COURSE TITLE:Introduction to Nursing As a Discipline and Profession

NUR 3115-001 Locsin 1

CHRISTINEE.LYNNCOLLEGE OF NURSING

COURSE SYLLABUS
SPRING 2012

COURSE TITLE:Introduction to Nursing as a Discipline and Profession

COURSE NUMBER:NUR 3115 Boca Raton

CREDIT HOURS:3 Credit Hours

PLACEMENT IN
THE CURRICULUM:Required Course.

PREREQUISITE:Department Consent

FACULTY:Rozzano C. Locsin, RN; PhD, FAAN

Professor of Nursing

Tel: 561-297-2875

FAX: 561-297-2416

Email:

OFFICE HOURS:SPRING Semester 2012:
Wednesdays10:30am – 12:30pm.

Thursdays 10:30am – 12:30pm.

Other hours by appointment

COURSE CATALOGUE DESCRIPTION

NUR 3115 INTRODUCTION TO NURSING AS A DISCIPLINE AND PROFESSION
An introduction to nursing as a distinct discipline of knowledge and a unique professional service.Foundational concepts studied include: Images of nurse and nursing, nursing as a discipline of knowledge,nursing as a profession, nurturing the well being and wholeness of persons connected with the environment, and the practice of nursing.

COURSE OBJECTIVES

Upon completion of NUR 3115, the student will be able to:

1. Examine the images of nurse and nursing over time held by:
2. students of nursing
3. nurses in practice
4. other health care workers
5. society
   
6. Express an understanding of nursing as a discipline of knowledge, including:
7. differentiating among characteristics of disciplines of knowledge
8. expressing ways of knowing fundamental to nursing
9. discerning major theoretical conceptions of nursing
10. appreciating the conception of nursing held by FAU College of Nursing faculty
11. describing modes of inquiry
    
12. Express an understanding of nursing as a profession, including:
13. differentiating among characteristics of a profession and professionhood
14. realizing social responsibility and accountability
15. aspiring to personal and professional leadership
16. discerning among values, standards, ethical and legal systems
17. appreciating complexity in patterns of nursing education
    
18. Develop an understanding of the wholeness of persons connected with others and the environment as central to understanding person and persons,including:
19. choosing values, aspirations and desires
20. appreciating expressions of caring
21. celebrating unique caring relationships with individuals, families, groups, communities, and others.

5. Demonstrate an understanding of nursing as nurturing the well being and wholeness of persons through caring, including:
a. Understanding the nursing situation as context for caring.
b. Appreciating calls for caring and responses in nursing situations
c. Expressing aesthetic appreciation of person as whole and complete in the moment.

TOPICAL OUTLINE OF COURSE THEMES
I. Images of Nurse and Nursing
A. Personal Perspectives
B.Historical and Philosophical Perspectives
C. Social Construction of Roles
D. FAU College of Nursing Philosophy
II. Nursing as a Discipline
A. Characteristics of Disciplines
B. Theory Development Processes
C. Major Conceptualizations of Nursing
D. Patterns of Knowing
E. Nursing Research
III. Nursing as a Profession
A. Characteristics of Professions
B.Ethical Foundations of Nursing
C. Internal and External Governance Systems
D. Patterns of Preparation
E. Social Contexts
IV. Wholeness of Persons Connected with Others in the Environment
A. Caring as the Human Mode of Being
B. Valuing and Choosing as Expressions of Caring
C. Wholeness and Wellbeing Through Caring
V. The Practice of Nursing: Nurturing the Wellbeing and Wholeness
of Persons Through Caring
A. Authentic Presence
B. Nursing Situations
C. Call and Response in Nursing Situations
D. Aesthetic Appreciation and Caring Expression

TEACHING STRATEGIES

Lecture, focused learning modules, class discussions, guest speakers, videos, journals, scholarly papers, aesthetic expressions of caring, directed independent web-based inquiry, and enrichment activities.

