Joseph and Nancy Fail School of Nursing William Carey ... · Theoretical Foundations of Nursing...

NUR 601 – Theoretical Foundations of Professional/Advanced Practice Nursing

Revised 11/02/06/lf – 2/20/07/lf – 7/30/07/lf – 7/24/08/lf 1

SYLLABUS

Joseph and Nancy Fail School of Nursing

William Carey University

GRADUATE PROGRAM

COURSE NUMBER: NUR 601

COURSE TITLE: Theoretical Foundations of Professional/Advanced Practice

Nursing

CREDIT ALLOTMENT: 2 Semester Hours

PREREQUISITES: None.

COURSE DESCRIPTION: Selected concepts and theories useful for guiding

professional and advanced nursing practice are discussed.

Concepts and theories are drawn from nursing, behavioral,

natural and applied sciences and will be examined within

the context of advancing nursing knowledge and nursing

practice.

COURSE OBJECTIVES: Upon completion of this course, the student will be able to:

1. Evaluate theory development in nursing from an

historical perspective.

2. Examine the nature and processes of theories.

3. Examine processes of theory analysis and construction

from perspectives of inductive and deductive

investigation.

4. Describe and evaluate the works of selected nurse

theorists.

5. Appraise relevance of interdisciplinary theories for the

nursing discipline and science.

6. Demonstrate scholarly writing and presentation skills.

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OUTCOMES TABLE:

NUR 601 THEORETICAL FOUNDATIONS OF PROFESSIONAL/ADVANCED PRACTICE NURSING

*LEARNER OUTCOMES **PROGRAM OBJECTIVES ***COURSE OBJECTIVES ****CURRICULUM CONCEPTS

1. The learner will utilize scientific

foundations and theoretical

frameworks to implement essential

knowledge and skills in the

advanced nurse educator role. Those

essentials, as described by the

American Association of Colleges of

Nursing, include:

a. Research

b. Policy, Organization, and

Health Care Financing

c. Ethics

d. Professional Role

Development

e. Theoretical Foundations of

Nursing Practice

f. Human Diversity and

Social Issues

g. Health Promotion and

Disease Prevention

1. To prepare graduates who

demonstrate competency in the

advanced nurse educator role

through application of essential

nursing knowledge and skills, as

described by the American

Association of Colleges of Nursing.

1. Evaluate theory development in

nursing from an historical

perspective.

2. Examine the nature and processes of

theories.

3. Examine processes of theory analysis

and construction from perspectives of

inductive and deductive investigation.

4. Describe and evaluate the works of

selected nurse theorists.

5. Appraise relevance of

interdisciplinary theories for the

nursing discipline and science.

Professional nursing

Critical thinking

Scientific process

2. The learner will incorporate sound

educational principles into the

practice of professional nursing

education.


incorporate sound educational

principles into the practice of

professional nursing education.

4. Describe and evaluate the works of

selected nurse theorists.

6. Demonstrate scholarly writing and

presentation skills.

Teaching/Learning process

Nursing education

*From Graduate Catalog, 2006-2007 and Nursing Major, MSN, Effectiveness Program, 2006-2007

**From Nursing Major, MSN, Effectiveness Program, 2006-2007

***From NUR 601 syllabus

****From SON Philosophy September 2006.

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REFERENCES:

A. Required:

American Psychological Association (2001). Publication manual of the American

Psychological Association (5th

ed.). Washington, DC: Author.

Chinn, P.L. & Kramer, M.K. (2004). Integrated knowledge development in nursing,

(6th

ed.). St. Louis: Mosby Elsevier.

Tomey, A.M. & Alligood, M.R. (2006). Nursing theorists and their work, (6th

ed.). St.

Louis: Mosby Elsevier.

TEACHING/LEARNING METHODS:

Web-enhanced learning assignments using Blackboard

Textbook readings & learning exercises

Review of pertinent internet websites

Classroom discussion & applied learning activities

Written assignments

ESSENTIAL COURSE COMPONENTS AND GRADING: 100%

Grading scale:

91 – 100 A

81 – 90 B

71 – 80 C

≤ 70 F

TOPICAL OUTLINE

I. Introduction to nursing theory & historical perspectives

II. Concept analysis & theory construction

III. Definitions of Nursing

IV. Grand Nursing Theorists

V. Interpersonal Theories of Nursing

VI. Middle Range Theorists

VII. Introduction to Practice Theory

VIII. Interdisciplinary Theorists



Americans with Disabilities Act (ADA) Statement

Students with disabilities who are protected by the Americans with Disabilities Act of 1990 and

require special accommodations, should contact the following person on their respective campus:

Hattiesburg Campus – Contact Mrs. Brenda Waldrip at (601) 318-6188. Mrs. Waldrip is located in the

Student Services Office in Lawrence Hall.

Gulfport Campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration Trailer.

New Orleans Campus – Contact the Director of Administrative Services at (504) 286-3276, located in

the William Carey University Nursing Building.

Statement of Academic Integrity

William Carey University seeks to create an environment that encourages continued growth of moral

and ethical values, which include personal honesty and mutual trust. The university places the highest

value on academic integrity and regards any act of academic dishonesty as a serious offense. Academic

dishonesty is considered unethical and in violation of William Carey University’s academic standards

and Christian commitment. If such an incident occurs, students, faculty, and/or staff are obligated to

initiate appropriate action. Depending upon the seriousness of the offense, sanctions could include

failure of the assignment, failure of the course, and could lead to suspension or dismissal from the

college. A full explanation of the procedures for responding to instances of academic dishonesty is

contained in the university’s Policies and Procedures Manual and in the student handbook, The Lance.

Academic Program Purpose:

The Master of Science in Nursing (MSN) program seeks to build on and advance the knowledge

acquired at the undergraduate level to produce an expert in the areas of adult health (clinical focus) and

nursing education (role focus).

Disaster Plan Statement

In the event of closure or cancellations due to natural disaster or other emergency causes, general

information will be forwarded to local media, posted on the WCU website http://wmcarey.edu, and

sent via automated process to your WCU student e-mail address. Specific information regarding the

continuation of coursework will be posted on the university’s course management system at https://elearning.wmcarey.edu. For up-to-the-minute alerts regarding emergency situations, sign up to

receive notifications through Sader Watch, the WCU emergency text message service. Sign up

instructions can be found under current students on the WCU homepage.

http://wmcarey.edu/

https://elearning.wmcarey.edu/

NUR 606 – Informatics Issues in Nursing Practice Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf 7/24/08/lf

1

Joseph and Nancy Fail School of Nursing William Carey University

GRADUATE PROGRAM

COURSE NUMBER: NUR 606 COURSE TITLE: Informatics Issues in Nursing Practice CREDIT ALLOTMENT: 2 Semester Hours PREREQUISITES: None. COURSE DESCRIPTION: This course examines a variety of informatics theories,

models and issues within complex healthcare systems. Content is directed toward assisting the student to understand system planning, analysis, implementation and evaluation. The course also explores utilization of information technology as well as information generation and management as it affects nursing practice.


1. Discuss informatics theories and models used in the development of information systems for nursing practice and nursing education. 2. Critically appraise current research issues related to informatics applications for delivering and managing healthcare information in a variety of health care environments. 3. Describe knowledge essential for information system design and planning. 4. Apply evaluation methodologies to support design, development and implementation of clinical information systems. 5. Examine the impact of technology-based information on consumer healthcare and nursing education. 6. Analyze the use of informatics in the delivery of healthcare in diverse health care settings. 7. Explore the social and ethical implications of nursing informatics. 8. Discuss future issues and trends in healthcare technology. 9. Demonstrate proficiency in scholarly writing.

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LEARNER OUTCOMES TABLE: NUR 606 INFORMATICS ISSUES IN NURSING PRACTICE *LEARNER OUTCOMES **PROGRAM OBJECTIVES ***COURSE OBJECTIVES ****CURRICULUM CONCEPTS

1. The learner will utilize scientific foundations and theoretical frameworks to implement essential knowledge and skills in the advanced nurse educator role. Those essentials, as described by the American Association of Colleges of Nursing, include:

a. Research b. Policy, Organization, and

Health Care Financing c. Ethics d. Professional Role

Development e. Theoretical Foundations of

Nursing Practice f. Human Diversity and

Social Issues g. Health Promotion and

Disease Prevention

1. To prepare graduates who demonstrate competency in the advanced nurse educator role through application of essential nursing knowledge and skills, as described by the American Association of Colleges of Nursing.

