Lakeview College of Nursing
N206: Interactional Dynamics
EIU Campus
Spring 2010

Level II

Course Number & Name: N206: Interactional Dynamics

Credits: 2	 	Lecture Clock Hours: 32	Clinical Clock Hours: None

Prerequisites: Satisfactory completion of Behavioral and Social Science Requirements.  
 
Course Description: Interactional dynamics expands upon self-awareness, communication and learned roles.  The focus is on behavioral theories and theorists, motivational theories and models, and the dynamics of group interaction applied to clinical or work settings.  Methods of learning will include lecture, individual assignments, classroom seminars, and small group process.  Emphasis is placed on roles, function, and relationships within a small group setting.  
This course is based on the AACN (2008) Essential of Baccalaureate Education.

Academic Integrity Statement: Lakeview College of Nursing is designed to provide a liberal and professional educational foundation that is essential for practicing with ethical judgment. Therefore, academic integrity is a critical aspect of the educational process. All students are held responsible for their own academic integrity, as well as for maintaining the integrity of a sound academic environment. Should there be an incident of violations in the environment; students will be disciplined under the Student Honor Code of Conduct as described in the LCN Student Handbook. 

Disability Statement: Any student who has a documented disability is urged to contact his/her instructor of this course for assistance and direction in obtaining services to accommodate his/her disability. 

Course Faculty Information:		Course Coordinator:
						Charlotte Connerton RN, MSN
Office: 217-345-1575 ext. 222
Cell: 217-822-8394 
Home: 217-826-6686 
cconnerton@lakeviewcol.edu 
								
						Mary Crisler
						Office: 217-345-1575 ext. 231
						Home: 217-428-8200
						Cell: 217-454-3825
						mcrisler@lakeviewcol.edu

Purpose: Interactional Dynamics expands upon self-awareness, communication styles, learned roles, and group process. Experiential learning opportunities will be provided. The focus of the course is twofold:
1.  Theories, models, and conceptual frameworks will be presented to help the student develop a sound knowledge base related to interpersonal communication styles and techniques and the effects of both in a one-to-one situation and a group setting.  This knowledge can be applied in clinical sites as well as in everyday living.  Effective communication is essential to understanding and development of a helping relationship, and thus is an integral component of nursing.				
2.  Opportunities for developing self awareness in one-to-one interactions and groups will be provided to enhance the development of personal style, autonomy and philosophy in the role of the professional nurse.	

Goal: At the completion of the course, students should be able to apply a theoretical framework to evaluate interactions and dynamics in individual, group or work settings. The student should also demonstrate an awareness of own personal communication style and how it affects others. A self assessment and identification of a personal goal to improve communication will be completed by the student, and evidence of progress toward this goal should be clear at conclusion of course.  Students should be able to describe and implement therapeutic techniques and functional roles and evaluate leadership styles and the effects of each on interaction and group dynamics.   

Level II Course Objectives: Nursing education facilitates the application of knowledge from the general education courses with nursing theory by focusing on the adaptive responses of individuals and groups in response to their own perceptions of well-being in their personal environment. The nursing focus is on conceptual development of the nursing process for the provision of health care through a collaborative relationship in roles as care-giver, teacher, and communicator. Caring is displayed through behaviors which reflect a willing nature towards the concept of well being of individuals.
Level II Objectives:
1. Apply knowledge from general education and nursing theories to the adaptive responses of individuals.
Operationalized objectives: 
	Review behavioral and motivational theorists and theories.
	Participate in role play during classroom activities. 
	Discuss the assessment components included in determining priority of client and family needs.
	Relate how the environment impacts the ability to develop a therapeutic relationship. 
	Practice intervention strategies within the classroom setting. 

2. Recognize nursing leadership roles in the provision of health care.
Operationalized objectives
	Identify various self-assumed roles during interactions.
	Apply principles of therapeutic communication.
	Assume roles that enhance interaction and goal attainment.
	Demonstrate an awareness of functional and non-functional roles assumed by self and others.
	Demonstrate progress toward attaining established personal communication goal.
	Use self-awareness and reflection to determine impact of personal behavior on others.
	Identify leadership styles appropriate to individual and group interactions.
	Participate as a group leader in a small group.
	Contrast the leadership style of self and others within the small group.
 
3.  Explain the importance of nursing research to nursing practice.
Operationalized objectives
	Discuss different theoretical frameworks and their relevance in the development of therapeutic relationships.
	Relate elements of various “caring” theories to the types of research used to verify these hypotheses.

4.  Use the nursing process to identify and plan appropriate nursing interventions for individuals.
Operationalized objectives
	Discuss the assessment components included in determining priority of client and family needs.
	Relate how the environment impacts the ability to develop a therapeutic relationship.
	Identify potential intervention strategies to facilitate a therapeutic relationship.
	Practice intervention strategies within the classroom setting.

5.  Perform nursing skills and interventions safely.
Operationalized objectives
	Identify therapeutic and non-therapeutic communication skills.
	Practice therapeutic and non-therapeutic communication skills during role play.
	Identify the importance of therapeutic communication skills when performing nursing interventions.
	Discuss the importance of patient confidentiality and privacy.
	Discuss management and safety measures appropriate to the care of out of control client. 

6.  Identify professional values with ethical, moral, and legal aspects of nursing into nursing practice.
Operationalized objectives
	Discuss legalities and ethical codes which guide nursing’s practice.
	Recognize how nurses’ values can impact nursing care and care outcomes.
	Discuss components of professionalism.
	Recognize the rights of clients within the health care setting

7. Practices caring through behaviors which reflect respect, empathy, genuineness in providing care to individuals in order to promote an optimal quality of health.
Operationalized objectives
	Demonstrate caring by use of effective listening skills.
	Offer support to others in the classroom setting.
	Display non-judgmental attitude toward others.
	Validate own perceptions with others to ensure congruency of perceptions to determine what is genuine.
	Contribute feedback to others regarding their roles.
	Demonstrate insight into behaviors of self and others.
	
8.  Begin to develop communication skills to collaborate in finding solutions to problems and/or meeting the health care needs of individuals using the roles of direct care provider, teacher, and communicator.
Operationalized objectives
	Participate collaboratively in classroom activities.
	Discuss the methodologies used to develop collaborative relationships in the health care setting.
	Identify the significance of collaborations within the health care setting.
	Participate collaboratively with a community group leader to prepare for group observation. 
	Describe the roles of health team members in success of group dynamics. 

9.  Demonstrates nursing actions which are appropriate to an individual’s health status.
Operationalized objectives
	Provide therapeutic communication strategies during an interaction with a client.  
	Record the student’s and client’s responses utilizing different forms of interview strategies.
	Utilize interview responses as appropriate to nursing care.
 	
10.  Describe the use of patient care technology and information management in providing optimal and safe nursing care.
Operationalized objectives
	Discuss availability of on-line resources for health care information.
	Participate as a group in a teaching project utilizing instructional technology.  

11.  Develop a personal conceptual framework for the professional roles and standards utilized in safe nursing practice.
Operationalized objectives
	Identify various self-assumed roles during interactions.
	Apply principles of therapeutic communication.
	Assume roles which enhance interaction and goal attainment.
	Demonstrate an awareness of functional and non-functional roles assumed by self and others.
	Demonstrate progress toward attaining established personal communication goals.
	Use self-awareness and reflection to determine the impact of personal behavior on others.
	Demonstrate responsibility and accountability as a student.

Textbooks: 	
Arnold, E. and Boggs, K (2007).  Interpersonal relationships: Professional 
     communication skills for nurses (5th ed). Philadelphia: Saunders.
Small, J. (1990).  Becoming naturally therapeutic: A return to the true essence of      helping.  New York: Bantam.

Additional Resources: The library is available for all students and contains numerous books and journals which may supplement the topics covered throughout the course. The College also subscribes to online journals through EBSCO Host and the resources in the Cumulative Index for Nursing and Allied Health Literature (CINAHL). The librarian may also order additional journals or books which, the library does not have in its holdings. The student may also feel free to utilize any additional resources to which they have access. 

Methods of Instruction: The following are examples of methods that will be used to enhance learning: lecture, discussion, small group experiences, student observation of groups, group leading, written assignments, personal journal, role play, exams, assigned readings, and process recordings.	

Grading Procedures:
The course grade will be based on the following:
Personal Journal--------------------------------------------------------------- 5%
		First Journal—30/30
            	Second Journal –30/30            Total—100%
            	Third Journal—40/40
Class Participation and Attendance and
                         Small Group Activities  ------------------------------------5%
	
Group Teaching Project------------------------------------------------------20%

Group Dynamics Paper-------------------------------------------------------30%

 	Process Recording -----------------------------------------------------------20%		

Exams (2 exams averaged) --------------------------------------------------20%
											
	Total Course Grade-----------------------------------------------------------	 100%

Students must earn a cumulative percentage of 77%, which is equivalent to a grade of “C” or better to pass this course. 

Grading Scale:
93-100 Points		A
85-92 Points  		B
77-84 Points 		C
70-76	 Points 	D
69 Points and below	F

Course Requirements: 
Class Participation Guidelines
	Students are required to attend all classes.  
	Interactional Dynamics is just that, an interactional class.  Students are expected to take part in discussions and offer input on their thoughts, ideas, and opinions related to the subject being discussed.
	Remember that each student has a wealth of knowledge and experience in life to share with others and to help facilitate learning.
	The following will be evaluated as components of class participation:
o	Attendance and punctuality
o	Active participation in class discussion and activities
o	Ability to stimulate class discussion 		
o	Ability to express ideas honestly and respectfully
o	Being prepared for class by having read assignments

Your comments should add significantly to the discussion by building on others’ comments, suggesting alternative solutions, pointing out problems, and even at times, constructively disagreeing.  Make sure you substantiate any comments you make with “good reasons”.  Just saying “I agree” is not usually enough to add to a discussion.  Therefore, when you agree or disagree with faculty, a classmate, or the text, then state AND SUPPORT your stand.  Although grammar and professionalism is not directly evaluated, you are still expected to communicate appropriately at a college level.  To earn maximum participation points, quality participation is required frequently.

Criteria for Evaluation of Class Participation
High level participation:  (10-15 points/week)
Comments are frequently about ideas implied in readings
Summarizes discussion
Raises abstract questions about readings
Makes correct application of content under discussion
Promotes discussion: react to comments of other participants
Asks questions of other participants

Adequate participation:  (5-9 points/week)
Refers to ideas/content of readings
Raises concrete along with occasional abstract questions about readings
Makes application of content under discussion
Occasionally makes a comment or raises a question based on what 	another participant has said

Low level participation (0-4 points/week)
Responds to questions when asked and does not initiate other comments
Raises only concrete questions about content
Does not further group discussion by commenting and asking questions of other participants
Does not refer to readings when making comments – rather, consistently bases comments on personal opinions

Small Groups
	During the first class, students will be divided into small groups at random.  These small groups will meet during each class. 
	All students will be expected to take turns as group leader to help facilitate interaction within the groups.  
	Group activities will be given out during class by the instructor and the group is expected to complete whatever activity has been assigned.
	Small group evaluations and the group leader evaluations are to be recorded each week in your journal.  Consider the group dynamics, effectiveness of the group leader, functional and non-functional roles that you have observed, and any problems within the group.  Please be honest and constructive in your evaluations.
	All group members are important in contributing to the group’s ability to accomplish its goals.  Thus, all members are expected to participate during each class and to assume functional roles.

ATI Requirement: Students are required to complete the ATI Self Assessment Inventory.  This is a non-proctored exam and students will take it outside of class time.  Students must submit a printout of their results on the first weekend of class.  Students will be able to utilize their results to write their communication goal for the semester.   

