N. 5337: Health Care Financial Management

Transcription

1 The University of Texas at El Paso College of Health Sciences - Graduate Nursing Program Course Syllabus: N. 5337; Fall 2004 Course: Placement in Curriculum Pre-requisites: N. 5337: Health Care Financial Management Graduate Level Graduate standing in nursing Credit: 3 (3, 0, 0) Course Description: An introduction to basic financial and accounting concepts relating to health care management. Programming, budgeting, and controlling processes in health care organizations will be discussed within the nurse manager s role. Course Overview: Basic economic and financial policies related to funding of healthcare of individuals and populations of diverse backgrounds will be discussed as will accounting concepts. Planning, budgeting and controlling processes will be analyzed from the perspective of the impact on patient populations, programs, units, and organizations. Students will complete a cost/benefit study and business plan for a specific healthcare project focusing on a specific patient population and/or healthcare need. Course Objectives: Upon completion of this course, the learner should be able to: 1. Apply the knowledge and skills necessary to develop a comprehensive operational and capital budget for a model division of patient care services or health care system using manual and automated methods. 2. Differentiate the relationships of forecasting, reporting, data analysis, and cost containment on the financial success of a healthcare system. 3. Analyze marketing strategies and strategic planning for the fiscal management of the healthcare delivery system. 4. Examine the fiscal factors associated with the provision of patient care services such as shifts in patient classification, acuity, and the association to costing of nursing services. 5. Value the relationship between quality management and fiscal success. 6. Appreciate the distinction between available automated systems as management tools to support the provision of patient care. 7. Synthesize current health care financial issues required in the development of a national health care policy. Teaching Methods Lecture, case studies, visiting nursing professionals, clinical experience

2 Attendance and participation: Students are expected to attend all class sessions and to be prepared to actively participate. Since there are only eight (8) class sessions, failure to attend two (2) sessions will result in immediate dismissal from the class. Students who will be late to class must notify Dr. Lyon by noon on class day. Evaluation and grading: A. Grade Scale A= B=80-89 C=70-79 D=65-69 F=<65 B. Cost/Benefit Study 25% Project proposal and Business Plan.. 25% Quizzes. 15% Mid-term exam. 10% Final exam. 15% Class participation 10% Total. 100% C. Incomplete grades: An incomplete grade will be issued to any student who cannot complete the course assignments for health reasons or family emergency/death. Verifiable documentation of the emergency or health crisis must be presented to the faculty member. Students will have one (1) year to complete the course and receive a grade in accordance with University policy. Required Text: Finkler, S. A. and Kovner, C. T. Financial management for nurse managers & executives. 2 nd Edition. (2000). W.B. Saunders Company. ISBN # American Psychological Association. (1994). Publication manual of American Psychological Association. 5 th ed. Washington, D.C. Student Responsibilities: Students are to notify the faculty if there are problems which interfere with their ability to fulfill the obligations of the course. Alternate due dates for assignments may be negotiated at the discretion of the faculty. This should be done in advance of the announced due date. Academic Honesty: Students are accountable for all work which is submitted or presented for evaluation. While collaboration with others prior to completing an assignment is encouraged, unauthorized collaboration will be considered cheating or plagiarism. Use of information from publications or media productions without proper acknowledgement and citation is also considered plagiarism. Penalties for plagiarism and/or cheating will be imposed according to the

3 regulations of the College of Nursing and UTEP. See your student handbook and graduate catalog for specific details. Americans with Disabilities Act: Students who require accommodations for class or clinical assignments due to disabilities should initiate and maintain the processes as designated by university policy. Accommodations will not be made until these procedures have been followed. Call Disabled Student Services (ext.5148) for additional information. Calendar: Will be presented in class. Revision date: August 2004

4 The University of Texas at El Paso College of Health Sciences School of Nursing N-5338 Health Law, Policy and Ethics Fall 2004 Faculty Robert L. Anders, DrPH, APRN, CNAA Associate Dean, College of Health Sciences Professor and Director of School of Nursing

5 The University of Texas at El Paso College of Health Sciences-Graduate Nursing Program Course Syllabus: N5338 Summer 2004 Course: NUR5338-Health Law, Policy, and Ethics Curriculum: Pre-requisites: Graduate Level None Placement in Course Description: Focus on the concepts of law that affect nursing and health care delivery in various settings to lead practice, to prevent liability, and to assist in public policy development related to organized nursing services. Organizational challenges and constraints are evaluated in relation to state and federal level policies. Ethical considerations, legal decisions, and public policy are highlighted as they affect nursing practice and the administrative role. Faculty: Name: Dr. R. L. Anders, Dr.PH., APRN, CNAA Office: CHS, 710 Phone: Office: Admin. Asst. Lupe Smith Office Hours: By or by appointment Course Objectives: At the completion of this course the student is expected to: 1. demonstrate knowledge of law related to nursing and health care management for the mid-level nurse manager. 2. demonstrate advanced knowledge of nursing health policy and policy development strategies that affect nursing, management and health care. 3. compare regional, state and federal mandates with standards in nursing and health care delivery systems defined in nursing practice. 4. analyze ethical issues in nursing and health care that influence the nurse manager s role in decision-making 5. analyze the legal, ethical and policy considerations affecting advanced practice nurses working in contemporary provider systems. Teaching Strategies: Hands on experience with software applications, Internet searches, and Web based educational programs are strategies used to meet the learning objectives. Discussion, demonstrations, case study, seminars, and lectures will be used as appropriate. Students are expected to be fully prepared for each class, and participate in the WebCT forum. Selected guest lecturers maybe invited to share their expertise for the enrichment of the learning experience.

