Nurs250 Course Outline Winter 2016

Judy Martin RN, BHScN, MScN
PN Program
Year Two
Coordinator:
judy.martin@humber.ca
COURSE OUTLINE ACADEMIC YEAR 2015/2016
Course Title: Practical Nursing Leadership

Course Code:
NURS 250
Programs: Practical Nursing
Schedule Type
Code: N/A
Credit Value: 3
Class Hours: 3
Pre-Requisite(s):
ANAT100
WRIT121
NURS103
NURS101
NURS104
PSYC110
PHYS150
NURS150
NURS151
NURS152
PSYC210
NURS153
NURS209
NURS208
NURS218
NURS217
SOCI002
Co-requisite(s):
NURS252
NURS253
Pre-requisite for: Graduation

Restrictions: Practical Nursing Program Students only
This course builds toward meeting and is in partial completion of the following:
Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2014) www.cno.org

Examination Blueprint 2012-2016, www.cpnre.ca
Practical Nursing Program Standard, www.tcu.gov.on.ca
Approved By:
Associate Dean:
Signature:
Date: May 26 2015
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in
alternate format upon request.
Course Description
Students explore leadership, management, and organizational theories as they apply to
nursing and health care. They examine the effects of change, emotional intelligence,
power dynamics, career development and role conflict within nursing practice.
Furthermore, students will engage in accountability, continuing competence, knowledge
and knowledge application, as outlined by the College of Nurses Professional Standards
(Revised, 2014). This engagement is achieved via self-directed review of fundamental
nursing care concepts to reinforce students responsibility of acting in the best interest of
the public and promoting safe practice environments. Fundamental nursing concept
review will engage students critical thinking, decision-making, research and problemsolving skills; the reinforcement of these skills will be evident when they are applied
within their pre-graduate clinical setting and via cumulative knowledge assessment
exercises.
Course Rationale
This course helps students develop the ability to safely manage and execute evidencebased nursing care as they enter the profession and prepare students to write the
Canadian Practical Nurses Registration Exam (CPNRE).
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Investigate and describe organizational models and changes in the health care
system that influence nursing practice. (ETP# 57,120)
2. Critique the effects of organizational culture, generational differences, power
dynamics, and role conflicts on the nursing profession and practice. (ETP# 8, 57)
3. Analyze and discuss different leadership styles, models and skills including
emotional intelligence (EI) to select the appropriate style for various situations.
(ETP# 13, 25, 48, 61)
4. Explain leadership as a professional responsibility to uphold standards of
practice and ethics and to comply with the practice settings policies and
procedures. (ETP# 104, 113 a,115)
5. Describe professional obligations to identify and appropriately respond to
incidents of unsafe practices and professional misconduct. (ETP# 83, 94, 101
113 b-d)
6. Apply critical thinking and professional judgment when making decisions about
activities performed by Unregulated Care Providers (UCPs). (ETP# 9, 24, 43, 44,
58)
7. Use decision-making and problem solving-strategies in client and team
situations. (ETP# 18, 36, 37, 52,107)
8. Select, use and evaluate conflict resolution theory and strategies in a variety of
situations. (ETP# 11, 22, 46, 59, 85)
9. Apply change theory to understand how change affects their practice, the health
care team, the practice environment, and organizational structure and culture.
(ETP# 53, 96, 105,112, 116, 120)
10. Describe the purpose of research in evidence-informed practice as it relates to
clinical outcomes in an increasingly complex heath care system. (ETP# 5, 6, 28b,
84, 88, 91, 99, 107, 110d, 117d, 119)
11. Discuss accountability, responsibility and the role of communication in pandemic
planning and other emergencies. (ETP# 19, 56)
12. Explain the role of the practical nurse as an effective citizen in promoting social
justice, acting in the best interests of the public, protecting the public, and
promoting health and wellness. (ETP# 94, 101)
13. Engage in the CNO Quality Assurance Program consistent with the regulatory
framework for professional development and continuing competence. (ETP#
108a 111, 113a, e, 106c).
14. Develop a plan to review program materials used to address individual
knowledge gaps. (ETP# 106 a, c)
15. Apply previously acquired knowledge to address concepts unique to the role of a
practical nurse. (ETP# 6, 52, 106 a, c)
Essential Employability Skills
Essential Employability Skills are transferable skills that provide the foundation for a
students academic, vocational, and personal success.
Communication
Numeracy
Critical Thinking and

Problem Solving
Information
Management
Interpersonal
Personal
Learning Resources
New editions of resources are continually being published. Therefore, specific
publication dates and editions are not listed. It is an expectation that learners use the
most current published edition that is available.
Required Text Resources:
Kelly, P. and Crawford, H. (current edition). Nursing Leadership and Management.
Toronto: Nelson Education