Course Policies: 
1.  Students are expected to attend/participate in all classes.
2.  Students are expected to have completed all assigned readings and assignments PRIOR to each class.
3.  In order to maintain a healthy and effective learning environment & minimize distractions students are expected to:
a. Be on time for class.  If a student is more than 15 minutes late or leaves prior to the end of the class, they may be counted absent and receive zero (0) points for class participation for that day.  Attendance at all class sessions is mandatory.
b. Turn cell phones and pagers to non-audible status during class.
	c. Refrain from individual conversations during class 					lecture/discussion, except for assigned group discussion times.
	d. Be alert and attentive in class.
e. Show respect for fellow students and faculty.
f. Only leave the classroom for breaks during scheduled breaks. 

4.  All examinations must be taken as scheduled. In the case of a missed examination, the Course Coordinator must be notified prior to the exam. Make-up examinations will be given ONLY in case of personal illness (with written verification from the attending health care provider), death in immediate family (child, grandchild, spouse, parent, grandparent, sibling), &/or at discretion of course faculty. The Course Coordinator is to be notified of the absence before the examination in all cases. Failure to follow this policy will result in a zero (0) for the examination. It is the student’s responsibility to arrange for a make-up examination to be taken within one class day after the student returns to class or clinical. Make-up examinations may be of alternate forms.  At discretion of the course faculty, up to 5% per class day of a student’s make-up examination score can be deducted on any examination that is taken after it is given in class. If a student arrives late to class on the day of an examination, the examination will be treated like a make-up examination and incur a 5% grade reduction. 
5.  Presentations and written assignments must be completed by the assigned due date.  Five percent (5%) will be deducted from the final grade on the assignment for each day the assignment is late unless prior arrangements with course faculty have been made.  Journals are due at the beginning of class on Friday will not be accepted late.  
6.  All written assignments must conform to APA format as outlined in the APA Manual (5th ed.).  Papers must be typed using a word processor, stapled, and submitted in the course folder.  

Beliefs about learning: 
The instructors for this course sees their role as a facilitator of the course and will serve as a resource to the students for additional information other than what is presented in the textbook, as well as to clarify concepts in text.  They believe each individual in the course is an adult, and as such, comes with a wealth of knowledge and experience to share with others.  They also strongly believe in the principles of ANDRAGOGY (adult learning).  Among these principles is the idea that adults like to be a part of the learning themselves and are motivated to learn when the information can be applied to immediate life problems.  For this reason, part of each class period will be an experiential opportunity for students to practice many of the concepts presented weekly in the text.  The information in this course is not only useful in nursing, but in all areas of life to enhance communication techniques and gain understanding of individual and group behaviors.  Thus, it may be applied immediately in all life situations.  While LCN faculty is committed to facilitating learning, the ultimate responsibility for learning belongs to the student.
The instructors also views learning as an endless, lifelong, reciprocal process.  We learn on a daily basis as we grow and share our lives and experiences with others.  Each person is a valuable partner in this learning process and effective communication is essential to understanding. It is also our belief that all individuals learn at different rates and by different methods.  For this reason, many learning strategies are used to present the course material. 
Students must also feel free to inquire and give input in the classroom.  No one will be criticized or have his/her thoughts or feelings devalued by others in the classroom.  The instructor and other classmates will work to ensure that this does not take place.  It is also essential that TRUST be established so that all may feel free to share thoughts, feelings and personal experiences.  For this reason, CONFIDENTIALITY will be maintained in group sessions and also in student journals. What is said in groups is to stay there (unless there is a just cause for breaking confidentiality- such as intimidation of another student or other extremely serious problems). What is written in journals is between student and instructor(s). We will all have the opportunity to demonstrate CARING in this course.

Student Responsibilities: 
All students are expected to read assignments prior to class and be prepared to give input during class discussions.  This course is an INTERACTIONAL one and students are expected to be in class each week in order to INTERACT. Without prior approval from instructor, no makeup opportunity will be provided for work missed due to absence.  It will be impossible to complete weekly group summaries and leader evaluations if students are not in class that week.  Grades will be calculated based on work completed and points will be deducted for class participation where applicable. Please refer to items on PROFESSIONALISM for further expectations of students. SEE SPECIFIC GUIDELINES FOR JOURNAL AND GROUP PAPER.

