engaged in this course include: 1. Completing required readings for every class 2. Doing reflective analysis and journaling reactions, ideas and questions that emerge from reading, preparation of assignments. 3. Actively listening in class lectures/discussions and responding to questions posed by faculty or peers. 4. Actively participating in class discussions. 5. Preparing for and presenting individual and group student work in class. 6. Preparing and leading seminars with another student. Role of the Faculty: The role of faculty in this graduate course will be primarily as an experienced consultant who is available to guide and assist students in meeting the course requirements. Faculty will introduce the course, prescribe required reading and learning activities that will facilitate students in their learning of course material, and provide guidance, support and organization so that students may progress in meeting their own learning objectives and those of the course. Students are expected to exercise personal initiative and decision-making in all aspects of the course, sharing those responsibilities with others when appropriate. Evaluation: Basis of Grade Percentage Discussion questions (5 at 10% each) 50% Attendance/class/group participation 5% Family Assessment (Calgary Family Assessment Model, Calgary Family Intervention Model, Genogram, Ecomap) 25% Final exam 20% Total Possible* 100% Grading: To pass each nursing course, students must obtain a cumulative grade of 80% (B) for all clinical courses or 80% (B) for all Non-clinical courses (Please see chart below). However, in all graduate nursing tracks, an overall grade point average of “B” or better is required to progress in the program. Students must pass the assigned “pass/fail” components of each course and must complete all clinical hours where required. Grading criteria per School of Nursing standards is listed below: Grading criteria/scale per School of Nursing standards are listed below: A A- 94% or above 90-93% 4.00 3.67 Outstanding mastery of the subject: excellence evident in preparation for and attendance in class sessions, curious and retentive mind, unusual ability to analyze and synthesize material, with a positive attitude making productive contributions to the learning community in classroom B+ 86-89 % 3.33 Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude B 80-85% 3.00 Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude B- 78-79% 2.67 Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude Repeat the Clinical /Non-Clinical Course… Inadequate/insufficient performance C+ 76-77 % 2.33 Average or typical student in terms of attendance, preparation, time management, inconsistent test taking, and attitude Repeat the Clinical/Non-Clinical course… Inadequate/insufficient performance C 74-75% 2.00 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance C- 72-73% 1.67 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance D+ 70-71% 1.33 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance D 68-69% 1.00 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance D- 66-67% 0.67 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance F < 65% 0.00 Failure, Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance Mid-term Warning Mid-term warning is assigned to any student obtaining an average grade of less than "B" (<80%) at the mid-term of any nursing course. Examination Policy: Students who are absent from a regularly scheduled examination will receive a grade of "0" as their examination grade. The student must notify the faculty member administering the examination or the course coordinator of the absence within (1) business day after the scheduled examination. The grade of "0" will be replaced by the grade earned on a cumulative make-up examination administered at the end of the semester. Exam Protocol: No talking, cell phones, gum chewing, books, book bags, personal computers, calculators, scrap paper, or purses will be permitted in the testing room. All such items must be left at the front of the room during the testing hour. If your cell phone rings during the exam, your exam will be removed and your score will be zero. Plan to have several pencils with erasers. Only the test and pencils are permitted to be placed on your desktop. Raise your hand to ask a question. Late Assignments: All assignments for the course are to be completed and submitted on time in order to receive full credit. Late assignments or exams will not be accepted unless prior arrangements have been made with the faculty. If assignments are accepted late, they are subject to penalization. There will be a one point deduction for each day the assignment is late. Assistance with Papers and Assignments: Students may request assistance from faculty to clarify any issues with assignments and papers before the paper is due and turned in for grading. Students will not be given the chance to redo any assignment after it has been graded. Extra-credit work will not be granted. Attendance/Course Participation: Participation in classroom discussions is required. Attendance at each of the class sessions is expected, as new material is covered in each session. 1. Attendance and punctuality at all class sessions is required. Tardiness is unacceptable and will be reflected in your evaluation or by further action. 2. Absence on the day of an exam/quiz must be reported by the student to the lead instructor prior to the test or NO make-up will be allowed. Make-up exams are at the discretion of the faculty. No make-up will be granted pop or unannounced quizzes. Writing Style: All papers are to be type-written, double spaced, with pages numbered. Please write course name, number, your name, instructor’s name, and date clearly on materials submitted for grading. Use American Psychological Association (APA) style 6th edition to guide the paper format, in-text citations and references. Points may be deducted for multiple spelling, grammar, format and typing errors. Course Policies: 1. Each student is expected to be present for class each week and be prepared for any assigned topic by having completed the required readings/exercises and to be active in discussion during each class session. Critical reading, critical thinking, and active, rigorous discussion and questioning are expected of students. 2. Attendance and punctuality at all class sessions are required. Faculty members are expected to record student attendance regularly. Lateness or absence from class will be noted. Students bear full responsibility for acquiring knowledge of all material covered in classes for which they have been late or absent. Because of tight timelines, the importance of class discussion, the importance of classroom learning activities and the frequency of assignments, students who miss more than one class over the semester may be asked to withdraw from the course. 3. Class preparation consists of being prepared when called upon, having written answers to the assigned questions. Students will be called on randomly and/or given pop-quizzes. 4. The instructor reserves the right to modify the class schedule and reading assignments during the course, based on student input and needs. 5. Compliance with Americans with Disabilities Act: Any student in this course who has a disability that might prevent him/her from fully demonstrating his/her abilities should meet with an advisor in the Student Education and Service Center (SESC) as soon as possible. The SESC staff will initiate learning disability verification and discuss accommodations that may be necessary to ensure your full participation in the successful completion of course requirements. 6. All students are required to complete and submit an electronic course evaluation (Didactic and/or Clinical as applicable) at the end of this course. 7. Non-Discriminatory Policy:CDU has a zero tolerance for any form of discrimination and/or harassment including, but not limited to, discrimination and\or harassment on the basis of race, color, sex, sexual orientation, gender, gender identity, gender expression, age (over 40), physical handicap, disability, national origin, ancestry, marital status, medical condition, military or veteran status, genetics, or religion. CDU does not prohibit the use of any language unless such prohibition is required for business or academic purposes. CDU will reasonably accommodate any employee or job applicant that requires such an accommodation. CDU will not retaliate against any employee, applicant, or student because they have engaged in protected activity. CDU supports, and is in compliance with, Title IV, Title VI, Title VII, Title IX, Clery Act, Violence Against Women Act, SaVE Act, Americans with Disabilities Act, California Fair Employment and Housing Act, and all other applicable State and Federal Statutes. 8. HIPAA Compliance – In order to avoid violations of HIPAA, you must not collect in your notes or include in any reports (e.g., patient care plans) any information that would permit a third party to identify a specific patient. Such information includes, but is not limited to, a patient’s name, address, social security number, or the name of the hospital or clinic where you observed the patient. For example, the diagnosis alone or situation may be such as to permit others to identify the patient. If other information permit a third party to identify the patient, you should consult with your faculty member regarding the appropriate way to comply with your course assignment prior to preparing a report about that patient Academic Integrity Expectation: Both the SON and the university expect academic integrity in all projects, papers, examinations, etc.