Required Online Resources:
The College of Nurses of Ontario (www.cno.org)
Practice Standards
Practice Guidelines
Elliot, H.G.H. (2003) Emotional Intelligence-Based Leadership. The Graduate
Management Review. Retrieved from
http://www.business.otago.ac.nz/mgmt/publications/omgr/2003/03elliott.pdf
Registered Nurses Association of Ontario (RNAO). Facilitating Client Centered Learning.
Retrieved from http://rnao.ca/sites/rnao-ca/files/FCCL_HEFS-_HCP__FINAL.pdf
NURS250 Black Board Materials (current edition). Retrieved from
https://learn.humber.ca
Supplemental Resources:
Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., OBrien, P.G., & Bucher, L.
(current edition). Medical-surgical nursing in Canada: Assessment and management of
clinical problems. Toronto: Elsevier.
Perry, S. E., Lowdermilk, D. L., and Hockenberry, M.J. (current edition). Maternal
Child Nursing Care in Canada. Toronto: Mosby Elsevier.
Waddell, J., Donner, G. and Wheeler, M. (current edition). Building Your Nursing Career,
A Guide for Students. Toronto: Mosby Elsevier
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or
distribute his/her work. All members of the Humber community are required to comply
with Canadian copyright law which governs the reproduction, use and distribution of
copyrighted materials. This means that the copying, use and distribution of copyrightprotected materials, regardless of format, is subject to certain limits and restrictions. For
example, photocopying or scanning an entire textbook is not allowed, nor is distributing a
scanned book.
See the Humber Libraries website (http://library.humber.ca/copyright) for additional
information regarding copyright and for details on allowable limits.
Learning Delivery Format

Assignments
Classroom
Critical Discussions
Lecture
Multi-Media
Online
Tutorial
Case Studies
Professional Portfolio QA Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two
components: Reflective Practice and Practice Review.
Reflective Practice self-assessment, peer feedback and create, implement and

evaluate a learning plan.
Practice Review: are randomly selected by CNO to complete this review (this
occurs after graduation and registration as a practice nurse).
Of these, as a student you are responsible for the reflective practice.

At Humber College, all students have a professional responsibility to keep their
written records of self-assessment and peer feedback and learning plans and peer
feedback while enrolled in the Practical Nursing program. These are part of the
Professional Portfolio that will be submitted in NURS250 and will be the foundation for
continuing competence after graduation.
NOTE: You are required to keep evidence of your progress through the program; these
include essays, reflective practice journals, article reviews, care plans, online
submissions, and other scholarly assignments and transcripts. You select examples of
these to comprise part of the professional portfolio that is submitted in NURS250.
Course Content
UNIT
TOPIC
ASSESSMENT
RESOURCES/NOTES
UNIT 1
Nursing Leadership Theories
Final Exam
On Campus
Learning
Outcome (LO) #
3
Changing role of the manager
Online Submissions
Kelly and Crawford

Chapter 8: Nursing
Leadership & Management
Entry to Practice
Competencies
(ETP) #
13, 25, 48,
61
Online Discussion
Leadership
Leaders as motivators:
motivational theories
Definitions and uses of
informal and formal
leadership
Leadership theories:
- Behavioral
- Contingency
- Contemporary
Practices and characteristics
of effective leadership
Transformational leadership
Blackboard Notes
Leadership versus management
Future directions for nursing

leaders
UNIT 2
LO #
3
Leadership skills and styles

Emotional Intelligence Model (EI)
Application of EI in health care
culture
Final Exam
On Campus
Online Discussion
Primary Text
Kelly and Crawford
Chapter 8: Nursing
Leadership & Management
ETP #
13, 25, 48,
61
Secondary text
Elliot (2003) Emotional
Intelligence-Based Leadership
Blackboard Notes
UNIT 3
Advancing practice
LO #
Research
Final Exam
On Campus
Primary Text
UNIT
10
ETP #
5, 6, 28b, 84, 88,
91, 99, 107,
110d, 117d, 119
TOPIC
Using health, nursing, social

science research and other
credible literature to:
- Develop and evaluate
learning plans
- Monitor trends in
health, health care,
and nursing
- Build evidenceinformed practice
and theory-based
approach to nursing
ASSESSMENT
Online Discussion
RESOURCES/NOTES
Kelly and Crawford
Chapter 3: Evidence Based
Practice
Blackboard Notes
Building professional practice

