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Charles Drew University Mervyn M. Dymally (MMD) School of Nursing NUR 621 Advanced Nursing Theory Spring 2015 Course Syllabus Faculty Information Professor: Ebere Ume, PhD, MSN, RN Office: LSRNE S116 Office phone: 323.568.3329 For emergency: Call 323.568.3329 and leave the message. Email: [email protected] Office Hours: By appointment Professor: Office: LSRNE Office phone: 323.568.33 For emergency: Call 323.568.33--and leave the message. Email: Office Hours: By appointment Placement in Curriculum: Year One, Semester Two Pre-Requisites: NUR 516, NUR 510, NUR 520, NUR 511 Co-Requisites: NUR 512, NUR 630, 631 Course Credit/Clock Hours: 3 total units: 3 Units Lecture (3 hours/week) Mission and Purpose Statement of Charles Drew University: To conduct education, research and clinical services in the context of community engagement to train health professionals who promote wellness, provide care with excellence and compassion, and transform the health of underserved communities. School of Nursing Mission Statement: The mission of the Charles Drew University Master of Science in Nursing program is to advance the science and art of nursing by conducting nursing research and providing nursing students with education that emphasizes the health status of underserved

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Azusa Pacific University

Charles Drew University

Mervyn M. Dymally (MMD) School of Nursing

NUR 621 Advanced Nursing Theory

Spring 2015 Course Syllabus

Faculty InformationProfessor:

Ebere Ume, PhD, MSN, RN

Office:

LSRNE S116

Office phone: 323.568.3329

For emergency: Call 323.568.3329 and leave the message.

Email:

[email protected] Hours: By appointment

Professor:

Office:

LSRNE

Office phone: 323.568.33

For emergency: Call 323.568.33--and leave the message.

Email:

Office Hours: By appointment Placement in Curriculum: Year One, Semester TwoPre-Requisites: NUR 516, NUR 510, NUR 520, NUR 511

Co-Requisites: NUR 512, NUR 630, 631Course Credit/Clock Hours: 3 total units: 3 Units Lecture (3 hours/week)

Mission and Purpose Statement of Charles Drew University:

To conduct education, research and clinical services in the context of community engagement to train health professionals who promote wellness, provide care with excellence and compassion, and transform the health of underserved communities.

School of Nursing Mission Statement:

The mission of the Charles Drew University Master of Science in Nursing program is to advance the science and art of nursing by conducting nursing research and providing nursing students with education that emphasizes the health status of underserved communities for the purpose of enabling graduates to provide evidence-based nursing care with dignity, respect and compassion to all nursing clients.School of Nursing Conceptual Framework:The Smith and Bazini-Barakat (2003) public health nursing practice model provides the theoretical framework for the curriculum. The model captures three phases of health and illness that nurses are involved in including: 1) primary, 2) secondary, and 3) tertiary prevention. Primary prevention promotes health and prevents illness before it develops. Secondary prevention detects and treats a problem after it has begun but in the early stages preferably before the sign and symptoms appear. Tertiary prevention and care keeps existing problems from getting worse.School of Nursing Accreditation Statements

Graduates of the Master of Science program with the Family Nurse Practitioner specialty are eligible to take a certification exam from either the American Nurses Credentialing Center (ANCC) to earn the FNP- BC credential; or, take a certification exam through the American Academy of Nurse Practitioners (AANP) to earn the NP-C credentialCharles R. Drew University of Medicine and Science Mervyn M. Dymally School of Nursing Entry Level Nursing Masters of Science Program and Family Nurse Practitioner Program are accredited by the Commission on Collegiate Nursing Education (CCNE).The Nursing Entry Level Program in Nursing Program is approved by the California Board of Registered Nursing (BRN).

Course Description:

The purpose of this course is to study and critique of the organization and development of nursing knowledge. During the course we will discuss and compare concepts and theories from nursing, humanities, and science with emphasis on their significance to the practice of professional nursing.Course Objectives:

Upon completion of this course, students will be able to:

1. Define and describe theory in relation to its multiple purposes and utility in advanced nursing practice.

2. Describe theory development.

3. Understand and engage in the process of concept formation.

4. Distinguish between models and theories in nursing.

5. Comprehend the major elements of conceptual models for nursing practice.

6. Discuss the significance of nursing models for development of a theoretical and scientific body of knowledge.

7. Use established criteria to analyze, evaluate, critique, and compare/contrast nursing theories/models.

8. Discuss the current status of theory development in nursing, and its relation to nursing practice and the development of nursing knowledge.

9. Evaluate selected nursing theories and models in terms of level of development, and utility relative to the current and future needs of nursing practice, education, administration, and research.

10. Analyze various leadership models and nursing practice models in the context of nursing practice for their impact on patient outcomes.

11. Use nursing and other appropriate theories and models, and appropriate ethical framework for nursing practice.

12. Applies technology and theory in the delivery of client care and intercedes between the client and technology.COURSE OUTLINE1. Introduction to Theoretical Thinking in Nursing

Course overview

Theory application in nursing practice2. Structure of Contemporary Nursing Knowledge

Why nursing theory?

What are conceptual models?

What are conceptual frameworks?

What is a paradigm?

What is a metaparadigm?

3. Metaparadigm Concepts in Nursing Care

Person, Environment, Health, Nursing

4. Nursing Philosophies

Basic overview of nursing philosophies and philosophers

Florence Nightingale: Modern Nursing

Jean Watson: Philosophy and Science of Caring

Patricia Benner: Novice to Expert

5. Nursing Models

Dorothy E. Johnson: Behavioral System Model

Smith and Bazini-Barakat: Public Health Nursing Practice Model (MMDSON)

Imogene M. King: Interacting Systems Framework

Myra Estrin Levine: Conservation Model

Betty Neuman: Systems Model

Dorothea E. Orem: Self-Care Deficit Theory of Nursing

Martha E. Rogers: Unitary Human Beings

Sister Callista Roy: Adaptation Model

Virginia Henderson: 14 Needs

6. Nursing Theories

Orlandos Nursing Process Theory

Modeling and Role-Modeling Theory

Leiningers Cultural Care, Diversity and Universality Theory

Mercers Maternal Role Attainment Theory

Peaceful End of Life Theory

Nola J. Penders Health Promotion Model

Newmans Health as Expanding Consciousness Theory

Required Textbooks: American Psychological Association, (2010). Publication Manual of the American

Psychological Association, (6th Ed.). Washington, DC: APA. ISNB#9781433805615. Alligood, M.R. (2014). Nursing Theorists and Their Work (8th Ed.).

St. Louis, MO: Mosby, Inc. ISBN#9780323091947Recommended Textbooks/Articles:

Alligood, M.R. (2014). Nursing Theory: Utilization and Application (5th Ed.).

