Course Syllabus

School of Nursing

NUR-501 Theoretical Foundations of Nursing

 

 

Instructor:  Marleen Thornton                     

Office Location:    UAB213

Email: mthornton@ndm.edu

Office Hours: Tuesdays 1-5PM & by appt.

 

Prefix           Number         Course Name                        Credits            Lecture            Lab

 

NUR               501                  Theoretical Foundations                  3                      3               0

                                                of Nursing                             

 

Course Description

 

This course focuses on the exploration of nursing knowledge development to include philosophy, theories, and conceptual models that have been designed to guide patient care, inform healthcare delivery system decision‐making, educational programming, and nursing administration.

 

 

Course Overview

 

Nurse educators and administrators need to critically examine and understand the theoretical underpinnings of nursing as a discipline and a profession.  This course is designed to assist the graduate nursing student to build on the introduction to nursing theory and the work of selected nursing theorists s/he received as an undergraduate.

 

The course is grounded in social‐constructivist theory; a belief that in education, theory‐practice relationships are reciprocal and that more is learned through interaction of the group than from the faculty alone.  Therefore, this course is organized as a seminar course.  Students will self‐select mid-range theories/theorists to research and present to their classmates in a seminar.  In addition, each student will explore the application of the theory to a current challenge in nursing practice.

 

 

 

Program/Course Outcomes

 

Valued    Ends	Program Outcomes	MSN Student Learning Outcomes	Course Outcomes	Assessment of Learning
Presence	Cultivate a caring environment that reveals authentic nursing presence for the provision of meaning making, cultural understanding and reflective practice in diverse settings	Create a space for leaders in advanced roles for ‘being-with’ students, staff, and other health care colleagues that reveals authentic nursing presence.	Prepare a space for being with each other in forming the cohort that reveals authentic nursing presence.   Open the possibility for meaning‐making, cultural understanding, and reflective practice through sharing of personal and professional experiences.	Personal Philosophy of Nursing Class Participation and Engagement
Praxis	Engage in reflective practice through multiple ways of knowing to assure optimal quality of life for those entrusted to our care.	Demonstrate and cultivate excellence in leadership praxis through the synthesis of research, theory, and reflective practice.	Utilize nursing theory, research and practice to demonstrate the application of theory to nursing practice.	Personal Philosophy of Nursing Seminar Presentation Theory Paper
Scholarship	Value critical inquiry to promote and advance evidenced based practice.	Create an environment that promotes critical inquiry through multiple ways of knowing.	Compare worldviews, major philosophies, and caring sciences that have affected nursing theory development.   Examine how various theories were developed, validated by research, and applied to nursing practice, education, and administration.   Describe the essence of selected nursing theory and related discipline theories.   Discuss current research and other literature related to nursing theory.	Personal Philosophy of Nursing Seminar Presentation Theory Paper Art of Nursing Theory

TEXTBOOK/REQUIRED READINGS

American Psychological Association. (2009). Publication manual.  (6^th ed.)  Washington, DC: Author.

 

Smith, M., & Parker, M. (2014) Nursing theories and nursing practice. (4th ed.)  Philadelphia, PA: F.A. Davis Company.

 

Additional readings may be assigned for some weeks and are available through the Joule course site.

RECOMMENDED READINGS

Marriner Tomey, A. & Alligood, M. R. (2013). Nursing theorists and their work.  (8th ed.).  Oxford: M

 

METHODS OF INSTRUCTION

 

Interactive lectures

Small group work/discussions

Experiential learning

Written assignments

Artful presentation

 

REQUIREMENTS/ASSIGNMENTS FOR THE COURSE

 

Completion of weekly readings/assignments/activities

Class preparation for participation in discussions

Completion of all assignments under “Course Requirements, Grading Scale and Standards”

Active participation in small and large groups

 

GRADING POLICIES/COURSE EXPECTATIONS

 

All courses in the Graduate Studies adhere to the Academic Policies of College of Adult Undergraduate and Graduate Studies.  Students are held accountable for all policies in the Academic Policies section of the Graduate Studies.  The current version of this Handbook is available on each cohort’s Joule homeroom site, under the “General Information” section. Nursing Majors also are accountable for all policies in the current School of Nursing Student Handbook.  The current version of this Handbook is also available on each cohort’s Joule homeroom site, under the “General Information” section.

 

 

Course Requirements, Grading Scale, and Standards

The following assignments are required and will comprise the learner’s course grade.  All assignments must be successfully completed to pass the course. 