REQUIRED TEXTS

Chitty, K and Black, B. (2011). Professional Nursing: Concepts and Challenges (6th ed)

Saunders-Elsevier: St. Louis, MO.

Boykin, A., & Schoenhofer, S. (2001). Nursing as caring: A model for transforming practice. Sudbury, MA: Jones & Bartlett. [ISBN 0-7637-1643-X]
Mayeroff, M. (1971). On caring. NY: Harper. [ISBN 0-06-092024-6].

Nightingale, F. (2009). Notes on Nursing. Feather Trail Press.

RECOMMENDED TEXTS

Marriner-Tomey, M., & Alligood, M. R. (2005). Nursing theorists and their work. (6thed.).
NY: Mosby. [ISBN 0-323-030106]
Parker, M. & Smith, M. (2010). Nursing theories for nursing practice (3rd ed). New York: FA

Davis, Co.

EVALUATION AND GRADING METHODS

Regular class attendance and full preparation and participation are required. You must pass each assignment and each exam with an earned “C” or greater in order to pass the course.

GRADING SCALE:

Faculty retains discretion for final grade determination. Any grade earned below C (729 and below) is not a passing grade.

COURSE ASSIGNMENT GRADE CALCULATION

ASSIGNMENT GUIDELINES AND

EVALUATION CRITERIA

COURSE PARTICIPATION AND ATTENDANCE (200 pts):

Guidelines:
A supportive environment for learning is a caring environment in which all aspects of person are respected, nurtured, and celebrated. The expression of caring through courteous, scholarly communication in collegial relationships supports well-being, and is a requirement for participation in this course.

Evaluation:

Participation grades are earned through regular attendance and student involvement in all the activities of the class, both live and Blackboard. These activities include collegial interactions in fulfillment of required course work. Each student is expected to demonstrate professional comportment, caring collegiality, and personal accountability:
1.Interact courteously and constructively with colleagues.

2.Contribute substantively and regularly to class discussions, both live and online.

3.Share pertinent comments that reveal evidence of reflective preparation and

understanding of key points of assigned readings and learning modules.

4.Demonstrate independent, open thinking in discussions. This means that merely

saying “I agree” or “I do not agree” is insufficient to earn grade percentage points.

5.Prepare assignments thoughtfully and present for grading by due dates.

SCHOLARLY REFLECTIVE ANALYSES (250 pts):

Guidelines:

A reflective essay is a 3 page minimum length, formal, scholarly composition formatted in strict APA (6th ed.) Manual of Style. You will thoughtfully consider and write 2 essays exploring topics of concern in professional nursing practice from among the required/ assigned list of scholarly journals. Additional specific instructions will be provided. The topic will be provided two weeks prior to the assignment due date.

Evaluation:

1.Introduction to each scholarly reflective analysis is appropriate and fluid. The main idea is introduced.

2.The body of the essay is clearly organized. Main concepts, themes, and meanings are drawn from article and analyzed. These are expressed with understanding, accuracy, and clarity. Appropriately cited examples illuminate understandings.

3.Conclusions are summarized, and subjective reflections convey new understandings,
depth of thought, creative thinking, questions, possibilities, and insights. Implications for practice, research, and education are shared that arise from your new understandings. Conclusion is creative and satisfying.

4.Correct and appropriate use of APA (6th ed.) formatting, punctuation, spelling,

and grammar. Formal language style is used, without slang or contractions.

5.Submitted to Safeassign (accessed through blackboard). Please use results

to revise/review your paper. Do not resubmit.

EXAMINATIONS (300 pts):

Examinations are intended to be learning experiences that review and integrate student learning. In this course, a Mid-Term and a Final Examination will be given. Exams are usually 60 – 90 minutes in length and may be a combination of multiple choice questions, true-false questions, matching answer questions, and essay-type questions. Material included in exam content is derived from required texts and assigned readings, class lectures, activities, dialogues, power point presentations, and other content. The final examination must be taken and students must receive a passing grade on the final exam in order to pass the course.