St. Louis, MO: Mosby, Inc. ISBN#9780323091893.Anderson, J. A, & Willson, P. (2009). Knowledge management: organizing nursing care knowledge. Critical Care Nursing Quarterly, 32(1). Pp.1-9. doi: 10.1097/01.CNQ.0000343127.04448.13. http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?WebLinkFrameset=1&S=KIFAFPAFDNDDIDIFNCPKGCMCFKDJAA00&returnUrl=ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c00002727-200901000-00001%26S%3dKIFAFPAFDNDDIDIFNCPKGCMCFKDJAA00&directlink=http%3a%2f%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCMCGCIFDN00%2ffs046%2fovft%2flive%2fgv023%2f00002727%2f00002727-200901000-00001.pdf&filename=Knowledge+Management%3a+Organizing+Nursing+Care+Knowledge.&pdf_key=FPDDNCMCGCIFDN00&pdf_index=/fs046/ovft/live/gv023/00002727/00002727-200901000-00001King, I. M. (2008). Adversity and theory development. Nursing Science Quarterly, 21(2). http://nsq.sagepub.com/content/21/2/137.full.pdf+htmlMeleis, A. I., Sawyer, L. M., Im, E. O., Hilfinger Messias, D. K., & Schumacher, K. (2000). Experiencing transitions: an emerging middle-range theory. ANS Adv Nurs Sci, 23(1), 12-28. http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?WebLinkFrameset=1&S=CIFGFPLEHNDDIDJBNCPKMGGCLCMOAA00&returnUrl=ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c00012272-200009000-00006%26S%3dCIFGFPLEHNDDIDJBNCPKMGGCLCMOAA00&directlink=http%3a%2f%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCGCMGJBHN00%2ffs046%2fovft%2flive%2fgv023%2f00012272%2f00012272-200009000-00006.pdf&filename=Experiencing+Transitions%3a+An+Emerging+Middle-Range+Theory.&pdf_key=FPDDNCGCMGJBHN00&pdf_index=/fs046/ovft/live/gv023/00012272/00012272-200009000-00006

Nicely, B. & DeLario G.T. (2011) Virginia Henderson's principles and practice of nursing applied to organ donation after brain death. Progress in Transplantation, 21(1):72-7. http://search.proquest.com/docview/858241664/fulltextPDF?accountid=25278

Watson, J. (2010). Caring science and the next decade of holistic healing: Transforming self and system from the inside out. Beginnings (American Holistic Nurses' Association), 30(2). Watson, J. (2008). Social justice and human caring: A model of caring science as a hopeful paradigm for moral justice for humanity. Creative Nursing, 14(2). http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a24b6828-f0e9-47f8-8e8f-93da8b77d024%40sessionmgr15&vid=2&hid=7Wilson, J. (2009). The application of Orem's Self-Care Model to burn care. Journal of Burn Care and Research, 30(5). DOI:10.1097/BCR.0b013e3181b48a2d. http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?WebLinkFrameset=1&S=FPBFFPCFLMDDIDAANCPKPFDCGPBDAA00&returnUrl=ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c01253092-200909000-0014%26S%3dFPBFFPCFLMDDIDAANCPKPFDCGPBDAA00&directlink=http%3a%2f%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCDCPFAALM00%2ffs046%2fovft%2flive%2fgv025%2f01253092%2f01253092-200909000-00014.pdf&filename=The+Application+of+Orem%27s+Self-Care+Model+to+Burn+Care.&pdf_key=FPDDNCDCPFAALM00&pdf_index=/fs046/ovft/live/gv025/01253092/01253092-200909000-00014

Recommended Web Sites:

National Council of State Board of Nursing, Inc. (http://www.ncsbn.org)

California Board of Registered Nursing (http://www.rn.ca.gov)

Center for Disease Control and Prevention (CDC) (http://cdc.org)

National Institute of Health (NIH) (http://nih.org)

American Nurses Association (ANA) (http://www.nursingworld.org)

Lippincotts Nursing Center (http://www.nursingcenter.com)

Quality Safety Education for Nurses (qsen.org)Teaching/Learning Strategies:

Lecture, discussion, videos, demonstration and return demonstration, clinical practice, pre or post conferences, seminar, student verbal presentations, math competency, serve in selected clinical agencies and community agencies/activities (health fair, flu shots), medication assignments, individual conferences and completion and comprehension of assigned topics are examples of teaching strategies utilized in this course.

Student Learning Responsibilities:

Learning of any new skill requires the student to acquire basic knowledge of the subject matter, to modify attitudes that may impede learning and acquire attitudes that will facilitate learning. The student needs also to practice use of the new knowledge in appropriate settings in order to link the new knowledge and skill to memory and make the material available for future use. A variety of learning activities will be undertaken as part of this class, and students are encouraged to experiment with new ways of learning as well as to use the ones with which they are most familiar and comfortable. The student is expected to be a self-motivated and active adult learner who takes initiative to meet the objectives of the course and her/his personal learning objectives for the course.

Learning activities in which students will be engaged in this course include:

1. Completing required readings for every class

2. Doing reflective analysis and journaling reactions, ideas and questions that emerge from reading, preparation of assignments or seminars.

3. Actively listening in class lectures/discussions and responding to questions posed by faculty or peers.

4. Actively participating in class discussions and seminar presentations of peers.

5. Preparing for and presenting individual and group student work in class.

6. Preparing and leading seminars with another student.

Role of the Faculty:

The role of faculty in this graduate course will be primarily as an experienced consultant who is available to guide and assist students in meeting the course requirements. Faculty will introduce the course, prescribe required reading and learning activities that will facilitate students in their learning of course material, and provide guidance, support and organization so that students may progress in meeting their own learning objectives and those of the course. Students are expected to exercise personal initiative and decision-making in all aspects of the course, sharing those responsibilities with others when appropriate.

Evaluation:

Basis of GradePercentage

Completion of Self/Peer Evaluations2%

Completion of Group Evaluations3%

Discussion Questions (2) 10%

Theoretical Concept Group Paper25%

Brochure for Theory Adoption (individual)25%

Theory Utilization_Film Presentation35%

Total Possible*100%

Grading:To pass each nursing course, students must obtain a cumulative grade of 80% (B) for all clinical courses or 78% (B-) for all Non-clinical courses (Please see chart below). However, in all graduate nursing tracks, an overall grade point average of B or better is required to progress in the program. Students must pass the assigned pass/fail components of each course and must complete all clinical hours where required. Grading criteria per School of Nursing standards is listed below:

Grading criteria/scale per School of Nursing standards are listed below:AA-94% or above 90-93%4.00 3.67 Outstanding mastery of the subject: excellence evident in preparation for and attendance in class sessions, curious and retentive mind, unusual ability to analyze and synthesize material, with a positive attitude making productive contributions to the learning community in classroom

B+

86-89 %

3.33

Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude

B80-85%3.00Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude

B-78-79%2.67Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitudeRepeat the Clinical Course Inadequate/insufficient performance

C+

76-77 %2.33 Average or typical student in terms of attendance, preparation, time management, inconsistent test taking, and attitudeRepeat the Clinical/Non-Clinical course Inadequate/insufficient performance

