Focuses on the theoretical bases for health and illness management of culturally diverse individuals, families, and groups. Concepts include nursing and change theories, quality measurement, patient safety, clinical reasoning and judgment, health promotion, and health literacy.

Classroom Protocol

Strategies include lecture, group discussion, extensive reading and information seeking, presentation, and structured written assignments. Collegial approaches are encouraged between students, and between student and faculty, so that learning is a joint endeavor.

This class will be conducted in an atmosphere of mutual respect. I encourage your active participation and welcome both respectful discourse and reasoned debate. However, your language and conduct during the class period must demonstrate respect for everyone's race, gender identity, or expression, sexuality, culture, beliefs, and abilities.

Welcome to this General Education course.

SJSU’s General Education Program establishes a strong foundation of versatile skills, fosters curiosity about the world, promotes ethical judgment, and prepares students to engage and contribute responsibly and cooperatively in a multicultural, information-rich society. General education classes integrate areas of study and encourage progressively more complex and creative analysis, expression, and problem solving.

The General Education Program has three goals:

Goal 1: To develop students’ core competencies for academic, personal, creative, and professional pursuits.
Goal 2: To enact the university’s commitment to diversity, inclusion, and justice by ensuring that students have the knowledge and skills to serve and contribute to the well-being of local and global communities and the environment.
Goal 3: To offer students integrated, multidisciplinary, and innovative study in which they pose challenging questions, address complex issues, and develop cooperative and creative responses.

More information about the General Education Program Learning Outcomes (PLOs) can be found on the GE website.

Note: PLO= Program Learning Outcome. Full text for the PLO can be found on The Valley Foundation School of Nursing (TVFSON) website and in the TVFSON Nursing Student Handbook.

Upon successful completion of this course, students will be able to:

1. Using various nursing and social theories, analyze the effects of health and illness on the individual, family and [PLO 1, 2, & 11]
2. Explore the value of a variety of educational theories for use in teaching patients and [PLO 3]
3. Explain principles, strategies, and theories used in behavioral change and evaluate their [PLO 3 & 4]
4. Apply the principles of critical thinking, clinical judgment and problem solving in planning care and acting as a patient [PLO 8] Synthesize concepts of quality and safety in nursing by analyzing a patient safety scenario. [PLO 1, 2, 8, & 9]
5. Access client health literacy to tailor health promotion for clients and their families. [PLO 1, 2, & 3]
6. Analyze clinical issues and apply various organizational and biosocial system theories to manage and effect positive change in a dynamic healthcare [PLO 8 & 11]

Required Texts/Readings

Textbook:

McEwen, M., & Willis, E. (2018). Theoretical basis for nursing (5th ed.). Wolters Kluwer.

Our research librarian is Ms. Basu. Her contact information is Dr. Martin Luther King, Jr. Library, San Jose State University, 1 Washington Square, San Jose, California 95128-0028. Her office phone number is 408. Email: [email protected].

See Canvas for other readings

Resource: Purdue OWL Formatting and Style Guide

Resource: SJSU Writing Center- https://www.sjsu.edu/writingcenter/tutoring/

https://www.sjsu.edu/writingcenter/tutoring/

Notes

Class participation is essential in understanding the course concepts and relies on being prepared for class. Extensive reading and writing are an expectation in this course. All written papers will demonstrate the format of the Publication Manual of the American Psychological Association (7th ed.), and will include title page, body of paper, references, and appendices if appropriate.

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of 45 hours over the length of the course (normally three hours per unit per week) for instruction, preparation/studying, or course related activities, including but not limited to internships, labs, and clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

The final project is a presentation and paper for this course. See detailed rubric for project submission on Canvas. All students are required to complete the final project and paper for successful completion of this course. "Faculty members are required to have a culminating activity for their courses, which can include a final examination, a final research paper or project, a final creative work or performance, a final portfolio of work, or other appropriate assignment."

Grading Information

This course is an interactive seminar with online activities and guided dialogue via discussion boards. Short project activities and discussion board prompts are used to stimulate critical thinking and problem solving about applying theoretical principles to current practice. Students are expected to take responsibility for their own learning. They are expected to practice the art of independent study and develop sound intellectual habits and skills. Work should reflect care, thoroughness, and precision, and should reveal command of the process of critical reading, writing, speaking, and thinking. No extra credit options are available for this course.

Assignments and Grading Policy:

Late work will not be accepted unless negotiated with the instructor before the due date. A letter grade is earned by meeting the CLOs through participating and completing the required course activities.

Note. Grading Scale for 2 Unit Courses= 200 Points Total

Percentages calculated to the nearest .5% and rounded up (145/200 = 72.5%).

Students who receive less than a C, or 73% in this course, should refer to the Student Progression Policies in the School of Nursing Handbook.

This course is an interactive seminar with online activities and guided dialogue via discussion boards. Short project activities and discussion board prompts are used to stimulate critical thinking and problem solving about applying theoretical principles to current practice. Students are expected to take responsibility for their own learning. They are expected to practice the art of independent study and develop sound intellectual habits and skills. Work should reflect care, thoroughness, and precision, and should reveal command of the process of critical reading, writing, speaking, and thinking. No extra credit options are available for this course.

Per University Policy S16-9, relevant university policy concerning all courses, such as student responsibilities, academic integrity, accommodations, dropping and adding, consent for recording of class, etc. and available student services (e.g. learning assistance, counseling, and other resources) are listed on Syllabus Information web page (https://www.sjsu.edu/curriculum/courses/syllabus-info.php). Make sure to visit this page to review and be aware of these university policies and resources.

This schedule is subject to change with fair notice via the Canvas messaging system.