Theory Presentation and Portfolio (Details to be announced) 200 Points

POLICIES AND PROCEDURES SPECIFIC TO THIS COURSE

The well-being of each student as an expression of successful learning is of great importance to the course professor. Students are reminded that the College of Nursing Professional Statement and University Policies related to academic integrity apply to all tests, assignments, examinations, verbal and electronic communications, and other course activities. Students are responsible for meeting all course requirements on time.

Please note: Incomplete grades will not be awarded for this course unless the course has almost been completed, the student has a passing grade on all assignments to date, and the student has an extreme emergency that is recognized as such by the University.

Assignments:
Where to submit:
Assignments are to be submitted on-line, only through BLACKBOARD.
All assignments are due on the date specified by the course professor on the

course schedule or as otherwise advised.

Late Papers:
Assignments submitted late will be subject to a 2-point grade reduction per

late day. If the student is unable to submit work on the designated date,
arrangements must be made with the course professor in advance of the

due date. No extensions will be granted on or after the due date and no

re-writes of papers will be permitted.

Examinations:

It is at the professor’s discretion to allow students to make up missed examinations. Grades will be posted when ready and are for students’ information only. Final grades earned will be assigned by the course professor.

Attendance:
Attendance will be recorded in both live and Blackboard venues. It is the student’s responsibility to sign in. Habitual lateness, either arriving late or leaving early, will adversely affect your grade.

Absences: Students are responsible for handouts and content presented during

a class absence.
Excused Absences: Absences which can be excused are noted in the University

Undergraduate Student Handbook.

GENERAL POLICIES:

UNIVERSITY AND COLLEGE OF NURSING

ACADEMIC HONESTY AND THE HONOR CODE:

HONORThe University policy regarding academic integrity is enforced in this

CODE:course. For further information, refer to the Student Handbook, Florida Administrative Code, Section 6C5-4.001 Honor code, Academic Irregularities, and Students’ Academic Grievances

The College of Nursing regards adherence to the Honor Code for academic honesty as a professional competency and an expectation of all students. ANY act of dishonesty that violates the honor code and misrepresents your efforts or ability is grounds for immediate failure of the course. See the College of Nursing Undergraduate Student Handbook

Any form of academic dishonesty, including plagiarism, will result in failure of this course. This applies to all work submitted as your own and is not negotiable. This also applies to submitting the same work content for more than one course, even if it is your own. Edited work from another course does not constitute work that is original to this course.Work submitted for each course must be your original work that is unique to the course.

DISABILITYThe Americans with Disabilities Act (ADA) requires the provision of

STATEMENT: reasonable accommodations to any individual who advises faculty and the University of a documented physical or mental disability. If you require special accommodations due to such a disability to properly execute course work, you must register with the FAU Office of Students with disabilities (OSD) located in the Boca Raton campus library, room 175, phone 561-297-3880 or in Davie, MODI, phone 954-236-1222. Please arrange a meeting with your course faculty. All OSD procedures must be followed for you to receive the special accommodations.

INCOMPLETE
POLICY: The incomplete grade policy is also enforced. Incompletes may be

awarded only for exceptional circumstances. The student must be

passing the course in order to receive an Incomplete. For specific details see Undergraduate Student Handbook, Academic Policies & Regulations, Incomplete Grades

USE OFThe Christine E. Lynn College of Nursing may use students’ course-

STUDENTrelated materials for legitimate institutional purposes, such as

COURSEaccreditation, university materials will be used within the college and

RELATEDuniversity.

MATERIALS

PERSONALIn order to enhance and maintain a productive atmosphere for education

COMMUNI- personal communication and entertainment devices such as pagers, Ipods,

CATION and cellular telephones are to be disabled in class sessions.