C74-75%2.00Repeat the Clinical/Non-Clinical course Inadequate/Insufficient performance

C-72-73%1.67Repeat the Clinical/Non-Clinical course Inadequate/Insufficient performance

D+70-71%1.33Repeat the Clinical/Non-Clinical course Inadequate/Insufficient performance

D68-69%1.00Repeat the Clinical/Non-Clinical course Inadequate/Insufficient performance

D-66-67%0.67Repeat the Clinical/Non-Clinical course Inadequate/Insufficient performance

F< 65%0.00Failure, Repeat the Clinical/Non-Clinical course Inadequate/Insufficient performance

Clinical and Non-Clinical Courses

ELM

Clinical (Pass with B >80%)Non-Clinical (Pass with B- >78% )

NUR 510 PharmacologyNUR 500 Concepts of Professional Nursing

NUR 511 Fundamentals of Nursing and Care of Older AdultsNUR 516 Pathophysiology

NUR 512 Medical Surgical NursingNUR 621 Advanced Nursing Theory

NUR 513 Maternal Child NursingNUR 635 Nursing Research

NUR 515 Community Health NursingNUR 627 Fundamentals of Epidemiology and Bio-statistics for Nursing

NUR 517 Psych/Mental Health NursingNUR 628 Health Systems Management

NUR 619 Residency I (Clinical Internship)NUR 639 Perspectives in Nursing Issues

NUR 520 Physical AssessmentNUR 642 Race, Ethnic and Cultural Diversity in Health and Illness

NUR 629 Residency II (Leadership)

NUR 618 Advanced Medical Surgical Nursing

FNP

Clinical (Pass with B >80%)Non-Clinical (Pass with B- >78% )

NUR 610 Adv. PharmacologyNUR 616 Advanced Pathophysiology

NUR 620 Adv. Physical AssessmentNUR 631 Health Promotion

NUR 630 Primary Care of Adults/AgedNUR 621 Nursing Theory

NUR 632 Primary Care of Women/ChildrenNUR 642 Cultural Diversity

NUR 630 PracticumNUR 628 Health Systems Mgmt.

NUR 639 Perspectives

NUR 627 Bio/Epi Stats

ANE

Non-Clinical (Pass with B- >78% )

NUR 622 Education Theories

NUR 623 Evaluation Methods in Nursing Education

NUR 624 Curriculum and Instruction

NUR 626 Education Residency

NUR 625 Practicum in Nursing Education

CDU University Grading System

http://www.cdrewu.edu/assets/pdfs/CDUCatalog20132014online.pdfUniversity Grading System

The University generally uses a letter grade evaluation and reporting system based on a 4.0 grade point formula. Earned grades and grade points are awarded according to the following schedule:

A Excellent 4.00

A- Excellent 3.67

B+ Above Average 3.33

B Above Average 3.00

B- Above Average 2.67

C+ Average 2.33

C Average 2.00

C- Below Average 1.67

D+ Below Average 1.33

D Below Average 1.00

D- Below Average 0.67

F Failure 0.00

U Unauthorized Withdrawal 0.00

AU Audit No grade points

W Withdraw No grade points

I Incomplete No grade points

CR Credit No grade points

NC No Credit No grade points

SP Satisfactory Progress No grade points

Assessment Testing and Remediation: HESI-NCLEX-RN Preparation

Policies and Procedures

__________________________________________________________________________

I. Mervyn M. Dymally School of Nursing (MMDSON) at Charles Drew University (CDU) is committed to providing resources designed to assist graduates to be successful with our rigorous course of study and to pass the NCLEX-RN examination the first time. Participation in the Elsevier HESI Assessment Testing and Remediation Program is mandatory for all students and incorporates the use of case studies, quizzes, specialty exams, online courses and the RN exit exams to assess and assist students in preparing for the NCLEX-RN exam. The aforementioned activities must be completed as specified in the course syllabi, in order to progress and matriculate in the School of Nursing.

II. Completion of the following Elsevier HESI exams are required in the following courses:

Year One, Semester One

A. NUR 511: Fundamentals of Nursing and Care of Older Adults

B. NUR 520: Physical Assessment

C. NUR 516: Pathophysiology

Year One, Semester Two

D. NUR 512: Medical-Surgical Nursing

E. NUR 510: Pharmacology

Year One, Semester Three

F. NUR 513: Maternal Child Nursing

G. NUR 515: Community Health Nursing

Year Two, Semester One

H. NUR 517: Psychiatric/Mental Health Nursing

I. NUR 518: Advanced Medical Surgical Nursing (Critical Care)

J. NUR 518: Advanced Medical Surgical Nursing (RN Exit Exams)

III. The faculty of MMDSON will coordinate scheduling of computer-administered proctored assessments and it is imperative that all students must be present on exam day(s). As a general rule, specialty examinations will be administered near the end of the semester.

IV. The desired level of achievement on a HESI Specialty Exam or RN Exit Exam is a Score of 850.

A. Throughout the course of the semester, faculty will assign quizzes and case studies for students to complete, in preparation for the Specialty Exams. Course faculty will determine the date the quizzes are to be completed. Immediately upon completion of the quizzes, students should review the rationale for each question and determine areas that they need to review in preparation for the Specialty Exam.

B. Students must complete the online proctored Specialty Exam Version 1 at the scheduled time. Students who achieve a HESI Score of 850 or greater meet the HESI course requirements and earn 25% of their course grade. If the score on the proctored Specialty Exam is below 850, the student is required to remediate and must retake the test (Version 2). Following test administration, students receive a score and an online remediation plan for each question missed.

Course Grade Possible in Courses with HESI Specialty or Exit ExamHESI Specialty/Exit Exam Scores

Scores below 850 require remediation prior to re-testing for Version 2

Version 1 25%850-Above, Final grade will be based on Version 1

Version 2 20%850-Above

Version 2 15%800-849

Version 2 10%750-799

Version 2 0%Below 749

At Faculty discretion, the HESI specialty exams could be used as the final exam for the course. The following remediation policy is required in each specialty course.

A. Students must devote the following documented hours to study the assigned remediation content.

B. Each student must sign in at the LRC with the Peer Tutors and work on their remediation content completing the following mandatory hours of remediation based on their HESI score:

HESI Score: Hours of remediation

800-849: 2 hours700-799: 3 hours600-699: 4 hours500-599: 5 hours400-499: 6 hours300-399: 8 hours

C. The student must write out at least three (3) key issues that are top priority of study for each of the recommended remediation section(s).

D. The student must write out at least five (5) key information for each of the three identified top priority areas.

E. Individual remediation study packets and Signed Evidence of remediation hours spent at the LRC with the Tutors must be printed out and handed to the instructor for admission into the Specialty Exam Version 2.

F. Failure to hand in your remediation study packet will result in zero points for the HESI Exam.

Students must provide evidence of remediation to course faculty before receiving approval to take Version 2 of the proctored Specialty or Exit Exam. Students who achieve a HESI score of 850 or greater on Version 2 of the exam will earn 20% of their course grade. Students who do not achieve a HESI Score of 850 or greater after Version 2 will only earn partial grades based on their HESI performance: 15% for 800-849, 10% for 750-799, and 0% for any score lower than 750.