 

Personal Philosophy of Nursing Statement                        25% of course grade

Students will develop a personal philosophy of a nursing and articulate it in writing.  This exercise will identify and examine personal perspectives of nursing’s metaparadigm, and include values, beliefs and assumptions about nursing as a science and art. Students will share this work as part of aclassroom activity during WEEK 3.

 

Theory Paper                                                                        35% of course grade

In this paper, students become deeply acquainted with a particular nursing theory and theorist.  Connections are made between theory and an educational or administrative practice interest/issue. See course outline/schedule for due dates. See Appendix B.

 

Seminar Presentation                                                           25% of course grade

This presentation is a forum for scholarly exploration, reflection, meaning‐making, and discussion of each student’s chosen theory. Students will present these seminars to their peers during WEEKS 4-7 of the course.  See Appendix C.

 

Art of Nursing Theory                                                         15% of course grade

Students will artfully depict and present the main concepts of the chosen theory.  Any form of art is acceptable including, drawing, collage, painting, sculpture, music, dance, poetry, story, or other craft.  Each student will have five‐to‐seven minutes during WEEK 8 for this presentation.  See Appendix D.

 

Grades

Final letter grades for the course will be based on points earned throughout the course:

95 – 100%  = A		79 ‐ 83%  = C+
90 – 94%   = B+		70 ‐ 78%  = C
84 – 89%   = B		Below 70%= F

 

*Students must achieve a grade of C or better in this course in their major.

*Weekly readings, class preparation, contributions, timely completion of assignments, and attendance are professional expectations of graduate students.  Thus, points are NOT given for doing what is both expected and required.  However, points may be deducted for not meeting timelines, requirements, and course expectations.  Students with exceptional circumstances are urged to speak with faculty as soon as possible.

 

Honor Code/Academic Integrity Policy

 

Students are expected to adhere to the University’s standards for academic honesty.  A statement of the Honor Code is in the University catalog.  Violations of the Honor Code include cheating, plagiarism, and falsification of records or data, unauthorized reuse of work, misrepresentation in bibliography/reference and citations, as well as dishonest use of computer facilities, student ID, Joule and student emails accounts, etc.  It is the learner’s responsibility to be aware of behaviors that constitute academic dishonesty: i.e., ignorance is not an acceptable excuse for honor code violations.

 

Each student is expected to do his or her own work.  Students may discuss approaches to assignments, and use software or others to proofread work; but using someone else’s words, calculations, figures, or ideas with the student’s name as author is plagiarism.  Suspicion of plagiarism will result in a grade of “F” for the assignment.  If the student has violated the honor code one or more times before, the student will be given a final grade of “F” for the course.

 

As a reminder of the Honor Code, please include and sign the following statement when submitting all work: I hereby affirm that I have neither given nor received help on this exam, paper, or assignment. (Signature).  Papers and exams submitted without the honor code statement will NOT be graded.

 

Plagiarism is considered a very serious honor code violation. If there are any questions about the nature of plagiarism (what you can and cannot do), please consult one or more of the following: the professor, a Loyola/Notre Dame reference librarian, a staff member of The Writing Center or at the Career Center.  Students will be held fully accountable if they are found to have plagiarized.  Always credit your source when you use anyone else’s language, ideas, tables, charts, pictures, or even music/sounds.

 

Disability Support Services

 

Learning support services and accommodations are available to students covered under the Americans with Disabilities Act. If you require accommodations in this course, you must immediately contact Amy Morales, Director of Accessibility and Health Promotion at 410-532-5401. She will meet with you, review the documentation of your disability and discuss the services offered and any accommodations you require for specific courses. It is extremely important that you begin this process at the beginning of the semester. Please do not wait until the first test or paper.

Student Course Responsibilities

 

• Students should check Joule 3-4 times per week for announcements, assignments etc.
• Students must use the e-mail account provided through Notre Dame of Maryland University for all course correspondence. This is the only e-mail address the instructor will use in communicating with students.
• Students must be aware of all due dates for assignments.
• If a student is absent from class, the student is responsible for obtaining all class materials.

 

NDMU Classroom Technology Use

 

NDMU embraces appropriate technology use as a means to facilitate student learning.  As a general rule, students may use computers, smart phones, and similar devices in the classroom only if they support teaching and learning activities.   Other activities that distract students and prohibit them from fully participating in classroom learning and group work such as accessing social media sites, “surfing” the web, shopping, viewing videos, listening to music, text messaging, e-mailing, gaming, and similar off-task behaviors are not permitted.  In addition, all electronic devices must be in the “silent mode” and cell phones, pagers, and text messages should not be answered during class time.

 

All students must use Joule, Loyola/Notre Dame digital library services, Microsoft Office products, and NDMU e-mail.  Use of NDMU e-mail account (which can be forwarded to any other e-mail account) is a requirement—no exceptions.  Contact IT services at x5200 if you need assistance in forwarding your school e-mail to your preferred account.

 

Students should be aware that expectations for appropriate technology use can change based on the unique needs of specific teaching and learning experiences and that they should seek clarification from the instructor if there is any confusion.  Violation of the NDMU Classroom Technology Use policy is a violation of the NDMU honor code policy.

 

Inclement Weather/School Closing

 

In the case of severe weather or other emergency, the campus might be closed and classes canceled. Information regarding closings, cancellations, and the re-opening of campus is available from several sources.  Students should check the University’s Web site (www.ndm.edu) or call 410-532-5151.  Students should also sign up for the University’s notification system, which sends messages to registered text-message-capable cell phones, and e-mail addresses.  Register for this service at www.ndm.edu/CampusLife/Security/E2campust.cfm.

 

The schedule, requirements, and procedures in this course are subject to change if the University closes for inclement weather or other emergency.  In such a case, the date for quizzes, exams, presentations, or assignments due during the closure period may be postponed.  If changes to graded activities are required, students will not be penalized as a result of the adjustments, but will be responsible for meeting revised deadlines and course requirements.

 

If an emergency was to close the University for an extended period of time, this course would be continued on Joule.  In that case, the professor will post reflection questions and comments regarding the assigned readings in the discussion board section of Joule and may assign additional reflection papers, which can be submitted electronically.

 

If an assignment is due on a class date canceled due to inclement weather or school closing for any reason, it is your responsibility to electronically submit the assignment.

 

Policy for Audio Recording in Classrooms

 

Notre Dame of Maryland University NDMU students may not use recording devices in the classroom without explicit prior permission of the instructor.  Instructor permission is not required when the instructor has received an accommodation notification from Disability Services that identifies a student who requires the use of a recording device.  However, the instructor may prohibit the use of any recording device when it would inhibit free discussion and free exchange of ideas in the classroom.  No recording of any type shall be posted on any social media site.  Use of material is restricted to NDMU students.

 

Feedback and Return of Assignments

 

I will always respond to your phone calls and e-mails, if I receive them.  If I do not respond within 48 hours, it probably means I did not receive your phone message or e-mail.  This means you must get back in touch with me using either email or phone. Please do not wait; if you have a question, call me for resolution.

 

Grades for Assignments

 

According to School of Nursing Policies, learners have a seven (7) day period – beginning with the date a graded assignment, exam, etc. is returned – to question the faculty member about a grade received.  After this time, grades are final.

 

Due Dates for Assignments/Late Assignments

 

All assignments are required and must be completed to receive a passing grade.  The learner is responsible for ensuring the faculty member receives all assignments by the date designated in the module, unless alternate dates are arranged with the faculty member prior to the due date.  Missing class does not justify missing an assignment.  It is at the faculty member’s discretion to critique and grade late assignments.

 

 

 

 

 

 

Attendance

 

Class size is limited in order to promote intellectual interchange among students. Because of the importance of student-faculty contact time, attendance is expected at all class meetings. Students should be aware that attendance and participation in class are essential elements of the undergraduate programs; therefore, absence (whatever the cause) may lead to a lowered grade, including the grade of “F”. Students are expected to notify faculty of an absence(s) from class as soon as possible and to turn in all assignments on time or at a time agreed by the faculty. If the course is six to eight weeks long, a student with three (3) absences may be requested to withdraw from the course. Tardiness and early departure disrupts the educational process. Students are expected to arrive for class on time and to remain until the class has ended.

 

Authorship and Copyright

 

This guide was revised by Marleen Thornton Ph.D., RN., and written by Mary O’Connor Ph.D., R.N. with the assistance of the School of Nursing faculty and the Nursing Curriculum Circle. Unauthorized sale or reproduction of any part of this material is strictly prohibited.

 

Faculty Member’s Commitment to Learners  

 

The faculty are committed to helping learners enhance their knowledge and skills in caring for older adults in our society.  Faculty members value learners’ participation and see them as colleagues in learning.  Learners will be challenged to express their thoughts in oral and written format in a manner that is consistent with college-level, professional work.  All learners’ contributions are valued and treated with respect.

