Course Number: ACNRP 003
Course Title: Emergency Management Nurse Residency Course
Credits/CEUs: Total of 4.5 continuing education units; 3.0 CEUs for classroom and 1.5 CEUs for clinical. Nurse residents stand to earn up to 41.6 contact hours for completing ENA Modules
Course Structure: 15 Weeks
Class: One session per week for 15 weeks; each session will consist of 2 hours in the classroom (Monday, 8:00 am to 10:00 am at NYUH SON and 1 hour in the skills lab or simulation lab (Monday, 10:30 am to 11:30 am in the simulation/skills lab at NYUH SON).
Prerequisites: Graduated with a Bachelor’s of Science Degree in Nursing from an accredited program within the last 12 months; Successful completion of NCLEX exam with valid NYS RN license; Completion of General Hospital and Nursing Practice Orientation; Successful completion of Medical Surgical and Cardiac Dysrhythmia & ECG Interpretation NRP courses.
Course Facilitator: Regina McEntee BSN, RN
Email: [email protected]
Phone: (716) 753-0058
Skype: mcentee_regina
COURSE PURPOSE:
The purpose of this course is to prepare the nurse resident to develop and refine knowledge, skill and experience necessary to provide emergency care to patients in the acute care setting at New York University Hospital.
COURSE DESCRIPTION:
This course serves to guide the nurse resident in developing knowledge, skill and experience required in caring for patients experiencing medical emergencies. Nurse residents will begin the course with a review of body systems and specific emergency medical conditions as to prepare them to anticipate patient care needs. This course will also address social needs of patients and family members experiencing medical emergencies. This course will allow the nurse resident to build upon current knowledge and allow them the opportunity to apply theory to real-life patient situations using various learning strategies. The clinical aspect of this course while provide the nurse resident with the opportunity to engage in, and develop, hands-on nursing skills and experiences that are necessary to provide safe and quality care for patients experiencing medical emergencies. Each aspect of this course will integrate the use of evidence-based practice and evidence-based research to promote safe, quality patient care and enhance the nursing process.
PROGRAM OUTCOMES:
Upon completion of the one-year Acute Care Nurse Residency Program, the nurse resident will:
A. Evolve from a novice to proficient nurse within the acute care environment
B. Establish critical thinking and decision making skills within the clinical environment
C. Incorporate evidence-based practice and research findings to improve nursing care and the health care system
D. Demonstrate the ability to be a patient advocate and function as an effective team member who is able to communicate and work collaboratively with multi-disciplinary teams, patient's, and family members in order to provide patient/family-centered care (PFCC)
E. Integrate professional caring models into practice decisions that encompass values, ethical, moral and legal aspects of nursing.
F. Recognize his or her role in shaping health care delivery.
COURSE OUTCOMES:
Upon completion of the Emergency Management Course in the Acute Care Nurse Residency Program, the registered nurse will be able to:
3. Determine expected and unexpected patient responses to emergency medical conditions and apply knowledge of disease processes to anticipate appropriate nursing action and intervention (A, B).
4. Execute effective critical thinking and decision making skills related to clinical judgment and performance in a situation where a patient is experiencing a medical emergency (A, B).
5. Demonstrate effective communication skills and collaboration with multidisciplinary team members including physicians, nurses, patient care techs, respiratory therapists, imaging technicians, social workers, and other ancillary staff (D, F).
6. Evaluate current evidence-based practice and research findings and incorporate the findings to enhance quality of care and provide the best care for each individual patient (B, C, F).
7. Demonstrate patient advocacy and cultural competence by developing, implementing, and evaluating plans necessary to support patients and families as they make decisions and transition from one level of care to another (B, C, D, E).
Course Title: Emergency Management Nurse Residency Course
Credits/CEUs: Total of 4.5 continuing education units; 3.0 CEUs for classroom and 1.5 CEUs for clinical. Nurse residents stand to earn up to 41.6 contact hours for completing ENA Modules
Course Structure: 15 Weeks
Class: One session per week for 15 weeks; each session will consist of 2 hours in the classroom (Monday, 8:00 am to 10:00 am at NYUH SON and 1 hour in the skills lab or simulation lab (Monday, 10:30 am to 11:30 am in the simulation/skills lab at NYUH SON).
Prerequisites: Graduated with a Bachelor’s of Science Degree in Nursing from an accredited program within the last 12 months; Successful completion of NCLEX exam with valid NYS RN license; Completion of General Hospital and Nursing Practice Orientation; Successful completion of Medical Surgical and Cardiac Dysrhythmia & ECG Interpretation NRP courses.