Specialty Exams must be completed by the due date identified in the appropriate course syllabus/schedule. Failure to complete the proctored Specialty Exams will result in forfeiture of the 25% HESI portion of the course grade.

1. C. Faculty in (NUR 518 Advanced Medical Surgical Nursing) will assign completion dates for the Critical Care Exam and RN Exit Exam. Students must take Version 1 and 2 of the RN Exit Exam. A mandatory HESI Exit Exam at the end of Advanced Medical Surgical Nursing. All students must meet the Benchmark of 850 to signify the successful completion of the pre-licensure portion of the ELM program and qualify the students to complete the NCLEX application. The HESI Exit Exam will constitute 25% of the total course grade. Failure to meet the benchmark means that the student must repeat the exam to a maximum of two total attempts. Student must complete and document evidence of required remediation to retake the exam. Failure to achieve required benchmark on the second exam may constitute failure of the Advanced Medical Surgical Nursing Course and Student must retake the course to complete the Pre-licensure portion of the Entry Level Masters (ELM) Track.

V. Completion of the designated HESI examination(s) is a mandatory course requirement. Poor performance on the proctored assessment may adversely affect a students grade.

VI. Any student, who scores below 850 on Version 2 on the HESI Specialty or Exit Exam, must make an individual appointment with their Course Lead faculty and his/her advisor to discuss results and develop an individualized plan of study and review, based upon performance.

VII. A mandatory three month NCLEX Preparatory Program is scheduled during the last pre-licensure semester of the ELM program. All students must participate fully with all scheduled examinations and audio-video assignments, Question banks, Question Trainers, Sample Tests, etc. Students must show progressive improvement on NCLEX Prep exams offered during the NCLEX Prep Program.

Mid-term Warning

Mid-term warning is assigned to any student obtaining an average grade of less than "B" ( Nursing Grand Theories

> Middle Range Theories

> Specific or Practice Theories

Meta Theory

Clinical applications

Future of Nursing Theory Read and be prepared to discuss: Alligood: Chs. 1, 5-37

February 27, 2015Friday

9am-3pm

Patricia Benner: Novice to Expert

Jean Watson: Philosophy and Science of Caring

Metaparadigm Concepts in Nursing Care

--Person, Environment, Health, Nursing

MMDSON Nursing Practice Model5. QSEN Competencies

6. Major types of Models/theories

Systems models

Leadership theories

Organizational behavioral theories

AACN Synergy Model

Family theories

Geriatric theories

Caring theories

Behavioral theories

End-of-life theories

Educational theories

Culture models

Change theories

Read and be prepared to discuss: Alligood: Chs. 1, 5-37

Group Concept Comparison Paper due (Must include the SafeAssign report of no more than 20%).

April 1, 2015WednesdayFilm Presentation due to Dr. Ume on a FLASH DRIVE (No CDs please)

ALL Group film presentations are due on this day. No exceptions.

April 2, 2015

Thursday

11am-5pm

Student Presentations of Nursing Philosophies, Theories, & Models Smith and Bazini-Barakat: Public Health Nursing Practice ModelNursing Philosophies

Florence Nightingale

Jean Watson: Transpersonal Caring

Benner: From Novice to Expert

Nursing Conceptual Models Dorothea Orems Self-Care Deficit Theory of Nursing Martha Rogers Unitary Human Beings

Betty Neumans Systems Model in Nursing Practice Roys Adaptation Model Dorothy Johnsons Behavioral System Model in Nursing Practice

GROUP FILM PRESENTATIONS

April 3, 2015

Friday

9am-3pm

Nursing Theories

Anne Boykin, & Savina Shoenhofers Theory of Nursing as Caring: A Model for Transforming Practice

Afaf Meleis Transitions Theory

Nola J. Penders Health Promotion Model

Madeleine Leiningers Cultural Care, Diversity and Universality Theory

Margaret Newmans Health as Expanding Consciousness Theory

Erickson, Tomlin, & Swains Modeling and Role-Modeling Theory

GROUP FILM PRESENTATIONS

April 23, 2015Thursday

11am-5pm

Nursing Middle Range Theories Cornelia Ruland & Shirley Moores Peaceful End of Life Theory Kristen Swansons Theory of Caring Virginia Hendersons Philosophy on 14 Needs

Swansons Theory of Caring Mercers Maternal Role Attainment Mishels Uncertainty in Illness

Reeds Self-TranscendenceGROUP FILM PRESENTATIONS Discussion Question Two Due

April 24, 2015

Friday

9am-3pm

End of Course Discussion:

Program Learning Outcomes Review of PaperFINAL ClassGroup Evaluations due

Self and Peer Evaluations due

Spring 2015 ASSIGNMENTS

Group Concept Comparison Paper

Application and Integration of Care Model/Theory 20%.

Please see Grading Rubrics below.

1. Briefly synthesis the theoretical contributions of each of the two theories assigned to your group.

2. Identify the compatibility of the models/theories with your philosophy of nursing practice.

3. What are some of the similarities and differences of these two theories.

4. Suggest how these two theories could be used by a nurse in:

a. Clinical Practice (specify a nursing unit or specialty area).

b. Nursing Education (specify level of nursing education Eg. Pre/post-licensure;

c. Nursing Research.

5. Integrate the use of these theories with an application of the QSEN Model

THIS IS A GROUP ASSIGNMENT. EVERY MEMBER OF THE GROUP MUST PARTICIPATE EFFECTIVELY IN PLANNING, DEVELOPING, WRITING AND PRESENTING THIS PAPER.

Each group will be assignedtwo theories that are relevant to nursing practice. In assisting you to obtain information for the development of your paper, include use of primary resources (up-to-date articles [no more than 5 years] and books written by the theorists), secondary sources, research articles, and clinical practice articles. Excellent resources are the journals; Advances in Nursing Science, Image, and Nursing Science Quarterly. Use the following criteria to guide the development of your Nursing Concept Paper.

DO NOT USE THE TEXTBOOKS (ALLIGOOD) AS YOUR PRIMARY RESOURCES FOR THIS PAPER.

This paper should be a SYNTHESIS of current literature on the theory/model, not a regurgitation of information from the textbook/articles.

Your final paper should be no more than 6 pages of content, excluding cover page, figures/appendices and reference pages. We will stop grading after 6 pages of content.

All papers must be submitted through safe assign and must not have a match of no more than 20%. This percentage must not exceed 20%. The following penalty will be effective for all paper assignments with high Safe Assign scores: 21%-30% =1 point, 31%-40% =2 points, 41%-50% = 3 points, Over 50%, will earn the student a ZERO on that paper.

There will be NO opportunity to re-write the paper after the paper has been graded, so please ensure that you closely attend to the requirements of the grading rubric, APA format, proper citations, and references. Ensure that there is no typographical errors, spelling or grammatical errors in the paper. Call, email or meet us if you need assistance with the paper. Prior to when it is due.