 

During this course, faculty share responsibility with learners to create an active and participatory environment during this class.  To accomplish this goal, class sessions will integrate a variety of learning techniques. Learners will be responsible for doing all assignments prior to class according to module guidelines.

 

 

 

Module	Topic	Preparation for Class	Assignments Due
1 3/24/20	NUR501 Course Overview   Introduction to Nursing Theory	·       Review syllabus and prepare questions about the course. ·       Read: Chapters 1-3 of Parker & Smith (2014) ·       Read: Averill & Clements (2007) [located in Joule] ·       Review: Carper, B. (1978) [from NUR500] ·       Students will select a theory for use throughout the course. Please bring 2-3 choices and be prepared to negotiate with your classmates based on your issue/interest to avoid duplication. Suggestions are located in Joule.
2 3/31/20	Evolution of Nursing Theory   A Deeper Look at Grand Theories	·       Read: Chapters 4-6 of Parker & Smith (2014) ·       Read: Assigned reading/preparation for specific grand theory based on group assignment.
3 4/7/20	Concept Development   Values, Beliefs, and Who We Are that Underscore Nursing Practice	·       Read:  Pross, Hilton, Boykin, and Thomas, (2011). The dance of caring persons, Nursing management 42(10), 25-30. ·       Read: Baldwin, M. (2008). Concept analysis as a method of inquiry. Nurse Researcher, 15(2), 49-58. Locate a concept analysis in the scholarly literature and bring to class for discussion. ·       Prepare to share your Personal Philosophy of Nursing	Personal Philosophy of Nursing due
4 4/14/20	Student Seminars	·       Seminar readings as assigned in Joule.
5 4/21/20	Student Seminars	·       Seminar readings as assigned in Joule.	·       Theory Papers due for Module 4 seminars.
6 4/28/20	A Deeper Look at Grand Theories	·       Assigned readings and preparation available in Joule.	·       Theory Papers due for Module 5 seminars. ·       Online Discussion
7 5/5/20	Student Seminars	·       Seminar readings as assigned in Joule.
8 5/12/20	Art of Nursing Theory	·       Take time to read and review an issue of the Journal of Art and Aesthetics in Nursing and Health Sciences, located at  http://jaanhs.org   ·       Review: Carper’s (1978) Patterns of Knowing with special attention to the esthetics or art of nursing.   ·       Prepare Art of Nursing Theory Presentation	·       Theory Papers due for Module 7 seminars.   ·       Art of Nursing Theory Presentations due.

 

Appendix A

Personal Philosophy of Nursing

Instructions and Rubric

 

The purpose of this assignment is to develop a philosophy of nursing. This statement should articulate your values, beliefs, and assumptions about nursing as both an art and science.  While you may have previously defined your philosophy of nursing, please consider this anew. Preparing your personal philosophy of nursing to be presented in written and/spoken form will require you to first collect your initial thoughts and feelings about nursing. The following activity may help you in this process.

Free Writing Activity:

• Begin by finding a quiet space where you will be uninterrupted for about 30 minutes. Decide whether you prefer to write or type for this activity.
• Take a few minutes to center yourself. You may use the centering meditation offered here: https://www.youtube.com/watch?v=AMDpVl-eafE&feature=youtu.be
• Then spend some time thinking about the statement “I believe nursing is…”
• Set a timer for about 5 minutes and write “ I believe nursing is…” at the top of your document/paper. Begin writing by finishing this sentence and then expanding on your ideas.
• During this 5 minutes, write freely. Do not stop to focus on spelling, grammar, or format. Do not make corrections as you move along. Just begin to write your philosophy of nursing using the prompt.
• Write until the timer stops.
• After you finish, read over what you wrote. Highlight parts that really stand out to you. Highlight areas that present your ideas about the metaparadigm concepts of person, nursing, health, and environment. Make notes about ideas that need additional exploration. Finish initial thoughts that you may not have completed. You should not re-write but rather clean-up the writing just enough that when you sit down with it the next time, you can build on the ideas.
• Then set the free-writing aside for a period of time that allows you to come back to it days later with a fresh set of eyes.

After collecting your initial thoughts and feelings about nursing using the free-writing activity above, begin to formalize your final statement of your personal philosophy of nursing

• The identification of your own perspective/definition of nursing, including:
  • nursing’s traditional metaparadigm concepts (person, nursing, health, and environment),
  • any others you believe should be included, and
  • how the concepts are interrelated.
• What is most important in your practice of nursing including:
  • your values, beliefs, and assumptions about nursing as a science and art.