Mission and Purpose Statement of Charles R. Drew University:

To conduct education, research and clinical services in the context of community engagement to train health professionals who promote wellness, provide care with excellence and compassion, and transform the health of underserved communities.

 

School of Nursing Mission Statement:

The mission of the Charles R. Drew University Master of Science in Nursing program is to advance the science and art of nursing by conducting nursing research and providing nursing students with education that emphasizes the health status of underserved communities for the purpose of enabling graduates to provide evidence-based nursing care with dignity, respect and compassion to all nursing clients.

 

School of Nursing Conceptual Framework:

 

The vision of MMDSON is to create a learning environment that contributes to “excellent nursing care for all in a world without disparities”. The school has chosen the modified Roy Adaptation Model to reflect the theoretical framework of the SON programs. The model captures the holistic approach in the promotion of health through the assessment within the nursing process of clients’ responses/behaviors to their health conditions by utilizing the four adaptation modes: physiological/physical, self-concept (physical self, personal self, ethical-moral-spiritual self), role function (obligation to self and others), and interdependence (support systems). This approach can be used by every student whether they are starting their nursing degree or advancing their nursing practice.

 

 

 

Course Description:

This course focuses on nursing care of the family as the client throughout the life cycle. It covers the synthesis of family theories and their application in the nursing process for families. It provides the students with opportunities to study families within the acute, primary, and community contexts. Family assessment tools and other nursing intervention strategies will be utilized in the analysis of family systems.

 

 

Course Objectives:

 

  1. Evaluate and discuss theoretical foundations and models related to family health and wellness, and the issues affecting them.
  2. Formulate a family health assessment and wellness plan as it applies to diverse populations.
  3. Discuss the changing compositions of family members in a diverse society and their impact on health care access and utilization.
  4. Assess the family system to identify factors that influence family health incorporating cultural variations that may affect health seeking behaviors, beliefs and practices.
  5. Identify and discuss current evidence-based practices related to family health and wellness.
  6. Identify community resources to help promote the health of the family.