2. Critically appraise current research issues related to informatics applications for delivering and managing healthcare information in a variety of health care environments.

3. Describe knowledge essential for information system design and planning.

6. Analyze the use of informatics in the delivery of healthcare in diverse health care settings.

Environment, Health, Nursing Practice, Professional Nursing, Communication

2. The learner will incorporate sound educational principles into the practice of professional nursing education.

2 To prepare graduates who incorporate sound educational principles into the practice of professional nursing education.

1. Discuss informatics theories and models used in the development of information systems for nursing practice and nursing education.

4. Apply evaluation methodologies to support design, development and implementation of clinical information systems.

5. Examine the impact of technology-based information on consumer healthcare and nursing education.

9. Demonstrate proficiency in scholarly writing.

Critical-thinking, Education, Teaching-Learning, Nursing Education

3. The learner will utilize collaborative skills to effect change within the nursing profession.

3. To prepare graduates who utilize collaborative skills to effect change within the nursing profession.

7. Explore the social and ethical implications of nursing informatics.

8. Discuss future issues and trends in healthcare technology

Humankind, Society, Change/Adaptation

*From Graduate Catalog, 2006-2007 and Nursing Major, MSN, Effectiveness Program, 2006-2007 **From Nursing Major, MSN, Effectiveness Program, 2006-2007 ***From NUR 601 syllabus ****From SON Philosophy September 2006.

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REFERENCES: Selected readings will be assigned. TEACHING/LEARNING METHODS: Web-enhanced learning assignments using Blackboard Textbook readings & learning exercises Review of pertinent internet websites Classroom discussion & applied learning activities Written assignments ESSENTIAL COURSE COMPONENTS AND GRADING: 100% Grading scale: 91 – 100 A 81 – 90 B 71 – 80 C ≤ 70 F TOPICAL OUTLINE I. History of Health Care Informatics II. Theories III. Literacy, Databases IV. Decision-making support V. Health Care Applications VI. Systems Planning VII. Electronic Health Records VIII. Sociocultural Impact IX. Research Implications X. Professional Standards XI. Governmental regulation XII. Protection of Information XIII. Technology and Instruction, Simulated Instruction XIV. Future Trends


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ADA AND INTEGRITY STATEMENT:


Students with disabilities who are protected by the Americans with Disabilities Act of 1990 and require special accommodations, should contact the following person on their respective campus: Hattiesburg Campus – Contact Mrs. Brenda Waldrip at (601) 318-6188. Mrs. Waldrip is located in the Student Services Office in Lawrence Hall. Gulfport campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration trailer. New Orleans Campus – Contact the Director of Administrative Services at (504) 286-3276, s located in the William Carey University Nursing Building.


William Carey University seeks to create an environment that encourages continued growth of moral and ethical values, which include personal honesty and mutual trust. The university places the highest value on academic integrity and regards any act of academic dishonesty as a serious offense. Academic dishonesty is considered unethical and in violation of William Carey University’s academic standards and Christian commitment. If such an incident occurs, students, faculty, and/or staff are obligated to initiate appropriate action. Depending upon the seriousness of the offense, sanctions could include failure of the assignment, failure of the course, and could lead to suspension or dismissal from the university. A full explanation of the procedures for responding to instances of academic dishonesty is contained in the university’s Policies and Procedures Manual and in the student handbook, The Lance.


In the event of closure or cancellations due to natural disaster or other emergency causes, general information will be forwarded to local media, posted on the WCU website http://wmcarey.edu, and sent via automated process to your WCU student e-mail address. Specific information regarding the continuation of coursework will be posted on the university’s course management system at https://elearning.wmcarey.edu. For up-to-the-minute alerts regarding emergency situations, sign up to receive notifications through Sader Watch, the WCU emergency text message service. Sign up instructions can be found under current students on the WCU homepage.

NUR 611 – Role Development for the Nurse Educator Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf 7/29/08/lf

1

SYLLABUS


GRADUATE PROGRAM

COURSE NUMBER: NUR 611 COURSE TITLE: Role Development for the Nurse Educator CREDIT ALLOTMENT: 2 Semester Hours PREREQUISITES: None. COURSE DESCRIPTION: Focuses on the role of the nurse as educator, including the

use of principles and theories of teaching and learning in nursing education. Issues related to the nurse educator will be explored.


1. Relate the characteristics of the adult learner to selected

teaching and evaluation strategies as measured by class participation, presentations, and examination.

2. Explore identified issues related to the nurse educator as measured by class participation, presentations, and examination.

3. Design, implement, and evaluate a teaching plan for a selected target audience with consideration of gender, ethnicity, presence of disability, and varying degrees of motivation as evidenced by teaching plan and presentation.

4. Investigate technology in education by participation in web-based learning, development of a web-based module, and development of a PowerPoint presentation.

5. Develop and initiate a professional portfolio that will be evaluated by a Portfolio Assessment Rubric across the curriculum.

6. Demonstrate proficiency in scholarly writing. OUTCOMES TABLE:

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NUR 611 ROLE DEVELOPMENT FOR THE NURSE EDUCATOR

*LEARNER OUTCOMES **PROGRAM OBJECTIVES ***COURSE OBJECTIVES ****CURRICULUM CONCEPTS 1. The learner will utilize scientific

foundations and theoretical frameworks to implement essential knowledge and skills in the advanced nurse educator role. Those essentials, as described by the American Association of Colleges of Nursing, include:






Disease Prevention




5. Develop and initiate a professional portfolio that will be evaluated by a Portfolio Assessment Rubric across the curriculum

Professional Nursing, Communication, Critical Thinking, Teaching/Learning Process, Nursing Education


2. To prepare graduates who incorporate sound educational principles into the practice of professional nursing education.

1. Relate the characteristics of the adult learner to selected teaching and evaluation strategies as measured by class participation, presentations, and examination.


4. Investigate technology in education by participation in web-based learning, development of a web-based module, and development of a PowerPoint presentation.


Professional Nursing, Communication, Critical Thinking, Teaching/Learning Process, Nursing Education

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*LEARNER OUTCOMES **PROGRAM OBJECTIVES ***COURSE OBJECTIVES ****CURRICULUM CONCEPTS 3. The learner will utilize collaborative

skills to effect change within the nursing profession.


4. The learner will serve as a Christian role model in the advanced nurse educator role.

4. To prepare graduates who accept positions in professional nursing education.


Professional Nursing, Communication, Teaching/Learning Process, Nursing Education


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REFERENCES:

A. Required: Bastable. S. B. (2008). Nurse as educator: principles of teaching and learning.

Sudbury, MA: Jones and Bartlett.

B. Recommended:

Billings, D. M. & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty,

2nd ed. St. Louis: Elsevier Saunders

Deyoung, S. (2003). Teaching strategies for nurse educators. Upper Saddle River, NJ: Prentice Hall.

Hinchliff, S. (2004). The practitioner as teacher, 3nd ed. Edinburgh, Scotland:

Bailliere Tindall Royal College of Nursing. TEACHING/LEARNING METHODS: Web-enhanced learning assignments using Blackboard Textbook readings & learning exercises Review of pertinent internet websites Classroom discussion & applied learning activities Written assignments Presentation of critique of research studies ESSENTIAL COURSE COMPONENTS AND GRADING: 100% Grading scale: 91 – 100 A 81 – 90 B 71 – 80 C ≤ 70 F


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Students with disabilities who are protected by the Americans with Disabilities Act of 1990 and require special accommodations, should contact the following person on their respective campus: Hattiesburg Campus – Contact Mrs. Brenda Waldrip at (601) 318-6188. Mrs. Waldrip is located in the Student Services Office in Lawrence Hall. Gulfport Campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration Trailer. New Orleans Campus – Contact the Director of Administrative Services at (504) 286-3276, located in the William Carey University Nursing Building.



Academic Program Purpose: The Master of Science in Nursing (MSN) program seeks to build on and advance the knowledge acquired at the undergraduate level to produce an expert in the areas of adult health (clinical focus) and nursing education (role focus).



NUR 612 – Advanced Health Assessment Across the Life Span 1 of 5 3/24/06/lf – 8/4/06/lf – 9/12/07 – 7/24/08/lf

SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Advanced Health Assessment Across the Life Span


PREREQUISITES: None

COURSE DESCRIPTION: This course explores the clinical practice and teaching of

advanced comprehensive psychosocial, developmental,

occupational, cultural, and physical assessment of the client

with emphasis on alterations in expected normal findings.

COURSE OBJECTIVES:

Upon completion of this course, the student will be able to:

1. Demonstrate skillful interviewing techniques.

2. Demonstrate ability to elicit a comprehensive health history in a concise and

organized manner.

3. Demonstrate ability to perform a complete physical examination of all body systems

in a concise and organized manner, correctly using appropriate assessment tools and

equipment.

4. Report and record subjective and objective data in a concise and organized manner

utilizing accurate terminology.

5. Identify age-, gender-, ethnic-, and culturally-related normal variants in health

assessment findings.

6. Demonstrate effective interview, history-taking, and physical examination skills with

clients and families from age-, gender-, ethnic-, and culturally-diverse backgrounds.

OUTCOMES TABLE:

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NUR 612 – Advanced Health Assessment Across the Life Span 2 of 5 3/24/06/lf – 8/4/06/lf – 1/24/07/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

NUR 612 ADVANCED HEALTH ASSESSMENT ACROSS THE LIFE SPAN *LEARNER OUTCOMES **PROGRAM OBJECTIVES ***COURSE OBJECTIVES ****CURRICULUM CONCEPTS



frameworks to implement

essential knowledge and skills in

the advanced nurse educator role.

Those essentials, as described by

the American Association of

Colleges of Nursing, include:

a. Research

b. Policy, Organization,

and Health Care

Financing

c. Ethics


Development

e. Theoretical Foundations

of Nursing Practice


Social Issues


Disease Prevention







Association of Colleges of

Nursing.

1. Demonstrate skillful interviewing

techniques.

2. Demonstrate ability to elicit an

episodic history of present illness

and a comprehensive health

history in a concise and organized

manner appropriate for the

client’s developmental level and

impairment(s).

3. Demonstrate ability to perform a

focused physical exam and a

complete physical examination of

all body systems in a concise and

organized manner appropriate for

the client’s developmental level

and impairment(s).

4. Report and record subjective and

objective data in a concise and

organized manner utilizing

accurate terminology.

5. Identify changes in health

assessment findings associated

with the aging process.

Professional Nursing,

Communication, Critical Thinking,

Humankind, Nursing Actions, Health,

Adaptation, Environment

2. The learner will incorporate

sound educational principles into

the practice of professional

nursing education.





6. Demonstrate proficiency in

scholarly writing.

Professional Nursing,


Teaching/Learning Process, Nursing

Education





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NUR 612 – Advanced Health Assessment Across the Life Span 3 of 5 3/24/06/lf – 8/4/06/lf – 9/12/07 – 7/24/08/lf

REFERENCES:

Required:

Bickley, L.S. (2006). Bates’ guide to physical examination and history taking

(9th ed.). Philadelphia: Lippincott.

Recommended:

Bickley, L.S. (2006). Bates’ pocket guide to physical examination and history taking (5th ed.).

Philadelphia: Lippincott.


Web-enhanced learning assignments using D2L


Pertinent internet websites


Written assignments

Demonstration/Return Demonstration

PowerPoint Presentations

Out-of-class Advanced Health Assessment (H&PE)

H&PE Teaching Demonstration

GUIDELINES FOR EVALUATION OF STUDENT PERFORMANCE:

Course Requirements

Out-of-Class Comprehensive H&PE 10%

Exam Questions & Test Blueprint 35%

H&PE Teaching Demonstration 35%

Class/Lab Participation 20%

Total 100%

Grading Scale:

91 – 100 A

81 – 90 B

71 – 80 C

< 70 F


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TOPICAL OUTLINE:

I. Overview

II. Interviewing and Health History

A. Cultural Competence

B. Interviewing

C. Health History

D. Mental Status

E. General Survey

III. Physical Examination Across the Life Span

A. Infancy through Adolescence

B. The Pregnant Woman

C. The Older Adult

IV. Physical Examination by Body System

A. Abdomen

B. Thorax & Lungs

C. Cardiovascular System

D. Peripheral Vascular & Lymphatic System

E. HEENT

F. Musculoskeletal System

G. Neurological System

H. Anus & Rectum

I. Male Genitalia & Prostate

J. Female Genitalia & Breast

K. Skin, Hair, Nail




require special accommodations, should contact the following person on their respective

campus:

Hattiesburg campus – Contact Mrs. Brenda Waldrip at 601-318-6188. Mrs. Waldrip is located

in the Student Services Office in Lawrence Hall.

Gulfport campus – Contact Mr. Jerry Bracey, 228-897-7102, Ms. Swetman is located in the

Administration Trailer on the Gulfport Campus.

New Orleans campus – Contact the Director of Administrative Services at 504-286-3276,

located in the William Carey University Nursing Building.


7/24/08/lf


William Carey University seeks to create an environment that encourages continued growth of

moral and ethical values, which include personal honesty and mutual trust. The university

places the highest value on academic integrity and regards any act of academic dishonesty as a

serious offense. Academic dishonesty is considered unethical and in violation of William Carey

University’s academic standards and Christian commitment. If such an incident occurs,

students, faculty, and/or staff are obligated to initiate appropriate action. Depending upon the

seriousness of the offense, sanctions could include failure of the assignment, failure of the

course, and could lead to suspension or dismissal from the university. A full explanation of the

procedures for responding to instances of academic dishonesty is contained in the university’s

Policies and Procedures Manual and in the student handbook, The Lance.


In the event of closure or cancellations due to natural disaster or other emergency causes,

general information will be forwarded to local media, posted on the WCU website

http://wmcarey.edu, and sent via automated process to your WCU student e-mail address.

Specific information regarding the continuation of coursework will be posted on the university’s

course management system at https://elearning.wmcarey.edu. For up-to-the-minute alerts

regarding emergency situations, sign up to receive notifications through Sader Watch, the WCU

emergency text message service. Sign up instructions can be found under current students on

the WCU homepage.

ACADEMIC PROGRAM PURPOSE:


acquired at the undergraduate level to produce an expert in the areas of adult health (clinical

focus) and nursing education (role focus).

http://wmcarey.edu/


NUR 615 – Health Care Policy, Organization, and Finance

Revised 11/02/06/lf – 2/20/07/lf – 5/7/07/lf – 7/31/07/lf

7/24/08/lf

1

SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Health Care Policy, Organization, and Finance



COURSE DESCRIPTION: This course focuses on a critical examination of health

policy as it impacts health care delivery, particularly related

to access, cost and quality. Principles of health care

economics and fiscal resource management will be

explored through the use of case studies and participative

learning activities.


1. Describe theories, research and paradigms relevant to

health care policy.

2. Differentiate legislative and regulatory processes

affecting health care.

3. Examine impact of major health policies on individuals,

families and communities.

4. Demonstrate awareness of current health policy issues

at local and state levels with consideration of economic

impact of policy implementation.

5. Articulate role of the advanced practice nurse as

advocate for health care policy development and

implementation.

6. Demonstrate proficiency in scholarly writing

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7/24/08/lf

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OUTCOMES TABLE: NUR 615 HEALTH CARE POLICY, ORGANIZATION, AND FINANCE









Nursing, include:

a. Research



c. Ethics


Development


Nursing Practice


Social Issues


Disease Prevention








1. Describe theories, research and

paradigms relevant to health care

policy.

2. Differentiate legislative and

regulatory processes affecting health

care.

3. Examine impact of major health

policies on individuals, families and

communities.

4. Demonstrate awareness of current

health policy issues at local and state

levels with consideration of economic

impact of policy implementation.

5. Articulate role of the advanced

practice nurse as advocate for health

care policy development and

implementation.

Professional Nursing

Critical Thinking

Scientific Process




education.





6. Demonstrate proficiency in scholarly

writing.

Teaching/Learning Process

Nursing Education

3. The learner will utilize collaborative

skills to effect change within the

nursing profession.

3. To prepare graduates who utilize

collaborative skills to effect change

within the nursing profession.

3. Examine impact of major health

policies on individuals, families and

communities.