Importance of evidenceinformed practice
Importance of a theory-based
approach to nursing
Overview of sources of
information that affects
nursing practice: nursing,
health care, and other
research findings and theory,
contemporary nursing
interventions and health care
technologies, national
guidelines, policies, consensus
statements, quality
improvement data,
demographics, mortality and
morbidity.
Steps in evidence-informed
practice processes
Knowledge transfer and
evidence-informed decisions
in policy
Strategies to improve client
outcomes
Using computers to validate
information and evidenceinformed practice
UNIT
UNIT 4
LO #
7
ETP #
18, 36, 37, 52
UNIT 5
LO# 12
TOPIC
Critical-thinking, problem-solving
and decision-making
Types of decisions made by
nurses
Critical thinking and reflective
thinking in effective problemsolving and decision making
Nature of decision making in
nursing.
Factors influencing decisionmaking. (intrinsic and
extrinsic)
Perceptions of roles in
decision making
Theory and literature on
decision making and problem
solving
Limitation to effective
decision making
Nurses role in client decision
making and selfdetermination (informed
consent, health teaching,
empowerment, advocacy)
Clarifying and questioning
unclear or questionable
decisions or actions made by
other inter-professional
health care team members
Preparing for CPNRE Success
CPNRE Study Plan
CPNRE Study Tips
CPNRE Study Aids
ASSESSMENT
RESOURCES/NOTES
Final Exam
On Campus
Online Discussion
Primary Text
Kelly and Crawford
Chapter 17: Decision Making
Online Submissions
Blackboard Notes
Online Quizzes
On Campus
Visit from student services
(how to take a MC exam)*
ETP# 106 a, c
Blackboard Notes
*If time and availability permits*
UNIT 6
LO #
13
Professional Portfolio and Career

Plan
Portfolio
Use of a portfolio for Quality
Assurance
Professional
Portfolio
Final Exam
Online
Primary Text
Kelly and Crawford
Chapter 22: Career Planning
UNIT
ETP #
106c
LO #
13
ETP #
8,106a-c, 108a
111, 113a,e
UNIT 7
LO #
6
ETP #
9, 24, 43, 44, 58
TOPIC
Components of a portfolio
Use of a portfolio in a job
search
ASSESSMENT
Online Discussion
Roles and responsibilities of UCPs

Assigning: determining when
assigning care is appropriate
(Appendix A: Decision tree;
Making decisions about
activities performed by UCPs,
Working with Unregulated
Care Providers 2011)
Supervising
Teaching based on learning
needs of the UCP (Appendix B:
Decision tree: Teaching or
delegating the performance of
a procedure, Working with
Unregulated Care Providers
Practice Guideline, 2011)
& Development
RPNAO - Developing Your
Career
Self-Assessment and the Portfolio

Practice Reflection & Learning
Plans
Continuing Competence
Quality Assurance (QA)
Quality management
Role and implications of QA in
self-regulation
Participating in quality
assurance activities
QA and fitness to practice
Seeking out learning
opportunities that foster
professional development
Integration of theory and
evidence-based practice
Strategies for supportive
quality practice setting
between nurses and students.
Working with Unregulated Care
Providers (UCP)
RESOURCES/NOTES
CNO Quality Assurance

Resources
CNO Supporting Learners
(2009)
Blackboard Notes
Final Exam
Online
Online Discussion
Primary Text
Kelly and Crawford
Chapter 14: Conflict &
Change Resolution
CNO Authorizing Mechanism
(2011)
CNO Practice Standard Working with UCPs
CNO Conflict Prevention and
Management (2009)
CNO Supporting Learners
(2009)
CNO Disagreeing With the
Plan of Care (2009)
UNIT
TOPIC
Evaluating outcomes of care

provided by UCP
Differentiating the role of
assigning care to a UCP from
that of delegating a
procedure.
LO #
8
ASSESSMENT
RESOURCES/NOTES
CNO Ethics (2009)

CNO Professional Standards
(2002)
Blackboard Notes
Conflict & Change Resolution

ETP #
11, 22, 46, 59
Conflict
Sources of conflict
Conflict process
Conflict resolution
Managing Conflict (Key Factors,
Prevention and Management)
Role of nurses, leaders and
managers in resolving
conflicts that occur:
- With clients
- With colleagues
- Within workplace
environment
[Hospital, Long-term
care (LTC), community
etc.
LO #9
ETP #53, 96,
105, 112, 116,
120
Effective Team Building

