Professional Documents
Culture Documents
COLLEGE OF NURSING
La Paz, Iloilo City
University
Vision: WVSU as one of the top universities in Southeast Asia
Mission: To produce globally competitive life-long learners
Core Values: Service, Harmony, Excellence
Institutional Outcomes for Instruction:
taga-West
1. is a creative and critical thinker
2. is an effective and responsible communicator
3. has uncompromising personal and professional ethical standards
4. is technologically -skilled
5. has teaming and collaborative skills
6. is socially responsible and has strong national identity
7. is globally employable
8. can utilize lifelong learning skills in pursuit of personal development and excellence in professional practice
9. is self-directed, competent, and accountable professionals
II.
College
Vision: To become Center for Excellence for Nursing Education. It shall provide leadership in instruction, research and extension among nursing education
institutions in the country.
Mission: The WVSU College of Nursing is committed to the total development of world-class nurses who are scientifically informed, socially aware, committed
and technically competent in the promotion of health, prevention of disease and promoting life and efficiency based ethical standards of the Nursing Education.
Goals:
1.
2.
3.
4.
5.
Provide high quality nursing education in the undergraduate and graduate levels.
Conduct nursing related scientific investigations and disseminate the findings.
Create transformative linkages and extension programs to unleash the empowering capacity of clients/partners.
Nurture commitment to excellence, discipline, integrity, loyalty and professionalism.
Promote patriotism and the preservation and enrichment of the environment and cultural heritage.
III.
IV.
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Provide leadership in practice and education to improve healthcare quality, safety and patient outcomes
Collaborate with inter-professional healthcare team to improve patient and population health outcomes
Apply principles of critical thinking and evidence-based practice to improve quality and safety of patient care
Apply the research process to appraise and develop nursings body of knowledge
Promote care and service that recognize the uniqueness and diversity among individuals within the ethical, legal, and regulatory standards of nursing
practice
7. Implement effective strategies for managing ethical issues inherent in clinical practice and nursing education
8. Promote culturally responsive activities that support the global context of health care
9. Continue to assume responsibility for professional growth and development
V.
VI.
Prerequisites: None
VII.
VIII.
Course Description: This course provides an overview of the theoretical foundations of nursing. It examines philosophical schools of thought and theoretical
perspectives from nursing and related disciplines. It presents frameworks for theory evaluation including theory description, analysis, critique, testing and
support. It also introduces the graduate student to concept and theory development in nursing. Application of nursing theory to education, research, and
practice are addressed.
IX.
Course Credit/Unit: 3 units lecture (54 lecture hours; 3 hours per week)
X.
Course Outcome: At the end of the course, the graduate student must have:
1. traced the historical evolution of nursing practice and theoretical development in nursing;
2. defined terms and concepts related to theoretical nursing;
3. described, compared and contrasted the role, use and importance of nursing metaparadigm, conceptual models, grand theories/models, and middlerange theories;
4. discussed concept and theoretical development in nursing;
5. compared and contrasted major nursing theorists and the impact of nursing practice;
6. critically evaluated and examined major nursing theories as they relate to the students area of nursing practice;
7. explained the importance of nursing theory and its implications and usage in nursing education, research, administration, and practice; and
8. illustrated concrete ways in which specific nursing theories can be applied and utilized to practice.
XI.
Course Format and Delivery: This course is delivered in the classroom. Online discussions and submissions may be required as prescribed by the course
facilitator
XII.
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INTENDED LEARNING
OUTCOMES (ILO)
At the end of the unit, the
graduate student must have:
1. been oriented to the
intended course outcomes
and course requirements.
2. articulated their course
expectations; and
3. committed themselves to
nurture and promote
scholarly inquiry.
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OUTCOMES-BASED
TEACHING-LEARNING
ACTIVITIES (OBTL)
Lecture-discussion
Lecture-evocative
discussion
Individual report
presentation
NO.
OF
HOUR
S
1
RESOURCE
MATERIALS
ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)
LCD Projector
Microphone
Audio system
Laptop
Copy of course
syllabus
Book:
Meleis, A.I. (2012).
Theoretical nursing:
development
progress. (5th ed).
Wolters Kluwer
Health |
Lippincott Williams &
Wilkins.
LCD Projector
Microphone
Audio system
Laptop
Copy of course
syllabus
Books:
Alligood, M.R.
Nursing theorists and
their work. (2014).
(8th ed). Singapore:
Elsevier Pte Ltd
Alligood, M.R. (2014).
INTENDED LEARNING
OUTCOMES (ILO)
OUTCOMES-BASED
TEACHING-LEARNING
ACTIVITIES (OBTL)
NO.