4. Demonstrate awareness of current

health policy issues at local and state

levels with consideration of economic

impact of policy implementation

Humankind, Society, Change/adaptation





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7/24/08/lf

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REFERENCES:

A. Required:

Baker, J.J. & Baker, R.W. (2006). Health Care Finance, (2

nd ed.). Sudbury, MA: Jones

and Bartlett.

Mason, D.J., Leavitt, J.C., & Chaffee, M.W. (2007). Policy and Politics, (5th

ed.). St.

Louis: Saunders Elsevier.

B. Recommended:

Dunham-Taylor, J. & Penczuk, J. (2006). Health Care Financial Management for Nurse

Managers, (1st ed.). Sudbury, MA: Jones and Bartlett.

Harrington, C.& Estes, C.L. (2004). Health Policy, (4th

ed.). Sudbury, MA: Jones and

Bartlett.

Lee, P.R. & Estes, C.L. (2003). The Nation’s Health, (7th

ed.). Sudbury, MA: Jones and

Bartlett.

Litman, T.J. & Robins, L.S. (1997). Health Politics and Policy, (3rd

ed.). Albany: Delmar

Publishers.

McDermott, R.E. & Stocks, K.D. (2006). CodeBlue, (Health Occupations Edition).

Syracuse, Utah: Traemus Books.

Shi, L. & Singh, D.A. (2005). Essentials of the US Health Care System, (1st edition).


Sultz, H.A. & Young, K. M. (2006). Health Care USA, (5th

edition). Sudbury, MA: Jones

and Bartlett.






Written assignments


Grading scale:

91 – 100 A

81 – 90 B

71 – 80 C

≤ 70 F



7/24/08/lf

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TOPICAL OUTLINE

I. Values and Public Policy

II. Health Care Legislation

III. Historical Perspective of Health Care Policy

IV. Politics and Health

V. Legislative and Regulatory Issues Related to Advanced Practice Role

VI. Lobbying Coalitions

VII. Media Relations

VIII. Organization of Health Care Delivery

IX. Health Care Financing



7/24/08/lf

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Hattiesburg Campus – Contact Mrs. Brenda Waldrip at (601) 318-6188. Mrs. Waldrip is located


Gulfport Campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration

Trailer.

New Orleans Campus – Contact the Director of Administrative Services at (504) 286-3276,




moral and ethical values, which include personal honesty and mutual trust. The university places

the highest value on academic integrity and regards any act of academic dishonesty as a serious

offense. Academic dishonesty is considered unethical and in violation of William Carey

University’s academic standards and Christian commitment. If such an incident occurs, students,

faculty, and/or staff are obligated to initiate appropriate action. Depending upon the seriousness

of the offense, sanctions could include failure of the assignment, failure of the course, and could

lead to suspension or dismissal from the university. A full explanation of the procedures for

responding to instances of academic dishonesty is contained in the university’s Policies and

Procedures Manual and in the student handbook, The Lance.







information will be forwarded to local media, posted on the WCU website http://wmcarey.edu, and sent via automated process to your WCU student e-mail address. Specific information

regarding the continuation of coursework will be posted on the university’s course management

system at https://elearning.wmcarey.edu. For up-to-the-minute alerts regarding emergency

situations, sign up to receive notifications through Sader Watch, the WCU emergency text

message service. Sign up instructions can be found under current students on the WCU

homepage.

http://wmcarey.edu/


NUR 622 – Advanced Physiology and Pathophysiology Across the Life Span


SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Advanced Physiology and Pathophysiology Across the Life

Span


PREREQUISITES: NUR 612

COURSE DESCRIPTION: This course focuses on in-depth pathophysiology of disease

processes. Emphasis is on regulatory and compensatory

functions in health and disease.


1. Discuss normal physiologic age-specific regulatory

mechanisms.

2. Analyze altered health states for diverse populations to

determine the pathophysiologic and compensatory

mechanisms that are the basis for symptoms.

3. Utilize the concepts learned in class to infer the rationale

for professional nursing allied health treatments.

4. Demonstrate critical thinking skills in relating alterations

in diagnostic tests to their basis in pathophysiology.

5. Apply communication skills and current research

findings in collaborating with colleagues.


DCALDWEL

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LEARNER OUTCOMES TABLE: NUR 622 ADVANCED PHYSIOLOGY & PATHOPHYSIOLOGY ACROSS THE LIFE SPAN









Nursing, include:

a. Research



c. Ethics


Development


Nursing Practice


Social Issues


Disease Prevention








1. Discuss the normal physiologic

age-specific regulatory

mechanisms.

2. Analyze altered health states for

diverse populations to determine

the pathophysiologic and

compensatory mechanisms that

are the basis for symptoms.

3. Utilize the concepts learned in this

course to infer the rationale for

professional nursing allied health

treatments.

4. Demonstrate critical thinking skills

in relating alterations in diagnostic

tests to their basis in

pathophysiology.

Humankind, Critical Thinking, Nursing

Actions, Professional Nursing, Health,

Change, Adaptation, Teaching-Learning

Process, Environment, Nursing Education




education.






scholarly writing.

Critical Thinking, Professional Nursing,

Teaching-Learning Process, Nursing

Education.



nursing profession.




5. Apply communication skills and

current research findings in

collaborating with colleagues.

Humankind, Leadership, Teaching-

Learning Process, Professional Nursing,

Critical Thinking, Teaching-Learning

Process





DCALDWEL

Highlight



REFERENCES:

A. Required:

McCance, K.L, & Huether, S.E. (2006). Pathophysiology: The biologic basis

for disease in adults and children. (5th

ed.). St. Louis: Mosby Elsevier.

Bastable. S. B. (2003). Nurse as educator: principles of teaching and learning.






(2nd

ed.) St. Louis: Elsevier Saunders.

B. Recommended:

McCance, K.L. & Huether, S.E. (2005). Study Guide and Workbook for

Pathophysiology: The biological basis for disease in adults and

children.(5th

ed.) St. Louis: Mosby Elsevier.






Written assignments


Grading scale:

91 – 100 A

81 – 90 B

71 – 80 C

≤ 70 F



TOPICAL OUTLINE

I. Adaptation and Compensatory Systems Theory

II. Introduction to Cellular Processes

III. Inflammatory Response

IV. Immune Responses

V. Stress Response

VI. Coagulation

VII. Cardiovascular Disorders and Shock

VIII. Pulmonary Disorders

IX. Renal System Disorders

X. Musculoskeletal Disorders

XI. Nervous System Disorders

XII. Gastrointestinal Disorders





Students with disabilities, who are protected by the Americans with Disabilities Act of 1990 and




Gulfport campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration

trailer.





















homepage.

http://wmcarey.edu/


NUR 626 – Teaching Adult Health Nursing I

Revised 11/15/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

1

SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Teaching Adult Health Nursing I



COURSE DESCRIPTION: This course focuses on advanced clinical concepts as they

influence positive health outcomes in the adult. Course

includes 45 clinical hours.


1. Utilize concepts and principles in adult health to plan

comprehensive care for individuals and families

experiencing altered health states.

2. Utilize current research findings and scholarly work in

nursing to improve nursing education.

3. Demonstrate critical thinking skills in developing basic and

innovative strategies for teaching adult health nursing

content.

4. Apply communication skills in relating information to

colleagues and students.

5. Utilize age-specific teaching-learning theory, the ANA

Standards of Care and appropriate technology to teach adult

health content.

6. Apply knowledge of the needs of a culturally diverse

society in teaching adult health content.

7. Plan appropriate learning experiences.

8. Design instructional strategies, learning materials and

educational technology to achieve learning goals.

9. Prescribe appropriate teaching/learning interventions based

on analysis of learner’s needs.


11. Demonstrate selected nurse educator competencies

reflective of the knowledge and skills appropriate for the

novice nurse educator as measured by preparation of a

teaching portfolio.

DCALDWEL

Highlight


Revised 11/15/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

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OUTCOMES TABLE: NUR 626 TEACHING ADULT HEALTH I









Nursing, include:

a. Research



c. Ethics


Development


Nursing Practice


Social Issues


Disease Prevention








1. Utilize concepts and principles in

adult health to plan comprehensive

care for individuals and families


2. Utilize current research findings and

scholarly work in nursing to improve

nursing education.

3. Demonstrate critical thinking skills in

developing basic and innovative

strategies for teaching adult health

nursing content.

4. Apply communication skills in

relating information to colleagues and

students.

6. Apply knowledge of the needs of a

culturally diverse society in teaching

adult health content.

11. Demonstrate selected nurse educator

competencies reflective of the

knowledge and skills appropriate for

the Novice nurse educator as

measured by preparation of a

teaching portfolio.

Health, Nursing Practice, Professional

Nursing, Scientific Process, Critical

thinking, Communication,


Education




education.





3. Demonstrate critical thinking skills

in developing basic and innovative

strategies for teaching adult health

nursing content.

4. Apply communication skills in

relating information to colleagues

and students.

5. Utilize age-specific teaching-

learning theory, the ANA Standards

of Care, and appropriate technology

to teach adult health content.

7. Plan appropriate learning

experiences.

8. Design instructional strategies,

learning materials and educational

technology to achieve learning goals.

9. Prescribe appropriate

teaching/learning interventions based

on analysis of learner’s needs.

Critical thinking, Communication,


Education

DCALDWEL

Highlight


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7/24/08/lf

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writing.





DCALDWEL

Highlight


Revised 11/15/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

4

REFERENCES:

A. Required:



Ignatavicius, D.D., & Workman, M.L. (2006). Medical-surgical nursing, (5th

ed.). St. Louis: Saunders Elsevier.




B. Recommended:


(2nd


Castillo, S.L., (2006). Strategies, techniques, & approaches to thinking: critical

thinking cases in nursing, (3rd

ed.) St. Louis: Saunders Elsevier.

Deyoung, S. (2003). Teaching strategies for nurse educators. Upper Saddle

River, NJ: Prentice Hall.

Hinchliff, S. (2004). The practitioner as teacher, (3nd

ed.). Edinburgh, Scotland:

Bailliere Tindall Royal College of Nursing.

LaCharity, L.A., Kumagai, C.K., & Bartz, B. (2006). Prioritization, delegation &

assignment: practice exercises for medical-surgical nursing. St. Louis:

Mosby Elsevier.

Ignatavicius, D.D., & Workman, M.L. (2005). Critical thinking study guide for

medical-surgical nursing: critical thinking for collaborative care (5th

ed.).

St Louis: Saunders Elservier.

Novotny, J.M. & Grinnin, M.T.Q. (2006). A nuts –n - batts approach to teaching

nursing (3rd

ed.). New York: Springer.


Revised 11/15/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

5






Written assignments

Portfolio development


Grading scale:

91 – 100 A

81 – 90 B

71 – 80 C

≤ 70 F

TOPICAL OUTLINE

I. Introduction to Adult Health Nursing Education

II. Adult Health Concepts

A. Respiration and Ventilation

B. Cellular Oxygenation & Perfusion

III. Application of Teaching-Learning Theory

IV. Classroom and Clinical Assessment and Evaluation Techniques


Revised 11/15/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

6








Trailer.





moral and ethical values, which include personal honesty and mutual trust. The college places




















homepage.

http://wmcarey.edu/


NUR 634 – Nursing Education Practicum Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf 7/18/08/lf

1

SYLLABUS


GRADUATE PROGRAM

COURSE NUMBER: NUR 634 COURSE TITLE: Nursing Education Practicum CREDIT ALLOTMENT: 3 Semester Hours PREREQUISITE: NUR 626, NUR 636 COURSE DESCRIPTION: The purpose of this course is to synthesize nursing

education theory in practicum experiences totaling 135 hours. The educator role is practiced under the supervision of a preceptor.



reflective of the knowledge and skills appropriate for the novice nurse educator as measured by preparation of a teaching portfolio.

2. Demonstrate techniques of assessing learning needs. 3. Select models of instruction and evaluation relevant to

class, clinical and practice settings. 4. Develop classroom, clinical and practice teaching

strategies compatible with program philosophy, program goals, course objectives and learner needs.

5. Apply evaluation techniques and methods to ascertain the effectiveness of teaching and learning.

DCALDWEL

Highlight

DCALDWEL

Highlight


2

OUTCOMES TABLE: NUR 634 NURSING EDUCATION PRACTICUM








Disease Prevention


1. Demonstrate selected nurse educator competencies reflective of the knowledge and skills appropriate for the novice nurse educator as measured by preparation of a teaching portfolio

Critical thinking, Communication, Teaching/Learning Process, Nursing Education



2. Demonstrate techniques of assessing learning needs.

3. Select models of instruction and evaluation relevant to class, clinical, and practice settings.

4. Develop classroom, clinical, and practice teaching strategies compatible with program philosophy, program goals, course objectives, and learner needs.

5. Apply evaluation techniques and methods to ascertain the effectiveness of teaching and learning.

Critical thinking, Communication, Teaching/Learning Process, Nursing Education


DCALDWEL

Highlight


3

REFERENCES:

A. Required: Bastable. S. B. (2009). Nurse as educator: principles of teaching and learning.


Ignatavicius, D.D., & Workman, M.L. (2006). Medical-Surgical Nursing, (5th ed.). St. Louis: Saunders Elsevier.


Psychological Association (5th ed.). Washington, DC: Author.

B. Recommended:

Billings, D. M. & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty, 2nd ed. St. Louis: Elsevier Saunders.


thinking cases in nursing, (3rd ed.). St. Louis: Saunders Elsevier.

Clark, CC. (2008). Classroom skills for nurse educators. Sudbury, MA; Jones & Bartlett.



Hinchliff, S. (2004). The practitioner as teacher, 3nd ed. Edinburgh, Scotland: Bailliere Tindall Royal College of Nursing.


assignment: practice exercises for medical-surgical nursing. St. Louis: Mosby Elsevier.


medical-surgical nursing: critical thinking for collaborative care (5th ed.). St Louis: Saunders Elsevier.

Novotny, J.M. & Griffin, M.T.Q. (2006). A nuts-n-batts approach to teaching

nursing (3rd ed.). New York: Springer.

O’Conner, A.B. (2006). Clinical instruction and evaluation: a teaching resource (2nd ed.). Sudbury, MA: Jones & Bartlett.


4


Student will work with a preceptor and the faculty member for supervised teaching experience in a teaching-learning environment.

ESSENTIAL COURSE COMPONENTS AND GRADING: 100% Grading scale: 91 – 100 A 81 – 90 B 71 – 80 C ≤ 70 F GUIDELINES FOR PRACTICUM:

1) Students will meet with faculty member prior to course beginning to discuss preceptor selection and course objectives.

2) Each student will meet with his/her preceptor to develop schedule of tasks to

accomplish goals of course. 3) Student will meet again with faculty member for approval of schedule of tasks. 4) Students must schedule a total of 135 clock hours including appointment time and

preparation times. Student will turn in a time log at the end of the term verifying time spent.

EVALUATION OF STUDENT PERFORMANCE

Student Log, Reflection Journal, Discussion, Goals 40% Preceptor Evaluation 20% Self Evaluation including goals 20% Faculty Evaluation 20% TOTAL 100%


5

School of Nursing William Carey University 498 Tuscan Avenue, Box 8 Hattiesburg, MS 39401 (601) 318-6147

PRECEPTORSHIP CONTRACT

I hereby agree to serve as preceptor to for the

term ____. I understand that this William Carey MSN student is a registered nurse, licensed

in the state of Mississippi, who will provide mutually agreed upon objectives for this learning experience.

I have received this student’s faculty name and contact information. I am aware this student is

responsible for following all of the rules and regulations of my institution.

Signed Date Name College/University which granted MSN Date Degree awarded Years of Experience _______________________________ Institution where I am employed ______ Address City, State, Zip Phone Email Course number Student name (print) Student signature


6


Preceptorship/Practicum Agreement

We at Joseph and Nancy Fail School of Nursing are pleased that you and your facility

have agreed to allow the following student to (Agency)

engage in a working relationship in order to fulfill the requirements of the Master of Science in Nursing

Program.

Student Name:

Address: Phone #: (w)

(h)

(c)

Student Malpractice Blanket Liability through:

RN License Number:

CPR Certification Expiration Date:

Hepatitis B Series:

TB Skin Test: Date CXR: Date

HIPPA: Date

Criminal Background Check/Fingerprinting:

Date: Agency:

Signature of person verifying above information:


7

Graduate Faculty Name: Phone #: (w)

(h)

(c)

Course Number and Name

Number of Hours to be completed:

Period beginning: and ending

Preceptor Name: Phone #: (w)

(h)

(c)


8

Joseph and Nancy Fail School of Nursing (SON) agrees:

1. The faculty from the SON will provide indirect supervision for the student in mutually agreed upon learning experience.