NUR 621 Advanced Nursing Theory

Spring 2015 AssignmentsStudent NamesGroup AssignmentsAssigned Theories/Models

Nursing Theory Application Brochure= 25%: DUE Sunday, February 15, 2015This is an individual assignment.

Please select a nursing theory that has resonated with you. Design a brochure that nursing administration could use to introduce this theory to their nursing staff, faculty or patients within their nursing clinical unit, education or research environment.

In a simple and concise manner, describe the selected theory and how it could be useful and relevant to your chosen nursing environment. Please pay close attention to ensure that you attend to the following criteria:1. Briefly describe the nursing environment that you wish to support (2 point)

2. Describe the nursing theory/model that you plan to introduce (2.0 points)

3. What are the strengths of that nursing theory? Why is it useful and relevant to that particular nursing unit, educational or research environment? (3.0 point)

4. Has other similar agencies used the theory? If so, give some brief examples (3.0 point)

5. Select any two concerns below (10 points):Design a professional brochure that expresses clearly how your chosen theory could be applied to improve quality of any two of the following areas:

1. Patient care

2. Nursing education

3. Nursing research

4. Health disparities

6. Creativity: clarity and conciseness of the brochure (5.0 points)

Total

(25.0 points)

Group Concept Comparison Paper = 25%

Application and Integration of Care Model/TheoryDUE Friday, February 27, 2015Each Group must address the specific group content/questions belowMust include:

Introduction: 2%

Group content: 16% (see below 4% for each question)

Conclusion: 2%

APA: 4%

References: 1% (At least 5 peer reviewed articles within the last 5 years)Total

(25.0 points)

Nursing Theory - Group FILM Presentation (35%)

Analysis and Utilization of Nursing Theory

DUE Wednesday, April 1, 2015

Each Group must address the specific group content/questions belowMust include :

Introduction: 1.5%

Group content: 12% (see below)

Improvement in two nursing areas: (10%) Conclusion

(1.5 points)

Creativity

(5.0 points)

Is the presentation clear and concise? (2.0 point)

Ability to answer questions about the topic

(2.0 point)

APA and References: 1% (At least 5 peer reviewed articles within the last 5 years)Total

(35.0 points)

Groups 1 and 71. Briefly discuss the background and central themes/concepts for your assigned theories/models. 2. Define and describe theory in relation to its multiple purposes and use in advanced nursing practice.3. Describe process of theory development and concept formation.

4. Distinguish between philosophical theories and models

Groups 2 and 81. Briefly discuss the background and central themes/concepts for your assigned theories/models.2. Discuss the major elements of conceptual models in nursing practice

3. Discuss the significance of nursing models for development of a theoretical and scientific body of knowledge.

4. Use established criteria to analyze, evaluate, critique, and compare/contrast nursing theories/models.

Groups 3 and 91. Briefly discuss the background and central themes/concepts for your assigned theories/models.2. Discuss the current status of theory development in nursing.

3. Discuss the relationship of nursing theory to nursing practice.

4. Discuss the role of nursing theory to development of nursing knowledge.

Groups 4 and 10

1. Briefly discuss the background and central themes/concepts for your assigned theories/models.2. Evaluate assigned nursing theories and models in terms of:

3. Level of development

4. Use of the theories in relation to the current and future needs of nursing practice, education and research.

Groups 5 and 111. Briefly discuss the background and central themes/concepts for your assigned theories/models.2. Analyze assigned leadership or practice models in relation to their impact on patient care outcomes;

3. Analyze assigned models in relation to their impact on nursing education outcomes and

4. Discuss the pros and cons of using technology in nursing education.

Groups 6 and 12

1. Briefly discuss the background and central themes/concepts for your assigned theories/models.2. Evaluate the impact of nursing theories to use or adoption of technology in nursing practice. Use real examples from practice environments, include the pros and cons of using technology in nursing practice.

3. Discuss the pros and cons of using technology in nursing education.

4. Discuss the impact of the assigned models/theories on the management of ethical issues in nursing practice, education and health disparities.

Spring 2015 Score Grading Rubric

Individual Assignment

Nursing Theory Application Brochure (25%)

Student Name: _______________________________________________________________Theorist ____________________________________________________________________

Title of Theory/Model: ________________________________________________________Submit your Brochure on Blackboard by due date.This is an individual assignment.

Please select a nursing theory that has resonated with you. Design a brochure that nursing administration could use to introduce this theory to their nursing staff, faculty or patients within their nursing clinical unit, education or research environment.

In a simple and concise manner, describe the selected theory and how it could be useful and relevant to your chosen nursing environment. Please pay close attention to ensure that you attend to the following criteria:1. Briefly describe the nursing environment that you wish to support (2 point)

2. Describe the nursing theory/model that you plan to introduce (2.0 points)

3. What are the strengths of that nursing theory? Why is it useful and relevant to that particular nursing unit, educational or research environment? (3.0 point)

4. Has other similar agencies used the theory? If so, give some brief examples (3.0 point)

5. Select any two concerns below (10 points):Design a professional brochure that expresses clearly how your chosen theory could be applied to improve quality of any two of the following areas:

a) Patient care

b) Nursing education

c) Nursing research

d) Health disparities

7. Creativity: clarity and conciseness of the brochure (5.0 points)

Total

(25.0 points)Group Concept Comparison Paper = 25%

Application and Integration of Care Model/TheoryGroup No: _____________ Theorist(s): __________________________________________Title of Theory/Model(s): _______________________________________________________Names of Groups Members:

1.___________________________________ 2. ____________________________________

3. ___________________________________ 4. _____________________________________

5. ___________________________________ 6. _____________________________________

Submit your completed paper to Safe Assign on Blackboard at least 48 hours prior to your due date. All papers must be submitted through safe assign and must not have a match of no more than 20%. This percentage must not exceed 20%. The following penalty will be effective for all paper assignments with high Safe Assign scores: 21%-30% =1 point, 31%-40% =2 points, 41%-50% = 3 points, Over 50%, will earn the student a ZERO on that paper.

The paper must include the title page, reference list, (tables, figures, appendices are optional), and must follow the 2010 APA format guidelines (6th edition). At least five (5) researched peer-reviewed articles listed in the reference page(s) all original authors; within 5 years of publication. All referenced articles must be cited in the body of the paper and in APA.