This paper should move beyond the basic definition of nursing as a professional discipline and should be reflective of your practice experience, area of practice, and personal beliefs.

Create your personal philosophy of nursing using the following guidelines:

• Three pages, or approximately 750 words, in length
• APA format (no citations or references are required)
• First person writing

 

 

 

Appendix B

Seminar Presentation

 

Purpose

 

The presentation is a forum for scholarly exploration, reflection, meaning‐making, and discussion of the theories of nurses and other disciplines advancing the practice and profession of nursing.

 

Guidelines

 

1. Plan the seminar in any manner, being as creative as possible. Length of seminars is dependent on class size and faculty discretion. Consider telling the story of the theorist and how they came to focus on her/his work, such as how their educational journey and questions they raised along the way lead them to conceptualizing the theory. An overview or description of the theory, how it is used in research, and the writings of others may illustrate Carper’s (1978) empirical way of knowing.  Exploring the theory and its application to practice (clinical, education, and/or administration) may incorporate Carper’s (1978) personal and ethical patterns of knowing.  You will incorporate esthetic knowing in the Art of Nursing Theory presentation.

 

2. Review the seminar evaluation form before preparing your seminar so you are aware of the specific areas in which you will be evaluated.

 

3. The richness of the seminar is the speakers’ engagement with the audience as well as group interaction and discussion. The presenters are responsible for providing the framework and organizing the seminar.  Ask questions, challenge the audience.  They are expected to have a baseline of information on your topic from their readings.  Your presentation extends and expands this baseline of knowledge and makes connections to other works and to real practice experience.

 

4. Please provide your colleagues with one article related to the seminar content one week in advance of the presentation so that they may prepare adequately for your seminar. This should be sent using a link through the library to the course faculty. It will then be uploaded to the appropriate module in Joule. Additional readings may be assigned by the faculty member.

 

5. Do a rehearsal of the seminar before your presentation, including testing of all equipment and technology.

 

6. Make your topic interesting and creative. Your colleagues will appreciate your efforts.

 

7. A sign-up sheet for seminars will be distributed by the course faculty.  

NUR501

Seminar Presentation

Evaluation Form

 

Theory Presented:
Presenter:                                                                                             Date:
	Possible Points	Earned Points
Level of Scholarship; Describing what has been learned through the reading of the research and writings of the theorist.  Original writings of the theorist are explored.  Integrate the theorist’s background showing how the theory is meaningful in practice (what moved the theorist to conceive of the theory?)  Use relevant literature, including research studies and critical thinking to decide what is most important to share with the class. Comments:	60
Organization: Present the theory in a logical way.  Use handouts and/or audio‐visual aids of high quality.  Assign class readings that are appropriate and discussed in the seminar.  Allow time for class to review assigned readings by sending them to faculty at least one week ahead of the presentation.  Show respect to others by adhering to the time limit. Comments:	20
Presentation Style: Present ideas clearly.  Tell the story of the seminar by avoiding reading every slide to the audience.  Face the audience and engage them personally by not turning to the screen for long periods.  Speak up, come close, make eye contact, challenge the audience by asking them questions.  Use originality and creativity to inspire and keep the interest of the audience.           Have fun! Comments:	20
Total	100

 

Overall Comments:

Appendix C

Nursing Theory Paper

 

The purpose of this paper is examine a nursing theory and theorist. A critical look at the work of the theorist is necessary. Read primary sources, or works written by the theorist.  For example, to get to know Florence Nightingale one would read Notes on Nursing.  Listen to the voices in their writing, raise questions in the margins, and make connections to your own practice and experiences. Read research that has used the chosen theory as a framework. What are the themes that emerge as you read the original work and that of others?  In what ways might their theoretical orientation help to deepen understanding, guide practice, transform policy, and so on?  What troubles you? What sparks your thinking to new connections and new levels of possibility?

 

As a result of lingering in the select theory as it relates to your lived interest, what burning questions call to you?  Put the questions into words.  What this theory means for practice will require you to think of a current challenge in nursing practice that could be addressed using the chosen theory. Begin looking at the literature related to this current challenge and identify some background information. This paper represents your scholarly thought and shows your understanding of the theorist(s), chosen theory, and the theory’s meaning for practice.

 

 

 

Purpose:

The purpose of this scholarly paper is to:

• become deeply acquainted with a particular theory/theoretical paradigm and the theorist(s) who have named the theory,
• illustrate ways in which the theory helps to deepen your understanding of how theory can be applied to practice.