6 Student Responsibilities Attendance is expected at all on campus classes. Lack of attendance may result in failure and/or an incomplete for the course. All course work is expected and due at the time designated. Late course work is subject to a minimum of a 10% penalty of the total grade. The student must communicate in person with Dr. Anders prior to absence or missing deadlines to receive any consideration. Academic Honesty Students are accountable for all work, which is submitted or presented for evaluation. While collaboration with others in the process of completing an assignment is encouraged, collaboration during any testing situation will be considered cheating as is submitting work, which you did not directly have a hand in developing. Use of information from publications or media productions without proper acknowledgement and citation is considered plagiarism. Penalties for plagiarism and/or cheating will be imposed according to the regulation of the College of health Sciences and UTEP. See your student handbook and graduate catalog for specific details. Americans with Disabilities Act Students who require accommodations for class or clinical assignments due to disabilities should initiate and maintain the processes as designated by university policy. Accommodations will not be made until these procedures have been followed. Call Disabled Student Services ( ) for additional information. Required Textbooks American Psychological Association, (2001) Publication Manual of American Psychological Association (5 th ed.) Washington, D.C: Author. Brent, N.J. (2000) Nurses and the Law (2 nd Edition.). Philadelphia: Saunders. Buckhardt, M., & Nathaniel, A.K. (2002). Ethics & Issues in Contemporary Nursing. (2 nd Edition) Albany, NY: Delmar. Methods of Evaluation Individual Presentation of Legal Case and/or Health Policy Issue (25%) Each student is responsible for facilitating one individual presentation. The topic is to be approved by Dr. Anders. The student will prepare no more than a five pages summary of the case and/or policy issue. The summaries should include 2-3 discussion questions. In addition, an annotated bibliography of at least five current references related to the topic being discussed is to be included with the summary. The questions and the summaries should be posted in the WebCT Discussion at least three days prior to class. The student posting the case/issue is expected to read his/her colleagues posting and make comments accordingly. The student is expected to use different strategies to guide the discussion. Each presentation is worth 25% of the grade. The criteria for the grade is based on an accuracy and concise summary of the presentation, the degree to which the discussion questions stimulate critical thinking and dialogue, the completeness of the annotated bibliography and its relevance to the topic(s) being discussed, innovation used in the presentation, and responses to others postings. The criteria for evaluating the seminar is: Evaluation Criteria Percentage of Value

7 1. Is the topic relevance to assigned readings 15% 2. An accuracy and concise summary of the readings assigned for the 25% seminar 3. The discussion of the theory used to guide the discussion 25% 4. The degree to which the discussion questions stimulate critical thinking and dialogue. 5. The completeness of the annotated bibliography and its relevance to the 25% topic(s) being discussed, and the 6. Innovation used in the presentation, and evaluation methodology used 10% to assess the presentation. Team Debate Presentation of an Ethical-Legal Issue (25%) A critical ethical-issue is selected with major implications for healthy policy development or change. Students will be assigned in two teams composed of five individuals. If an uneven number of students enroll in this course, the teams may be uneven. The Nine Principles of Good Debating (found at the end of the syllabus) are to be followed. It is anticipated the debate will take 1 ½ hours to complete. The teams are then to provide up to another hour for evaluation and discussion from the issues/questions raised in the debate. The evaluation criteria is: Evaluation Criteria Percentage of Value 1. Team uses the nine principles of debate 25% 2. Team is prepared and knowledgeable about the content 25% 3. Team emphasizes no more than three arguments 5% 4. Team s arguments are accurate 10% 5. Team s arguments are concise and logical 10% 6. Team uses authoritative resources to support arguments 25% (assigned readings and additional resources) Scholarly Paper (25%) Each student is expected to complete a manuscript discussing a specific health law, policy or ethical issue. The paper including bibliography, figures, and tables should not exceed 10 double pages using no smaller than a 12- point font. The student is expected to submit an outline of the paper for review by the instructor prior to October 1, APA guidelines are to be used. The paper is due the last day of class. The paper is also to be posted on WebCT for other students to review. The criteria for evaluating the paper is: Evaluation Criteria Percentage of Value 1. Is the relevance of the topic to health law, policy or ethical issue 15% 2. The description of the issue 20% 3. The discussion of the current literature relevant to the issue 25% 4. The discussion of topic highlighting a new and/or innovative approach 25% to the issue 5. The conclusion/summary 10% 6. APA Format 5% The paper is to be the student s own creative work. The paper is 25% of the grade. Health Policy Lobbying (10%) Select a topic relevant to today s healthcare settings, which is currently pending legislation before the state or federal government. Develop a position, in support or against the legislation and articulate this position in one or all of the following formats: letter to the editor, a position paper, expert testimony, or visit to a legislator. A 5 page summary of your position and activities to address this health care policy

8 issues using APA format will be submitted to the instructor the last day of class. The paper is also to be posted on WebCT for other students to review. The criteria for evaluating the health policy lobbying is: Evaluation Criteria Percentage of Value 1. Is the relevance of the policy to nursing and health care 15% 2. The description of the issues related to the policy issue 20% 3. The discussion of the current literature relevant to the issue 20% 4. The strategies and actions taken to address the issue 30% 5. The conclusion/summary. 10% 6. APA Format 5% The lobby activity and the paper is to be the student s own creative work. The activity is 10% of the grade. Participation (15%) The student is expected to participate weekly in the WebCT discussion group. The WebCT page can be reached at After reaching this page click on Nurs Join the class by signing in on the class roster. Your classmates Legal and/or Health Policy Individual presentations will be posted in this section. The student is expected to share his/her responses to at least one individual questions and make one comment to another student s posting each week a presentation is posted. A print out of participation in the WebCT form will be made at 8:00 AM the day of class. Each student s participation in the Discussion form will be monitored. The scoring will be based on a 0 to 3 rating with 3 the highest score. No participation will result in a score of 0. Participation which is focused on the discussion question and/or case study will be scored from a 0 to 3. A score of 3 will be given to those students who make multiple responses to the questions with thought provoking comments. The comments will use knowledge learned from assigned readings and/or other reference material. A score of 2 will be given to those whose participation is less than those found with a 4 rating. In addition, the comments will contain less reference material to support the position being discussed. A score of 1 will be given to students who typically only make one response to a question and do not demonstrate any significant relationship to the assigned readings or material presented in class. Based on this same criteria an overall score of 0 to 3 for participation in class will be given at the end of the semester. Participation scores will be posted weekly in the grade book and are worth 15% of your grade. Evaluation Methods: 1. Individual Presentation of Legal Case and/or Health Policy Issue 25% 2. Team Debate of an Ethical-Legal Issue 25% 3. Scholarly Paper 25% 4. Health Policy Lobbying 10% 5. Participation 15% Grading Scale: A = B = C = F = 70 Below Required Computer Requirements: 20 MB available hard drive space (minimum) 16 MB RAM (minimum) 3.5 floppy disk drive Netscape 3.0 or higher or Internet Explorer 3.0 or higher

9 Macintosh Mac OS 7.1 or higher, Quadra or newer recommended. IBM Compatible: Windows 95 or higher, 486 or newer recommended, 28.8 kbps modem recommended. Video requires RealPlayer 4.0 or newer and Quicktime 2.5 or newer, both obtainable free of charge on the web. Students will need to have a basic computer system including a sound card and access to the Internet. N Assignments Date Topic Activity Assignment August 24, 2004 August 31, 2004 Introduction to Course Overview of Law and Nursing Ethics and Nursing Practice Dr. Robert L. Anders rlanders@utep.edu Meet HSC Rm 236 Online Read Brent Chapters Read Brent Chapter 3 Burkhardt and Nathaniel Chapters 2,3,4,5, & 6 Sept 7, 2004 Fundamental Legal and Ethical Issues Students Post Legal/Health Policy Issue Students respond to Discussion question(s) Online Read Brent Chapters Burkhardt and Nathaniel Chapter 7 Sept 14, 2004 Contemporary Issues in Ethical/Legal Issues In class Debate Students Post Legal/Health Policy Issue Students respond to Discussion question(s) Student Lead Debate Sept 21, 2004 Sept 28, 2004 Legal and Ethical Issues for Nurses in Diverse Roles Scholarship and Health Policy Issues Online Online Read Brent Part Three Burkhardt & Nathaniel Chapters 8 & 9 Students Post Legal/Health Policy Issue Students respond to Discussion question(s) Read Burkhardt and Nathaniel Chapters 12, 13, and 14 Oct 5, 2004 Oct 12, 2004 Oct 19, 2004 Oct 26, 2004 Contemporary Issues in Ethical/Legal Issues Empowerment of Nurses Presentation of Papers Evaluations Presentation of Papers Evaluations In class Debate Students Post Legal/Health Policy Issue Students respond to Discussion question(s) Student Lead Debate Online Read Burkhardt and Nathaniel Part 5 Dr. Anders Meet on Campus Dr. Anders Meet on Campus Students Post Legal/Health Policy Issue Students respond to Discussion question(s) Read Posted Papers in WebCT Read Posted Papers in WebCT Principles of Good Debating

10 Questions or challenges should be professional. Insulting, condescending, or comments involving personal language or attacks are unacceptable. Critical analysis, synthesis, rhetorical skill, and wit are keys to debate success. Focus on the opposing side s position or argument. Knowing the other side is critical for preparing strategies to refute your opponent s arguments. Limit your arguments to three or less. Use logic to make your arguments. Present these arguments clearly and concisely. Know the common errors in thinking like logical fallacies and use them effectively in your refutation. Present the content accurately. Only use content that is pertinent to your point of view and draw on support from authoritative sources. Be certain of the validity of all external evidence presented for your arguments. Also, challenges to the validity of evidence should be made only on substantive grounds. Your rebuttal (or conclusion) in a debate is your final summary position. Use it as an opportunity to highlight important issues that indicate proof of your points or refute your opponent s argument. Source:

