NURS 300 Module 8 Communication and Collaboration in Professional Nursing
NURS 300
Module 8
Communication and Collaboration in Professional Nursing
Description of Module: This module will provide the student with an opportunity to appraise the roles of professional nurses, including principles of interprofessional collaboration and professional boundaries.
Module Objectives:
Explain the concept of professional boundaries, including use of social media
Examine the legal responsibility of nurses to enforce professional boundaries, including the use of social media
Distinguish factors creating successful or unsuccessful communication
Analyze key aspects of collaboration
Discover interprofessional collaborative practices with principles of interpersonal interactions and communications
Analyze impacts of collaboration on person-centered care as well as safety and quality of care
Readings:
Benbow, D. (2013). Professional boundaries: When does the nurse-patient relationship end?
Missouri State Board of Nursing Newsletter, 15(3), 21-22. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cul&AN=89266166&scope=site
Black, B. P. (2020). Professional nursing: Concepts, and challenges (9th ed.). Elsevier.
Read Chapter 12: Communication and Collaboration in Professional Nursing
MacMillan, K. M. (2012). The challenge of achieving interprofessional collaboration:
Should we blame Nightingale? Journal of Interprofessional Care, 26(5), 410-415. doi:10.3109/13561820.2012.699480. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cul&AN=104493535&scope=site
Mendes, A. (2017). Nursing care and maintaining professional boundaries. British Journal of
Community Nursing, 22(8), 407–408.
https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cul&AN=124544201&scope=site
National Council of State Boards of Nursing (2014). A nurse’s guide to professional
boundaries. https://www.ncsbn.org/public-files/ProfessionalBoundaries_Complete.pdf
National Council of State Boards of Nursing (2015). A nurse’s guide to the use of social media. https://www.ncsbn.org/public-files/NCSBN_SocialMedia.pdf
National Council of State Boards of Nursing (2014). White page: A nurse’s guide to the use
of social media. https://www.ncsbn.org/public-files/Social_Media.pdf
Winters, C. A. (2013). Rural nursing: Concepts, theory, and practice (4th ed.). Springer Publishing
Company (available free through the SMSU McFarland Library e-books: Rural Nursing: Concepts, Theory, and Practice).
Read Chapter 28: Implications for Education, Practice, and Policy
Wooten, L. (2020). Professional boundaries: How to define, establish and maintain. ASBN Update, 24(2), 12–14. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cul&AN=143580571&scope=site
Videos:
National Council of State Boards of Nursing (2014). Professional boundaries in nursing.
Professional Boundaries in Nursing
National Council of State Boards of Nursing (2014). Social media guidelines for nursing.
Social Guidelines for Nursing
Standards of Professional Nursing Practice Review Session Video – available in Module 8
content area
Resources:
American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). (available free through the SMSU McFarland Library e-books: https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2935865&scope=site).
American Psychological Association. (2020). Publication manual of the American
Psychological Association (7th ed.).
Optional Readings:
Brous, E., & Olsen, D. P. (2017). Lessons learned from litigation: Legal and ethical
consequences of social media. American Journal of Nursing, 117(9), 50-54. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cul&AN=124882837&scope=site
(This is an excellent article. It is not available in our library, but the student can request via interlibrary loan – is worth the effort to request it.)
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Assignment
1)Utilize Readings/Resources
2) Discussion 3 (20 points)
First, the student will prepare a response to one of the questions listed below in a word document. They will then place this word document (initial posting only) into the Discussion 3 Assignment Dropbox for Initial Posting found in Module 8 and utilize the Turn-it-in data that will be made available to you to prevent plagiarism. You may make changes to your initial posting in order to prevent plagiarism and resubmit it within this assignment dropbox as many times as you’d like. Please know that you are required to place the initial posting in the Discussion 3 Assignment Dropbox for Initial Posting noted above prior to placing it in this Discussion 3 area. You will receive 1 point for placing the item in the Discussion 3 Assignment Dropbox for Initial Posting.
Once the Turn-it-in data has been reviewed and changes have been made to prevent plagiarism, the student will post the initial posting discussion response in the NURS 300 Discussion 3 area in Module 8. Be sure to follow the discussion rubric guidelines found at the bottom of this module guide.