2. That faculty from SON will participate in conference with student and/or agency personnel as deemed necessary.

3. That the nursing faculty and student will work in accordance with agency and SON policies in planning and implementing the learning experience.

4. That the SON will endeavor to maintain state, regional and national accreditation during the time period of the learning experience.

5. That to the best of the knowledge of the SON, the student meets all health and immunization requirements in order to perform the activities necessary for the learning experience.

The Agency Agrees: 1. To make available for the nursing faculty and the student of the SON a preceptor that meets SON

and accrediting agency requirements. 2. To inform the faculty and student of changes in agency policies and procedures that would pertain to

the learning experience. 3. That the agency is responsible for care or services rendered to consumers. 4. To provide emergency medical care for the student in the event of an accident or illness while on

agency premises during learning experience. 5. That during the learning experience the agency will endeavor to maintain appropriate accreditation. The SON Graduate Student Agrees: 1. To develop, in conjunction with preceptor, objectives that will guide implementation and evaluation

of the learning experience. 2. Abide by the policies and procedures of the agency and the SON during the learning experience. 3. Assume responsibility of the services rendered at the agency during the learning experience. 4. Appropriately notify agency preceptor and SON of untoward incidents during the learning

experience. 5. Dress professionally as indicated by agency policy with SON name tag clearly visible. 6. Respect confidentiality issues related to patients/students receiving services during the learning

experience. 7. Maintain RN licensure, CPR and immunization status during the learning experience.


9

Signatures Address: Student Date

Phone:

Email:

Address: William Carey University Faculty Member Date 498 Tuscan Avenue, Box 8 Hattiesburg, MS 39401 Phone:

Email:

Address: Preceptor Date

Phone:

Email:

College/University which granted MSN

Date degree awarded

Years of experience

Address: Agency Official Date

Phone:

Email:

Return to:

Wanda Dubuisson Director, Graduate Program William Carey University School of Nursing 498 Tuscan Avenue, Box 8 Hattiesburg, MS 39401

Revised 4/05


10

WILLIAM CAREY UNIVERSITY JOSEPH AND NANCY FAIL

SCHOOL OF NURSING Preceptor Evaluation of Student Form

Student’s Name Agency Please circle the appropriate response. (With Likert Scale, 1 = poor and 5 = excellent) Evaluation of Student’s Preparation for Clinical Experience: 1. Student discussed goals with preceptor. Yes No Evaluation of Student Performance: The Student: 2. Was punctual 1 2 3 4 5 3. Was dressed appropriately 1 2 3 4 5 4. Attended as scheduled 1 2 3 4 5 5. Used advanced assessment skills 1 2 3 4 5 6. Developed comprehensive care plan for patient, family, others 1 2 3 4 5 7. Used effective communication skills with patients, staff, etc 1 2 3 4 5 8. Utilized research findings in planning care 1 2 3 4 5 9. Utilized critical thinking in analyzing diagnostic tests 1 2 3 4 5 10. Incorporated Christian principles in developing and implementing care plan 1 2 3 4 5 Evaluation of benefit of Preceptorship Experience 11. The experience with nursing student from William Carey College was enjoyable for Preceptor, clients, staff 1 2 3 4 5 12. The agency benefited from the experience 1 2 3 4 5 13. Would you be willing to precept a William Carey student again? 1 2 3 4 5


11

Comments: Please list any suggestions for future students. Name: Signature: Title: Date: Please return this form via student or mail to: Wanda Dubuisson Director, Graduate Program William Carey University School of Nursing 498 Tuscan Avenue, Box 8 Hattiesburg, MS 39401


12


SCHOOL OF NURSING Graduate Program

Student Evaluation Form

Student’s Name: Agency: Preceptor’s Name: Please circle the appropriate response. (Likert Scale, 1 = poor and 5 = excellent) Evaluation of student’s preparation for clinical experience: The student: 1. Developed goals and verified with preceptor and 1 2 3 4 5 professor. 2. Developed teaching plan for teaching 1 2 3 4 5 presentation. 3. Read and reviewed literature, including research, 1 2 3 4 5 prior to class and clinical. Evaluation of Student Performance: The student: 4. Utilized scientific foundations and theoretical 1 2 3 4 5 frameworks to implement essential knowledge and skills in the advanced practice role. 5. Incorporated sound educational principles into 1 2 3 4 5 the advanced practice of professional nursing. 6. Utilized collaborative skills to effect change 1 2 3 4 5 within the nursing profession. 7. Served as a Christian role model in the advanced 1 2 3 4 5 practice role. Evaluation of Preceptor: The Preceptor: 8. Was helpful to the student 1 2 3 4 5 9. Was available to assist student 1 2 3 4 5 10. Should be used as a preceptor for future 1 2 3 4 5 students.


13

Evaluation of Preceptorship Experience: This experience: 11. Was beneficial. 1 2 3 4 5 12. Met my educational goals 1 2 3 4 5 13. What did you find to be the most beneficial aspect of the course? 14. How would you change the preceptorship?


14


SCHOOL OF NURSING Graduate Program

Faculty Evaluation Form

Student’s Name: Agency: Preceptor’s Name: Please circle the appropriate response. (Likert Scale, 1 = poor and 5 = excellent) Evaluation of student’s performance The student: 1. Developed goals and verified with preceptor and 1 2 3 4 5 professor. 2. Submitted assignments in a timely manner 1 2 3 4 5 without prompting. 3. Met graduate level quality in all assignments 1 2 3 4 5 4. Met the learning objectives of the course 1 2 3 4 5 5. Utilized scientific foundations and theoretical 1 2 3 4 5 frameworks to implement essential knowledge and skills in the advanced practice role. 6. Incorporated sound educational principles 1 2 3 4 5 into the advanced practice of professional nursing 7. Utilized collaborative skills to effect change 1 2 3 4 5 within the nursing profession 8. Served as a Christian role model in the 1 2 3 4 5 advanced practice role.


15



Students with disabilities, who are protected by the Americans with Disabilities Act of 1990 and require special accommodations, should contact the following person on their respective campus: Hattiesburg Campus – Contact Mrs. Brenda Waldrip at (601) 318-6188. Mrs. Waldrip is located in the Student Services Office in Lawrence Hall. Gulfport Campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration Trailer. New Orleans Campus – Contact the Director of Administrative Services at (504) 286-3276, located in the William Carey University Nursing Building.






NUR 636 – Teaching Adult Health Nursing II

Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

1

SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Teaching Adult Health Nursing II



COURSE DESCRIPTION: Continued analysis of advanced clinical concepts and care

to foster positive health outcomes in the adult. Course

includes 45 clinical hours.


1. Utilize concepts and principles in adult health to plan

comprehensive care for individuals and families


2. Utilize current research findings and scholarly work in

nursing to improve nursing education.

3. Demonstrate critical thinking skills in developing basic

and innovative strategies for teaching adult health

nursing content.

4. Apply communication skills in relating information to

colleagues and students.

5. Utilize age-specific teaching-learning theory, the ANA

Standards of Care and appropriate technology to teach

adult health content.

6. Apply knowledge of the needs of a culturally diverse

society in teaching adult health content.


8. Design instructional strategies, learning materials and

educational technology to achieve learning goals.

9. Prescribe appropriate teaching/learning interventions

based on analysis of learner’s needs.

10. Use appropriate evaluation instruments to assess

learning and achievement of goals.

11. Involve learners in selecting and evaluating learning

experiences.

DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

2



reflective of the knowledge and skills appropriate for

the novice nurse educator as measured by preparation

of a teaching portfolio.

DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

3

OUTCOMES TABLE: NUR 636 TEACHING ADULT HEALTH II *LEARNER OUTCOMES **PROGRAM OBJECTIVES ***COURSE OBJECTIVES ****CURRICULUM CONCEPTS








Nursing, include:

a. Research



c. Ethics


Development


Nursing Practice


Social Issues


Disease Prevention








1. Utilize concepts and principles in adult

health to plan comprehensive care for

individuals and families experiencing

altered health states.

2. Utilize current research findings and

scholarly work in nursing to improve

nursing education.


developing basic and innovative strategies

for teaching adult health nursing content.

