The Eastern Integrative Experience

The College of Sciences

RN to BS in Nursing Program

The EIU Experience / Integrative Elements / Next Steps
Opportunities for integrative learning experiences are provided throughout the EIU nursing program. These include: I) service learning, II) reflection, III) capstone projects, IV) several curricular threads woven throughout the curriculum, and V) other. Each is described below.
I.
Service Learning / The nursing program’s mission includes a commitment to “active, applied learning experiences” designed to help students “integrate knowledge gained from general and liberal studies, the sciences, and nursing to think critically and make ethical and reasoned clinical decisions.” This is fulfilled largely through the three clinical courses in the nursing curriculum (Advanced Nursing Health Assessment, Nursing Leadership and Management, and Nursing and the Community). Students spend time in community service settings observing and working alongside preceptors and other leaders. In each course, one aim is for the student to gain understanding and have the opportunity to apply knowledge and skills. Another aim however is to provide service to the community as the skills are learned. Horizontal integration. / First “Brown Bag” medication review service just project completed with Coles County senior citizens (at LifeSpan Center).
Plan:
Expand above to other counties
Expand contact with other community groups
Community assessment to explore needs
Development of preceptor pool in local health care facilities
I.A.
Service Learning:
Advanced Nursing Health Assessment / Two hours per week are spent with a preceptor in a patient care setting. Health assessment skills are observed, practiced, and evaluated.
I.B.
Service Learning:
Nursing Leadership and Management / Six hours per week are spent with a preceptor who is a nurse manager. The student participates in the manager’s workday. Students apply leadership theory in care of patients in a clinical setting.
I.C.
Service Learning: Nursing and the Community / Six hours per week are spent in a variety of public health / community health activities. Public health clinics, educational programs, and other community based health agencies are part of this clinical experience. A service learning project is completed. A vulnerable population such as elderly, teen moms, or others are chosen by the class and a group project designed and implemented.
II.
Reflection / Various assignments in the nursing program require students to reflect on readings, past experiences and knowledge, their current practice, and their goals for the future. Included are reflective journals, clinical logs, and professional development plan. Horizontal integration. / Plan: Evaluate the current reflective experiences and refine the focus as indicated to assure emphasis on quality reflection, critical thinking, and metacognition.
II.A.
Reflection:
Reflective Journals / Students complete reflective journals while enrolled in Theoretical Foundations of Professional Nursing Practice, the first course in the nursing curriculum. Journal entries provide opportunity for students to draw connections between the new ideas learned in class and their own current and past work experiences.
II.B.
Reflection:
Clinical Logs / For each of the three clinical courses, students complete a clinical log. One component of the log requires the student to discuss how the clinical experience and the class readings mesh. Another component of the log asks for the student’s personal reflections on the experience.
II.C.
Reflection:
Professional Development Plan / Students consider their past and current career preparation and path and then look toward the future. They complete a written plan that includes career and academic goals. Intentionality in planning is emphasized.
III.
Capstone Projects / Several summative projects require students to call upon knowledge and skills gained through their general and liberal studies, nursing knowledge gained while in the program, and their workplace experiences. These projects are part of the final semester and they are designed to demonstrate the accomplishment of program goals. Included are professional portfolios, seminars, and an evidence based practice project. / First project just completed. Students developed poster for Showcase EIU.
Plan:
-Integrate students into faculty led research projects.
-Develop an independent study course for students to explore professional goals
-Sponsor student presentations at the Midwest Nursing Research Society annual meetings
-Develop an e-portfolio option
-Evaluate strengths and areas of opportunity for improvement within the current projects
III.A.
Capstone Project:
Professional Portfolios / Students create a professional portfolio that includes samples of their work from each nursing program course. During their final semester, they review the portfolio and evaluate their own accomplishment of program goals. Program faculty then review the portfolio and comment on progress toward goals and on the students’ self evaluation. Personal and vertical integration.
III.B.
Capstone Project:
Seminars / The capstone nursing course includes a student led seminar component. Each student is assigned to take the leadership role in one or more class sessions. They provide an overview of the material to the other class members and then direct class discussion on the topic.
III.C.
Capstone Project:
Evidence Based Practice Project / The student assesses the current state of nursing practice in the chosen area and then makes recommendations based on best evidence. This assignment requires application of content from all nursing courses. Findings and recommendations are communicated through an academic paper, a poster, and a presentation.
IV.
Curricular Threads / Each of the following concepts is introduced during the first nursing program course and then used as a foundation for material in other courses. They provide opportunities for applying knowledge and skills acquired in one context to be used in another. Curricular threads include systems theory, communication, and ethics. Horizontal integration. / Plan:
-Continue to develop each of the curricular threads
-Remove one component (IV.B.2. – Communication – Information Literacy) from this part of the plan and develop a new “Nursing Informatics” section of the Integrative Learning Plan. This will include information literacy but also technology competencies and application of each to professional nursing practice. Nursing Informatics is a newly emphasized essential for nursing programs by the CCNE, our accrediting association
IV.A.
Curricular Threads:
Systems Theory / Several nursing and related theories are introduced. Systems theory is emphasized and then utilized as the conceptual framework in each of the other nursing program courses. Students begin by acquiring general knowledge about the theory and then progress to application of the theory to the content of other courses.
IV.B.
Curricular Threads:
Communication / The nursing program places a strong emphasis on communication. Foundational concepts are introduced in the first program course. Increasing complexity in the application of these skills and concepts is then required as students progress through the curriculum. Areas of communication that are emphasized include academic writing, information literacy, poster presentations, and verbal communication.
IV.B.1.
Curricular Threads:
Communication:
Academic Writing / Students receive specific guidance and feedback at each stage of the writing process as they complete the required academic paper in the first program course. In subsequent courses, increasing length and synthesis of materials is required. Students are provided summative feedback on their academic writing assignments but are expected to initiate request for formative guidance if needed. The process is designed to ensure high quality writing skills by the end of the program.
IV.B.2.
Curricular Threads:
Communication:
Information Literacy / Information literacy: A thorough orientation to the library, use of databases, and technology is provided at the start of the program. Students are guided through the steps of conducting a literature search including the evaluation of material quality during their first nursing program course. As with writing skills, they are then expected to gradually accept more of the responsibility for ensuring quality and acquiring needed skills. Problem solving and resourcefulness is encouraged while faculty continue to remain available for extra assistance as needed.
IV.B.3.
Curricular Threads:
Communication:
Poster Presentations / One assignment in the pathophysiology / pharmacology class is to select a pathophysiological process that is of interest to the student and then to create a poster that illustrates the pathology as well as pharmacologic treatment for that disease. These are presented in class and in a public forum. Another poster presentation is assigned during the final semester. Synthesis of previously acquired knowledge of research, theory, and practice are required for this assignment. Students choose an area of nursing practice and utilize peer-reviewed research to make best practice recommendations. The process and conclusions are communicated through the poster presentation.
IV.B.4.
Curricular Threads:
Communication:
Verbal Communication / Several opportunities are provided throughout the program for students to present orally. The two poster presentations mentioned above also include an oral presentation component. Additionally, a political action briefing, a nursing theorist presentation, and others are part of the curriculum. Focused class discussions are part of each nursing program course. Participation is expected and part of the student’s class grade. In addition to verbal participation during class time, online discussion boards are utilized.
IV.C.
Curricular Threads:
Ethics / Ethical theory is introduced in the first nursing program course. Students then apply that theory in various settings. Case studies are utilized to give opportunity for application of ethical principles in various practice and content areas. An example is the ethical case study completed in the patho/pharm course. A clinical case involving something such as organ donation or end-of-life decision making is selected. Students identify the various ethical principles that apply to the case, explain each, then support a position on the issue using sound reasoning and application of principles.
V. Other / Other integrative learning in the nursing program: appreciative advising and study abroad.
Appreciative
Advising / A holistic approach that considers career goals. Students each complete a professional development plan in the first nursing course. The plan guides student advisement especially in terms of electives to consider, and assignments for each class. / Continue to approach each student with an individually tailored advising plan. Provide even more options that help meet professional development plan goals including an independent study course.
Study Abroad / Nursing program faculty have developed a study abroad program designed to explore epidemiology and other public health concepts in the context of a trip to London and a look at the cholera outbreak of the 1850’s. Additionally, health care reform, financing, and policy in the U.S. and the U.K. will be studied. / Further development of the proposal and implementation as soon as feasible.