Key concepts
Creating and environment
conducive to team building
Effective team meetings
Change
Change: personal,
professional, and organization
Change theories: traditional
and new trends
Change process
The nurse as change agent
Openness to change
10
UNIT
TOPIC
ASSESSMENT
RESOURCES/NOTES
UNIT 8
LO #
11, 12
ETP #
19, 56
Recognition of changes in the

health care affecting nursing
practice
Process of responding to
changes in the health care
environment
Strategies to integrate change
in nursing practice
Responding to Emergencies; and,
the Nurses Role Related to
Pandemic Plans
Nurses roles and
responsibilities in emergency
situations
Responding to codes (life
threatening, fire, aggressive
client, etc.)
The nurses role in community
emergency situations (e.g.
community threat/
extraordinary health
emergency etc.)
Nurses role in preparing for
and implementing pandemic
plans
Final Exam
Online
Online Discussion
Secondary Text
Lewis, S. M., Heitkemper, M.
M., Dirksen, S. R., OBrien,
P.G., & Bucher, L. Medicalsurgical nursing in Canada:
Assessment and management
of clinical problems. Toronto:
Elsevier.
Chapter 72
CNO Educational Tools:
Pandemic Planning
CNO Practice Guideline:
Preparing for an Influenza
Pandemic
Blackboard Notes
UNIT 9
Practical Nursing Concept

Review*
LO # 14
Quizzes
Online
Final Exam
Secondary Text
Perioperative Care
ETP # 106 a, c
Maternal Health Challenges and
Care
Pediatric Health Challenges and
Care
Lewis, S. M., Heitkemper, M.

M., Dirksen, S. R., OBrien,
P.G., & Bucher, L. Medicalsurgical nursing in Canada:
Assessment and management
of clinical problems. Toronto:
Elsevier.
11
UNIT
TOPIC
Gastrointestinal, Hepatic & Renal
Health Challenges and Care
ASSESSMENT
RESOURCES/NOTES
Perioperative Care
Chapters 20, 21 & 22
Gastrointestinal, Hepatic &
Renal Health Challenges and
Care
Chapters 41-49
Secondary Text
Perry, S. E., Lowdermilk, D. L.,
and Hockenberry, M.J.
Maternal Child Nursing Care
in Canada. Toronto: Mosby
Elsevier.
Maternal Health Challenges

and Care
Chapters 2, 3, 5, 6, 7, 9, 10,
11, 12, 13, 15, 16, 17, 18, and
21
*No new material or knowledge

will be presented in this unit.
Students are expected to be selfdirected and use previous
course/program materials as well
as any ancillary evidence-based
resources to facilitate success.*
Pediatric Health Challenges

and Care
Chapters 29, 32, 33, 34, 35,
36, 37, 38, 39, 40, 44, 45, 46,
47, 51, 53 and 55
This course schedule may change as resources and circumstances require.
12
STUDENT EVALUATION
TYPE OF ASSESSMENT
DATE DUE
WEIGHT
Week 2
5%
Weeks 4-13
20%
Week 13
Weeks 7-13
5%
40%
Week 15
30%
Online Submissions
Submission A: Aspiring Leadership
Qualities
Submission B: Online Encounters (2
x 10% each)
Professional E-Portfolio
Online Quizzes (4 x 10% each)(2
attempts, average of the 2 attempts)
Final Exam
All Units
Total
100%
Diploma Students:
In addition to meeting all program specific course and credit requirements, students
must have a Cumulative Program Grade Point Average (CPGPA) of 60 in order to be
eligible for graduation.
Feedback Methodology
Feedback can be given in the following ways: grades, verbal/written comments,
individual/group consultation, and online comments.
Policies and Procedures
It is the students responsibility to be aware of the College Academic Regulations, which
can be found on the following, website: http://www.humber.ca/academic-regulations
Humber Institute of Technology and Advanced Learning Policies and Procedures can be
found on http://www.humber.ca/policies-and-procedures.
In addition, the School of Health Sciences Practical Nursing Program has a Handbook
that outlines program-specific policies and procedures. This Handbook can be found on
the following websites: www.humber.ca and course site https://learn.humber.ca.
13
Academic Integrity
The School of Health Sciences (SHS) at Humber College Institute of Technology and
Advanced Learning (Humber ITAL) is committed to educating, preparing, and nurturing
future professionals who exemplify the core values of Academic Integrity (AI). We
believe character and capacity is strengthened through collaboration and attention to the
values described by the International Centre of Academic Integrity (ICAI) honesty, trust,
fairness, respect and responsibility (ICAI, 2013) and the courage to always commit to
these values.
To support this vision all students, within the School of Health Sciences, are expected to
complete all work in keeping to these values. All students will add the statement below
to all assignments required for submission to their professor/ placement instructor. It is
expected that students will indicate their signature and student number to verify their
commitment to this pledge on their assignments.
Integrity Pledge
I have maintained Academic Integrity in my work by adhering to the values of honesty
and integrity. I declare that this work respects APA requirements as well as policies
within the School of Health Sciences.
Student Signature
Student Number
Academic Complaint
If a student has questions or concerns regarding a grade on an assignment, test, or final
examination, the student should discuss the matter with the faculty member. The
Program Co-ordinator and/or the Associate Dean may be asked to assist if the faculty
member and student are unable to resolve issues. For relevant forms and a brief
description, please refer to the Academic Regulations, Academic Compliant (Category 1,
Category 2) or Academic Appeal at: http://www.humber.ca/academic-regulations. For
further information see Section 13 of the Admission Requirements and Academic
Regulations for Degree, Diploma and Certificate Studies.
Program Specific Policies:
Refer to the Humber Institute of Technology and Advanced Learning (HITAL) Practical
Nursing Diploma Program Student Handbook and Educational Policies.
The Humber ITAL Practical Nursing Diploma Program Student Handbook and
Educational Policies contains the following program policies for which students are held
accountable:
Educational Polices
Program Related Policies
Student Health Policies
Note: At the start of Year 1 and again at the start of Year 2 students are required to read
and sign that they have read and will comply with all relevant Humber Institute of
Technology and Advanced Learning policies and all Practical Nursing Diploma Program
policies outlined in the Handbook and other documents, and that they will uphold all
professional standards including confidentiality.
14
Prior Learning Assessment Recognition (PLAR)

Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at
http://www.humber.ca/plar/docs/pla.pdf.
Disability Services
Humber seeks to create a welcoming environment where equity, diversity and safety of
all groups are fundamental. Humber is dedicated to providing equal access to students
with disabilities. The Disability Services staff is available by appointment to assess
specific needs, provide referrals and arrange appropriate accommodations. If you
require academic accommodations, contact:
Disability Services: http://www.humber.ca/disabilityservices/
North Campus: (416) 675-6622 X5180
Lakeshore Campus: (416) 675-6622 X3265
Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the
outline, the order, content, and/or evaluation may change in the event of special
circumstances (e.g. time constraints due to inclement weather, sickness, college
closure, technology/equipment problems or changes, etc.). In any such case, students
will be given appropriate notification in writing, with approval from the Dean (or
designate) of the School.
15
ESSENTIAL EMPLOYABILITY SKILLS

Essential Employability Skills (MTCU
Requirements)
Graduates of the program reliably demonstrate the ability

to:
Communication
Reading
Writing
Speaking
Listening
1. communicate clearly, concisely and correctly in the written,

spoken and visual form that fulfills the purpose and meets the
needs of the audience.
2. respond to written, spoken, or visual messages in a manner
that ensures effective communication.
Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and Reasoning
3. execute mathematical operations accurately.
Analyzing and using Numerical Data

Conceptualizing
Critical Thinking and Problem Solving
Analyzing
4. apply a systematic approach to solve problems.
Synthesizing
5. use a variety of thinking skills to anticipate and solve

problems.
Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing information
Selecting and using appropriate tools
and technology for a task or project
Computer literacy
6. locate, select, organize and document information using

appropriate technology and information systems.
7. analyze, evaluate and apply relevant information from a
variety of sources.
Internet skills
Interpersonal
Teamwork
Relationship management
Conflict resolution
Leadership
8. show respect for the diverse opinions, values, belief

systems n and contributions of others.
9. interact with others in groups or teams in ways that
contribute to effective working relationships and the
achievement of goals.
Networking
Personal
Managing self
Managing change and being flexible
and adaptable
Engaging in reflective practice
10. manage the use of time and other resources to complete

projects.
11. take responsibility for ones actions, decisions, and
consequences.
16
Essential Employability Skills (MTCU

Requirements)
Graduates of the program reliably demonstrate the ability

to:
Demonstrating personal responsibility
17
NURS250 ONLINE SUBMISSIONS

Submission A: Aspiring Leadership Qualities (Due Week 2; Value = 5%)
Submission B: Online Encounters (Weeks 4-13; Value = 2 x 10% = 20%)
The purpose of these online submissions is for students to examine leadership theories
and the decision making process. Additionally, students are to respond to a colleagues
response and make an online posting in reference to them. Online reflections are
completed individually and posted to a group forum.
Part A Expectations
Select a leadership theory that most resonates with your ideals, values, beliefs
and expectations
Reflection: Think about an experience where you were a leader. Using the
chosen theorys attributes as a framework, how did you meet, or not meet, your
chosen style?
Application: Using the chosen theorys attributes as a framework, how do you

plan to meet the attributes of this chosen style as a nursing student in your pregraduate clinical experience?
Critical Thinking: Comment on the following quote Leaders are made, not
born Vince Lombardi. How true is this statement? Are there exceptions to
this rule? Who might be an exception? How are leaders made?
Respond to a colleagues response and make an online posting (i.e. make a