4. Apply communication skills in relating

information to colleagues and students.

6. Apply knowledge of the needs of a

culturally diverse society in teaching adult

health content.


competencies reflective of the knowledge

and skills appropriate for the Novice nurse

educator as measured by preparation of a

teaching portfolio

Health, Nursing Practice, Professional

Nursing, Scientific Process, Critical thinking,

Communication, Teaching/Learning Process,

Nursing Education




education.






developing basic and innovative strategies

for teaching adult health nursing content.

4. Apply communication skills in relating

information to colleagues and students.

5. Utilize age-specific teaching-learning

theory, the ANA Standards of Care, and

appropriate technology to teach adult

health content.


8. Design instructional strategies, learning

materials and educational technology to

achieve learning goals.

9. Prescribe appropriate teaching/learning

interventions based on analysis of

learner’s needs.

10. Use appropriate evaluation instruments to

assess learning and achievement of goals.

11. Involve learners in selecting and

evaluating learning experiences.

Critical thinking, Communication,


Education

DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

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writing.





DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

5

REFERENCES:

A. Required:



Ignatavicius, D.D., & Workman, M.L. (2006). Medical-surgical nursing, (5th

ed.). St. Louis: Saunders Elsevier.




B. Recommended:


(2nd



thinking cases in nursing, (3rd

ed.) St. Louis: Saunders Elsevier.



Hinchliff, S. (2004). The practitioner as teacher, (3nd

ed.). Edinburgh, Scotland:

Bailliere Tindall Royal College of Nursing.


assignment: practice exercises for medical-surgical nursing. St. Louis:

Mosby Elsevier.


medical-surgical nursing: critical thinking for collaborative care (5th

ed.).

St Louis: Saunders Elservier.

Novotny, J.M. & Griffin, M.T.Q. (2006). A nuts-n-batts approach to teaching

nursing (3rd

ed.). New York: Springer.

O’Conner, A.B. (2006). Clinical instruction and evaluation: a teaching resource

(2nd

ed.). Sudbury, MA: Jones & Bartlett.


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

6






Written assignments

Portfolio development


Grading scale:

91 – 100 A

81 – 90 B

71 – 80 C

≤ 70 F

TOPICAL OUTLINE

I. Adult Health Nursing Education

II. Adult Health Concepts

A. Neurologic Disorders

B. Gastrointestinal Disorders

C. Metabolic Disorders

D. Injury

III. Using active learning strategies in adult health nursing instruction

IV. Application of teaching-learning theory

IV. Classroom and Clinical Assessment and Evaluation Techniques


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

7








Trailer.











lead to suspension or dismissal from the college. A full explanation of the procedures for














homepage.

http://wmcarey.edu/


NUR640 – Nursing Education Seminar

Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

1

SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Nursing Education Seminar


PREREQUISITES: None

COURSE DESCRIPTION: This course provides a forum for the discussion of

issues and trends encountered in nursing education.

Emphasis is on the educator’s critical analysis and

management of these issues.

COURSE OBJECTIVES: Upon completion of this course, the student will be

able to:

1. Analyze the socialization process of nurse

educators into nursing education.

2. Assess the impact of law on nursing education.

3. Examine the influence of technology on nursing

education.

4. Analyze current issues that affect nursing

education.



competencies reflective of the knowledge and

skill appropriate for the novice nurse educator

as measured by preparation of a teaching

portfolio.

DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

2

OUTCOMES TABLE: NUR 640 NURSING EDUCATION SEMINAR









Nursing, include:

a. Research



c. Ethics


Development


Nursing Practice


Social Issues


Disease Prevention








1. Analyze the socialization process of

nurse educators into nursing

education.

2. Assess the impact of law on nursing

education.

4. Analyze current issues that affect

nursing education.

Professional Nursing, Communication,

Critical Thinking, Teaching/Learning

Process, Nursing Education




education.





3. Examine the influence of technology

on nursing education


writing.

Professional Nursing, Communication,

Critical Thinking, Teaching/Learning

Process, Nursing Education



nursing profession.




6. .Demonstrate selected nurse educator

competencies reflective of the

knowledge and skill appropriate for

the novice nurse educator as

measured by preparation of a

teaching portfolio.


Teaching/Learning Process





DCALDWEL

Highlight

DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

3

REFERENCES:

A. Required:

Selected readings will be assigned.

American Psychological Association (2001). Publication Manual of the

American Psychological Association (5th

ed.). Washington, DC:

Author.

B. Recommended:

Professional Nursing Journals


Discussion

Reading Assignments

Internet/Library Research

In Class Presentations

Formal Written Paper

ESSENTIAL COURSE CONPONENTS AND GRADING: 100%

Grading Scale:

91- 100 A

81- 90 B

71- 80 C

>70 F

Course Components:

Class participation 20%

Seminar Presentation 40%

Formal Paper 40%


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

4



Students with disabilities, who are protected by the Americans with Disabilities Act of

1990 and require special accommodations, should contact the following person on their

respective campus:

Hattiesburg campus – Contact Mrs. Brenda Waldrip at 601-318-6188. Mrs. Waldrip is

located in the Student Services Office in Lawrence Hall.

Gulfport campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the

Administration trailer.

New Orleans campus – Contact the Director of Administrative Services at 504-286-3276,



William Carey University seeks to create an environment that encourages continued

growth of moral and ethical values, which include personal honesty and mutual trust.

The university places the highest value on academic integrity and regards any act of

academic dishonesty as a serious offense. Academic dishonesty is considered unethical

and in violation of William Carey University’s academic standards and Christian

commitment. If such an incident occurs, students, faculty, and/or staff are obligated to

initiate appropriate action. Depending upon the seriousness of the offense, sanctions

could include failure of the assignment, failure of the course, and could lead to

suspension or dismissal from the university. A full explanation of the procedures for

responding to instances of academic dishonesty is contained in the university’s Policies

and Procedures Manual and in the student handbook, The Lance.


In the event of closure or cancellations due to natural disaster or other emergency causes,

general information will be forwarded to local media, posted on the WCU website

http://wmcarey.edu, and sent via automated process to your WCU student e-mail address.

Specific information regarding the continuation of coursework will be posted on the

university’s course management system at https://elearning.wmcarey.edu. For up-to-the-

minute alerts regarding emergency situations, sign up to receive notifications through

Sader Watch, the WCU emergency text message service. Sign up instructions can be

found under current students on the WCU homepage.

http://wmcarey.edu/



Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

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5

Course Calendar:

Class I Topic: Selected Seminar Topic

Class 2 Topic: Selected Seminar Topic



Class 5: Topic: Selected Seminar Topic


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/24/08/lf

6

GUIDELINES FOR FORMAL PAPER

The student will choose a topic related to issues or trends in nursing education and

write a formal paper with a minimum of ten pages using current literature. The topic

must be cleared with the instructor. The intent of the paper is to demonstrate the

student’s ability to critically analyze the nursing education issue or trend.

The paper will be evaluated on content and application of APA principles. A

minimum of 2 levels of headings should be used. There should be a minimum of 5

references.

Grading Criteria:

Content of Paper 75%

Importance of issue/trend

Salient points of issue/trend

Proposed changes (if any)

APA Format (this includes, but is not limited to the following) 25%

Title Page

Abstract

Table of Contents

Margins and Spacing

Levels of Headings

Citations in Text

Reference List

Grammar and Spelling

SEMINAR PRESENTATION

The student will utilize skills acquired in previous MSN courses to conduct a

presentation on the topic of the formal paper. The intentions of the presentation are to:

demonstrate mastery of the content and develop the ability to communicate information

and involve fellow classmates in the learning process.

Grading Criteria:

Content of presentation 75%

Teaching/Learning Techniques 15%

(At least 3 strategies; classmate involvement,

Power Point Presentation Required)

Presented in Professional Manner 10%

NUR 642 – Advanced Research Methods in Nursing Revised 11/02/06/lf – 2/20/07/lf -7/31/07/lf – 7/24/08/lf

1

SYLLABUS


GRADUATE PROGRAM

COURSE NUMBER: NUR 642 COURSE TITLE: Advanced Research Methods in Nursing CREDIT ALLOTMENT: 2 Semester Hours PREREQUISITES: None. COURSE DESCRIPTION: This course explores the methodology of nursing research and its relevancy to nursing education and nursing practice. Emphasis is on research design implementation, and application of research. COURSE OBJECTIVES: Upon completion of this course, the student will be able to:

1. Examine the status of nursing research and the

relationship to theory and practice. 2. Compare basic research designs for their usefulness in

the practice setting. 3. Access current and relevant data to address clinical

nursing problems. 4. Critique published studies for practice application. 5. Demonstrate scientific writing and presentation skills.