DEVICES

CHRISTINEE.LYNNCOLLEGE OF NURSING
APPENDIX A – BIBLIOGRAPHY
Readings will be selected from these articles and other articles as required during the semester.
The following mix of classic older articles and more recent topical areas are loosely grouped for convenience and may be applicable to several categories below. You may obtain additional current articles by searching the CINAHL data base for full text articles available under these topics. Please note that articles before 1995 will not be available in full text online. You will, however, be able to either obtain a copy of these articles from the hard copy collection within the library, or if not available there, request an electronic copy through ILL.

Images of Nurse and Nursing – Historical Perspectives
Aber, C., & Hawkins, J. (1992). Portrayal of nurses in advertisements in medical and
nursingjournals. Image: Journal of Nursing Scholarship, 24(4), 289-293.
Christman, L. (1998). Who is a nurse? Journal of Nursing Scholarship, 30(3), 211-214.
Gordon, S. (2002). Thinking like a nurse: You have to be a nurse to do it. Nursing Inquiry, 9(1),57-61.
Hawkins, J. W., & Matthews, I. (1991). "Tugboat Annie": Nursing's hero of Pearl Harbor -
Grace Lally (1897-1983). Image: Journal of Nursing Scholarship, 23(3), 183-185. Spence, D. & Smythe, E. (2008). Feelling like a nurse: Recalling the spirit of Nursing. Journal of Holistic Nursing, 26(4), 243-252.

Philosophical Bases of Nursing, Ontology, Epistemology
Bishop, A. H., & Scudder, J. R. (1999). A philosophical interpretation of nursing.
ScholarlyInquiry for Nursing Practice, 13(1), 17-27.

Donaldson, S. & crowley, D. (1978). The discipline of nursing. Nursing Outlook, 26, 114-120
Reed, P. G. (1997). Nursing: The ontology of the discipline.Nursing Science Quarterly, 10(2), 76-79.
Schultz, P. R., & Meleis, A. I. (1988). Nursing epistemology: Traditions, insights, questions. Image: Journal of Nursing Scholarship, 20(4), 217-221. Silva, MC, and Rothbart, D. (1984). An analysis of changing trends in philosophies of science on nursing theory development and testing. Advances in Nursing Science,

Evolution of the Definition of Nursing, Nursing Knowledge, Patterns of Knowing
Berragan, L. (1998). Nursing practice draws upon several different ways of knowing.
Journal ofClinical Nursing, 7(3),209-217.
Brooks, J. A., & Kleine-Kracht, A. E. (1983). Evolution of a definition of nursing. Advances inNursing Science, 5(4), 51-85.
Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing
Science,1(1), 13-23.
White, J. (1995). Patterns of knowing: Review, critique, and update.Advances in
NursingScience, 17(4), 73-86.

World Views in Nursing, Metaparadigms, Nursing as a Discipline and Profession
Algase, D. L., & Whall, A. F. (1993). Rosemary Ellis' views on the substantive structure
ofnursing. Image: Journal of Nursing Scholarship, 25(1), 69-72.
Cody, W. K. (1995). About all those paradigms: Many in the universe, two in nursing.
NursingScience Quarterly, 8(4), 144-147.
Newman, M. A., Sime, A. M., & Corcoran-Perry, S. A. (1991). The focus of the discipline
ofnursing. Advances in Nursing Science, 14(1), 1-6.
Purnell, M. J. (2005). Inside a Trojan horse: Technology, intentionality, and metaparadigms of nursing. In R. Locsin (Ed.), Technological competency as caring in nursing: A model for practice (pp. 42-68). Indianapolis, IN: Center Nursing Press, Sigma Theta Tau.
Williams, K. (1988). World view and the facilitation of wholeness. Holistic Nursing
Practice,2(3), 1-8.