 

Required Textbook(s), Reading Materials and Resources:

 

Kaakinen, J. R., Gedaly-Duff, V., Coelho, D. P. & Hanson, S. H., (2014). Family health care nursing: Theory, practice, and research (5th ed). Philadelphia: FA Davis Company. ISBN-13:978-0-8036-3921-8.

 

Wright, L. M., Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention (6th ed). Philadelphia: FA Davis Company. ISBN-13:978-0-8036-2739-0.

 

American Psychological Association, (2010).  Publication manual of the American

Psychological Association (6th ed.). Washington, DC: APA. ISNB: 9781433805615.

 

Teaching/Learning Strategies:

Lecture, discussion, videos, demonstration and return demonstration, clinical practice, pre or post conferences, seminar, student verbal presentations, serve in selected clinical agencies and community agencies/activities (health fair, flu shots), medication assignments, individual conferences and completion and comprehension of assigned topics are examples of teaching strategies utilized in this course.

 

Student Learning Responsibilities:

Learning of any new skill requires the student to acquire basic knowledge of the subject matter, to modify attitudes that may impede learning and acquire attitudes that will facilitate learning. The student needs also to practice use of the new knowledge in appropriate settings in order to link the new knowledge and skill to memory and make the material available for future use.

 

A variety of learning activities will be undertaken as part of this class, and students are encouraged to experiment with new ways of learning as well as to use the ones with which they are most familiar and comfortable. The student is expected to be a self-motivated and active adult learner who takes initiative to meet the objectives of the course and her/his personal learning objectives for the course.

 

 

Learning activities in which students will be engaged in this course include:

 

  1. Completing required readings for every class
  2. Doing reflective analysis and journaling reactions, ideas and questions that emerge from reading, preparation of assignments.
  3. Actively listening in class lectures/discussions and responding to questions posed by faculty or peers.
  4. Actively participating in class discussions.
  5. Preparing for and presenting individual and group student work in class.
  6. Preparing and leading seminars with another student.

 

Role of the Faculty:

The role of faculty in this graduate course will be primarily as an experienced consultant who is available to guide and assist students in meeting the course requirements. Faculty will introduce the course, prescribe required reading and learning activities that will facilitate students in their learning of course material, and provide guidance, support and organization so that students may progress in meeting their own learning objectives and those of the course. Students are expected to exercise personal initiative and decision-making in all aspects of the course, sharing those responsibilities with others when appropriate.

 

Evaluation:

 

Basis of Grade

 

Percentage

 

Discussion questions (5 at 10% each)

 

50%

 

Attendance/class/group participation

 

5%

 

Family Assessment (Calgary Family Assessment Model, Calgary Family Intervention Model, Genogram, Ecomap)

 

25%

 

 

Final exam  

20%

 

Total  Possible*

              

                  100%

 

Grading:

To pass each nursing course, students must obtain a cumulative grade of 80% (B) for all clinical courses or 80% (B) for all Non-clinical courses (Please see chart below). However, in all graduate nursing tracks, an overall grade point average of “B” or better is required to progress in the program. Students must pass the assigned “pass/fail” components of each course and must complete all clinical hours where required. Grading criteria per School of Nursing standards is listed below:

 

 

 

 

 

 

Grading criteria/scale per School of Nursing standards are listed below:

 

A

 

A-

94% or above

90-93%

4.00

3.67

Outstanding mastery of the subject: excellence evident in preparation for and attendance in class sessions, curious and retentive mind, unusual ability to analyze and synthesize material, with a positive attitude making productive contributions to the learning community in classroom
B+ 86-89 % 3.33 Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude
B 80-85% 3.00 Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude
B- 78-79% 2.67 Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude

Repeat the Clinical /Non-Clinical Course… Inadequate/insufficient performance

C+ 76-77 % 2.33 Average or typical student in terms of attendance, preparation, time management, inconsistent test taking, and attitude

Repeat the Clinical/Non-Clinical course… Inadequate/insufficient performance

C 74-75% 2.00 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance
C- 72-73% 1.67 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance
D+ 70-71% 1.33 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance
D 68-69% 1.00 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance
D- 66-67% 0.67 Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance
F < 65% 0.00 Failure, Repeat the Clinical/Non-Clinical course… Inadequate/Insufficient performance

 

Mid-term Warning

Mid-term warning is assigned to any student obtaining an average grade of less than “B” (<80%) at the mid-term of any nursing course.

 

Examination Policy:

Students who are absent from a regularly scheduled examination will receive a grade of “0” as their examination grade. The student must notify the faculty member administering the examination or the course coordinator of the absence within (1) business day after the scheduled examination. The grade of “0” will be replaced by the grade earned on a cumulative make-up examination administered at the end of the semester.