There will be NO opportunity to re-write the paper after the paper has been graded, so please ensure that you closely attend to the requirements of the grading rubric, APA format, proper citations, and references. Ensure that there are no typographical errors, spelling or grammatical errors in the paper. Call, email or meet me if you need assistance with the paper at least one week prior to assignment due date.Post your final paper to Blackboard and submit a hardcopy to me in class. Print and attach a copy of this rubric to your hard copy with the names of all your group members.Each Group must address the specific group content/questionsMust include:

Introduction: 2%

Group content: 16% (see color coded description of assignment 4% for each question)

Conclusion: 2%

APA: 4%

References: 1% (At least 5 peer reviewed articles within the last 5 years)Total

(25.0 points)Nursing Theory - Group FILM Presentation (35%)

Analysis and Utilization of nursing theoryGroup No: _____________

Theorist(s): __________________________________________________________________

Title of Theory/Model(s): _______________________________________________________Names of Groups Members:

1.___________________________________ 2. ____________________________________

3. ___________________________________ 4. _____________________________________

5. ___________________________________ 6. _____________________________________

Submit your Flash drive with the Film to your Professors and post on Blackboard at least 48 hours prior to your scheduled day of presentation.

Print and bring to class copies of this grading rubric with the names of all your group members for each of the Professors).

Each Group must address the specific group content/questions belowMust include :

Introduction: 1.5%

Group content: 12% (see color coded description of assignment)

Improvement in two nursing areas: (10%) Conclusion

(1.5 points)

Creativity

(5.0 points)

Is the presentation clear and concise? (2.0 point)

Ability to answer questions about the topic

(2.0 point)

APA and References: 1% (At least 5 peer reviewed articles within the last 5 years)Total

(35.0 points)Spring 2015 GROUP EVALUATION: FILM PRESENTATIONS (3%)Group Presentation (Please copy and paste to evaluate each group)Two days prior to the class presentation, the students presenting should provide the class and the instructor with the presentation content. Individual participation grades will be partially based on the input from the Peer evaluation form completed by each member of the class.Group NO: ____Theory Presented_______________________________ Date __________STUDENT NAME:___________________________________________________________

STUDENT NAME:___________________________________________________________

STUDENT NAME:___________________________________________________________

STUDENT NAME:___________________________________________________________

STUDENT NAME:___________________________________________________________

STUDENT NAME:___________________________________________________________

Criteria for Evaluation

Possible Points

Student Points

Introduction/Content Relevance to Nursing

1

Summary and Conclusion, Organized Content

1

Presentation Style including audio/visual aids

1

Ability to answer questions about the topic

1

References

1

Total

5

Comments:

Spring 2015 Self/Peer Evaluation of Participation in Small Group Activities (2%)

Member evaluated: ___________________ Evaluator __________________

Peer input is needed to help evaluate individual group member efforts in order for the instructor to fairly evaluate the students achievement of these criteria.

Directions

1.Read each item carefully and answer as objectively as you can.

2.Rate each group member using the criteria stated using a scale of 1 (almost never) to 5 (almost always). Make any supporting comments you believe to be pertinent in the space provided.

3.Complete this form and return it to the course faculty on the day of your groups presentation.

Almost Almost

Never Always Comments1.Met target dates for completing assignments1 2 3 4 5

2.Attended all group meetings1 2 3 4 5

3.Shared relevant professional literature1 2 3 4 5

4.Made comments which reflected analysis of

topic under discussion1 2 3 4 5

5. Contributed to and did not dominate discussion1 2 3 4 5

6. Respected rights of classmates, encouraged

other members participation1 2 3 4 5

7.Behaved in a way that facilitated the group

meeting their tasks1 2 3 4 5

8.Demonstrated skill in a variety of roles

required for group interaction1 2 3 4 5

9.Fostered a sense of belonging to the group1 2 3 4 5

Additional Comments:

Program Assessment

Entry-Level Masters of Science in Nursing Degree Program

Curriculum Map

Summary of Learning Outcomes ELM-MSN degree plan of full-time study includes 6-semester sequence of 18 courses and 80 credit units. Following Tables present the curriculum mapping of the EL-MSN degree in relation to the student learning outcomes aligned to the CDU and EL-MSN program learning outcomes. Students learning outcomes are assessed to progressively advance from initial stage to highly developed stage for the CNL preparation, based on the standard rubric of the Western Association of Schools and Colleges (WASC) through the 6 semesters of study.

CDU Student Learning Outcomes (ULO) - What Students Can Demonstrate Upon Graduation:

1. Demonstrate excellence in their chosen field of study (PLO 2, 3, 4. 5)2. Evaluate, use, and/or conduct research (PLO 1. 9).

3. Demonstrate compassion and cultural sensitivity, with a special commitment to serving diverse and underserved populations (PLO 10).

4. Demonstrate responsible, empathetic, and ethical professional behavior (PLO 6, 7, 8).

Table 1 NUR 521: Nursing Theory Learning Outcomes

CoursesULO1 ExcellenceULO2 ResearchULO3 DiversityULO4 Responsible Profession

PLO2 nursing practicePLO3 MSNPLO4

HealthPLO5 communicationPLO1 knowledgePLO9 researchPLO10 values & learningPLO6 improve practicePLO7 patient rightsPLO8 leadership

READING

Text:

Alligood 2014E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Reqd. Reading:E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Internet sourcesE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

INTERACTIVE LECTURE/DISCUSSION

Knowledge ModelsE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Personal and professional growth and development.E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Educator and advocate.E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Leader / member of a health care team E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

ASSIGNMENTS

Group Film Presentation: Analysis and evaluation of a nursing theory

E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Concept Comparison Paper: Application and integration of care model/theory

E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Nursing Theory Application Brochure

E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

Discussion Questions (One and Two)

E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

WASC Rubric on student learning assessment: I= Initial, E= Emerging, D= Developed, H= Highly developed Table 2. EL-MSN Curriculum Map aligned to the university and program student learning outcomes (ULO and PLO) with rubric to assess expected progression.

CoursesULO1 ExcellenceULO2 ResearchULO3 DiversityULO4 Responsible Profession

PLO2 nursing practicePLO3 MSNPLO4

HealthPLO5 communicationPLO1 knowledgePLO9 researchPLO10 values & learningPLO6 improve practicePLO7 patient rightsPLO8 leadership

NUR500 Concepts of Professional NursingEE/DEE/DEEE/DEEE/D

NUR511 Fundamentals of Nursing and Care of Older AdultsE/DEE/DE/DE/DE/DE/DE/D

NUR516 PathophysiologyEE/DE/DE/DE/DE/DE/DEE

NUR520

Physical AssessmentEE/DE/DE/DE/DE/DE/DE/D

NUR510

PharmacologyE/DE/DE/DE/DE/DE/DE/DE/D

NUR621 Advanced Nursing TheoryE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR512

Medical-Surgical NursingE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR513

Maternal Child NursingE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR642 Race Ethnic and Cultural Diversity in Health and IllnessE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR628 Health Systems ManagementE/DE/DE/DE/DE/DE/DE/DE/D

NUR517

Psych/Mental Health NursingDE/DE/DDE/DDE/DDE/D

NUR639

Perspectives in Nursing IssuesDE/DE/DDDE/DDE/DDE/D

NUR618

Advanced Medical Surgical NursingDDDDD DDDD

NUR635 Nursing ResearchDE/DDDDDDE/DDE/D

N515 Community Health NursingDDDDDE/DDDDD

NUR619 Residency I -Clinical InternshipDDDDDDD/HDDD

NUR629 Residency II -LeadershipDDDDDDD/HDDD

NUR627 Fundamentals of Epidemiology and Biostatistics for NursingDDD/H

WASC Rubric on student learning assessment: I= Initial, E= Emerging, D= Developed, H= Highly developed

EL-MSN Program Terminal Objectives (Program Learning Outcomes - PLO)

1. Synthesize theoretical and empirical knowledge derived from the physical and behavioral sciences and humanities as a basis for professional nursing practice. (ULO2).