Academic Honesty 
A student must always submit work that represents his or her original words or ideas. If any words or ideas are used that do not represent the student’s original words or ideas, the student must cite all relevant sources. The student should also make clear the extent to which such sources were used. Words or ideas that require citations include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Academic dishonesty could involve but is not limited to:
	Having a tutor or friend complete a portion of your assignments;
	Having a reviewer make extensive revisions to an assignment;
	Copying and submitting work previously submitted by another student;
	Submitting work previously submitted for another course;
	Using information from online or other information services without proper citation;
	Copying homework from another student

Written work of questionable validity (including plagiarism) will be assigned no credit. Infractions found to demonstrate failure to meet Level Objective #6 will result in failure of the course and may be cause to recommend dismissal from the program.

PROFESSIONAL STANDARDS EXPECTED OF STUDENTS BY FACULTY:
1.	Respect and caring for others is demonstrated by:
a.	Listening respectfully to others’ ideas and opinions.
b.	Expressing opinions and ideas honestly and with respect.
c.	Refraining from side discussions while others have the floor.
d.	Paying attention during class and video presentations.
e.	Bringing problems to the person(s) involved FIRST.
f.	Providing support and encouragement to others.
g.	Picking up after one’s self at the end of the class.
h.	Being trustworthy regarding school and other people’s property, including library materials.
2.	Accountability is demonstrated by:
a.	Respecting and following through on commitments.
i.	Reporting on time for class and clinical.
ii.	Assuming a share of responsibilities, i.e. volunteering, student government, and group work.
b.	Respecting deadlines.
i.	Turning in assignments on time.
ii.	Completing readings on time.
iii.	Taking tests as scheduled.
iv.	Clearing legitimate excuses with instructors in advance.
v.	Returning from breaks at specified times.
c.	Assuming responsibility for own learning.
i.	Actively pursuing activities that enhance learning.
ii.	Working to get the most out of any learning situations even if it isn’t one’s favorite way to learn.
iii.	Seeking help from instructor whenever needed.
iv.	Practicing honest self-evaluation and developing a plan of action to strengthen areas that need improvement.
d.	Assuming responsibility for adhering to policies in effect at each clinical location to which the student is assigned.
3.	Professional presentation is demonstrated by:
a.	Typing all assignments unless otherwise instructed (not to include nursing care plans).
b.	Using correct spelling, punctuation and standard grammar when writing and speaking.
c.	Presenting ones work to class in clothing that is neat, clean and “business attire” as appropriate.
d.	Submitting papers that are neat, free of torn edges, cross outs, etc.
e.	Reporting to clinical with attire and grooming that is appropriate.
f.	Being appropriate in regard to attire, grooming, attitude and personal presence whenever, wherever one is seen as a representative of LCN.

Course calendar & schedule: 
Weekend #1: Therapeutic use of self in communication - Individual & group
Weekend #2: Therapeutic use of self in group process continued, family process, & clients with special needs 
Weekend #3: Therapeutic use of self in intercultural communication, stressful client situation, and crisis communication

N206: Interactional Dynamics Course Calendar
Fall 2009

FIRST WEEKEND   February 5 & 6, 2010 

Friday, February 5
THERAPEUTIC USE OF SELF IN COMMUNICATION—INDIVIDUAL & GROUP

Content
Introduction to faculty and course
Conceptual foundations of the nurse-client relationship
Professional guides to action in interpersonal relationships – Standards Table 2-1
Clinical judgment:  Applying critical thinking & ethical decision making – Table 3-2
Self concept in the nurse-client relationship
Structuring the relationship
Role relationship patterns 
Structuring the relationship bridges & barriers in the therapeutic relationship
Communication styles
Developing therapeutic communication skills in the nurse-client relationship
Communicating in groups
Goal setting 
Introduction to process recording
Introduction to the group dynamic paper
Guidelines for writing journals

