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^ Course Content:

Cariology and Endodontics is to study the pathogenetic mechanisms, pathological changes, clinical manifestation, therapy and prognosis of diseases with dental hard tissue and pulp/periapical tissues. The curriculum includes caries, pulpitis and periapical disease. The courses are involved in theory teaching, experimental operation and clinical internship. Based on these courses, the students will understand and master basic theory and clinical operation in Cariology and Endodontics. Cariology and Endodontics is set at the 4th school year, and includes 68 periods (theory teaching: 20 periods; experimental operation: 48 periods). The clinical internship will be arranged for three months in the 5th school year.

Course Evaluation:

Test.

Textbook:

Mingwen Fan. Cariology & Endodontics (3rd Edition). The People's Medical Publishing house, 2008.

List of Recommended References:

1. Stephen Cohen, Richard C. Burns. Pathways of the Pulp (9th Edition), 2006.

2. John I. Ingle, Leif K. Bakland. Endodontics (5th Edition), 2002.

3. Clifford M Sturdevant, Theodore M Roberson. The Art and Science of Operative Dentistry, 2001.


0605 Nursing Science

Nursing Management and Evaluation


Course Code: 1000229 College: HOPE School of Nursing

Semester: Spring Intended Students: The Fourth Year Students

Credits: Lecture 4; Practice 4 Instructor: Yu Sihong (China)

Course Content:

The purpose is to facilitate the enrichment and development of the abilities of the participants through the attainment of new competencies related to leadership and management through a variety of learning experiences that will enhance their administrative abilities. New tools arising from various theories and their application in practice will be the focus for the participants. The strengths of the participants will be built upon and the ability to adapt theory culturally appropriate will be paramount.

1. Teaching objectives:

1) Interpret the role of the nurse manager as it relates to nursing care and quality services; 2) Compare several theories of organization; 3) Analyze several theories of leadership/management and the major preposition of each; 4) Compare management and power bases in the organization; 5) Critique staffing, budget, scheduling components that directly involve the nurse manager; 6) Apply the change process in a clinical setting; 7) Practice group dynamics and team building skills; 8) Apply quality improvement and risk management techniques in the acute care setting.

2. Major teaching content:

This course is divided into four modules: 1) Module 1: Understanding Nursing Management and Organizations; 2) Module 2: Key Skills in Nursing Management; 3) Module 3: Human Resource Management Skills; 4) Module 4: Basic Survival Skills in Nursing. The written components will be enhanced by classroom discussion and activities.

Course Evaluation:

1. Lecture: Participation and performance in lecture 10%, PPT by students 30%, final examination 60%.

2. Practice: Performance 30%, discussion on weekly objectives 20%, change project 50%.

List of Recommended References:

1. Bennis, W & Nanus, B. Leaders: The Strategies for Taking Charge. NY: Perenial Library, 1985.

2. Bernhard, LA, Walsh, M. Leadership: The Key to the Professionalization of Nursing (3rd Edition). St. Louis: Mosty-Year Book, 1990.

3. Carroll, P. Leadership and Management: A Practical Guide. NY: Thomson Delmar Learning, 2006.

4. Daly, J Speedy, SS, Jackson, D. Nursing Leadership. Sydney: Churchill Livingstone, 2004.

5. Feldman, HR, Greenberg, MJ ed. Educating Nurses for Leadership. NY: Springer, 2005.

6. Huber, DL. Leadership and Nursing Care Management (3rd Edition). PA: Saunders, 2006.

7. Marquis, BL Huston CJ. Leadership Roles and Management Functions in Nursing Theory and Application (3rd Edition). PA: Lippincott, 2000.

