Criteria and Rubric Development

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• Course Title: Introduction to Critical Care Course Description, Vision, and Rationale Critical Care is a specialty in nursing in which the patient population is severely ill. Critically ill patients require intensive nursing care and have a higher acuity of care. It is important for students to recognize this population and the acute changes that can occur within a matter of seconds. In this course, there will be didactic material inclusive of hands-on simulations, case studies, participation games/assignments, and interactive debriefing sessions. Testing will be implemented to assess students baseline knowledge at the beginning of the course. Quizzes and exams will be given following each review of a system (cardiac, pulmonary, neurological, renal, etc.) The vision of Introduction to Critical Care Course is to prepare students to recognize rapid hemodynamic and multi-system changes inclusive of renal, hematologic, pulmonary, neurological, gastrointestinal, and endocrine changes. Students should understand the application of the appropriate evidence-based interventions in correlation to the system presented. Introduction to Critical Care will allow learners to apply their acquired knowledge, critical thinking skills, and evidence-based interventions, within a safe environment. Course Learning Objectives 1. Perform a physical assessment and detailed health history. 2. Utilize nursing judgement to refine decision-making processes. 3. Recognize patient deterioration and provide interventions. 4. Apply autonomous leadership skills while collaborating with others to provide competent patient and family-focused care. (Titrating drips and etc.) CRITICAL CARE COURSE 3 Program Offering Program Description The Bachelor of Science in Nursing (BSN) undergraduate degree program allows nurses to pursue a higher education. This four-year degree prepares nurses for a variety of roles they may encounter within their journey of their nursing career. The course work included in the program includes leadership studies, humanities studies, social sciences studies, evidence-based research, and nursing sciences that are related to the practice of nursing. Registered nurses are essential in today’s world and acquiring basic and advanced knowledge in nursing will prepare student nurses to take on the professional role of a registered nurse. Program Outcomes 1. Students will be able to provide comprehensive nursing care to recognize and correct core body systems alterations. Quality Care outcomes will be achieved through holistic patient-centered care. 2. Exemplify safe and competent care in nursing interventions and the administration and disposal of drugs used in the declining patient. Guiding nursing practice with evidence based-practice, nursing theories, and knowledge to take care of the patient. 3. Decisions are formulated based on nursing judgement and collaboration with the healthcare team. Addressing obstacles in patient status and/or care (team communication during scenarios). - improve the pupil’s ability to respond to ongoing changes in an analytical and logistical manner. 4. Enhancing the roles of registered nurses - improving preliminary and ongoing education and access to higher nursing. Utilize standards of leadership to promote the exceptional and professional role of the nursing profession. OBJECTIVES Caring for patients with abnormal cardiac rhythms and cardiovascular disorders – Electrocardiogram monitoring, hemodynamic waveform knowledge, defibrillator use, external pacemaker knowledge Caring for patients with pulmonary disorders – blood gas analysis, ventilator knowledge Caring for patients with neurological disorders – stroke care, TPA management, train of four knowledge, intracranial pressure monitoring Caring for patients with kidney dysfunction and renal disorders – CRRT (continuous renal replacement therapy), hemodialysis Caring for patients with hematological, gastrointestinal, and endocrine diseases – monitoring bladder pressure, insulin drip management, rapid blood/fluid infuser Caring for patients with all multisystem disorders listed above – training through simulation scenarios and debriefing. CRITICAL CARE COURSE 4 Alignment Tables Table One: Learning Objectives to Program Outcomes Number Learning Objectives Program Outcomes 1 1. Perform a physical assessment and detailed health history. • SMART GOAL: Students will be placed in simulations and case studies in an 8-week session inclusive of: Code Blues, Sepsis Alerts, Intubations, and renal failure. Simulations and case studies will be applied after student lectures the same week. • Identify the threats, advantages, indications, and contraindications of bedside nursing procedures such as intubations, tube thoracostomy, central and arterial lines, and pulmonary artery catheters. Provide