2. Apply the nursing process to all levels of practice using the steps of assessment, diagnosis, outcomes identification, planning, interventions, and evaluation. (ULO1)3. Demonstrate competent practice as a masters prepared registered nurse in a variety of settings. (ULO1)4. Implement health promotion and disease prevention strategies for population-based practice that incorporates systems, the community, individuals and families. (ULO1)5. Communicate effectively using oral, written, and technological skills in clinical, educational, and professional settings. (ULO1)6. Demonstrate ethical nursing practice to improve professional nursing practice, the work environment, and influence improvement in healthcare. (ULO4)7. Advocate for the patients rights, healthcare policies and finance systems. (ULO4)8. Provide leadership in collaborative efforts with interdisciplinary and interdisciplinary teams, thus providing a broad approach to complex patient care and community problems. (ULO4)9. Demonstrate a spirit of inquiry and critically analyzes data, research findings, and other evidence to advance nursing practice, initiate change, and promote quality health care. (ULO1)10. Formulate a professional philosophy that incorporates a commitment to human values and lifelong learning. (ULO3)Table 3: MSN-ELM Curriculum Map aligned CNL core competencies per AACN 2007 White Paper.

Core Competencies per AACN on CNL Competencies Critical thinking

Communication Assessment Nursing Tech & Management Health PromotionIllness and Disease Mgmt Inf. & Health Care Tech Ethics Human Diversity Global Health Care Health Care Sys & PolicyProvider & Manager of Care Coordinator of Care Member of ProfessionTransition to Practice

Courses123456789101112131415

NUR500 Concepts OF Professional NursingXXXXXXXXXXX

NUR510 PharmacologyXXXXXXXXXXXX

NUR511 Fundamentals of Nursing and Care of Older AdultsXXXXXXXXX

NUR516 Pathophysiology XXXXXXXXXXXX

NUR520 Physical Assessment XXXXXXXX

NUR621 Advanced Nursing Theory XXXXXXX

NUR512 Medical-Surgical NursingXXXXXXXXXX

NUR513 Maternal Child Nursing XXXXXXXXX

NUR642 Race Ethnic and Cultural Diversity in Health and IllnessXXXXXXXX

NUR628 Health Systems Management XXXXXXXXXXX

NUR517 Psych/Mental Health NursingXXXXXXXXXXXXX

NUR639 Perspectives in Nursing Issues XXXXXXX

NUR635 Nursing Research XXXXXXX

NUR515 Community Health Nursing XXXXXXXXXXXXXX

NUR619 Residency I -Clinical InternshipXXXXXXXXXXXXXX

NUR629 Residency II -LeadershipXXXXXXXXXXXXXX

NUR627 Fundamentals of epidemiology and biostatisticsXXXXXX

CNL Core Competencies per AACN White Paper on CNL Competencies

1. Critical Thinking

2. Communication

3. Assessment

4. Nursing Technology and Resource Management

5. Health Promotion, Risk reduction and disease prevention

6. Illness and Disease management

7. Information and health care technology

8. Ethics

9. Human diversity

10. Global health care

11. Health Care Systems and Policy

12. Provider and Manager of care

13. Designer/manager/coordinator of care

14. Member of a profession

15. Transition of the practice settingTable 4: MSN-ELM Curriculum Map aligned The Essentials of Masters Education in Nursing per AACN. NUR 621: Advanced Nursing Theory

Masters Essential #ObjectivesBaccalaureate in Nursing

Essentials #Objectives

Essential I: Background from Practice from Sciences and Humanities1Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice1

Essential II: Organizational and Systems Leadership 4,Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety 4,5

Essential III: Quality Improvement and Safety1, 2, 4Essential III: Scholarship for Evidence Based Practice1,5

Essential IV: Translating and Integrating Scholarship into Practice1,2Essential IV: Information Management and Application of Patient Care Technology1

Essential V: Informatics and Healthcare Technologies

1Essential V: Health Care Policy, Finance, and Regulatory Environments

Essential VI: Health Policy and Advocacy

Essential VI: Interprofessional communication and collaboration for improving Patient Health Outcomes

1, 4

Essential VII: Interprofessional Collaboration for Improving Patient and Population Health Outcomes2,3, 4Essential VII: Clinical Prevention and Population Health 3

Essential VIII: Clinical Prevention and Population Health for Improving Health

Essential VIII: Professionalism and Professional Values2

Essential IX: Masters-Level Nursing Practice1, 3, 4Essential IX: Baccalaureate Generalist Nursing Practice4

1. Provide nursing care utilizing professional knowledge and core competencies (critical thinking, communication, assessment, and technical skill) derived from a foundation of nursing science, and general education.1. Demonstrate initiative for continual personal and professional growth and development.2. Act as a patient advocate and family educator to promote optimal health and well-being.

3. Function independently and collaboratively, both as a leader and/or member of health care team to manage and coordinate care4. Utilize professional guidelines to provide safe patient care.Table 4B: MSN-CNL Curriculum Map aligned The Essentials of Masters Education in Nursing per AACN.

Course ObjectivesMasters Essential #

NUR 621 Advanced Nursing Theory

1. Define and describes theory in relation to its multiple purposes and utility in advanced nursing practice.

III, IX

2. Analyze various leadership models and nursing practice models in the context of nursing practice for their impact on patient outcomes.

III

3. Describe the process of theory development.

VII, vii

4. Understand and engages in the process of concept formation.

I, III, VIII

5. Distinguish between models and theories in nursing.

III, V, IX

6. Comprehend the major elements of the conceptual models for nursing practice that are currently in use.

VIII,III

7. Discuss the significance of nursing models for development of a theoretical and scientific body of knowledge.

II, III, V, VII,VI, V

8. Use established criteria to analyze, evaluate, critique, and compare/contrast nursing theories/models.

II, III, V, VII,VI, V

9. Discuss the current status of theory development in nursing and its relation to nursing practice and the development of nursing knowledgeVIII, IX

10. Evaluate selected nursing theories and models in terms of level of development, and utility relative to the current and future needs of nursing practiceVII, VII

AACN Essentials of Masters Education in NursingI. Background for Practice from Sciences and Humanities

II. Organizational and Systems Leadership

III. Quality Improvement and Safety

IV. Translating and Integrating Scholarship into Practice

V. Informatics and Healthcare Technologies

VI. Health Policy and Advocacy

VII. Interprofessional Collaboration for Improving Patient and Population Health Outcomes

VIII. Clinical Prevention and Population Health for Improving Health

IX. Masters-Level Nursing PracticeMasters of Science in Nursing Degree Program

FNP Curriculum MapCDU Student Learning Outcomes (ULO) - What Students Can Demonstrate Upon Graduation:

1. Demonstrate excellence in their chosen field of study (PLO 2, 3, 4. 5)

2. Evaluate, use, and/or conduct research (PLO 1. 9).

3. Demonstrate compassion and cultural sensitivity, with a special commitment to serving diverse and underserved populations (PLO 10).