comment and provide some additional information to support their posting)
**Use the rubric on the next page to guide your submissions**
18
Criteria for
Submission A
Exceeds Expectations
Reflections
of Leadership
Experience
Discussion supported
with well-chosen
clinical/life examples
with limited examples
Clinical/life
experiences:
limited
Unclear
examples
Application
of
Theoretical
Framework
(7)
Discussion regarding
theory and its
application to topic
done extremely well
(5)
Discussion regarding
how theory is applied
to topic done at a
satisfactory level
(3)
Demonstrates
limited critical
thinking
throughout
discussion
Strong demonstration
of critical thinking
throughout discussion
Well supported with
theory; thoroughly
used/applied to entire
discussion.
Demonstration of
critical thinking
throughout discussion
Literature properly
cited.
Posted
Reflection
and/or
feedback
provided to a
colleagues
online
submission
Communicati
on Clarity
and
Grammar
(10)
Responded to a
another students post
with sufficient and
relevant suggestions/
feedback
Meets Expectations
by application of
theory /literature
throughout
Literature properly
cited
(7)
Responded to another
students post with
relevant but very brief
encouragement /
feedback
(4)
Written with a high
degree of clarity of
expression. Sentences
and paragraphs are
very logical and wellorganized
(3)
Written with
considerable clarity of
expression. Sentences
and paragraphs are
logical and organized
(4)
(2)
Needs Some
Improvement
Needs Major
Improvement/Not
Evident
No example of
clinical/life experience
Marks
(0)
No application of
Theory
No critical thinking
No use of literature.
No/limited
application of
theory
Literature not
properly cited.
No/limited use
of literature
Literature not
properly cited
(4)
Responded to
another
students post
with irrelevant
and unclear
encouragement
/feedback
(1)
Written with
some clarity of
expression
Sentences and
paragraphs are
somewhat
logical and
organized
(1)
(0)
No response to
another students post
Inappropriate
response
(0)
Written with limited
clarity of expression
Sentences and
paragraphs are
disjointed, illogical
and /or are poorly
organized
(0)
/25
19
Part B Expectations
Problems have been identified on a specific nursing unit. They include the following:
shortage of staff
high turnover
lack of experienced nurses on the unit
poor staff satisfaction
poor patient satisfaction
horizontal violence/bullying among staff members
lack of teamwork
Students will be randomly assigned 2 of the problems from the list above and required to
apply the problem solving process.
The problem solving process includes five steps:
Step 1 identify the problem,
Step 2 gather and analyze data (find 5 credible resources to support your analysis by
summarizing and citing each source)
Step 3 generate two (2) alternatives and select an action,
Step 4 how would you implement the selected action, and
Step 5 finally, how would you evaluation the action for success?
Students are required to submit their responses online into a public Blackboard
discussion forum to an assigned week.
Additionally, students will be required to start a dialogue, in the discussion forum, on a
colleagues post during the weeks they are presenting.
Tasks to be completed for Part B
1.
2.
3.
4.
5.
You will be assigned a problem by your professor/instructor

Use the Problem Solving Process to write your submission
Post this submission to Blackboard during your assigned week
Respond to a colleagues post during that same week
Repeat process for your second assigned problem
20
Criteria for
Excellent
Submission
B
Identifying
Problem
the Problem
identified
and
Yes
gathering
Data
5 credible,
evidence based
resources used
to support the
problem
(5)
Alternatives 2 realistic, viable
alternatives
provided taking
into
consideration
multiple
variables/groups
(5)
Implementa
A detailed
tion
implementation
process is
identified with
multiple steps
taking into
consideration
multiple
variables/groups
(5)
Evaluation
A detailed
evaluation
process is
identified
(5)
Proficient
Posted
Reflection
and/or
feedback
provided to
a colleagues
online
submission
Responded to
another students
post with relevant
but very brief
encouragement /
feedback
(2)
Responded to a
another
students post
with sufficient
and relevant
suggestions/
feedback
(3)
Problem identified
Yes
5 somewhat
credible, evidence
based resources
used to support
the problem
(4)
2 realistic
alternatives
provided taking
into consideration
multiple
variables/groups
(4)
An
implementation
process is
identified with
multiple steps
taking into
consideration
multiple
variables/groups
(4)
An nonspecific
evaluation
process is
identified
(4)
Satisfactory
Problem
identified
Yes
5 resources used
to support the
problem; some
of which might
be questionable
(3)
2 alternatives
provided, but are
not realistic
(3)
Needs Development
Unsatisfactory
Problem identified
Yes
Problem not
identified
No
<5 credible, evidence

