NSG4076 RN-BSN SYNTHESIS
NSG4076 RN-BSN SYNTHESIS
The purpose of this information packet is to serve as a reference for College of Nursing policies and information about the practicum course, NSG4076, RN to BSN Capstone Synthesis. Students are required to read this information packet and the South University RN-BSN Students Handbook to promote effective communication and positive student outcomes. The College of Nursing revises information and policies contained in this information packet periodically and will keep students informed of any such changes.
The clinically focused capstone course in the RN-BSN program reflects the requirements of our accrediting body, the American Association of Colleges of Nursing (AACN). AACN released a position statement in 2012, requiring practice experiences for all baccalaureate students, including RN-BSN students. This clinical experience should lead to the development of higher-level psychomotor skills and critical thinking for the RN-BSN students.
Practice experiences for the RN-BSN include direct and indirect care.
The following definitions of direct and indirect care (listed below) can be found in the AACN white paper Expectations for Practice Experiences in the RN to Baccalaureate Curriculum (AACN 2012, p. 3):
· Direct care refers to nursing care activities provided at the point of care to patients or working with other healthcare providers that are intended to achieve specific health goals or achieve selected health outcomes. Direct care may be provided in a wide range of settings, including long term care, home health, community-based settings, and education settings (Suby, 2009; Upenieks, Akhavan, Kolterman, et al., 2007).
· Indirect care refers to nursing decisions, actions, or interventions that are provided through or on behalf of patients. These decisions or interventions create the conditions under which nursing care or self-care may occur. Nurses might use administrative decisions, population or aggregate health planning, or policy development to affect health outcomes in this way (Suby, 2009; Upenieks, Akhavan, Kotlerman, et al., 2007).
NSG4076 course description:
In this clinical course, the student integrates and synthesizes the curricular components of assessment, health promotion/clinical prevention, research, professionalism, teaching, leadership, information management and technology, as well as healthcare policies to create and implement a clinical project relating to the healthcare needs of an aggregate within the community. Creation and implementation of the project will include direct and indirect care of clients in the selected aggregate.
This is the last course in the students’ program of study. The focus of this practicum is community health. The following information provides guidance in the implementation of a community health and population-focused health promotion activity. A final note: Throughout this course, the student will draw on previous learning. Students may also find that previously completed course assignments, projects, and textbooks are useful for completing the assignments in this course.
Additional information about the clinical practicum is located in the practicum preparation classroom modules (for online students).
HEALTH PROMOTION PROJECT
Students will use a community assessment model (e.g. Community as Partner) to do an abbreviated assessment of their selected aggregate/community. The students will create or obtain materials from the agency for the project. The assessment must include data collection and a windshield survey. The students will perform a data analysis to determine trends showing strengths and weaknesses that may identify community health problems for a particular aggregate at-need or at-risk. The students will then collaborate with a community agency to develop a nursing care plan and implement a health promotion project to address the problems and needs of the aggregate. The students in collaboration with the community agency will implement the health promotion project.