Foundations of Nursing Theory, Generating Nursing Knowledge,
Philosophy-Theory-Practice-Research Linkages
Barrett, E. A. M. (2002). What is nursing science? Nursing Science Quarterly, 15(1),
51-60.
Drevdahl, D. (1999). Sailing beyond: Nursing theory and the person. Advances in Nursing
Science, 21(4), 1-13.
Fawcett, J., Watson, J., Neuman, B., Walker, P. H., & Fitzpatrick, J. J. (2001). On nursing
theories and evidence. Journal of Nursing Scholarship, 33(2), 115-119.
Fawcett, J. (1978). The relationship between theory and research: A double helix.
AdvancesinNursing Science, 49-61.
Higgins, P. A., & Moore, S. M. (2000). Levels of theoretical thinking in nursing. Nursing
Outlook, 48, 179-183.
Liaschenko, J., & & Fisher, A. (1999). Theorizing the knowledge that nurses use in the
conductof their work. Scholarly Inquiry for Nursing Practice, 13(1), 29-41.
Schoenhofer, S. O. (1993 ). What constitutes nursing research? Nursing Science Quarterly,
6(2),59-60.

Theory Development and Integration into Practice
Boykin, A. & Schoenhofer, S. ( 2005). Anne Boykin and Savina Schoenhofer's nursing as caring theory. In M. E. Parker (Ed.), Nursing theories and nursing practice (pp. 334-348).Philadelphia: F. A. Davis Co.,
Chinn, P. L. (1997). Why middle-range theory? Advances in Nursing Science, 19(3), viii. Dunphy, L. & Winland-Brown, J. (1998). A circle of caring: A transformative model of advanced practice nursing. Clinical Excellence for Nurse Practitioners,2(4), 241-247.
Kleinman, S. (2005). Josephine Paterson and Loretta Zderad's humanistic nursing theory and itsapplications. In M. E. Parker, (Ed.), Nursing theories and nursing practice (pp. 125-137). Philadelphia: F. A. Davis Co.
Leininger, M. M. (2000).Theory of culture care diversity and universality. In M. E. Parker, (Ed.), Nursing theories and nursing practice (pp. 361-376). Philadelphia: F. A. Davis
Leininger, M.(2005). Madeline M. Leininger's theory of culture care diversity and universality.In M. E. Parker, (Ed.), Nursing theories and nursing practice (pp. 309- 320).Philadelphia: F. A. Davis Co.
Locsin, R. (2005). Technological competency as caring and the practice of knowing persons as whole. In M. E. Parker, (Ed.), Nursing theories and nursing practice (pp. 380- 388).Philadelphia: F. A. Davis Co.

