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Nursing Emergency Room Training Program Essay


  • Course: NUR 000/The Nursing ER training program.
  • Place: Emergency Department and Training Department.
  • Duration (Time): Three months.
  • Educational Level: For new nurses in the emergency department.

Course Overview

The course is intended for new nurses, who will be operating in the emergency department. Students will be taught domains connected to the evaluation of patients in the emergency department settings and prioritization of care (Bryant & Knight, 2011). Educational activities will center on such topics as cardiac and pulmonary emergencies in adult patients (Bennett, 2013). The course will have both theoretical and clinical underpinnings, and students will need to exhibit a range of clinical competencies.

Course Objectives

Students will be able to:

  • Design and implement nursing strategies adequate for emergency department patients;
  • Deliver multidisciplinary care and exhibit skills unique for emergency department nursing;
  • Assess the pathophysiology of the condition that brought the client to the emergency department;
  • Appraise existing issues in clinical practice and determine the implications for the nurse’s practice;
  • At the end of the course, students should possess knowledge of conceptual models and strategies needed for effective functioning in the emergency department settings.

Course Requirements

The course will consist of a series of educational sessions, which will include lectures, tutorials, and written assignments. Students are required to participate actively in all practical activities and discussions. At any point, students may seek additional clarification as applied to emergency evaluation.

Course Outline

Summary of the learning activities:

  • Emergency nursing – general overview;
    • Symptoms and complaints;
  • Evaluation and care;
    • Taking a patient’s history;
    • Assessment (Talley & O’Connor, 2014);
  • Respiratory physiology;
  • Care;
    • Oxygen therapy;
    • Airway management;
    • Assisted ventilation;
  • Respiratory failure and emergencies;
  • Acute coronary syndromes (Wesley, 2012);
    • Conditions from ischemia to infarction;
    • Managing emergency situations;
  • Myocardial infarction;
    • Patient complaints, symptoms, management (Wesley, 2012);
  • Hypo- and hyperthermia;
  • Current tendencies and the latest research;
    • Implications for practice.

Teaching Strategies

Students will be exposed to a variety of educational activities ranging from lectures and tutorials to review sessions and group debates. Students are expected to take part in all sessions (80% attendance is required). Learners will be provided with required readings for independent studying at home. Their knowledge will be tested during the course exam at the end of the semester and during lectures and discussions. All educational activities will be supported by audio-visual aids and handout materials.

Attendance and Participation

Students are expected to take part in all educational activities and be present during all class lectures and planned discussions. Negligence to meet the attendance requirement may result in class failure. Learners are responsible for studying topics they have missed independently by reviewing handouts and educational materials.

Course Evaluation Strategies

The final grade depends on student engagement with lectures and group discussions. It will be determined based on the completion of an essay (35%), delivery of presentation (30%), and final examination (35%) (See Table 1). If the student fails to meet the attendance requirement (80% attendance is required) for no objective reason, they will need to retake the course.

Evaluation Methods

Table 1. Student Evaluation Criteria.

Evaluation Methods
Formative evaluation includes the following aspects:
Essay 35 %
Synopsis of presentation 0 %
Presentation 30 %
Total 65%
Summative evaluation includes the following aspect:
Final written examination 35%
Total (formal and summative assessment) 100%

Presentation requirements are as follows:

  • Student presentations should have a relevant introduction (15%) into the topic and specify the purpose clearly;
  • Narration should be logical and points made should be interconnected (15%);
  • Learners need to support their claims or general ideas with visual aids to ease the process of understanding for the audience (10%);
  • The speaker should stick to a formal style, keep proper eye contact with the audience, and address any queries that may arise (10%);
  • The presentation should incorporate findings from the latest research (20%);
  • The speech should end with a summary of points made and general conclusions on the issue (10%).

References

Bennett, D. H. (2013). Bennett’s cardiac arrhythmias: Practical notes on interpretation and treatment (8th ed.). Hoboken, NJ: John Wiley & Sons.

Bryant, B., & Knight, K. (2011). Pharmacology for health professionals (3rd ed.). Sydney, Australia: Elsevier.

Talley, N. J., & O’Connor, S. (2014). Clinical examination: A systematic guide to physical diagnosis (7th ed.). Sydney, Australia: Elsevier.

Wesley, K. (2012). Huszar’s basic dysrhythmias and acute coronary syndromes: Interpretation and management (4th ed.). St. Louis, MO: Elsevier.

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IvyPanda. "Nursing Emergency Room Training Program." November 30, 2020. https://ivypanda.com/essays/nursing-emergency-room-training-program/.

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IvyPanda. 2020. "Nursing Emergency Room Training Program." November 30, 2020. https://ivypanda.com/essays/nursing-emergency-room-training-program/.

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IvyPanda. (2020) 'Nursing Emergency Room Training Program'. 30 November.

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