 

 

 

 

Guidelines:

 

• Introduction
  • The introduction to the paper should present the purpose of your paper, the clinical/practice problem selected, the chosen theory and theorist(s), and the identification of the sections you will cover in the paper. (10 pts)

 

• Description of the Challenge within Nursing Practice
  • Identify a challenge within nursing practice. Why is it important to nursing and what does the nursing literature say about the topic? For example, what is the impact to nurses, patients/clients, or the healthcare system? What are the related costs? Recent scholarly references are required. (20 pts)

 

• Description of the Theory and Theorist(s)
  • Identify the theory and theorist(s) you have chosen. Provide a brief summary of the theory and theorist(s). Present the major assumptions of theory and main concepts used. Only provide details about the theorist(s) that are relevant to the purpose of the paper. For example, you do not need to state all of the educational institutions they attended unless there is a relevant point to be made (ie., he/she studied caring science with a well-known scholar, etc.). Scholarly references are required.  (20 pts)

 

• Application of Theory to Challenge in Nursing Practice
  • Use the selected nursing theory to address the challenge in nursing practice. Carefully weave together a connection between the theory and the challenge. Identify a strategy based on the theory that can address the challenge, exhibiting application of the theory. How could this strategy be implemented? What suggestions do you have for future practice or research based on the selected theory or topic? Scholarly refrerences are required. (30 pts)

 

• Conclusion
  • Your conclusion should summarize the key points you have made throughout the paper. Concluding statements may include self-reflection that discusses new knowledge gained about theory application, the selected theory, and/or the topic addressed. (10 pts)

 

• Format and Other Special Instructions: (10 pts)
  • Please limit your paper to 6-8 pages, excluding the title page and reference pages.
• A minimum of 6 scholarly references should be used. References should be as current as possible (within the last 5 years is preferred) unless you are using primary sources written by the theorist or other classic resources. Consult with course faculty if you have a question/concern.
• Grammar, spelling, punctuation, and paragraph format should be consistent with scholarly writing as presented in the APA manual (6^th edition).
• Tend carefully to APA style guidelines, including a title page, running head, appropriate headings if needed, reference page, and citations.
• Any ideas of information from other sources should be cited appropriately using APA format. If you are using quoted material, cite carefully.

 

 

 

 

 

 

 

Appendix D

Art of Nursing Theory Presentation

 

Each student will artfully depict and present the main concepts of the chosen theory.  Any form of art is acceptable including, drawing, collage, painting, sculpture, music, dance, poetry, story, or other craft.  Each student will have five‐to‐seven minutes for this demonstration. Be sure to rehearse what you plan to say/do.

 

Looking at theory through the lens of aesthetic knowing is the purpose of this artful depiction.  The most important goal of the project is the clear relationship between the concepts or interpretation of the theory and the art.  Additionally, since art is often abstract and conceptual the relationships and the meaning of the piece must be expertly expressed and articulated.  Creativity and imagination are highly valued and all manner of artful expression is welcome.  Attending to the time limit is appreciated and taken as a sign of respect for one’s peers.   

 

 

 

 

 

 

Essay brief:

Preparation Required:

This coursework requires you to read and undertake your own research. You are advised to visit the library and use search tools to locate appropriate sources. As you read, make notes and prepare your work. You are advised to make a note of every source that you use for referencing purposes (note the author, title, date and publication details of the source, along with page numbers of any quotations/material that you intend to use). You will need to plan and manage your time and organise your work effectively.

All sources should be referenced using the OSCOLA referencing style and a bibliography should be included. A table of contents may optionally be included but this will not contribute towards the word count.

General Reading:

1. Ewan McKendrick, Contract Law (13th Edn, Macmillan 2019)
2. Elliott and Quinn, Contract Law (12th Edn, Pearson 2019)
3. Ewan McKendrick, Contract Law: Text, Cases & Materials (18th Edn, OUP 2018)
4. Finch and Fafinski, Law Express: Contract Law (6th Edn, Pearson 2018)
5. Roger Halson, Contract Law (2nd Edn, Pearson 2013)

Question 1

“The foundation of contract law is built upon the freedom of citizens to contract with whomever they wish. The law on capacity to contract is an unfair and unnecessary restriction on the applicability of this principle.”

With reference to the law on the capacity of minors, the drunk and the mentally incapacitated to contract, critically consider whether contract law achieves an appropriate balance between restricting freedom to contract and the protection of vulnerable parties from unfair exploitation.