8. Marriner-Tomey, A. Guide to Nursing Management and Leadership. St. Louis: Mosby. 2004.

9. Nursing Management journals in the library are a good source for current references.


Nursing Planning and Implementation Ⅰ


Course Code: 1000126 College: HOPE School of Nursing

Semester: Spring Intended Students: Sophomores

Credits: 4 Instructor: Zou Zhijie (China)

Course Content:

1. Teaching objectives:

At the end of the course, the student will be able to: 1) Discuss the care to be given to clients based on physiological alterations; 2) Present alternatives of care for specific physiological based on body systems; 3) Analyze adaptive responses of clients with psychological alterations; 4) Evaluate care given to clients for its effect upon resolution of clients problem(s); 5) Teach clients content appropriate to individual level of comprehension about personal health, disease, diet, medications, treatment, etc; 6) Evaluate the implementation of care in given situations based upon nursing theory.

2. Major teaching content:

Topic outline: 1) Module 1: Nursing care of the clients with altered psychological status; 2) Module2: Nursing care of the clients with genetic /chronic alterations; 3) Module3: Nursing care of the clients with physiological alterations from disease, diet and deterioration; 4) Module 4: Nursing care of the clients experiencing surgical alterations.

3. Teaching methods and approaches:

The course will utilize a modular approach in small-size class to instruction. Teaching methods will include discussion, student presentations, case studies, scenario simulation, lecture and audio-visual materials such as films, video, and audio tapes.

Course Evaluation:

Attendance 10%, class performance 25%, quiz 40%, and final test 25%.

Textbook:

Smeltzer S.C. & Bare B. Chronic Illness. Textbook of Medical-Surgical Nursing (10th Edition). Lippincott Williams & Wilkins, 2004.

List of Recommended References:

1. Townsend, M. C. Psychiatric-mental Health Nursing: Concepts of Care in Evidence Based Practice (5th Edition). Philadelphia: F.A. Davis,2006.

2. Deitra L Lowdermilk & Shannon E. Perry. Maternity & Women’s Health Care (8th Edition). An Affiliate of Elsevier, 2004.

3. Michele R. Davidson, Marcia L. London, Patria A. Wieland Ladewig. Olds’ Maternal-newborn Nursing & Women’s Health Across the Lifespan (8th Edition). Prenrice Hall, 2008.


Nursing Planning and Implementation Ⅱ


Course Code: 1000127 College: HOPE School of Nursing

Semester: Fall Intended Students: Juniors

Credits: 4 Instructor: Zou Zhijie (China)

Course Content:

1. Teaching objectives:

At the end of the course, the student will be able to: 1) Discuss the care to be given to clients based on physiological alterations; 2) Present alternatives of care for specific physiological based on body systems; 3) Analyze adaptive responses of clients with psychological alterations; 4) Evaluate care given to clients for its effect upon resolution of clients problem(s); 5) Teach clients content appropriate to individual level of comprehension about personal health, disease, diet, medications, treatment, etc; 6) Evaluate the implementation of care in given situations based upon nursing theory.

2. Major teaching content:

Topic outline: 1) Module 1: Nursing care of the clients with altered psychological status; 2) Module2: Nursing care of the clients with genetic /chronic alterations; 3) Module3: Nursing care of the clients with physiological alterations from disease, diet and deterioration; 4) Module 4: Nursing care of the clients experiencing surgical alterations.

3. Teaching methods and approaches:

The course will utilize a modular approach in small-size class to instruction. Teaching methods will include discussion, student presentations, case studies, scenario simulation, lecture and audio-visual materials such as films, video, and audio tapes.

Course Evaluation:

Attendance 10%, class performance 25%, quiz 40%, and final test 25%.

Textbook:

Smeltzer S.C. & Bare B. Chronic Illness. Textbook of Medical-Surgical Nursing (10th Edition). Lippincott Williams & Wilkins, 2004.

List of Recommended References:

1. Townsend, M. C. Psychiatric-mental Health Nursing: Concepts of Care in Evidence Based Practice (5th Edition). Philadelphia: F.A. Davis,2006.

2. Deitra L Lowdermilk & Shannon E. Perry. Maternity & Women’s Health Care (8th Edition). An Affiliate of Elsevier, 2004.

3. Michele R. Davidson, Marcia L. London, Patria A. Wieland Ladewig. Olds’ Maternal-newborn Nursing & Women’s Health Across the Lifespan (8th Edition). Prenrice Hall, 2008.