Course Facilitator: Regina McEntee BSN, RN
Email: [email protected]
Phone: (716) 753-0058
Skype: mcentee_regina
COURSE PURPOSE:
The purpose of this course is to prepare the nurse resident to develop and refine knowledge, skill and experience necessary to provide emergency care to patients in the acute care setting at New York University Hospital.
COURSE DESCRIPTION:
This course serves to guide the nurse resident in developing knowledge, skill and experience required in caring for patients experiencing medical emergencies. Nurse residents will begin the course with a review of body systems and specific emergency medical conditions as to prepare them to anticipate patient care needs. This course will also address social needs of patients and family members experiencing medical emergencies. This course will allow the nurse resident to build upon current knowledge and allow them the opportunity to apply theory to real-life patient situations using various learning strategies. The clinical aspect of this course while provide the nurse resident with the opportunity to engage in, and develop, hands-on nursing skills and experiences that are necessary to provide safe and quality care for patients experiencing medical emergencies. Each aspect of this course will integrate the use of evidence-based practice and evidence-based research to promote safe, quality patient care and enhance the nursing process.
PROGRAM OUTCOMES:
Upon completion of the one-year Acute Care Nurse Residency Program, the nurse resident will:
A. Evolve from a novice to proficient nurse within the acute care environment
B. Establish critical thinking and decision making skills within the clinical environment
C. Incorporate evidence-based practice and research findings to improve nursing care and the health care system
D. Demonstrate the ability to be a patient advocate and function as an effective team member who is able to communicate and work collaboratively with multi-disciplinary teams, patient's, and family members in order to provide patient/family-centered care (PFCC)
E. Integrate professional caring models into practice decisions that encompass values, ethical, moral and legal aspects of nursing.
F. Recognize his or her role in shaping health care delivery.
COURSE OUTCOMES:
Upon completion of the Emergency Management Course in the Acute Care Nurse Residency Program, the registered nurse will be able to:
- Demonstrate the ability to competently care for a six-patient assignment while prioritizing the needs of emergent and non-emergent situations as it pertains to patient care (A, B).
3. Determine expected and unexpected patient responses to emergency medical conditions and apply knowledge of disease processes to anticipate appropriate nursing action and intervention (A, B).
4. Execute effective critical thinking and decision making skills related to clinical judgment and performance in a situation where a patient is experiencing a medical emergency (A, B).
5. Demonstrate effective communication skills and collaboration with multidisciplinary team members including physicians, nurses, patient care techs, respiratory therapists, imaging technicians, social workers, and other ancillary staff (D, F).
6. Evaluate current evidence-based practice and research findings and incorporate the findings to enhance quality of care and provide the best care for each individual patient (B, C, F).
7. Demonstrate patient advocacy and cultural competence by developing, implementing, and evaluating plans necessary to support patients and families as they make decisions and transition from one level of care to another (B, C, D, E).
TOPICAL OUTLINE:
- Select Emergency Medical Conditions of the Following Body Systems
b) Respiratory
c) Neurological
d) Renal
e) Gastrointestinal
f) Integumentary
2. Infections Etiologies
a) Shock
b) Sepsis
c) Immunodeficiency
3. Life Support & Resuscitation
a) Advanced Cardiac Life Support
b) Managing Post-Cardiac Arrest in Acute Care
4. Miscellaneous Emergencies
a) Metabolic Emergencies
b) Endocrine Emergencies
c) Toxicology Emergencies
d) Environmental Emergencies
e) Mental Health Emergencies
5. Social Issues and Concerns
a) Abuse and Neglect
b) Sexual Abuse
c) Ethical Issues
d) End-of-Life Issues
LEARING STRAGETIES
Lecture session
In-class discussion and group work
Case studies
Online modules
Simulation
Skills stations
Clinical experience
TEXT & ADDITONAL READING MATERIALS
Required Textbook:
McCance, K., Heuther, S., Brashers, V., Rote, N. (2014). Pathophysiology: The biologic basis for disease in adults and children. (7th ed). St. Louis, MO. Mosby.
