NURS 101 Lab Syllabus FINAL.docx
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NURS 101 Lab Syllabus FINAL.docx
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NURS101LabSyllabusFINAL
Queen’sUniversityB.N.Sc.Program
LABSYLLABUSNURSING101
Title:
ProfessionalRelationships
Date:
2011FallTerm
Lecturesandclassexercisesprovidestudentswithafoundationfromwhichtodevelopeffectiveprofessionalrelationshipswithclientsandco-workers.ExperientialaspectsincludeopportunitiestoapplyknowledgeofcommunicationtheoriesandprinciplesininterviewswithvolunteersintheGlaxoWellcomeClinicalEducationCentre.Animportantlearningexperiencerelatestoreceivingandprovidingfeedbacktopeersasawayofimprovingcommunicationskills.
Inthelabsessions,studentswill:
1.Explainthesocialandculturalcontextswhichaffectcommunication.
2.Identifybridgesandbarrierstoeffectivenurse-clientrelationships.
3.Describetheroleofself-awarenessinthenurse-clientrelationship.
4.Applyknowledgeofcommunicationprocessesinconductingandevaluatingeffectivenurse-clientinterviews.
5.ApplyknowledgeofgroupprocessesinexamininginteractionwithpeersintheCEC.
6.Useaprocessofself-reflectionandfeedbacktoevaluatecommunicationskillsofselfandothers.
LearningActivities:
ClinicalEducationCentreVideo-tapedinterviews:
studentswillbeassignedtoattendtheClinicalEducationCentreingroupsoffour.
Eachstudentwillhavetheopportunitytointerviewfourvolunteers,usinganinterviewguide(pleaserefertotheGuidelinesfortheInterviews,AppendicesAtoE).
Studentswillalsoparticipateaspeerevaluatorsandinobtainingfeedbackabouttheinterviewfromthevolunteers.
PleasechecktheGlaxoWellcomeClinicalEducationCentre(CEC)Website
http:
//gwcec.queensu.ca
PleasereadtheCEC’sCodeofEthics,andEthicalPrinciples.Theseprinciplesmustbefollowedduringthiscourse.
Evaluation:
InordertopassNurs-101,thestudentmustpassthelabcomponent.
TopasstheLabcomponent,thestudentwillconsistentlydemonstratethefollowingbehaviours:
1.Attendanceatalllabsessions.
2.Respectandmaintainconfidentialityofvolunteerinformation.
3.Demonstraterespectfulrelationshipswithvolunteers.
4.ContactinstructororCECbeforelabsessionifillandunabletoattend.
5.Completeanymissedlabtimeasdirectedbytheinstructor.
6.Submitweeklywrittenassignmentswithgroupandontime.
7.Demonstrateimprovementininterviewingskillsasobservedbyinstructor,peersandvolunteers.
8.Demonstrateopennesstofeedbackfrominstructor,peersandvolunteers.
9.Demonstrateimprovementinpeerevaluationskills.
10.Demonstrateabilitytocommunicateandparticipateeffectivelywithlabgroup,instructorandCECstaff.
11.Demonstrateincreasingunderstandingofpersonalstrengthsandareasforimprovementincommunication.
Theevaluationfortheinterviewswillbebasedonpeer,volunteer,andinstructorfeedbackandonstudentself-reflectionandevaluationofthevideo-tape.
Thewrittenpeerfeedback,thevolunteerfeedbacksheet,andthestudentselfevaluationofstrengthsandareasforimprovementwillbesubmittedtotheinstructorforfinalevaluationandgradingbyWednesday4pmofeachweek.
RequiredReadingsarefrom:
Arnold,E.,&Boggs,K.U.(2011).Interpersonalrelationships:
Professionalcommunicationskillsfornurses(6thed.).Missouri:
Saunders.
CollegeofNursesofOntario.(2006).Therapeuticnurse-clientrelationship.Toronto,ON:
CollegeofNursesofOntario.
AcademicPoliciesandCourseStandards
Attendancepolicy:
Attendanceiscompulsory.IfastudentisnotabletoattendtheClinicalEducationCentreduetoillness,thestudentmustnotifytheinstructor,orcalltheClinicalEducationCentre(613-533-2380)priortothelabstartingtime.Studentswillberequiredtocompletethemissedlabtime.
ProfessionalStandardsandBehavioursExpected
PleaserefertotheAcademicDishonestysectionintheSchoolofNursingCalendarandtotheProfessionalStandardsDocumentoftheCollegeofNursesofOntario.
StudentsareexpectedtodressinaprofessionalmannerfortheCECinterview.Namepinsarerequired.
APPENDIXA
GuidelinesforInterviewsandCompletionofAssignments
Objectives:
1.Toapplyknowledgeofcommunicationprocessesinconductinganurse-client(volunteer)interview:
practiceininterviewingtechniques,suchasaskingopenandclosedquestionsandinactivelistening.
2.Touseaprocessofself-reflectionandfeedbacktoincreaseself-awarenessandtoidentifybridgesandbarrierstoeffectivecommunicationwithothers.
3.Toincreaseconfidence,comfortandskillsinobtainingpertinentinformationaboutaclient'shealth.
PleasebringtheLabSyllabusandAppendicesCandDtotheCECeachweek.
OverviewofSession
Eachlabsessionistwohoursinlength,dividedinto35minutesegments.Thetotallabgroupwillmeetfor30minutesatthestartofeachlabtoreviewlastweek,andsharelearning.