 

 

 

Question 1 – explained

This question asks you to critically analyse the law on capacity to contract and directs you to consider whether the law strikes a fair balance between protecting the interests of both parties involved in the contract.

You should begin in your introduction by discussing the principle of freedom of contract and the policy reasons why contract law restricts this principle to prevent vulnerable categories of people from entering into contracts. Remember, introductions do three things: context, structure and argument. By discussing this policy consideration, you will be setting the context to the essay and will then need to outline what the essay will discuss and what your argument will be (i.e. This essay concludes that the law does/does not strike a fair balance because…).

The main body should then consider each of the three categories in turn, discussing what the law is in relation to that particular category and providing independent critical thought on whether the law strikes the right balance.

Suggested Structure

Introduction
Section 1 – Capacity & Minors
Section 2 – Capacity & the Drunk/Intoxicated

Section 3 – Capacity & the Mentally Incapacitated

Conclusion

Introduction and Alignment

Laboratory tests should be ordered or reviewed for every mental health patient.  Many of the patients that come to you will have seen their primary care doctors within the past year.  It is acceptable for you to have the patient sign a release of information (ROI) so that you can request their previous labs for a baseline and to include them on the chart in our office. There may be times that you feel that the labs need to be repeated due to previous abnormal values, amount of time since testing or presenting symptoms.  Labs are commonly ordered and depending on the patient’s insurance carrier can be expensive. If labs are not drawn in your office, they may also be inconvenient for the patient. And often times, patients will complain about the discomfort associated with the initial stick for venous access. It is important for the PMHNP to know the most common labs that are indicated for review and chart inclusion for mental health patients according to diagnosis and medications being prescribed.  All mental health patients should have a CBC, CMP, Lipid panel, TSH, Vitamin D and Vitamin B12 at a minimum.  For certain disorders and medications (anticonvulsants and atypical antipsychotics) you may need to consider additional lab tests.  What additional labs do you need to consider? You should include these additional labs in your PowerPoint™. Depending upon presentation, history and office practice, you may also need to order UDS on each patient initially and at established intervals.  Include specifics that you are looking for with the UDS. How often should labs be ordered?

Genetic testing is now being used to identify what medications may be more acceptable or contraindicated for patients based upon their genetic map.  There are multiple tests and labs that have been developed and marketed to providers to potentially aid in medication management choices.  There are some limitations with the testing. The most important being that they predict metabolism and bioavailability of medications but they do not predict a patient’s clinical response (improvement in mental health) to a particular medication.  Genetic testing is most commonly performed using buccal swabs. The provider will swab the patient’s oral cavity and then send the specimen to the lab for processing via UPS or FedEx.

 

Background Information

In this workshop, you will discuss each test listed above and laboratory values that may indicate that the patient is suffering from a metabolic issue versus a mental health issue.  Some metabolic imbalances can mimic or produce mental health symptoms.

In this workshop, you will examine the tests mentioned and their pertinence in mental health care assessment and management.

The best PowerPoint presentations use standardized positions and style. They provide only necessary information and when combined with graphics are entertaining as well as informative.  The PowerPoint will have colors that contrast and complement each other.  Also, do not try to include all of the information on the PowerPoint slide itself.  Information can be entered into the notes section to be used during the presentation.  You want your audience to have fun and be engaged.

Instructions

1. Develop a PowerPoint™ presentation to discuss each of the above highlighted labs and how pertinent findings may impact your mental health diagnosis and treatment plan.  Briefly explain the disorder you are ruling out or in with the testing results and state the rationale for the testing needed in the scenario. Be as specific as possible providing a basic overview of the tests that you are assessing as well as the benefits, risks, and limitations. Use on slide for each bolded test – use the notes section on PPT to relay added information regarding each test.
2. Provide citations for information on each slide.
3. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the 3.2 Assignment by day Five of the workshop.
4. Submit a copy in the Laboratory testing discussion thread for your peers to read on day Six.
5. Review the rubric to make sure you understand the criteria for earning your grade.

   NOTE:  This information should be useful to refer back to your clinical settings, so students are recommended to download the PowerPoints or print the handouts of other student’s presentations for future reference.

Medical-Surgical Nursing Course Paper (Please use attachment for part I)

Purpose: This paper is designed for the student to analyze both data from a client with commonly-occurring health needs and an issue in contemporary nursing and, to apply that issue to the client’s case. The analysis should show a working understanding of medical-surgical nursing concepts taught in second semester and address socio-cultural and client diversity needs. The student is expected to demonstrate effective use of Harford Community College library resources and to differentiate between credible and non-credible sources.