11 The University of Texas at El Paso Collect of Health Sciences: Graduate Nursing Program Course Syllabus: N5339 Nursing Administration Residency Course: Place in Curriculum: Pre-requisites: Credits: N5339 Nursing Administration Residency Graduate level N5370, N5310, N5338, N5300, N5335, N5337, N5366, N credits (1,0,6), 15 hours theory and 90 hours practicum Course Description: Students develop competencies as a nurse manager/nurse executive under the guidance of a preceptor. Focus is on analysis and evaluation of management policies, issues, and challenges to include providing culturally competent care though managing a culturally diverse work force. Synthesizing knowledge from previous courses, students complete a comprehensive assessment of an aspect of the health care organization, design and, where possible, implement change strategies. Faculty: Office hours: Carolyn E. Adams, EdD, RN, CNAA,BC Robert H. Hoy III Distinguished Professor Office: CHS 301 Phone: ceadams@utep.edu Wednesday 2:00 4:00 p.m. and TBA Course dates: May 10, 2004 July 29, 2004 Course Objectives: Upon completion of this course, the student should be able to: 1. demonstrate concepts and skills related to the practice of nursing and the management of health care system, fiscal, and information resources. 2. negotiate for resources necessary to accomplish individual learning objectives related to the management/administration of nursing services. 3. collaborate with members of the health care agency's administrative team to plan, develop, and complete an administrative project. 4. analyze the influence of current health care trends and issues on the management/administration of nursing services in a specific health care system. 5. implement appropriate change based on the synthesis of a comprehensive organizational analysis of a selected health care system/department/division/ unit and valid research findings. 6. assess ability to function in the role of a beginning nurse manager/executive. 7. advance the practice of nursing administration with professional behaviors reflective of autonomy, intellectual independence and curiosity, and accountability. Classroom: Room 615, CHS Teaching Methods: Lecture, discussion, group and individual presentations, computer assisted learning, class and clinical practicum, journals, power point presentations and others.

12 Evaluation and grading: A. Grading scale: A = B = C = < 70 = D or F B. Graded Assignments: 1. 20% - Residency critical analysis journal 2. 40% - Residency project paper 3. 20% - Residency project presentation 4. 20% - Professionalism associated with administrative residency and course obligations. C. Incomplete grades: University policy is that students have up to one year following assignment of course grade to complete course assignments. Students who expect to take an Incomplete must develop with the professor a written plan including a time line for completing the course assignments. Required Text: American Psychological Association. (2001). Publication manual of the American Psychological Association. Washington, DC: American Psychological Association. American Nurses Association. (1995). Scope and standards for nurse administrators. Washington, DC: American Nurses Publishing. Refer back to all texts used in the graduate nursing program to include core and specialty course texts. Student Responsibilities: Students are to notify the professor if there are problems that interfere with their ability to fulfill the obligations of the course. Issues, problems, challenges with meeting responsibilities should be discussed in advance of assignment due dates. Nursing 5339 has an administrative practice or residency component of a minimum of 90 hours. Students are required to be IN residency sites for this number of hours. Outside preparation for the practicum is in addition to the 90 hours in residency. The residency is designed as administrative practice not clinical. Students will not be involved in clinical (hands on) practice with patients. communications in the course will be used as the primary communication method. Students must check their WEBCT and UTEP a minimum of twice per week. The professor will use WEBCT when messages need to be sent to the total class. If you do not have a WEBCT or UTEP account, go to the ILC and have one set up immediately. Academic Honesty: Students are accountable for all work that is submitted or presented for evaluation. While collaboration with others prior to completing an assignment is encouraged, unauthorized collaboration will be considered cheating or plagiarism. Use of information from publications or media productions without proper acknowledgement and citation is also considered plagiarism. Penalties for plagiarism and/or cheating will be imposed according to the regulations of the College of Nursing and UTEP. See your student handbook and graduate catalog for specific details. Americans with Disabilities Act: Students who require accommodations for class or clinical assignments due to disabilities should initiate and maintain the processes as designated by university policy. Accommodations will not be made until these procedures have been followed. Call Disabled Student Services (ext.5148) for additional information.

13 Course Calendar: Date/Location Activity May 11, :00 2:00, room 301 May 26, 2004 Room 301 June 3, :00 3:00, Room 301 June 10, :00 3:00, Room 615 June 17, :00 3:00, Room 301 July 1, :00 3:00, Room 301 July 8, :00 3:00, Room 301 July 15, :00 3:00, Room 301 July 22, :00 3:00, Room 301 Orientation to Course Submit all materials for approval of clinical site. Leave materials at front desk with professors name clearly identified Approval for clinical project by professor: Individual meeting Discussion of journal in class and practicum progress Discussion of capstone project (paper and presentation) with professor Discussion of Scope and Standard for Nurse Administrators Class Discussion: Special Topics Class Discussion: Special Topics Class Discussion: Special Topics July 28, 2004 Student Presentations; papers due 2:00 3:30, Room 301 Course Evaluation Requirements/Guidelines for 90 Hour Residency Experience: N5339 is a 3-credit course that includes 15 hours of theory and 90 hours in a residency site. The student will need to plan additional time to prepare for both the class room and practicum portions of the course and the course requirements. This is a time-consuming capstone course. In the course you must do an integrative, capstone, scholarly project utilizing all of the knowledge, skills and values learned through the curriculum. You may do the 90 hours in any time frame you desire, e.g., a block of 2 + weeks or 1 day per week. Often time the 1 day per week format works because students have to prepare for practicum activities which may stretch over the semester. As you begin to think about your residency experience, please keep in mind the following guidelines: Approval: The course professor must approve in writing your - setting - preceptor the preceptor must have an advanced degree in nursing administration or have certification as a CNAA,BC (Board Certification as Certified Nurse Administrator) or CAN,BC (Board Certified Nurse Administrator). You must include your preceptors resume. - individual objectives for the practicum (see below for description of the format) - projected schedule before any hours of the residency are started.

14 - Note: You should prepare a statement of the setting, preceptor, individual objectives and schedule and submit to the professor so that she can sign off on the statement. Have your residency plan approved in writing by the professor. Do not begin you residency until you have the plan approved in writing by the professor. If student s start earlier that the professor s approval date, the hours will not count toward the 90 hour residency. Setting: You may not complete the residency in the health care system where you are currently employed. The exception to this rule is if you are doing the residency in one of the School of Nursing practice sites, e.g., Student Health Center, Community Partnership Clinics or are working with a university faculty on a faculty-lead research project. Preceptor: The preceptor should have an advanced degree in nursing administration or be certified in nursing administration by the AACN. Physicians do not qualify unless they are also nurse administrators. Select a preceptor who has a position at least one level above your current level of operating in your employment setting. For example, if you work as a coordinator, select a nurse manager. If you are a director, select an executive. If you select a preceptor at your level, probably you will not stretch your knowledge sufficiently. On the other hand, if you select a preceptor too far above your current level of functioning, probably, you will have skipped an entire knowledge and experience stratum that you need to optimize learning. Submit a resume from your preceptor with you packet of materials for residency approval. Affiliation Agreement: Check with Beverly Scarborough whether or not there is an active affiliation agreement with the residency site. If there is not, you will need to have Beverly Scarborough initiate a contract. Notify the professor as soon as possible as you cannot start the residency until the agreement is initiated. Objectives: The residency course has objectives; however, you need to develop 3 4 individual objectives. The objectives should be individualized to allow you to focus on acquiring further information (knowledge, skills and attitudes) in your program of study. These objectives are not the same as you residency project objectives. Rather they give you the opportunity to further learn about nursing administration. Think about what you did not get from your nursing administration or something you want to know more about. Write objectives centered on these goals. Set the objectives up in three columns: 1) objective, 2) method of achieving the objective to including resources needed to achieve, and 3) way you will evaluate whether or not you achieved the objectives. At the end of the semester you will add a fourth column describing how you met the objectives. Clinical Clearances: Prior to going into the administrative residency, students must submit to Beverly Scarborough ( ), the Secretary of the Graduate Program in the School of Nursing, evidence of the following: 1) clinical health clearances per School policy, 2) current CPR card, 3) evidence of malpractice insurance, 4) evidence of attendance at City-wide Orientation within the last year. There is a City-wide orientation on May 4, 2004 at El Paso Community College Administration Building (off Viscount). Contact Beverly Scarborough for other dates of Citywide Orientation. Schedule: Submit a projected schedule of when you will be in the site working with your preceptor. Of course these projected times may change. When they do, notify the professor of changes in the projected schedule. The library/internet time that you need to research your project is not included in the 90 hours of on-site practicum. Capstone/integrative project: The written project should demonstrate an integration of all of the MS core courses and administrative specialty courses.

15 NOTE: At least 5 work days before the meeting, submit to the professor written documentation of your: 1) setting, 2) preceptor and resume, 3) individualized objectives, 4) projected scheduled hours in the learning site, 4) plans for a capstone project and 5) verification from the secretary that all clinical clearances have been completed. NOTE: After the course professor has approved your plan, take it to the Beverly Scarborough, Graduate Program Secretary. She will type a Preceptor Agreement Form for you. After the Preceptor Agreement Form is signed, you may start the practicum/residency. The original of the signed formed must be submitted to the course professor. Description of Graded Assignments: 1. 20% - Residency critical analysis journal. This assignment is crucial to successfully completing the residency and must be completed in detail using critical thinking. The expectation is for the student to show evidence of synthesis, analysis, translation, etc (all critical thinking skills) in selected residency practicum experiences that are heralded in a journal. A simple narrative of what you have done in the residency site and when is not passing work. The journal should be submitted weekly beginning week 3 of the practicum and continued through week 15 of the course unless you have identified other than a weekly format for the residency. If you are using other than a weekly format, submit your journal every 8 hours of on-site time. This assignment and the timeliness of its submission cannot be ignored. Please submit the journal on Monday of the week following the experience or as often as needed to meet the time frame for writing journals. In the journal identify the number of hours you were in the residency site the preceding week. Write the overall residency objectives that you developed in the journal so that you and the professor can continue to refer to them as the semester proceeds % - Residency project and paper. This project requires you to use various aspects of the nurse manager/executive role to implement the action plan and produce a usable solution to an administrative problem. During early encounters with your preceptor, you may wish to mention this project so that he/she can give some thought to any administrative needs that may be appropriate for you to address through this project. Your professor needs to also approve this project. Conduct an analysis of the nursing organization in the assigned residency site conceptualizing the organization from the perspectives of its structure, human resources, politics, and symbolic culture. The attached guide delineates the critical questions within each of the four frames to be addressed. From the organizational assessment identify an administrative problem. Provide some theoretical and/or research literature that supports the administrative significance of the problem. Report the structural, human resource, political, and symbolic data that is pertinent to your identified problem. Design recommendations and a plan to solve the problem. Make sure your recommendations and plan emerge from the analyzed need/problem. Your plan should include the strategies you will use to carry out your recommendations. Provide some theoretical and research literature that supports your recommendations and plan. Share the findings, recommendations, and plan with your preceptor. Make modifications where necessary. Request permission to proceed with the implementation of your plan to solve the problem. Be prepared to discuss the outcome(s) of your effort or provide a method for evaluating the outcome(s) of your efforts. Finally, what other alternatives did you consider and why did you decide against them?

16 Give special attention to the various aspects of administrative role you employed (or would employ) while implementing your plan. Why were (would) these aspects of the role (be) critical to the success or failure of your plan? Write a paper about this project and be prepared to give an oral presentation of this project. See attached Residency Paper Grading Form % - Practicum project presentation see attached Residency Paper Grading Form % - Professionalism associated with administrative residency and course obligation. This portion of the grade is associated with how well the student follows through on the obligations outlined in the residency course syllabus and subsequent follow-up directions provided by the professor. All of these activities must occur in a timely manner. Optimal performance occurs when students perform the activities outlined in the syllabus paying strict attention to: Requirements/Guidelines for 90 Hour Residency Experience. Students are also expected to attend all classes and be on time for same. Nursing Administration Residency Paper EVALUATION CRITERIA Evaluation Criteria % To Be Earned % Awarded Problem Analysis/Assessment 20 Recommendations for Solution 10 (Goals and Objectives) Theoretical Support 10 Implementation of Project 20 Outcomes/Results Analysis 10 Alternatives Considered but not Used and Why 10 Aspects of the Manager or Executive Role that were Critical to the Success or Failure of the Plan 10 APA Format 10 TOTAL

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18 Nursing Administration Residency Presentation EVALUATION CRITERIA Evaluation Criteria % To Be Earned % Awarded Problem Analysis/Assessment 20 Recommendations for Solution 10 (Goals and Objectives) Theoretical Support 10 Implementation of Project 20 Outcomes/Results Analysis 10 Alternatives Considered but not Used and Why 10 Aspects of the Manager or Executive Role that were Critical to the Success or Failure of the Plan 10 Style, format of presentation 10 TOTAL

19 NURS 5345 COURSE SYLLABUS Curriculum Development Course Description: This graduate level course explores the principles, processes and issues of curriculum design for nursing education. Curricular patterns, models, programs of instruction, and learning theories related to curriculum development, revision and evaluation in a variety of educational settings are addressed. Course Objectives: Upon completion of this course, the learner will be able to: 1. Identify the factors that affect curriculum development. 2. Analyze curriculum philosophy statements. 3. Develop a conceptual framework for a curriculum based upon nursing and learning theories. 4. Formulate program objectives or outcomes. 5. Design and appropriate sequence of courses. 6. Identify appropriate sequence of courses. 7. Construct appropriate program evaluation methods 8. Explore strategies for facilitating curricular change. 9. Discuss funding of an educational program including grant writing strategies. Texts: Required: Billings, DM & Halstead, JA (1998). Teaching in nursing: A guide for faculty. Philadelphia: WB Saunders. Optional: Bevis, EM & Watson, J (1989). Toward a caring curriculum: A new paradigm for nursing. New York: NLN. Publication Manual of the American Psychological Association 5 th ed. (2001). Washington, D.C.: American Psychological Association. Supplemental readings are available in the Course Orientation. Course Requirements & Course Grading Curriculum Project 40% of course grade Learning Theory Paper 20% of course grade Presentation of Topic 20% of course grade Participation in Course 10% of course grade Annotated Bibliography 10% of course grade Reflective Journal P/F Overall course grade scale: A=90-100; B=80-90; C=70-79; D or F = < 70 Expectations of Faculty: 1. As learning in this virtual environment may be new to some students in this course, I will foster collegiality and a positive learning community between and among faculty and students. 2. I will share my experience in nursing education and enthusiasm for the nurse faculty/educator role. 3. I will foster optimal interactions between and among faculty and students.