based resources used
to support the
problem; some of
which might be
questionable
(1)
1 of the alternatives
is not realistic
(1)
A detailed
implementation
process is
identified with
multiple steps
(3)
No resources
cited, or
resources are not
from credible
sources
(0)
Alternatives not
provided, or both
alternatives are
not realistic
(0)
No
implementation
phase presented
or the phase
provides little
details to ensure
success
(0)
Responded to
another students
post with irrelevant
and unclear
encouragement
/feedback
(1)
No evaluation
process is
identified, or the
process has no
relationship to
the problem
(0)
No response to
another
students post
Inappropriate
response
(0)
21
Communica
tion Clarity
and
Grammar
Written with a
high degree of
clarity of
expression.
Sentences and
paragraphs are
very logical and
well-organized
Written with
considerable
clarity of
expression.
Sentences and
paragraphs are
logical and
organized
Written with
some clarity of
expression
Sentences and
paragraphs are
somewhat logical
and organized
(1)
Written with
limited clarity of
expression
Sentences and
paragraphs are
disjointed,
illogical and /or
are poorly
organized
(2)
(0)
(1.5)
/25
22
PROFESSIONAL E-PORTFOLIO
VALUE: 5%
PROFESSIONAL E-PORTFOLIO QA Requirements
The purpose of this assignment is to help students establish a sense of control and
direction over their future nursing career.
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two
components: Reflective Practice and Practice Review.
Reflective Practice self-assessment, peer feedback and create, implement and

evaluate a learning plan.
Practice Review: are randomly selected by CNO to complete this review (this
occurs after graduation and registration as a practice nurse).
Of these, students are responsible for reflective practice.

At Humber College, all students have a professional responsibility to keep their
written records of self-assessment, peer feedback and learning plans while enrolled in
the Practical Nursing program. These are parts of the Professional Portfolio that are
submitted in this course (NURS250) and serve as the foundation for continuing
competence after graduation.
In this portfolio, students submit past learning goals and peer evaluations, samples of
essays, reflective practice journals, article reviews, care plans, online submissions, and
other scholarly assignments and transcripts.
Electronic copies of the complete assignment should be submitted to the Professor
during week 13 via e-mail.
Overall Format for Portfolio:
Portfolio MUST be submitted electronically/electronic format (i.e. website)
NO hard copy portfolios permitted or accepted.
Guidance for electronic submissions:

1. Use a website creator such as weebly, wix, or imcreator to present your portfolio
2. Create tabs that allow the viewer to navigate easily
3. Do NOT submit work with patient/family/teacher/instructor/professor etc. names
visible
4. Follow the examples posted on blackboard
5. Use screen captures or take pictures of documents to upload to your e-portfolio
23
PORTFOLIO REQUIREMENTS/RUBRIC
For completeness the portfolio must include:
Inclusions
1. Home page
2. Index page/tabs/icons
3. Personal philosophy of nursing
(approximately 2-3 sentences).
(APA format)
4.
a. Philosophy of nursing
b. Rsum
c. Sample covering letter
d. Knowing the marketplace and
how I fit
5. Samples of scholarly assignments
a minimum of one (1) from each
previous semester of the program
6. Preceptor Education Program
(PEP) certificates*:
a. Understanding and Fostering
Clinical Reasoning
b. Fostering Reflective Practice
c. Dealing with Conflict
d. Giving and Receiving Informal
Feedback
7. Self-Assessment NURS101
8. Learning plans NURS151,
NURS208
9. Peer evaluations NURS101,
NURS151, NURS208
10. Final evaluations, student and
faculty: NURS101, NURS151,
NURS208
Final Grade
Included
Not
Included
a. ________
b. ________
c. ________
d. ________
a. _______
b. _______
c. _______
d. _______
a. ________
b. ________
c. ________
a. _______
b. _______
c. _______
a.
a.
_______
Grade
Assigned
_______
b. _______
c. _______
d. _______
b. _______
c. _______
d. _______
a. _______
b. ________
c. ________
a. ________
b. ________
c. ________
a. _______
b. ________
c. ________
a. ________
b. _______
c. _______
a. _______
b. _______
c. _______
a. _______
b. _______
c. _______
/5%
Preceptor Education Program (PEP)
These modules are for preceptors of student nurses and for students as they enter their
pre-graduate experience. The preceptors do NOT need to participate or complete the
modules. It is the responsibility of the student to complete the selected modules listed
in the rubric.
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate format
upon request.
24
All PEP program modules take approximately thirty (30) minutes each. The can be
accessed at www.preceptor.ca. You will be instructed to set up an account and then
directed to each of the learning modules.
You must print the certificate that is provided at the end of each module to record
completion. These certificates must be included in your portfolio.
***ALERT*** The PEP system requires 24 hours between completion of the education module
and the ability to print your certificate. Therefore, all modules must be completed 48 hours in
advance of the portfolio due date.
INFORMATION ABOUT RSUM WRITING AND COVER LETTER
Students need to demonstrate the ability to attract future employers by submitting an organized
and well-written resume.
Before starting your rsum these are some focus questions you might want to consider:
What is influencing todays health care environment? Who is advertising? Where are
the jobs?
What are job requirements employers want?
What education, skills, and experience do I have that will meet the employers
requirements?
Where do I believe that I would like to work: hospital, long term care, community?
Ask, How can my rsum answer these questions and get the attention of employers?
Your rsum including a sample cover letter must be complete and included in your portfolio. If
you need support in writing a professional rsum please see Student Services, Career
Development. Nursing professors will not edit or proofread rsums.
Consider the following as a guide to creating an effective rsum:
Your rsum makes a personal statement about you and your career. It is a written
snapshot of your education and work life. Try to include unique details about yourself to
make your resume stand out from others. It should be a maximum of two (2) pages
excluding the (brief) cover letter
Ensure a strong visual appeal and use a professional format including paper colour and
weight.
Clearly state your career qualifications. Use a logical sequence to list your information
(either chronological or separated into categories)
a. Career significant areas that should be included are:
Name and all contact information (for your e-mail address be professional - a fun
moniker is appropriate for friends but inappropriate for a professional)
Relevant past work history.
Education (secondary if recent graduate, Humber college, and other post-secondary)
Certifications, for example, current CPR certificate, Preceptor Education Program (PEP)
Certificates (list names of the certificate and date received)
Professional affiliations (memberships, associations, etc.)
Awards related to professional or educational area such as scholarships
Additional information pertinent to your listed career objective(s)/statement(s) that were
outlined in your cover letter.
COVER LETTER
upon request.
25
Please see: Career Placement, Student Services