Structure & Task:

Part I: Select a client scenario of interest. The client should be someone for whom you have cared as part of the N105 clinical experience. Summarize:

· Client scenario and medical background , relevant care

· Justify the selection of this client scenario—explain why it is of interest. The client’s situation should be applicable to Part II.

Part II: Identify a contemporary nursing issue from the topics provided and relate this to the client scenario in Part I. Summarize the issue and analyze how it applies to your client’s situation. This may be laid out as follows:

1. Introduction to the issue (this should serve as introduction to the paper itself (at beginning of Part 1 and should tie in the client)

2. Analysis of issue and what the literature says about it. Analyze at least 1 article, describing the impact of the issue on current nursing practice. The article must be from a nursing journal and must be peer-reviewed. Articles should have a publication date within the last 5 years. You may use additional articles, websites, and books as references as needed. Discuss the strength of the evidence in this article, which means asking yourself a question: Is the evidence convincing and based on strong data?

3. Reflect on the issue and how it relates to the client. Literature may be referenced. Compare what you saw in clinical practice with the literature.

4. Conclude with nursing implications and implications for the client.

Format:

APA format, 4-5 pages, 12 point Times New Roman font, double spaced. This includes introduction, body, and conclusion. Paper is to be word processed and uploaded to Blackboard; PDFs of articles used should also be uploaded to Blackboard along with the paper.

 

Questions to help you get started:

1.  What do you already know about this issue, and what is new to you?

2. Did you discover anything in the literature that contradicted what you already thought you knew, or believed?

3. Do you find the reasoning in the articles convincing? Do they offer credible evidence?

4. Are there parts of the articles/issue that you do not understand?

5. Do you have any evidence that the issue impacted your client?

6. What issues from the list could potentially impact your client?

Tips for a successful paper:

1.  Start early. You may select a client at any point during clinical, and selecting a client and an issue early will allow you plenty of time to submit everything.

2. Websites are often useful to generally educate you about an issue; nursing articles are useful in finding out how that issue affects nursing. You are encouraged to add your thoughts/opinions about how the issue may affect or has affected your client, but you must search the nursing literature to see if you can support your claims. Think about it before you research! (Example: Student learns more about climate change, which has many effects, and thinks, “I bet that hotter temperatures could affect patients with heart failure,” or “Predicted rising pollen counts could affect my client with asthma,” –Then, go to the nursing literature and search for temperature effects on heart failure or exacerbation of asthma attacks and contributing factors. It may be a two-step process, instead of just searching “climate change” and “heart failure” together.

3. Don’t be afraid to ask your clinical instructor for help! He/she is grading your paper. This is not an entire care plan of the client, as is the Level II project, but you do need to understand your client’s primary problem and treatments well. Your clinical instructor can help to clarify your thoughts about this. Your clinical instructor may also have some background with the issue you select. You are also encouraged to come to the course coordinator for advice if you are unclear about any aspects of the paper.

4. An ethical, social, or legal issue may arise during care that automatically gives you an issue of interest for your paper. If you would like to suggest a topic that is not on the list, please email your instructor and copy the course coordinator by email. If approved, you may help expand the topic list for future semesters!

5. Use APA correctly. Below is a helpful list of APA expectations adopted by our nursing department for students while they are in the program. A basic working knowledge of these will prepare you for work in your baccalaureate program. Don’t hesitate to ask your clinical instructor or the course coordinator for help if you are not sure about the meaning of any of these guidelines.

Guidelines for APA 6th Edition Undergraduate Nursing Use

 

Organizational Areas of APA Content

Objectives: (Students are expected to–)

 

Writing   in the discipline (Section I)

· Identify   types of articles (reports, studies, reviews, case studies)

· Select   articles appropriately, following course rubric instructions

· Be able   to identify and avoid intentional and unintentional plagiarism

 

Structure   and Writing (Sections II & III)

· Organize   and format paper correctly (title page to reference page)

· Write   clearly and concisely, maintaining logical and orderly sequence

 

Style   Mechanics (Section IV)

· Demonstrate   correct grammar and usage

· Spell   all words correctly

· Use   numbers and abbreviations correctly

 

Crediting   & Referencing Sources (Sections VI & VIII)

· Cite sources   correctly within the paper

· Use   quotations correctly within the paper, avoiding over-use of quotes

· Link   citations for courses to the reference list

· Format   reference list correctly