Nursing Ethics


Course Code: 1000130 College: HOPE School of Nursing

Semester: Spring Intended Students: Juniors

Credits: 2 Instructor: Yu Huidan (China)

Course Content:

Nursing Ethics focuses on the process of making clinical decisions in clinical practice that impacts patients and families as well as nurses. The history of ethics, bioethical decision making, current ethical principles and standards of nursing practice will be stressed. The participants will not only study the theory but the application in a variety of clinical settings.

Nursing Ethics will have a number of clinical situations for the students to analyze based on the basic theoretical framework of biomedical ethics. Issues to be discussed will involve practice issues with patients as well as issues confronting nurses in the workplace that may impact the safety of the nurses, patients or families.

At the end of the course the student will be able to: 1) To define ethics; 2) To present various ethical theories; 3) To relate models of ethical decision making to clinical situations; 4) To understand the complexity of ethical decision making with the evolving changes in health and society; 5) To participate in analysis of various clinical situations based on the theory base of nursing ethics and clinical decision making; 6) To become familiar with ethical standards in other countries and recognize that ethics are culturally related.

The course will utilize lectures, class discussion, case study, role play, DVD teaching, and group report activities in order to improve the undergraduates’ interests and activeness.

Course Evaluation:

Evaluation will be based upon satisfactory completion of class discussion (10%), homework and group report (30%), and final examination (60%).

List of Recommended References:

1. Tom L. Beachamp. Principles of Biomedical Ethics (5th Edition). Oxford University, 2001.

2. Janie B. Butts, Karen L. Rich. Nursing Ethics---Across the Curriculum and into Practice (3rd Edition). Jones and Bartlett Publishers, 2005.

3. Janie Butts, Karen Rich. Nursing Ethics (3rd Edition). Jones and Bartlett Publishers, 2004.


Introduction of Nursing


Course Code: 1000123 College: HOPE School of Nursing

Semester: Spring Intended Students: Freshmen

Credits: 2 Instructor: Meng Xianmei (China)

Course Content:

As a foundational course in nursing, Introduction of Nursing aims to help students have a comprehensive understanding of nursing and develop an appropriate nursing philosophy based on understanding the development of nursing, studying essential concepts and theories of nursing and learning about legal/ethical factors influencing nursing. With this theoretical foundation, students can better understand and study other professional courses in nursing.

There are four modules in this course: Module 1: The development of nursing; Module 2: Health care and nursing; Module 3: Legal, ethical, social and political factors influencing nursing care; and Module 4: The growth of nursing. In Module 1, essential aspects of nursing practice and characteristics of nursing are addressed, important events in the historical development of nursing and nursing education are identified, and the significance that nurse leaders have had on the profession is interpreted. In Module 2, the concepts of health and illness are addressed, environmental factors influencing health care are identified, and the components of the health care delivery system and the nurse’s role in health promotion, prevention and protection are discussed. In Module 3, the purpose of Nurse Practice Acts is defined. Legal issues and ethical issues encountered by nurses are discussed. In Module 4, related nursing theories and concepts that form the paradigm of nursing are identified. The role of nursing research in nursing practice and future of nursing are discussed.

Varied teaching methods and approaches are considered to improve students’ active learning ability and critical thinking based on understanding essential concepts and knowledge of nursing, which include lectures, videos and case study, group report, role play and scenarios, and guest speaking.

Course Evaluation:

Course evaluation includes class attendance, assignment, and final exam. Class attendance is 15% of total mark, class assignment is 25%, final exam is 50%, and final report is 10%. Textbook:

1. Li Xiaomei.Introduction of Nursing (2nd Edition). People’s Medical Publishing House, 2006.

2. Jiang Anli. Fundamental of Nursing (Chinese/English). People’s Medical Publishing House, 2005.

List of Recommended References:

Recommended references include but not limited as follows. More articles or books will be required according to the needs of class. Please access BB to get updated information.

1. Carty, R. & Bednash, G. Insights from the past portray nurses of the future. Nursing and Health Care. November, 1985. pp. 493-496.