Please note the due dates for postings on the NURS 300 calendar. It is important to know that as the faculty member, I am sensitive to our student’s busy schedules with family, work, and school. There are due dates for postings, created to allow productive discussions between students in this course. If students ever feel that meeting a due date creates a significant challenge for them, please let the faculty member know and we will discuss an alternative plan. If students do not contact the faculty member ahead of the due date to arrange alternative plans, the grading criteria for late submissions will be followed.
After the student completes their initial posting, and has responded to at least two other students, the student will self-grade their discussion using the Discussion 3 Self-Grading quiz, located within NURS 300 Module 8 content area. The student’s self-grade will be reviewed by the course instructor for accuracy, and adjusted as needed.
Students may choose to respond to one of the questions below:
Question 1 – Label Discussion as ‘Question 1.’ Then:
Describe a collaborative experience you have had with another health care professional.
What are the differences and similarities between the nursing professional and the other health care professional? What do you value about the other health care professional brings to a team?
What factors differentiated the collaborative experience between cooperation and compromise?
Which factors created successful, or unsuccessful, communication during the collaborative experience?
Describe how collaboration can lead to person centered care.
Describe how the functions of the collaborative experiences can impact safety and quality care.
What unique boundary issues may arise for a nurse living in a small community?
How does social media add to challenges (including legal challenges) with professional boundaries?
How do boundary issues limit your ability to provide person-centered care?
How may such boundary issues create tension between the people cared for and the organizations responsibility to provide professional, ethical care?
Where would you describe yourself on the Continuum of Professional Behavior (found at Continuum of Professional Behavior)
Question 2. Label Discussion as ‘Question 2.’ Then:
Describe the negative results of boundary crossings in the nurse-patient relationship.
3) Standards of Professional Nursing Practice Review Session Video
I would like to encourage students to look ahead to your Standards of Professional Nursing Practice assignment, due at the end of the semester. To help you prepare for this upcoming assignment, I have provided a copy of the Standards of Professional Nursing Practice Review Session Video available this week for students under the NURS 300 Module 8 content area.
Additional resources for the Standards of Professional Nursing Practice assignment are located in the Standards of Professional Nursing Practice Resource Module which is located in the NURS 300 table of contents between Modules 13 and 14. The grading rubric for this assignment is available in the Standards of Professional Nursing Practice Resource Module along with many other resources.
As noted in previous modules, students may choose to collaborate as teams for this assignment. This is the last week for teams to form as noted below in bullet point #4.
Lastly, I am providing you with a sign-up sheet in OneDrive for you. You, or your team, will sign up for a topic for the upcoming Standards of Professional Nursing Practice assignment.
I will place a link to sign up in Module 8, Module 10, and again in the Standards of Professional Nursing Practice Resources Module for your convenience. Please choose a topic that no one else has chosen. The resource this week – the American Nurses Association Scope and Standards of Practice – will be helpful in choosing a topic.
Please check the NURS 300 calendar for the due date to sign up for a topic for your Standards of Professional Nursing Practice presentation. After the due date, I’ll assign you a topic for your presentation.
4) Again – Upcoming Standards of Professional Nursing Practice Assignment – Opportunity to Collaborate in Teams for this assignment at the end of the semester.
I will make note of this one more time this week. This will be the last week that students will have the option to determine if they plan to work alone or collaborate as teams for the Standards of Professional Nursing Practice Assignment that will be due in Module 14 in NURS 300. If students would like to collaborate together as a team for this upcoming assignment, they need to have their teams created by the end of this week.
To learn more about this assignment, and the opportunity to collaborate as teams, please see the Standards of Professional Nursing Practice Resource Module provided in the NURS 300 table of contents (between Module 13 and Module 14).
Here is information regarding how to do so.
Create a team of no more than 5 students (2-5 students).
Let faculty member know the members of the team prior to the end of Module 8.
View the Mustang Nursing Learning Team Compact Review Video found in the Standards of Professional Nursing Practice Resource Module provided in the NURS 300 table of contents (between Module 13 and Module 14).
The teams must complete a Mustang Nursing Learning Team Compact form and provide the faculty member with this form by the end of Module 8 (for convenience, the Mustang Nursing Learning Team Compact form and assignment dropbox will be available in the NURS 300 modules each week through Module 8).
These teams will not be changed following submission of team members and the Mustang Nursing Learning Team Compact.
Each member of the team will complete a Mustang Nursing Learning Team Evaluation form upon completion and submission of the Standards of Professional Nursing Practice Assignment during Module 14. No grade will be granted until all members of the team have submitted the Mustang Nursing Learning Team Evaluation.