Studentsattendtheinterviewsessionsingroupsoffour.Foreach35minutesegment,therewillbeoneinterviewer,onefacilitator,andtwopeoplegivingfeedback.Twostudentswillintervieweachweek(separately).
Eachstudentwillreceiveone(ormoreifneeded)videotapesforrecordingtheirfourinterviews.ThevideotapesremainattheCECandareerasedattheendoftheterm.
Interview#1
Preparationforfirsttaping:
5minutes.Studentsarrangeforcomfortableseatingandensurethetapeisinplaceandtherecordingfunctionisturnedon.
TheInterview:
15minutes.Theinterviewergoestothewaitingroom,introducesselfandescortsthevolunteertotheinterviewroom.Theinterviewisobservedbytheotherstudentsinthegroupthroughaone-waymirror.Thestudentsassignedtoprovidefeedbackshouldtakefield-notesabouttheinterview.(SeeAppendixC).
VolunteerFeedback:
5minutes.Thefacilitatorwillinterviewthevolunteerforfeedbackwiththegroup,andwriteupthevolunteer’sfeedback.(SeeAppendixD).Followingtheinterview,theinterviewerwilljointhevolunteerandfacilitatorintheinterviewroom.Thefacilitatorthanksthevolunteerandescortshim/hertothewaitingroom.
Peerfeedback:
10minutes.Thegroupthenmeetsintheinterviewroom,toprovidefeedbacktotheinterviewer.Allstudentsareexpectedtoprovidebothverbalandwrittenfeedbacktothestudentinterviewer(SeeAppendixCandE).
RewindingandLabellingtheTape:
Theinterviewerwillrewindthevideotape,ensurethetapeisinthecorrectplaceforfacultytostartreviewing,isclearlylabelledwiththeirnameandgroupnumberandgiveittotheCECstaffforstoring.TapesdoNOTleavetheCEC.
Interview#2(by2ndstudent)
Preparationtimeforthesecondinterview:
5minutes
Secondinterview:
15minutes
Volunteerfeedback:
5minutes
Peerfeedback:
10minutes
Rewindingtothebeginningoftheinterviewandlabellingthetape.
FeedbackwithInstructor:
20minutes.Attheconclusionofinterview#2,thegroupwillmeetwiththeirinstructortodiscusstheday’ssessions.
CompletingtheLabAssignment:
Selfandpeerassessment
TheInterviewer:
Self-assessment
Theinterviewerwillmakearrangementstoviewthevideo-tapedinterviewattheCEC,andcollectthepeerreviewsfromthefacilitator.EachstudentinterviewershoulduseAppendixC(InterviewerandPeerEvaluationFormandcommentssection)asaguideandidentifyexamplesofhis/herstrengthsandareasforimprovementbasedonthefeedbackreceived,viewingofthevideotapeandapplicationofrequiredreadingandclasscontent.
Theinterviewer’sself-assessment,thepeerreviewformsandthefacilitator'sreportaboutobtainingfeedbackfromthevolunteeraretobesubmittedtoyourinstructor’sattentionintheAssignmentDropBoxattheSchoolofNursingbyWednesdayat4pm,theweekoftheinterview.
TheFacilitator:
Thefacilitatorisresponsibleforassistingtheinterviewerwithanyofthetechnicalaspectsofthetaping,collectingthepeerfeedbackformsfortheinterviewer,interviewingthevolunteerforfeedbackabouttheinterview,completingareportwhichhighlightsthevolunteer’sfeedbackandensuringtheinterviewerreceivesthisfeedback.UseAppendixDasaguidetocompletethevolunteerfeedbackreport.
ThePeers:
PeerEvaluation
PeersareresponsibleforviewingtheinterviewandprovidingverbalandwrittenfeedbacktothestudentintervieweraccordingtotheprinciplesandguidelinesforconstructivefeedbackoutlinedinAppendixE.Peerswillcompleteaonepagesummaryoffeedbackfortheinterviewer.UseAppendixCasaguide.
APPENDIXB
SuggestedApproachestotheInterviewsandSampleQuestions
Thefollowingaregeneralareasofassessmentwhichareessentialinaninitialinterview.Keeptheseinmindwhenyouaredevelopingyourquestionsforyourinterviews.
1.Biographicaldata
2.Reasonforseekingcarefromahealthprofessional(orreasonforvolunteeringattheCEC).
3.Presenthealthstatusand/orhistoryofpresentillness,life-styleandhealthpracticeswhichmayenhancehealthorputthepersonatriskforhealthproblems.
Remember,thefocusofthesepracticeinterviewsisongainingconfidenceandcomfortinyourinterviewingskillsandinaskingquestionsaboutaclient'shealthproblem(s)inasystematicmanner.Youmustfocus,also,onhelpingthevolunteerfeelcomfortable,andfeelengagedwithyou.Itisthequalityofthedatayouobtainwhichisimportantinthispracticeinterview,ratherthanthequantity.
Beginbyintroducingyourselfandexplainingthepurposeoftheinterviewandthatithastwoparts.Part1isa15minuteinterviewwithyouwhereyouwillbediscussingtheirhealthandanyspecifichealthproblemstheymayhave.Inpart2,yourclassmate(name)willbeaskingthemforfeedbackabouttheinterview.Both
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