2. DeYoung, L. Dynamics of nursing. (5th Edition). St. Louis: Mosby, 1985.

3. Donahue, M.P. Nursing, the Finest Art: An Illustrated history, 1986.

4. Ellis, J.R. & Hartley, C. Nursing in Today’s World: Challenges, Issues, and Trends. (3rd Edition). Philadelphia: Lippincott, 1988.

5. Kalish, B. & Kalish, P. Dressing for success. N.Y.: American Journal of Nursing. August, 1985. pp.887-893.

6. Navright, L. Politics and power. A new look at Florence Nightingale. Nursing Forum, 1984.

7. Navright, L. Pages from nursing history. N.Y.: American Journal of Nursing, 1984.

8. Nightingale, F. Notes on nursing. [Reproduction]. Philadelphia: Lippincott, 1895.

9. Palmer, I.S. Through a Glass Darkly: From Nightingale to Now. Washington, D. C.: American Association of Colleges of Nursing, 1983.


Nursing Research


Course Code: 1000229 College: HOPE School of Nursing

Semester: Spring Intended Students: Juniors

Credits: 3 Instructor: Liu Yanqun (China)

Course Content:

Nursing Research is a seminar class designed for the discussion of research methodology. This course provides learning opportunities to assist the student to have an introductory understanding of the professional nurse as a beginning researcher through discussion of nursing research methodology. After finishing this course, the students can use the terms associated with nursing research, describe the process of nursing research , critique one research study, apply the research results to clinical practices and nursing education, and write a research proposal .

Nursing Research is presented in seven modules. Modular objectives facilitate meeting the teaching objectives: 1) Module 1 focuses on nursing and the research process; 2) Module 2 speaks to problem identification and assists in distinguishing between the problem statement and purpose of the study; 3) Module 3 deals with research methods and the types of research; 4) Module 4 explores methods of data collection. Samples and populations are differentiated in addition to identifying different types of samples; 5) Module 5 addresses ethical considerations during the research process; 6) Module 6 focuses on data analysis and the use of computers for data analysis; 7) Module 7 completes research methodology by addressing findings, conclusions and research reports.

^ Course Evaluation:

Final exam 50%, a written proposal and oral critique of selected research study 30%, class participation 10%, and class attendance 10%.

Textbook:

Denise F. Polit, Cheryl Tatano Beck. Nursing Research: Principles and Methods.(7th Edition)Philadelphia: Lippincott Williams & Wilkins, 2004.


^ Health Assessment


Course Code: 1000125 College: HOPE School of Nursing

Semester: Fall Intended Students: Sophomores

Credits: 2 Instructor: Zhang Jun (China)

Course Content:

1. Teaching objectives:

Health assessment is a skill lesson aiming to offer students basic assessment skills as well as understand how to utilize visualization, palpation, percussion and listening to complete the evaluation of a human body and each system included. Students are required to apply nursing process in the analysis of physical abnormality. After completing the course, students are able to familiarize themselves with normal range of different evaluation results, make a complete physical assessment as well as efficaciously use appropriate methods to collect subjective and objective data.

After completion of the course, the students are able to: 1) memorize the normal range of physical status and function; 2) familiarize with the relationship of nursing process and health assessment; 3) utilize skillfully visualization, palpation, percussion and accusation; 4) familiarize with the assessment methodologies and content; 5) apply nursing process to help assess health people, seek potential or existing health problems, as well as make initial nursing care plan; 6) make accurate judgment regarding the difference of normal and abnormal signs; 7) identify potential health problems based upon subjective and objective data.

2. Major teaching content:

1) the process and skills of conduction health assessment; 2) what and how to assess different systems of human body; 3) special assessment requirement for elderly, children and pregnant woman; 4) conducting of vital signs and complete health assessment.

3. Teaching methods and approaches:

Lecture, video-assisted skill demonstration; in-class demonstration; lab practice and clinical practice.

^ Course Evaluation:

In-class quiz, pre and post-review of course content, skill evaluation, clinical evolution.