Reading Assignments
Arnold and Boggs, Chapter 1-7, 9, 10, 12 
Small, Pgs 1-49

Activities
Self assessment inventory (on own or in computer lab) 
Introduction to faculty
Introduction to course
Communication exercises:
Student introductions
Self esteem inventory
	Interpersonal communication inventory
Goal setting
Guidelines for writing journals 

Saturday, February 6 
 THERAPEUTIC USE OF SELF IN COMMUNICATION—INDIVIDUAL & GROUP

Content
(Continued)

Reading Assignments
(Same)

Activities
Therapeutic and Non-therapeutic techniques
Active vs. reflective listening 
Communication exercise –
	Getting to know you
	We’re all in the same boat
	Positive affirmations
	Role of group communication
	Member commitment
	Identifying norms
	Group role expectations
	Group participation handout
	Role play
	Perception exercises
	Matrixx exercise
Goose video 	
Guidelines for writing a process recording with example 
Guidelines for writing a group dynamics paper
Selecting a topic for group presentation
Journal #1 Due

SECOND WEEKEND, March 5 & 6, 2010

Friday, March 5  
THERAPEUTIC USE OF SELF IN GROUP PROCESS, FAMILY PROCESS, & CLIENT WITH SPECIAL NEEDS 

Content
Life’s losses and endings and the nurse-client relationship 
Communicating with families
Resolving conflict between nurse and client 
Communicating with clients experiencing communication deficits 
Communicating with children
Communicating with older adults

Reading Assignments
Arnold and Boggs, Chapter 8, 13, 14, 17-19
Small, pgs 51-123

Activities
CPS review of communication techniques
Communication Exercises
	Running away
	Meaning of loss and questionnaire about death
	Sensory loss exercise
	What it is like to be old
	Ethical dilemma
	Ethical discernment 
Journal #2 Due
	
Saturday, March 6  
THERAPEUTIC USE OF SELF IN GROUP PROCESS, FAMILY PROCESS, & CLIENT WITH SPECIAL NEEDS 

Content
(continue)
Introduction and Guidelines to Inter-cultural food & experience sharing on October 31

Reading Assignments
(Same)

Activities
Midterm exam 
Communication exercises
	Genie with 3 wishes
	Thomas Kilman conflict mode instrument
	Assertiveness behavior assessment
	Assertiveness practice
	Role play 
	Positive and negative family interactions
	Family coping strategies
	Application of appropriate medical terminology
Process Recording Due

THIRD WEEKEND, April 9 & 10, 2010   

Friday, April 9
THERAPEUTIC USE OF SELF IN INTER-CULTURAL COMMUNICATION, STRESSFUL CLIENT SITUATIONS, & CRISIS 

Content
Inter-cultural communication
Health promotion and client learning needs
Health teaching in the nurse-client relationship
Communicating with clients during stressful situations
Communicating with clients in crisis 

Reading Assignments
Boggs and Arnold, Chapters 11, 15, 16, 20, 21
Small, pgs. 125-148
Activities
Communication Activities
	Understanding the nature of crisis
	Stress exhaustion symptoms
Journal #3 Due

Saturday, April 10  
THERAPEUTIC USE OF SELF IN INTER-CULTURAL COMMUNICATION, STRESSFUL CLIENT SITUATIONS, & CRISIS 

Content
(continued) 
Group teaching presentations

Reading Assignments
(same) 

Activities
Final exam
Communication exercises
	Changing myself
	Cultural pre-assessment 
	Suggestion box 
Group teaching project presentations
Students bring one cultural dish for Cultural Pot Luck Lunch
Cultural Lunch

Post-Course Assignment for April 23, 2010 by 1600
Group Dynamics Paper Due –In Instructor Mailbox and an electronic copy submitted to www.turnitin.com

Good Luck in communicating effectively in your courses at LCN

“The College reserves the right to change the course syllabi as circumstances may dictate from time to time.”