For information on writing a cover letter you may find the following helpful:
http://careers.humber.ca/studserv.php
http://www.mcgill.ca/files/caps/Cover_Letter_Writing-Color.pdf
http://oncampus.macleans.ca/education/2013/01/09/how-to-write-cover-letters-that-standout/
http://www.success.uwo.ca/careers/resumes_cvs__letters/letters/cover_letter.html
http://www.youth.gc.ca/eng/topics/jobs/cover.shtml
upon request.
26

Nurs250 Course Outline Winter 2016

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Nurs250 Course Outline Winter 2016

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Judy Martin RN, BHScN, MScN

Course Title: Practical Nursing Leadership

Programs: Practical Nursing

Pre-requisite for: Graduation

Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2014) www.cno.org

Date: May 26 2015

Critical Thinking and

Toronto: Nelson Education

Learning Delivery Format

Reflective Practice self-assessment, peer feedback and create, implement and

Of these, as a student you are responsible for the reflective practice.

Nursing Leadership Theories

Changing role of the manager

Kelly and Crawford

Leadership versus management

Future directions for nursing

Leadership skills and styles

Using health, nursing, social

Building professional practice

Professional Portfolio and Career

Roles and responsibilities of UCPs

Self-Assessment and the Portfolio

CNO Quality Assurance

Evaluating outcomes of care

CNO Ethics (2009)

Conflict & Change Resolution

Effective Team Building

Recognition of changes in the

Practical Nursing Concept

Lewis, S. M., Heitkemper, M.

Maternal Health Challenges

*No new material or knowledge

Pediatric Health Challenges

This course schedule may change as resources and circumstances require.

Prior Learning Assessment Recognition (PLAR)

ESSENTIAL EMPLOYABILITY SKILLS

Graduates of the program reliably demonstrate the ability

1. communicate clearly, concisely and correctly in the written,

3. execute mathematical operations accurately.

Analyzing and using Numerical Data

4. apply a systematic approach to solve problems.

5. use a variety of thinking skills to anticipate and solve

6. locate, select, organize and document information using

8. show respect for the diverse opinions, values, belief

10. manage the use of time and other resources to complete

Essential Employability Skills (MTCU

Graduates of the program reliably demonstrate the ability

Demonstrating personal responsibility

NURS250 ONLINE SUBMISSIONS

Application: Using the chosen theorys attributes as a framework, how do you

Respond to a colleagues response and make an online posting (i.e. make a

**Use the rubric on the next page to guide your submissions**

You will be assigned a problem by your professor/instructor

<5 credible, evidence

Reflective Practice self-assessment, peer feedback and create, implement and

Of these, students are responsible for reflective practice.

NO hard copy portfolios permitted or accepted.

Guidance for electronic submissions:

Preceptor Education Program (PEP)

Please see: Career Placement, Student Services

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Use the rubric on the next page to guide your submissions