OF
HOUR
S
N. Theoretical Frameworks
O. Conceptual Models
P. Theory
2. Nursing Theory
A. Chinn and Jacobs (1987)
B. Chinn and Kramer (2004)
C. Fawcett (2005)
D. Definition of Theories by Level of Abstraction
E. Definition of Theories by Goal Orientation
F. Theory Components
G. Uses of Theory
2
Small group discussions and
workshops
Nursing theory
utilization and
application. (5thed).
Missouri: Mosby
Elsevier Inc
Fawcett, J. & Downs,
F.S. (1992).The
relationship of theory
and research. (2nd
ed.). F.A. Davis
Company
RESOURCE
MATERIALS
ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)
INTENDED LEARNING
OUTCOMES (ILO)
7. described, analyzed,
critiqued, and critically
examined an existing nursing
theory;
Page 5 of 9
OUTCOMES-BASED
TEACHING-LEARNING
ACTIVITIES (OBTL)
NO.
OF
HOUR
S
RESOURCE
MATERIALS
ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)
Development
A. Sources of Theory Development
B. Domain Paradoxes
a. Conceptual Models vs Theory
b. Nursing Theory vs Barrowed Theory
7. Theory Evaluation
A. Theory Description
B. Theory Analysis
C. Theory Critique
D. Theory Testing
E. Theory Support
6
Presentation of Theory
Evaluation: Description and
Critique
8. Concept Development
A. Concept Exploration
B. Concept Clarification
C. Concept Analysis
a. Wilsons Method of Concept Analysis
b. Simultaneous Concept Analysis
c. Hybrid Strategy
D. Concept Development
a. Sensing and taking in a phenomenon,
b. Describing a phenomenon
c. Labelling
d. Concept development
e. Statement development
f. Explicating assumptions
g. Sharing and communicating
9. Theory Development
A. Strategies
Rubrics for
scholarly
paper/article
INTENDED LEARNING
OUTCOMES (ILO)
OUTCOMES-BASED
TEACHING-LEARNING
ACTIVITIES (OBTL)
NO.
OF
HOUR
S
RESOURCE
MATERIALS
ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)
Lecture-evocative
discussion
5
Individual report
presentation
5
3. analyzed the structural and
functional components of
Page 6 of 9
2. Conceptual Models
A. Myra Erstin Levine: Conservation Model
LCD Projector
Microphone
Audio system
Laptop
Copy of course
syllabus
Books:
Alligood, M.R.
Nursing theorists and
their work. (2014).
(8th ed). Singapore:
Elsevier Pte Ltd
INTENDED LEARNING
OUTCOMES (ILO)
nursing theories;
4. evaluated an existing
nursing theory in the context
of its application in a research
study.
NO.
OF
HOUR
S
Page 7 of 9
OUTCOMES-BASED
TEACHING-LEARNING
ACTIVITIES (OBTL)
RESOURCE
MATERIALS
Alligood, M.R. (2014).
Nursing theory
utilization and
application. (5thed).
Missouri: Mosby
Elsevier Inc
ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)
Rubrics for
scholarly
paper/article
INTENDED LEARNING
OUTCOMES (ILO)
OUTCOMES-BASED
TEACHING-LEARNING
ACTIVITIES (OBTL)
NO.
OF
HOUR
S
RESOURCE
MATERIALS
XIV.
20%
15%
15%
30%
20%
100%
References
Books
1.
Alligood, M.R. (2014). Nursing theorists and their work.(8thed). Singapore: Elsevier Pte Ltd
2.
Alligood, M.R. (2014). Nursing theory utilization and application.(5thed). Missouri: Mosby Elsevier Inc
Page 8 of 9
ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)
Fawcett, J. & Downs, F.S. (1992).The relationship of theory and research.(2nded.). F.A. Davis Company
George, J.B. (2005). Nursing theories.The base of professional nursing practice.(4thed). Englewood Cliffs, NJ: Prentice Hall
Meleis, A.I. (2012). Theoretical nursing: development progress. (5 th ed). Wolters Kluwer Health | Lippincott Williams & Wilkins.
Meleis, A.I. (2010). Transitions theory, middle-range and situation-specific theories in nursing research and practice. Springer Publishing Company,
LLC
Parker, M.E. (2006).Nursing theorists and nursing practice. (12thed).
Tomey, A.M. &Alligood, M.R. (2011).Nursing theorists and their work.(7thed). Singapore: Elsevier Pte Ltd
Philippine Journal of Nursing
Journal of Nursing Scholarship
Journal of Advanced Practice Nursing
Others
and Databases
ProQuest
HERDIN
http://currentnursing.com/nursing_theory/nursing_theories_overview.html
http://www.nursing-theory.org/theories-and-models/
Others
Recommending Approval:
Approved:
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