DCALDWEL

Highlight


2

OUTCOMES TABLE: NUR 642 ADVANCED RESEARCH METHODS IN NURSING








Disease Prevention


1. Examine the status of nursing research and the relationship to theory and practice.

2. Compare basic research designs for their usefulness in the practice setting.

4. Critique published studies for practice application.

Critical thinking Education Teaching/learning process



5. Demonstrate scientific writing and presentation skills.

3. The learner will utilize collaborative skills to effect change within the nursing profession.


3. Access current and relevant data to address clinical nursing problems.

Nursing actions Nursing practice Professional nursing Communication Change & Adaptation


DCALDWEL

Highlight


3

REFERENCES:

A. Required: Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing

evidence for nursing practice (8th ed.). Philadelphia: Lippincott, Williams & Wilkins.

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

B. Recommended:

Polit, D. F. & Beck, C. T. (2008). Resource manual to accompany nursing research: Generating and assessing evidence for nursing practice (8th ed.). Philadelphia: Lippincott, Williams & Wilkins.

TEACHING/LEARNING METHODS: Web-enhanced learning assignments using D2L Textbook readings & learning exercises Review of pertinent internet websites Classroom discussion & applied learning activities Written assignments Presentation of Research Utilization Project ESSENTIAL COURSE COMPONENTS AND GRADING: 100% Grading scale: 91 – 100 A 81 – 90 B 71 – 80 C ≤ 70 F


4



Students with disabilities who are protected by the Americans with Disabilities Act of 1990 and require special accommodations, should contact the following person on their respective campus: Hattiesburg Campus – Contact Mrs. Brenda Waldrip at (601) 318-6188. Mrs. Waldrip is located in the Student Services Office in Lawrence Hall. Gulfport Campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration Trailer. New Orleans Campus – Contact the Director of Administrative Services at (504) 286-3276, located in the William Carey University Nursing Building.







5

COURSE CALENDAR: Week Topics Assigned Readings

1 Introduction to Nursing Research& Evidence-Based

Practice Overview of the Research Process

Chapters 1, 2, 3

2 Problems, Questions, & Hypotheses Chapters 4 & 7

3 Reviewing the Literature Evaluating Research Reports Chapter 5

4 Planning a Nursing Study Chapter 8

5 Quantitative Methodologies Enhancing Rigor in Quantitative Research Chapters 10 & 11

6 Populations & Sampling Designing a Data Collection Plan Chapters 13 & 14

7 Collecting & Managing Data Chapters 15, 16, 17

8 Assessing Data Quality (Reliability & Validity) Analyzing Research Data Chapters 21 & 22

9 Student Presentations of Research Utilization Projects

10 Qualitative Approaches to Nursing Research Chapters 9, 19, 20

NUR 643 – Health Care Decision Analysis and Quality Improvement

Revision 11/16/06/lf – 2/20/07/lf – 7/31/07/lf – 7/24/08/lf 1

SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Health Care Decision Analysis and Quality Improvement



COURSE DESCRIPTION: The focus of this course is on solving clinical problems.

The course explores the use of clinical outcomes and

research findings in clinical decision making. The

effectiveness of intervention, patient outcome

measurements and the relationship of outcomes

measurement to quality improvement will be analyzed.

The course provides the foundation for the clinical

outcomes research project.


1. Describe how quality management relates to risk

management and information management.

2. Identify strategic and operational management

problems.

3. Use information technologies for data retrieval and data

analysis related to clinical problems.

4. Analyze data useful in clinical-decision making.

5. Describe tools useful for supporting decision-making

and improving clinical performance.

6. Apply the research process to practice and system

problems, from problem identification to dissemination

of results.

7. Apply clinical outcomes and research findings to solve

organizational problems.


DCALDWEL

Highlight



OUTCOMES TABLE: NUR 643 HEALTH CARE DECISION ANALYSIS AND QUALITY IMPROVEMENT









Nursing, include:

a. Research



c. Ethics


Development


Nursing Practice


Social Issues


Disease Prevention








1. Describe how quality management

relates to risk management and

information management.

2. Identify strategic and operational

management problems.

3. Use information technologies for data

retrieval and data analysis related to

clinical problems

5. Describe tools useful for supporting

decision-making and improving

clinical performance.

.

Critical thinking

Education

Teaching/learning process

Nursing education




education.

2. To prepare graduates who incorporate

sound educational principles into the


education.

4. Analyze data useful in clinical-

decision making.


scholarly writing.

Nursing practice

Professional nursing



nursing profession.




6. Apply the research process to practice

and system problems, from problem

identification to dissemination of

results.

7. Apply clinical outcomes and research

findings to solve organizational

problems.

Leadership

Communication

Change & Adaptation





DCALDWEL

Highlight



REFERENCES:

A. Required:


Kelly, D.L. (2007) Applying Quality Management in Healthcare: A Systems

Approach (2nd

ed.). Washington, D.C.: AUPHA.

Polit, D.F. & Beck, C.T. (2008). Nursing Research: Generating and Assessing

Evidence for Nursing Practice, (8th

ed.) Philadelphia: Lippincott, Williams

& Wilkins.




B. Recommended:






Written assignments

Presentation of critique of research studies


Grading scale:

91 – 100 A

81 – 90 B

71 – 80 C

≤ 70 F



TOPICAL OUTLINE

I. Proposal Development for Research Utilization Projects

II. Fundamentals of Quality Management & Issue Identification

III. Continuous Quality Improvement Tools, Sampling & Data Collection

IV. Systems Approach to Quality Management

V. Systems Models for Healthcare Managers

VI. Goal Setting & Purpose

VII. Performance Measurement – Benchmarking, Clinical Indicators & Outcomes

VIII. Organizational Traction & Strategies for Organizational Change

IX. Implementation Issues

X. Team Strategies







Gulfport Campus – Contact Mr. Jerry Bracey, 228-897-7102, Mr. Bracey is located in the

Administration Building on the Gulfport Campus.





moral and ethical values, which include personal honesty and mutual trust. The places the

highest value on academic integrity and regards any act of academic dishonesty as a serious





















homepage.

http://wmcarey.edu/


NUR 644 – Research Project

Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/18/08/lf

1

SYLLABUS



GRADUATE PROGRAM


COURSE TITLE: Research Project

CREDIT ALLOTMENT: 1-3 Semester Hours (total of 3 hours required)

PREREQUISITES: NUR 642, NUR 643

COURSE DESCRIPTION: This course involves directed study and research facilitated

by a member of the graduate faculty. The end product is a

completed graduate research project.


1. Utilize research methods to complete research project.


DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/18/08/lf

2

OUTCOMES TABLE: NUR 644 RESEARCH PROJECT









Nursing, include:

a. Research



c. Ethics


Development


Nursing Practice


Social Issues


Disease Prevention








1. Utilize research methods to complete

research project.


writing.

Professional Nursing, Critical Thinking,

Scientific process





DCALDWEL

Highlight


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/18/08/lf

3

REFERENCES:

A. Required:


Patten, M. L. (2005). Proposing empirical research: A guide to the fundamentals

(3rd

ed.). Los Angeles: Pyrczak.

Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing

evidence for nursing practice (8th

ed.). Philadelphia: Lippincott, Williams & Wilkins.




B. Recommended:


Research contract and evaluation conference individual to each student project.

First hour – completion of first three chapters of project

Hours two and three – Implementation of project, defense, poster presentation, porfolio


Grading scale:

91 – 100 A

81 – 90 B

71 – 80 C

≤ 70 F


Revised 11/02/06/lf – 2/20/07/lf – 7/31/07/lf

7/18/08/lf

4







Gulfport campus – Contact Mr. Jerry Bracey, 228-897-7102, located in the Administration

Trailer.


located in the William Carey University Building.


















information will be forwarded to local media, posted on the WCU website http://wmcarey.edu,

and sent via automated process to your WCU student e-mail address. Specific information





homepage.

http://wmcarey.edu/


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