Textbook:

Jarvis, C. Physical Examination and Health Assessment (4th Edition). St. Louis: Saunders, 2004.


Teaching Principle and Method


Course Code: 1000277 College: HOPE School of Nursing

Semester:Spring Intended Students: Juniors

Credits: 2 Instructor: Luo Dan (China)

Course Content:

1. Teaching objectives:

Completed this course, students will be able to: 1) Assess the individual needs of each patient and focusing specifically on various cultural, gender, age, and literacy issues; 2) Design and implement individually tailored, scientifically sound patient education that addresses the essential domains of knowledge, skills, and attitudes; focuses on coping mechanisms; and assesses achievement of educational objectives through valid and reliable methods; 3) Utilize appropriate methods to involve the patient and confirm the patient’s comprehension during the process of education; 4) Provide instructions to patients and their significant others that are comprehensive and address home care skills, pain management, dietary recommendations, lifestyle modifications, follow-up care, and symptoms and signs that need to be brought to the attention of the health care works; 5) Collaborate with other professions on approaches to enhance patient education and sharing of relevant and easily comprehensible educational materials; 6) Evaluate the impact of patient education on patient care using well-designed scientific methods.

2. Major teaching content:

Introduction of teaching principles and methods; Applying Learning Theories to Healthcare Practice; Techniques and Strategies for Teaching and Learning; Teaching based on Different Characteristics of Learner; Teaching Practice-Classroom; Teaching Practice-Clinic.

3. Teaching methods and approaches:

Lectures, case studies, group activities, web-based activities and discussions, question and answer.

^ Course Evaluation:

Quiz 30%, teaching planning 15%, implementation of education 50%, and attendance 5%.

Textbook:

Bastable, S. B. Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Sudbury, Massachusetts: Jones and Bartlett Publishers, 2008.

^ List of Recommended References:

Redman, B.K. The Practice of Patient Education: A Case Study Approach. St. Louis: Mosby, 2006.


Human Growth and Development


Course Code: 1000295 College: HOPE Nursing School

Semester: Fall Intended Students: Sophomores

Credits: 2 Instructor: Wang Xiaoqin (China)

Course Content:

1. Teaching objectives:

1) Articulates the importance of knowing theories of growth and development as a basis for nursing care; 2) Recognize individual variances in physical, psychological, cognitive, moral, social, and language development and the impact it has on the health of an individual; 3) Be able to assess people of all ages with various theories to verify or validate findings; 4) Describes each age and stage of development and the reflection in the major health needs of that age group; 5) Assess various groups of individuals for the reflection of the theories related to growth and development that seem most relevant to the situations.

2. Major teaching content:

1) Module 1: present growth and development that occurs from conception until birth and why there needs to be emphasis on the health of the mother so that she might have a healthy fetus; 2) Module 2: introduce the development of the infant and why developmental assessments of infants are so important for health promotion, prevention and protection; 3) Module 3: focus on the toddler and how the physical changes impact the social and psychological development of the toddler; 4) Module 4: the focus is on the preschool child and their unique characteristics and the theories related to their developmental activities; 5) Module 5: put the emphasis on the school age child, their physical development and how it influences their psychosocial development and vice versa; 6) Module 6: focus on the adolescent and the physical, psychological, cognitive and moral challenges adolescents confront and how they deal with their inner conflicts; 7) Module 7: the emphasis is on the young adult and their physical and social and psychological challenges; 8) Module 8: focus on the developmental struggles of the middle adult and how these are exacerbated or relieved based on the physical and psychological status of the individuals and their environment; 9) Module 9: focus on the developmental needs of the older adult and how the physical changes that occur impact the psychological status; 10) Module 10: focus on the genome project and other recent research that will influence the health as well as illness of all ages in different ways.

3. Teaching methods and approaches:

1) Lecture/ class discussion: 2 hour per week, Friday; 2) Observation in kindergarten: 4 hours; 3) Assigned readings; 4) Audio-visual materials; 5) Group discussion and presentation.




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