4. Demonstrate responsible, empathetic, and ethical professional behavior (PLO 6, 7, 8).

Table 5. FNP-MSN Curriculum Map aligned to the university and program student learning outcomes (ULO and PLO) with rubric to assess expected progression.

CoursesULO1 ExcellenceULO2 ResearchULO3 DiversityULO4 Responsible Profession

PLO2 Nursing practicePLO3 MSNPLO4

HealthPLO5 Communi-cationPLO1 knowledgePLO9 researchPLO10 values & learningPLO6 improve practicePLO7 patient rightsPLO8 leadership

NUR616 PathophysiologyEE/DE/DE/DE/DE/DE/DEE

NUR620

AssessmentEE/DE/DE/DE/DE/DE/DE/D

NUR610

PharmacologyE/DE/DE/DE/DE/DE/DE/DE/D

NUR621 Advanced Nursing TheoryE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR630 Primary Care of

Adults and AgedE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR631

Health Promotion/Disease PreventionE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR642 Race Ethnic and Cultural Diversity in Health and IllnessE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR628 Health Systems ManagementE/DE/DE/DE/DE/DE/DE/DE/D

NUR632

Primary Care of Women/ChildrenE/DE/DE/DE/DE/DE/DE/DE/DE/D

NUR635 Nursing ResearchDDDDDDDDDD

NUR639

Perspectives in Nursing IssuesDDDDDDDDDD

NUR633 FNP PracticumDDDDDDD/HDDD

NUR627 Fundamentals of Epidemiology and BiostatisticsE/DDDDD/HE/D

WASC Rubric on student learning assessment: I= Initial, E= Emerging, D= Developed, H= Highly developed

MSN-FNP Program Terminal Objectives (Program Learning Outcomes - PLO)

1. Synthesize theoretical and empirical knowledge derived from the physical and behavioral sciences and humanities as a basis for professional nursing practice.

2. Apply the nursing process to all levels of practice using the steps of assessment, diagnosis, outcomes identification, planning, interventions, and evaluation.

3. Demonstrate competent practice as a masters prepared registered nurse in a variety of settings.

4. Implement health promotion and disease prevention strategies for population-based practice that incorporates systems, the community, individuals and families.

5. Communicate effectively using oral, written, and technological skills in clinical, educational, and professional settings.

6. Demonstrate ethical nursing practice to improve professional nursing practice, the work environment, and influence improvement in healthcare.

7. Advocate for the patients rights, healthcare policies and finance systems.

8. Provide leadership in collaborative efforts with interdisciplinary and intra-disciplinary teams, thus providing a broad approach to complex patient care and community problems.

9. Demonstrate a spirit of inquiry and critically analyzes data, research findings, and other evidence to advance nursing practice, initiate change, and promote quality health care.

10. Formulate a professional philosophy that incorporates a commitment to human values and lifelong learning.

Table 6. MSN-FNP Curriculum Map aligned to the Essentials of Master's Education in Nursing [2011].

I. Background for Practice from Sciences and Humanities II. Organizational and Systems Leadership III. Quality Improvement and Safety IV. Translating and Integrating Scholarship into Practice V. Informatics and Healthcare Technologies VI. Health Policy and Advocacy VII. Interprofessional Collaboration for Improving Patient and Population Health Outcomes VIII. Clinical Prevention and Population Health for Improving Health IX. Masters-Level Nursing Practice

LIST OF COURSES

NUR610 Adv. PharmacologyXXXXXXX

NUR616 Adv. PathophysiologyXXXXXXX

NUR620 Advanced Physical AssessmentXXXXXXXX

NUR621 Advanced Nursing TheoryXXXXXX

NUR630 Primary Care Adult/AgedXXXXXXXXX

NUR631 Health Promotion and Disease PreventionXXXXXXXXX

NUR642 Race Ethnic and Cultural Diversity in Health and IllnessXXXXXXXX

NUR628 Health Systems ManagementXXXXXXXXX

NUR632 Primary Care of Women and ChildrenXXXXXXXXX

NUR639 Perspectives in Nursing IssuesXXXXXXXXX

NUR635 Nursing ResearchXXXXXXXX

NUR627 Fundamentals of Epidemiology and BiostatisticsXXXXXX

Table 7. MSN-FNP Curriculum Map aligned to the NONFP Competencies.

Scientific FoundationsLeadershipQualityPractice InquiryTechnology and Information LiteracyPolicyHealth Delivery SystemEthicsIndependent Practice

LIST OF COURSES

NUR610 Adv. PharmacologyXXX

NUR616 Adv. PathophysiologyXX

NUR620 Advanced Physical AssessmentXXX

NUR621 Advanced Nursing TheoryxXXX

NUR630 Primary Care Adult/AgedXXXXXXXXX

NUR631 Health Promotion and Disease PreventionXXXXXXXXX

NUR642 Race Ethnic and Cultural Diversity in Health and IllnessXXXX

NUR628 Health Systems ManagementXXXXXXXXX

NUR632 Primary Care of Women and ChildrenXXXXXXXXX

NUR639 Perspectives in Nursing IssuesXXXX

NUR635 Nursing ResearchXXXXXXXXX

NUR627 Fundamentals of Epidemiology and BiostatisticsXXXXXXX

Table8. MSN-FNP Curriculum Map aligned to the Quality and Safety Education for Nursing (QSEN) Competencies.

Patient Centered CareTeamwork and CollaborationEvidence Based PracticeQuality Improvement SafetyInformatics

KnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitude

LIST OF COURSES

NUR610 Adv. PharmacologyXXXXXXXXXXXX

NUR616 Adv. PathophysiologyXXXXXXXXXXXXXXXX

NUR620 Advanced Physical AssessmentXXXXXXXXXXXXXXX

NUR621 Advanced Nursing TheoryXXXXXXXXXXXXX

NUR630 Primary Care Adult/AgedXXXXXXXXXXXXXXXXXX

NUR631 Health Promotion and Disease PreventionXXXXXXXXXXXXXXXXXX

NUR642 Race Ethnic and Cultural Diversity in Health and IllnessXXXXXXXXXXXXXXXXXX

NUR628 Health Systems ManagementXXXXXXXXXXXXXXXXXX

NUR632 Primary Care of Women and ChildrenXXXXXXXXXXXXXXXXXX

NUR639 Perspectives in Nursing IssuesXXXXXXXXXX

NUR635 Nursing ResearchXXXXXXXXXXXX

NUR627 Fundamentals of Epidemiology and BiostatisticsXXXXXXXXXXX