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College of Health and Human Sciences · Nursing

Nursing Theory NURS-171

  • 2022
  • Section 1
  • 11/02/2021 to 11/30/2100
  • Modified 01/25/2023

Course Description and Requisites

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.

Requisites

NURS 170

Classroom Protocols

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.

Communicating Progress

Details

Notes

Course Learning Outcomes (CLOs)

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]

Course Materials

Required Texts/Readings

Textbook:

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

Theoretical basis for Nursing

  • Author: McEwen, M., & Willis, E.
  • Publisher: Wolters Kluwer
  • Edition: 5th
  • ISBN: 111111111-111
  • Optional
  • Price: $

Library Liaison

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]

Other Readings and Resources

See Canvas for other readings

Resource: Purdue OWL Formatting and Style Guide

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

Access to health

  • Author: Mary Poffenroth
  • Publisher: Pearson
  • Edition: 13 edition and up
  • ISBN: 111111111-111
  • Optional
  • Availability: Amazon
  • Price: $$$$$$

Notes

Course Requirements and Assignments

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.

Final Examination or Evaluation

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

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.

Criteria

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.

 

Types of evaluations and related weights
Type Weight Topic Notes
Assignment 2.5% Online Introduction

Points/Percentage

5/2.5%


CLO: 1, 2

Discussions 30% Online Discussions (4 Discussions x 15 pts each= 60)

Points/Percentage

60/30%


CLO: 1 - 7

Quiz 5% QSEN Quiz

Points/Percentage

10/5%


CLO: 4, 5

Quiz 5% Health Literacy Quiz

Points/Percentage

10/5%


CLO: 2, 6

Assignment 10% Clinical Reasoning

Points/Percentage

20/10%


CLO: 4, 7

Assignment 10% Root Cause Analysis

Points/Percentage

20/10%


CLO: 4, 5, 7

Project 30% Planned Change Project
  • (2-3 students per group) Proposal (10 pts)
  • Planned Change Project Paper (25 pts)
  • Planned Change Project Presentation with Narration (15 pts)
  • Peer Evaluation of Planned Change Project (10 pts)

Points/Percentage

60/30%


CLO: 1 - 7

Project 7.5% Peer Review of: Planned Change Projects

Points/Percentage

15/7.5%


CLO: 1 - 7

Breakdown

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.

Resulting grade and related performance levels
Grade Range Notes
A 94% to 100%

Point Spread:
187 to 200

A (minus) 90% to 93%

Point Spread: 179 to 186

B (plus) 87% to 89%

Point Spread: 173 to 178

B 83% to 86%

Point Spread: 165 to 172

B− (minus) 80% to 82%

Point Spread: 159 to 164

C+ 77% to 79%

Point Spread: 153 to 158

C 73% to 76%

Point Spread: 145 to 152

C− (minus) 70% to 72%

Point Spread: 139 to 144

D+ 67% to 69%

Point Spread: 133 to 138

D 63% to 66%

Point Spread: 125 to 132

D− (minus) 60% to 62%

Point Spread: 119 to 124

F ≤59% ≤

Point Spread: 118 & Below

University Policies

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.

Course Schedule

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

Course calendar and related activities
When Topic Notes
Week 1
Introduction, Course Overview

Readings:

  • Syllabus and other course materials
  • McEwen & Willis- ch 1 & 2
  • From Novice to Expert (Benner, 1982)
  • Nursing Theory

Assignments:

Please make an appointment to discuss course assignments.

Week 2
Nursing Theory Introduction - Grand Nursing Theories

Readings:

  • McEwen & Willis - ch 6-9
  • Theories and Frameworks for Professional Nursing Practice (Gunther)
  • Florence Nightingale's Legacy of Caring and Its Applications (Dunphy, 2010)

Assignments:

Online Personal Introduction

Week 3
Nursing Theory Introduction - Middle Range Nursing Theories

Readings:

  • McEwen & Willis- ch 10-11
  • Predicting Physical Activity among Urban Adolescent Girls: Health Promotion Model (Voskuil et al., 2019)

Assignments:

Discussion Board #1

Week 4
Nursing Theory and Clinical Reality (1)

Readings:

  • McEwen & Willis- ch 12 & 19
  • Nightingale's Environmental Theory and its influence on contemporary infection control (Gilbert, 2020)
  • How to Quantify a Nurse's Gut Feelings (Brown, 2018)
  • Theory to Guide Development of Sensor Technologies in Nursing (Gance-Cleveland et al., 2020)

Assignments:

Formation of Groups (2-3 students per group) for Planned Change Project

Week 5
Nursing Theory and Clinical Reality (2)

Readings:

  • McEwen & Willis- ch 20-22
  • Nursing Theory in Hospital Models of Care (Quinn & Annette McDonough, 2019)
  • Thinking Like a Nurse (Tanner, 2006)

Assignments:

Discussion Board #2

Week 6
Theories for Caring for Culturally Diverse Populations

Readings:

  • Comparison of Four Cultural Competence Models (Albougami et , 2016)
  • Leininger' s Theory of Culture Care
  • Diversity and Universality (McFarland et al., 2019)
  • Visit: Transcultural Nursing Society

Assignments:

Discussion Board #3

Week 7
Change Theories, Chaos Theory

Readings:

  • McEwen & Willis - ch 13 & 17
  • Selecting the Best Theory to Implement Planned Change (Mitchell, 2013)
  • Comparison of Change Theories (Kritsonis, 2004-2005)

Assignments:

Work on Planned Change Project Proposal

Week 8
Work Week

Assignments:

Planned Change Project Proposal

Week 9
Quality and Safety (1)

Readings:

  • Basic Quality Improvement Concepts and Tools for Nursing Students
  • Quality and Safety Education for Nurses (QSEN) (Cronenwett et , 2007)
  • Using QSEN as a Framework for RN
  • Orientation (James et al., 2017)
  • QSEN Videos: The Lewis Black Story

Assignments:

QSEN Quiz

Week 10
Spring Recess - No Classes
Week 11
Quality and Safety (2)

Readings:

  • Root Cause Analysis (AHRQ, 2019)
  • How to Use the Fishbone Tool for Root Cause Analysis (CMS)

Assignments:

Root Cause Analysis Assignment

Week 12
Systems Theory

Readings:

  • McEwen & Willis - ch 13
  • Improving Healthcare by Embracing Systems Theory (Anderson, 2016)

Assignments:

Discussion Board #4

Week 13
The Clinical Reasoning Cycle and Clinical Judgment

Readings:

  • The Five Rights of Clinical Reasoning (Levett-Jones, et al., 2010)
  • RNs' clinical reasoning skills and reasoning process (Lee et al., 2016)

Assignments:

Clinical Reasoning Assignment

Week 14
Health Promotion and Health Literacy, Integrated Theory of Behavior Change

Readings:

  • Health Literacy Module 2016
  • Video: Are you confused about health information? You're not alone
  • Health Literacy and Breast and Cervical Cancer Screening (Kim & Han, 2019)
  • Student Intro to Motivational Interviewing
  • The Integrated Theory of Behavioral Change (Ryan, 2009)
  • Video: SBIRT

Assignments:

Health Literacy Quiz

Week 15
Educational Theories

Readings:

  • McEwen & Willis - ch 18
  • Cognitive Learning Theory for Clinical Teaching (McSparron et , 2019)
  • Applying Bandura Social Learning Theory (Chen et al., 2015)

Assignments:

Planned Change Project Paper & Presentation

Week 16
Evaluation

Readings:

  • Planned Change Project Paper & Presentation

Assignments:

Peer Evaluation of Planned Change Project - Due Finals Week (TBA)