Recommended Resource:
Tardiff, J., Derr, P. & McEvoy. (2014). Emergency and critical care pocket guide (revised 8th ed.). Burlington, MA: Jones and Bartlett Learning
Electronic Resources:
ENA Emergency Nursing Orientation Modules (access information provided in class)
Multiple supplemental readings and resources are made available in the student guide
EVALUATION & GRADING:
Method of Evaluation Grading Scale
Bi-weekly evaluations from clinical preceptors complete/not complete
-with mutually agreed upon goals
Skills Checklist performed/discussed
ENA Modules 90% or higher to pass
Classroom participation pass/fail
Clinical/lab participation pass/fail
DESCRIPTION OF ASSIGNMENTS:
See “Student Guide” section for details regarding activities that will be included in the didactic classroom and clinical/skills portions of the emergency management course within the nurse residency program. The “Student Guide” will also provide information on clinical working hours with primary preceptors as well as specialty service-line rotations.
POLICIES & EXPECTATIONS: ** Adopted from Roberts Wesleyan College MNE 615 syllabus with permission for purposes of this course assignment**
Students with Disabilities
Reasonable accommodations are available for students who have a documented disability. If you are in need of academic accommodations for any course, please notify the instructor and the Learning Center during the first week of classes. Later notification may delay requested accommodations. If you require any documents in an alternative format, please let the instructor know. All accommodations must be approved by the Coordinator of Services for Students with Disabilities.
The following accommodations are available upon request for students with documented disabilities. You must know what help you will need and approach the correct individual to ask for help. No one will ask you. You must take the initiative.
Accommodations for Reading Difficulties
- Ask to have textbooks taped
- Ask for a reader service (usually coordinated by disabled student service offices).
- Ask to have tests and exams read aloud to you. Ask for study guides, such as outlines, so you can focus your attention on essential information in textbooks.
- Ask for extra time to complete reading assignments.
- Underline or highlight the key points in your textbooks.
- Let the teacher know before the class starts that you feel uncomfortable reading aloud.
- Choose classes carefully so there is a mix of reading required (some heavy reading, some lighter reading).
- Participate in reading skills classes.
- Request a peer tutor to go through and review important points of class discussion and textbooks with you, to help highlight essential information.
- Work in a quiet study area.
- Learn and use word processing with spelling, grammar, and editor checks.
- Ask for proofreading help.
- Dictate written work.
- Ask for alternative assignments such as oral presentations or demonstrations.
- Ask for a note taker in lecture classes.
- Tape-record lectures.
- Sit in the front of class.
- Ask for explanation of symbols, steps if not sure.
- In your notes, list steps to a process
- Set up time to consult with teacher outside of class, if you have questions.
- Work with a peer tutor.
- Use graph paper to line up problems correctly.
- Ask the teacher for concrete examples.
- Ask for extra time.
- Use a calculator.
- Ask for a syllabus before the class begins.
- Ask for a schedule of assignments for the semester at the beginning of class or before class begins.
- Ask for directions to be repeated when needed; don’t leave class until you understand.
- Set up time to see the teacher individually for clarification.
- Cheating in its various forms: e.g.,
- Copying another student’s work
- Allowing work to be copied
- Using unauthorized aids on an examination
- Obtaining any part of an examination prior to its administration
- Fabricating research data
- Submitting another person’s work as one’s own
- Receiving credit falsely for attendance at a required class or activity
- Plagiarizing (i.e. presenting someone else’s words or specific ideas as one’s own, including inadequate documentation of sources and excessive dependence on the language of sources even when documented). All quoted material and ideas taken from published material, electronic media, and format interviews must be cited: direct quotations must be enclosed in quotation marks. Therefore, whether quoting or paraphrasing, include an appropriate reference to the source (in-text citation) and a Reference page. Refer to the APA Manual for proper citation formats; consult the instructor regarding preferred citation style. (American Psychological Association—APA.).
- Violating copyright laws and license agreements, including but not limited to:
- Making illegal single copies of music or other print materials
- Making and/or distributing multiple copies of printed, copyrighted materials without written permission
- Making and/or distributing unauthorized copies of computer software and/or digital information
- Denying others appropriate access to information in the classroom, library or laboratory including but not limited to:
- Removing pages from books or journals
- Hiding or intentionally damaging materials or electronic information
- Destroying, altering, or tampering with someone else’s work.
- Submitting the same or similar work for more than one course or assignment without prior approval from the professors.
- Destroying, altering or tampering with academic or institutional records.
STUDENT INFORMATION:
- Name:
- Preferred Name:
- Phone Number:
- Email:
- Emergency Contact: