“People won’t care how much you know until they know how much you care.” -Anonymous

Nursing 140 is a writing intensive course and designed to introduce core concepts related to nursing as well as the philosophy and conceptual framework of the Nursing department. Core concepts explored include client, environment, health, nursing and health patterns. Historical, philosophical, and social development of nursing and the role of the professional nurse is addressed. Students are introduced to the concepts of service-learning and given the opportunity to integrate these concepts into their professional learning activities. Health and the health continuum are discussed in terms of the broader perspective of human persons, their physiological, psychological, developmental and sociocultural modes. Students are introduced to the nursing process as it relates to the development of cognitive, interpersonal, and psychomotor skills.

Required Texts:

Arnold, E. & Boggs, K. (1995). Interpersonal relationships: Professional communication skills for nurses. (2nd ed.) Philadelphia: Saunders.

Craven, R. & Himle, C. (1996). Fundamentals of Nursing, 2nd ed. Philadelphia: Lippincott

Gordon, M. (1993). Nursing Diagnosis: Process and qualification, 3rd ed. New York: McGraw-Hill.

Miller, B. & Keane, C. (1997). Encyclopedia Dictionary of Medicine, Nursing, and Allied Health. (6th ed). Philadelphia: Saunders

Publication Manual of the American Psychological Association. (1994). Washington, D.C.: American Psychological Association.

Strunk, W. and White, E. The Elements of Style. New York: Macmillian

Pennsylvania; Professional Nursing Law

ANA Code for Nurses with Interpretive Statements

Siegel, B. (1989). Peace, love & healing. New York: Harper & Perennial.

Department of Nursing Student Handbook 1998-1999.

Course Requirements:
1) Attendance at all classes
2) Required and supplemental readings and audiovisual materials.
3) Participation in class discussion
4) Examinations:

• Unit Exams – DATES

• Exam #1 September 24 15%

• Exam #2 November 10 15%

Cumulative Final 20%

5) Papers:

• Communication Exercise 5%

• Reaction Paper – Siegel Book October 1 10%

Service-Learning Project – December 3 10%

Issue Paper – December 8 25%

Course Objectives:
1) Explain the holistic view, uniqueness, worth, and dignity of the person.
2) Describe the indicator of critical thinking as defined in the nursing curriculum.
3) Analyze the variables that influence the individual’s adaptation.
4) Define health in relation to adaptation.
5) Describe the nature, characteristics, and development of professional nursing through written analysis of a professional issue.
6) Discuss the legal and ethical implications of professional nursing practice.
7) Identify the influence of one’s own needs, behavior/values and communication skills in adapting to the role of the professional nurse.
8) Differentiate the role of the professional nurse from others in the health care system.
9)Distinguish between the different educational preparations for various levels of nursing practice.
10) Explain the purpose of professional nursing literature and the importance of research studies.
11) Describe the health care system and the factors that influence the delivery of health care.
12) Discuss the role of consumers as active participants in the delivery of health care.
13) Gain insight into a specific community issue through service-learning.
14) Describe the phases of the nursing process.
15) Identify the of health patterns as described by Gordon.

“Tell me and I will forget
Show me and I will remember.
Involve me and I will understand.”
-Chinese Proverb-

A Service-learning Activity: (10% of Course Grade)

Each student will spend a minimum of 15 hours directly involved in a service-learning experience. The needs of the project will direct the allocation of these hours. Each student will design the allocation of the hours in consultation with the Service-Learning Coordinator and the community agency personnel. Critical reflection will be apart of each service-learning project.

Requirements:
1 . Attend the Orientation Period for the service-learning activity.
2. Fulfill the assigned hours. (5 pts.)
3. Maintain a “dialogue journal” to be shared with the Professor after each contact.
4. Participate in group reflection (2)
5. Submit a 2-3 page reaction paper on “Service-Learning” (2.5 points).

REACTION PAPER FOR SERVICE-LEARNING EXPERIENCE
(2.5 POINTS OF 10)

Write a 2-3 paper (on the computer) that is a reflection of your total experience with the community you served during this semester.

In your paper include the following:
Describe the specific learning experience. Where? What did you do? How many hours?
What did you learn about yourself?.
What did you learn about the community? .
What was the most enjoyable part?
What was the least enjoyable part?
Describe how “learning in the community” impacts on your academic life here at the University

SERVICE-LEARNING DIALOGUE JOURNAL

SERVICE-LEARNING: “… a method under which students … learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community and is coordinated with an institution of higher education and with the community; helps foster civic responsibility; is integrated into and enhances the academic curriculum of the students… and includes structured time for the students to reflect on the service experience.” (National and Community Service Trust Act of 1993)

As part of your service-learning activities you will keep an ongoing Journal account of your experiences in a specific community service. Your “journal entries” should include the following for each daily contact:

1. Date and time spent in the community service contact
2. A description of your pre-experience attitudes regarding the specific community service you are engaging in.
3. An objective or goal for your contact that day.
4. Your personal reaction to the experience
5. Comments about insights, new ideas, issues, points of confusion, etc.
6. Your thoughts and feelings regarding the experience
7. Interactive experiences with other health care providers
8. A description of your post-experience attitudes regarding the specific community service.
9. Comments regarding the experience and how the experience is relating to your academic studies.

The JOURNAL should be placed in my mailbox (Dr. Patricia Bailey) following each service-learning contact. I will read and respond to each journal entry and place back in your mailbox within a 3 day period. I suggest you purchase a small side-spiral notebook for your journal writing. You will be using the same journal notebook for all 4 years. Journals submitted just once at the end of the semester will not receive the 2.5 points.

SERVICE LEARNING OPTIONS

Jewish Home of Eastern Pa. – Students will help provide residents with friendship, one to one or in a group. Activities could include feeding residents, escorting residents to activities, playing cards with residents.

Visiting Nurse Association Hospice Program: Peggy Begley, volunteer Coordinator for Hospice, will provide a 6 hour orientation on campus for those interested in training.

This volunteer program provides the student with excellent experience in providing companionship and support the terminally ill. The 11 bed inpatient unit is open at CMC on the 5th floor and is within walking distance from the university.

Northeastern Veteran’s Center: 200 bed facility primarily concerned with veterans who are in need of nursing home care. Students will provide residents with companionship, or help assist nursing staff if they want.

Boys and Girls Club of Scranton: Provides social, educational, recreational, vocational development for boys and girls ages 7-18. Dealing primarily with children who are socially and economically deprived. Programming includes arts and crafts: 2:30 – 9:00pm, athletics: 3:00pm, cooking: 6:00-8:00pm, game room facilities, computer room: 6:00 – 8:00 pm, tutoring during Power Hour: 3:00-5:00pm and special events. Open Saturdays 10:00 – 3:00 pm.

Community Medical Center: CMC is a nonprofit hospital with 300+ beds, including a regional/trauma neonatal intensive care center.

Why are volunteers important: Because volunteers provide many extra services that supplement the basic essential functions of the staff, services that add to the comfort, care and happiness of the patient. Volunteers add to the quality of heath care, helping patients, their families, the staff, visitors, and the entire community.