 

Exam Protocol:

No talking, cell phones, gum chewing, books, book bags, personal computers, calculators, scrap paper, or purses will be permitted in the testing room.  All such items must be left at the front of the room during the testing hour.  If your cell phone rings during the exam, your exam will be removed and your score will be zero.  Plan to have several pencils with erasers.  Only the test and pencils are permitted to be placed on your desktop.  Raise your hand to ask a question.

 

Late Assignments:

All assignments for the course are to be completed and submitted on time in order to receive full credit. Late assignments or exams will not be accepted unless prior arrangements have been made with the faculty. If assignments are accepted late, they are subject to penalization. There will be a one point deduction for each day the assignment is late.

 

 

Assistance with Papers and Assignments:

Students may request assistance from faculty to clarify any issues with assignments and papers before the paper is due and turned in for grading. Students will not be given the chance to redo any assignment after it has been graded. Extra-credit work will not be granted.

 

Attendance/Course Participation:

Participation in classroom discussions is required. Attendance at each of the class sessions is expected, as new material is covered in each session.

  1. Attendance and punctuality at all class sessions is required. Tardiness is unacceptable and will be reflected in your evaluation or by further action.
  2. Absence on the day of an exam/quiz must be reported by the student to the lead instructor prior to the test or NO make-up will be allowed. Make-up exams are at the discretion of the faculty. No make-up will be granted pop or unannounced quizzes.

 

Writing Style:

All papers are to be type-written, double spaced, with pages numbered. Please write course name, number, your name, instructor’s name, and date clearly on materials submitted for grading. Use American Psychological Association (APA) style 6th edition to guide the paper format, in-text citations and references. Points may be deducted for multiple spelling, grammar, format and typing errors.

 

Course Policies:

  1. Each student is expected to be present for class each week and be prepared for any assigned topic by having completed the required readings/exercises and to be active in discussion during each class session. Critical reading, critical thinking, and active, rigorous discussion and questioning are expected of students.

 

  1. Attendance and punctuality at all class sessions are required. Faculty members are expected to record student attendance regularly. Lateness or absence from class will be noted. Students bear full responsibility for acquiring knowledge of all material covered in classes for which they have been late or absent. Because of tight timelines, the importance of class discussion, the importance of classroom learning activities and the frequency of assignments, students who miss more than one class over the semester may be asked to withdraw from the course.

 

  1. Class preparation consists of being prepared when called upon, having written answers to the assigned questions. Students will be called on randomly and/or given pop-quizzes.

 

  1. The instructor reserves the right to modify the class schedule and reading assignments during the course, based on student input and needs.

 

  1. Compliance with Americans with Disabilities Act: Any student in this course who has a disability that might prevent him/her from fully demonstrating his/her abilities should meet with an advisor in the Student Education and Service Center (SESC) as soon as possible. The SESC staff will initiate learning disability verification and discuss accommodations that may be necessary to ensure your full participation in the successful completion of course requirements.

 

  1. All students are required to complete and submit an electronic course evaluation (Didactic and/or Clinical as applicable) at the end of this course.

 

  1. Non-Discriminatory Policy:CDU has a zero tolerance for any form of discrimination and/or harassment including, but not limited to, discrimination and\or harassment on the basis of race, color, sex, sexual orientation, gender, gender identity, gender expression, age (over 40), physical handicap, disability, national origin, ancestry, marital status, medical condition, military or veteran status, genetics, or religion. CDU does not prohibit the use of any language unless such prohibition is required for business or academic purposes. CDU will reasonably accommodate any employee or job applicant that requires such an accommodation. CDU will not retaliate against any employee, applicant, or student because they have engaged in protected activity. CDU supports, and is in compliance with, Title IV, Title VI, Title VII, Title IX, Clery Act, Violence Against Women Act, SaVE Act, Americans with Disabilities Act, California Fair Employment and Housing Act, and all other applicable State and Federal Statutes.

 

  1. HIPAA Compliance – In order to avoid violations of HIPAA, you must not collect in your notes or include in any reports (e.g., patient care plans) any information that would permit a third party to identify a specific patient. Such information includes, but is not limited to, a patient’s name, address, social security number, or the name of the hospital or clinic where you observed the patient. For example, the diagnosis alone or situation may be such as to permit others to identify the patient. If other information permit a third party to identify the patient, you should consult with your faculty member regarding the appropriate way to comply with your course assignment prior to preparing a report about that patient

 

 

Academic Integrity

Expectation: Both the SON and the university expect academic integrity in all projects, papers, examinations, etc.

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