comprehensive nursing care to recognize and correct core body systems alterations. Quality Care outcomes will be achieved through holistic patient-centered care. 2 2. Utilize nursing judgement to refine decision-making processes. • SMART goal: Student will display appropriate management of patient through weekly simulations following lectures. Each system will be followed by a simulation to assess student knowledge in a bedside setting. Debriefing will occur following each simulation scenario for students to understand what went well and what did not. Exemplify safe and competent care in nursing interventions and the administration and disposal of drugs used in the declining patient. Guiding nursing practice with evidence based-practice, nursing theories, and knowledge to take care of the patient. 4 CRITICAL CARE COURSE 5 Number Learning Objectives Program Outcomes • Ventilator care and pulmonary care: ARDS, P.E (TPA therapy), Pneumonia (administering antibiotics, oral care), Covid (proning patient) • Renal care (obtaining bladder pressures and understanding CRRT) • Neurological Care (Stroke/TPA Care, ICP Monitoring) • Cardiac Care (Applying electrodes, care of a pacemaker, obtaining ekgs, understanding rhythm changes, and using a defibrillator) • GI/Endocrine Care (managing insulin drips, infusion of blood products with gastrointestinal bleed, etc) 3 3. Recognize patient deterioration and provide interventions. • SMART GOAL: Students will be lectured with follow up tests one week apart for each system listed in the objectives above through multiple choice exams and case studies. • Identification of signs & symptoms related to pathology processes. Students will state the etiology and describe the pathophysiology of disease processes in the objectives chart listed above. Decisions are formulated based on nursing judgement and collaboration with the healthcare team. Addressing obstacles in patient status and/or care (team communication during scenarios). - improve the pupil’s ability to respond to ongoing changes in an analytical and logistical manner. 5 CRITICAL CARE COURSE 6 Number Learning Objectives Program Outcomes 4 4. Apply autonomous leadership skills while collaborating with others to provide competent patient and family- focused care. (Titrating drips and etc.) • SMART goal: Student will establish rapport with staff members, patients, and families. Student will be able to demonstrate appropriate interactions by: obtaining informed consent, being sensitive to disability, age, culture, and gender issues. Practicing ethical issues that may be seen in critical care through an 8-week program through simulations with other peers and through case studies. Enhancing the roles of registered nurses - improving preliminary and ongoing education and access to higher nursing. Utilize standards of leadership to promote the exceptional and professional role of the nursing profession. Table Two: Learning Objectives to External Standards Learning Objectives Perform a physical assessment and detailed health history. Utilize nursing judgement to refine decision-making processes. Recognize patient deterioration and provide interventions. Apply autonomous leadership skills while collaborating with others to provide competent patient and family-focused care. (Titrating drips and etc.) 6 CRITICAL CARE COURSE 7 Learning Objectives to External Standards (example) Assess expectations and functions through standardized assessment tools x x x Coordinate and manage care though atypical presentations and managing chronic conditions x x Use evidence -based knowledge by accessing and emerging information through research and delivering quality care through best practices x x x Making situational decisions through analyzing risk vs. benefits. Collaborate to adjust obstacles in patient status . x x 7 CRITICAL CARE COURSE 8 Transformational leadership skills – challenging existing systems and proposing new strategic changes x Structural empowerment through strong collaborative relationships internally and externally x x Exemplify professional practice through safe and competent care x x x Keeping up to date with new knowledge, innovations, and improvements in healthcare. x x 8 CRITICAL CARE COURSE 9 Reference List Halstead, J. (2018). NLN core competencies for nurse educators: A decade of influence. Lippincott Williams & Wilkins. Lyle-Edrosolo, G., & Waxman, K. T. (2016). Aligning healthcare safety and quality competencies: quality and safety education for nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) magnet® standards crosswalk. Nurse Leader, 14(1), 70-75. https://www.sciencedirect.com/science/article/pii/S1541461215002293 World Health Organization Europe Critical Care Nursing Curriculum (1061326758 808940158 W., Trans.). (2017, May 01). Retrieved November 17, 2020 https://www.euro.who.int/ data/assets/pdf_file/0017/102266/e81552.pdf