McCance, T. V., McKenna, H. P., & Boore, J. R. P. (1999). Caring: Theoretical perspectives of relevance to nursing.Journal of Advanced Nursing, 30, 1388-395. [note: this paper compares and analyzes four caring theories in nursing, those of Roach, Watson, Leininger and Boykin and Schoenhofer. Do not use for reflective analysis.]
McFarland, M.(2005). Application ofLeininger's theory of culture care diversity and universality.In M. E. Parker, (Ed.), Nursing theories and nursing practice (pp. 321- 333).Philadelphia: F. A. Davis Co.
Parker, M. E. (2005).Studying nursing theory: Choosing, analyzing, evaluating. In M. E. Parker (Ed.), Nursing theories and nursing practice (pp. 14-22).Philadelphia: F. A. Davis Co.
Parker, M. & Barry, C. (2005). Developing a community nursing practice model. In M. E. Parker (Ed.), Nursing theories and nursing practice (pp. 389-396).Philadelphia: F. A. Davis Co.
Pharris, M. D. (2005). Margaret A. Newman: Health as expanding consciousness. In M. E. Parker (Ed.), Nursing theories and nursing practice (pp. 217-234).Philadelphia: F. A. Davis Co.
Purnell, M. J. (2005). Nursing as caring: A model for transforming practice. In A. R. Tomey & M. R. Alligood (Eds.), Nursing theorists and their work (6th ed.). St. Louis: Mosby.
Ray, M.(2005). Marilyn Anne Ray's theory ofbureaucratic caring.In M. E. Parker (Ed.), Nursing theories and nursing practice (pp. 360-368). Philadelphia: F. A. Davis Co.
Watson, J.(2005). Jean Watson's theory of human caring.In M. E. Parker (Ed.), Nursing theories and nursing practice (pp. 295-302).Philadelphia: F. A. Davis Co.
Caring Perspectives
Boykin, A., & & Schoenhofer S. O. (1997). Reframing outcomes: Enhancing personhood.
Advanced Practice Quarterly, 3(1), 60-65.
Boykin, A., & Schoenhofer, S. O. (2000). Is there really time to care? Nursing Forum,
35(4),36-38.
Brown, C., Maloney, J. & Gobson, C. (2005). Caring in action: The patient care facilitator role. International Journal for Human Caring, 9 (3), 51-58.
Cara, Ch. M. (2001). The apprenticeship of caring.International Journal for Human Caring, Locsin, R. (1998). Technologic competence as caring in critical care nursing. Holistic Nurisng Practice 12(4), 50-56.
Locsin, R. (2001). Practicing nursing: Technological competency as an expression of caring. In R. Locsin (Ed.), Advancing technology, caring and nursing (pp. 88-95). Bridgeport, CT: Auburn House.
Purnell, M. J. (2001). The language of nursing: A technology of caring. In R. Locsin (Ed.),
Advancing technology, caring, and nursing (pp. 54-67). Westport, CT: Auburn.
Ray, M. A., Didominic, V. A., Dittman, P. W., Hurst, P. A., Seaver, J. B., Sorbello, B. C., & Ross, M. A. S.(1995). The edge of chaos: Caring and the bottom line.Nursing Management, 26(9), 48-50.
Roch, G., Dallaire, C. & Roy, M. (2005). The politics of caring: Using a political tool to analyze and intervene in the implementation of a caring philosophy in a Montreal hospital. International Journal for Human Caring, 9(3), 9-14.
Schoenhofer, S. O. (1989 ). Love, beauty, and truth: Fundamental nursing values. Journal
ofNursing Education, 28(8), 382-384.
Schoenhofer, S. O. (2001). Outcomes of caring in high-technology practice environments. In R. Locsin (Ed.), Advancing technology, caring and nursing (pp. 79-87). Bridgeport, CT: Auburn House.
Shirley, M. (2005). Nurturance: Concept clarification and theory for nursing administration. International Journal for Human Caring, 9(3), 65-72.
Touhy, T., Strews, W. & Brown, C. (2005). Expressions of caring as lived by nursing home staff, residents and families. International Journal for Human Caring, 9(3), 31-37.
Wolf, Z. R. (1986). The caring concept and nurse identified caring behaviors. Topics in
ClinicalNursing, 8(2), 84-93.
Social Roles, Educational Preparation, Ethical Foundations, Professional Practice
Aroskar, M. A. (1995). Envisioning nursing as a moral community.Nursing Outlook, 43,
134-138.
Baker, C., Beglinger, J., King, S., Salyards, M., & Thompson, A. (2002). Transforming negative work cultures: A practical strategy. Journal of Nursing Administration, 30 (7/8), 357-363.
Beidler, S. (2005). Ethical issues experienced by community based nurse practitioners addressing health disparities among vulnerable populations. International Journal for Human Caring, 9(3), 43-50.
Chinn, P. L. (1996). Thinking and doing: A moral foundation for practice.Advances in
Nursing Science, 18(1), viii.
Fry, S. T. (1989). Toward a theory of nursing ethics.Advances in Nursing Science, 11(4),
9-22.
Koerner, J. G. (1996). Congruency between nurses' values and job requirements: A call
forintegrity.Holistic Nursing Practice, 10(2), 69-77.
Liaschenko, J. (1995). Ethics in the work of acting for patients. Advances in Nursing
Science,18(2), 1-12.
Roberts, S. (2000). Development of a positive professional identity: Liberating oneself from the oppressor within. Advances in NursingScience, 22(4), 71-82.
Sandelowski, M. (2002). Visible humans, vanishing bodies, and virtual nursing:
Complicationsof life, presence, place, and identity. Advances in Nursing Science,
24(3), 58-70.