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Discussion Evaluation Rubric
Please note: Initial assigned discussion posts are due by 11:59 PM on Thursday of the assignment week and a response to at least two other people is due by 11:59 PM on the following Sunday. Any discussion posts after the 11:59 PM deadline on Sunday will be given zero credit. It is expected that students actively participate in the discussion forums. Each student is expected to contribute one initial discussion posting for each assigned discussion question, read all student’s initial discussion posts, and contribute participation discussion responses to at least two other student’s posts. Please note that when there are two discussion topics, at least one of your replies must be to the topic you did not address in your original post.
Students self-grade their discussion assignment by the following Thursday at 11:59 PM under the Discussion Self-Grading Quiz section in the NURS 300 course-room.
The faculty member will review the student’s self-grades for accuracy and reserves the right to adjust any grades.
Read the entire rubric below – this will guide your discussion grade.
20 points are possible for each discussion and will be assigned as follows:
Rating Points
Mechanics of Posting
4
Complete sentences, well organized, grammatically correct and free of spelling errors (have used spell check to help ensure this)
3
Complete sentences, well organized, but some (2 or less per paragraph) grammar and/or spelling errors
2
Complete sentences, comprehensible, organization could be improved to present a more coherent argument or statement, has three or more grammar and/or spelling errors per paragraph
0
Poor sentence structure inadequate organization, several grammar and/or spelling errors; run-on sentences.
Initial discussion posting not completed by the Sunday night due date
Rating Points
Participation in Discussion
4
Makes postings on at least two different days (Thursday initial post due by 11:59PM, response to two peer postings are due by Sunday at 11:59PM). Responds to at least 2 peers’ postings.
3
Late first post and/or posts everything 1 day only. Responds to at least 2 peers’ postings
2
Responds to only 1 peer’s posting
0
Does not reply to or provides minimal comments and information to other participants.
Initial discussion posting and/or replies to peers not completed by the Sunday night due date
Rating Points
Content of Initial Posting
4
Initial posting thoroughly addresses all parts of the discussion, is clearly and concisely stated, and demonstrates that the content was appropriately reviewed, understood, and synthesized. At least two references are presented for student’s initial posting.
Posting includes a question related to the topic to stimulate further discussion. Posts by 11:59PM Thursday.
3
Initial posting addresses most, but not all, of the discussion. Comments are reasonably organized and demonstrate adequate familiarity and analysis of the content and posts by 11:59PM Thursday
2
Initial posting shows limited knowledge and evaluation of the topic or limited to information that could be derived from prior posts and/or late initial post
0
Message was unrelated to discussion
Initial discussion posting not completed by the Sunday night due date
Rating Points
Critical Thinking Evidenced by Replies to Peer’s Postings
4
In replies to peer’s postings, offered a critical analysis of an existing posted idea or introduced a different interpretation to an existing idea. Critical analysis must be substantial, including support by a valid resource/reference, and may include a story about a related experience, a probing question, or point(s). Analysis must include citations and references from the resource/reference utilized. When there are two topics for a discussion assignment, at least one of your peer replies must be to the question you did not address in your initial post.
3
Agreed or disagreed with existing discussion and provided limited justification/explanation
2
Agreed or disagreed with existing discussion but provided no justification/explanation or support. Responds to two peers who responded to the same topic as your initial post.
0
Provided no evidence of agreement or disagreement with existing discussion
Initial discussion posting and/or replies to peers not completed by the Sunday night due date
Rating Points
APA Format
4
Provides evidence-based, scholarly resources to support one’s position on the posed topic or idea; References for initial posting are correctly & accurately presented in APA format — uses in-text referencing within the posting
3
Provides evidence-based, scholarly resources, but uses incorrect APA Format for in-text referencing
2
Provides evidence-based, scholarly references and incorrect APA Format OR provides non-scholarly references with correct APA Format in-text
0
Provides no scholarly reference to support position/ideas in postings/discussion AND/OR uses no APA
format
Initial discussion posting not completed by the Sunday night due date
Rubric authored by Laura M. Schwarz, adapted by Nancyruth Leibold, further adapted by Laurie Johansen/Nancyruth Leibold, and further adapted by Laurie Johansen, Laura Stoks, and Ruth Van Heukelom
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