20 Additional information about specific aspects of this course expectations is available in Course Orientation. NURSING 5351 WOMEN S HEALTH CARE I COURSE SYLLABUS FALL 2004 Maria Alvarez Amaya, R.N.C., Ph.D. Wakefield Professor of Health Sciences Women s Health Care Nurse Practitioner Nurse Colposcopist mamaya@utep.edu

21 Course: Nursing 5351: Women s Health Care I Placement in Curriculum: Graduate Level COURSE SYLLABUS Pre-requisites: N3503, N5310, N5319, N5362 & N5370 (Grade C or better). Credit: 3 (2-0-3). Includes 45 hours of clinical practicum. Course Description: Primary prevention, health promotion and disease prevention concepts are applied in the care of women across the life span. Emphasis is on acquisition of skills and transition to the nurse practitioner role. Faculty: Dr. Maria Alvarez Amaya Wakefield Professor of Health Sciences Center for Border Health Research, 1100 N. Stanton, Suite 410 Phone: mamaya@utep.edu Office Hours: By appointment Course Objectives: Upon completion of this course, the learner should be able to: 1. Apply primary prevention concepts to the delivery of primary care to women. 2. Analyze developmental and role transitions experienced by women across the life span. 3. Differentiate between clinical health situations manageable in the primary care setting and those requiring referral. 4. Apply diagnostic methods, treatment modalities, and referral criteria for well women, women experiencing a healthy pregnancy, and women with minor health deviations. 5. Develop a clinical protocol for client management of a primary health problem. 6. Evaluate and discuss the applicability of research findings to advanced practice nursing in women s health. 7. Demonstrate advanced nursing clinical decision-making skills in primary health care settings. 8. Utilize a format for case presentations in clinical and classroom settings. 9. Articulate the independent and collaborative roles of the primary care women s health nurse practitioner. 10. Demonstrate integration of the advanced practice nursing role. Student Responsibilities: Students are to notify the faculty if there are problems that interfere with their ability to fulfill the obligations of the course. Alternate due dates for assignments may be negotiated at the discretion of the faculty. This should be done in advance of the announced due date.

22 Academic Honesty: Students are accountable for all work that is submitted or presented for evaluation. While collaboration with others prior to completing an assignment is encouraged, unauthorized collaboration will be considered cheating or plagiarism. Use of information from publications or media productions without proper acknowledgment and citation is also considered plagiarism. Penalties for plagiarism and/or cheating will be imposed according to the regulations of the College of Health Sciences and UTEP. See your student handbook and graduate catalog for specific details. Americans with Disabilities Act: Students who require accommodations for class assignments due to disabilities should initiate and maintain the processes as designated by University policy. Accommodations will not be made until these procedures have been followed. Call Disabled Student Services (ext. 5148) for additional information. Teaching Methods: Faculty Lecture; Formal and informal group discussion; In-class student presentations; Independent study; Internet and interactions. Attendance and participation: The student is expected to be in attendance at all scheduled classes and clinical practicum. It is the responsibility of the student to inform the instructor of absences in advance. When, in the judgment of the instructor, a student has been absent to such a degree as to impair his/her status relative to credit for the course, the instructor may drop the student from the class with a grade of W before the course drop deadline and with a grade of F after the course drop deadline. Clinical Practicum: Forty-five hours of clinical experience is required. Clinical focus is on skill development in family planning and prenatal settings with emphasis on well women and women with minor health problems. Clinical experiences will include simulations and direct patient care. Evaluation and Grading: A. Grade Scale: A= B=80-89 C=70-79 < 70=D or F B. Evaluation Criteria: Examinations 30% Clinical Performance Evaluations 30% Clinical Documentation (notes) 20% Presentations 10% Clinical Protocol 10% 100% C. Incomplete grades: Assignment of the grade I (incomplete) is made only in exceptional circumstances and requires the instructor to file with the Director of Graduate Student Services and outline of the work to be completed and the time span (in no case longer than one calendar year) allowable for the work s completion. In no case may repetition of the course be assigned as work to be completed. If the work has not been completed at the end of the specified time, the I will be changed to an F. Students will not be cleared for graduation until all incompletes, regardless of whether or not the courses are required for the degree, have been eliminated from their record.

23 Required Texts: Cuningham, MacDonald, Gant, Leveno, Gilstrap. Williams Obstetrics. (20 th ed.) Stanford: Appleton & Lange. Dickey, R. (1998). Managing Contraceptive Pill Patients (9 th ed.). Durant, OK: Essential Medical Information Systems, Inc. Hatcher, R., Trussell, J.m Stewart, F., Stewart, G., Kowal, D., Guest, F., Cates, W., & Policar, M. (1998). Contraceptive Technology (17 th ed.) New York: Irvinton Publishers, Inc. Speroff, L., Glass, R.H. & Kase, N.G. (1999). Clinical Gynecologic Endocrinology and Infertility (6 th ed.). Baltimore, Williams & Wilkins. Star, W.L., Lommell, L.L. & Shannon,M.T. (Eds). (1995). Women s primary health care: Protocols for practice. Washington, DC: American Nurses Association. Star, W.L., Shannon, M.T., Sammons, L.N., Lommel, L.L., Gutierrez, Y. (1990). Ambulatory obstetrics: Protocols for nurse practitioners/nurse-midwives. San Francisco: UCSF. Uphold, C., and Graham, M. (1998). Clinical Guidelines in Family Practice (3 rd ed.). Gainesville Fla: Barmarrae Books, Inc. Youngkin, E.Q. & Davis, M.S. (Eds.). Women s health: A primary care clinical guide (2 nd ed.). Norwalk, CT: Appleton & Lange. Optional Texts: American Psychological Association (1994). Publication Manual of the American Psychological Association (4 th ed.). Washington D.C.: Author. Fitzpatrick, T.B., Johnson, R.A., Wolff, K., Polano, M.K. & Suurmond, D. (1997). Color Atlas and Synopsis of Clinical Dermatology. New York: McGraw-Hill. Loudermilk, D.L., Perry, S.E., & Bobak, I.M. (1999). Maternity nursing. (5 th ed.). St. Louis: Mosby. Springhouse. (2001). Nurse Practitioner s Drug Handbook. Springhouse, PA: Author. Additional Readings may be assigned. Topical Outline

24 I. Reproductive Endocrinology A. Menstrual Cycle B. Ovarian Cycle C. Overview of Menstrual Disorders II. III. IV. VI. VII. Pap Smear A. Assessment & Interpretation B. Management C. Competency Skills Common Infectious Processes 1. UTI 2. Vaginitis 3. STI s 1. Chlamydia 5. Herpes S. 9. Chancroid 2. Gonorrhea 6. P. Pubis 10. L. Venerium 3. Syphilis 7. Pubic Lice 11. G. Inguinale 4. HPV 8. Molluscum C. 12. Other Promotion of Breast Health A. Breast Self Examination B. Mammography C. Benign Breast Disorders Adolescent Growth & Development A. Adolescent Sexuality B. Adolescent Contraception C. Communication Skills Low Risk Pregnancy A. Preconception Counseling B. Maternal Physiology C. Placental Development D. Fetal Growth & Development C. Diagnosis 1. Laboratory tests 2. Signs & Symptoms 3. Differential Diagnoses D. Prenatal Care 1. Gestational Assessment 2. Pelvimetry 3. Prenatal Laboratory protocols 4. Anemia 5. Common Complaints

25 6. Fetal Surveillance Methods 7. Prepared Childbirth Procedures 8. Nutrition & weight gain 9. Psychosocial stressors E. Labor & Delivery 1. Anesthesia & Analgesia 2. Uncomplicated delivery F. Uncomplicated Postpartal Care G. Newborn Assessment VIII. IX. Human Sexuality and Fertility Control A. IUD B. Norplant & implantable devices C. Diaphragm D. OCP E. Natural Family Planning F. Male & Female Sterilization G. Barrier Methods 1. Diaphragm 2. Cervical Cap 3. Spermicides 4. Male & female condoms H. New Developments Role Development 1. Protocol Development 2. Prescriptive Authority X. Application of research findings to clinical care

26 Criteria for STD Presentation NAME: Date: STD: Provide the instructor with a copy of this form prior to your presentation. 1. Epidemiology: Incidence & Prevalence (global, U.S., border) 10 points Population at risk; Mode of transmission 2. Etiology & Course: Organism; Natural History & Progression 10 points 3. Clinical presentation: 10 points 4. Screening & Diagnostic methods 10 points 5. Complications: Individual, partner, fetus, neonate 10 points 6. Treatment: CDC Guidelines * 10 points 7. Reportability: CDC Guidelines * 10 points 8. Integration of research findings 10 points 9. Teaching, counseling, follow-up, prevention 10 points 10. Presentation quality: accuracy, conciseness, etc. ** 10 points Total Points Earned Comments: * CDC web address: ** AV equipment must be reserved through ILC, Mr. Jake Gonzalez, Director

27 Criteria for BCM Presentation NAME: Date: BCM: Provide the instructor with a copy of this form prior to your presentation. 1. Historical background 10 points 2. General Description 10 points 3. Mechanism of Action 10 points 4. Effectiveness (theoretical and actual) 10 points 5. Benefits & Advantages 10 points 6. Risks & Disadvantages 10 points 7. Complications and Contraindications 10 points 8. Teaching, counseling, follow-up, cost 10 points 9. Integration of research findings 10 points 10.Presentation quality: accuracy, conciseness, etc. ** 10 points Total Points Earned Comments: ** AV equipment must be reserved through ILC, Mr. Jake Gonzalez, Director

28 PROTOCOL DEVELOPMENT AND UTILIZATION Overall Objective: to correctly formulate a protocol for a primary care health concern commonly encountered when caring for women. Upon completion of the learning experience the student will be able to: 1. Adhere to the following guidelines and write a two-page protocol for a nongynecologic problem. a) define the condition and its pathophysiology b) identify common signs and symptoms of the condition c) identify common differential diagnoses for the condition (including short description of differentials) d) describe physical exam findings and lab data used for diagnosis of the condition e) describe interventions for the management of each condition including: diagnostic plan, therapeutic plan, and client education f) indicate when to consult and/or refer 2. Compare and contrast between standing order, procedure, and protocol. 3. Recognize the need for development & utilization of protocols in advanced practice nurses. 4. Describe three types of protocol formats. 5. Recognize the steps in development, approval, and utilization of a protocol for a practice setting. Suggested Readings: Cuningham, MacDonald, Gant, Leveno, Gilstrap. Williams Obstetrics. (20 th ed.) Stanford: Appleton & Lange. Star, W.L., Lommell, L.L. & Shannon, M.T. (Eds). (1995). Women s primary health care: Protocols for practice. Washington, DC: American Nurses Association. Star, W.L., Shannon, M.T., Sammons, L.N., Lommel, L.L., Gutierrez, Y. (1990). Ambulatory obstetrics: Protocols for nurse practitioners/nurse-midwives. San Francisco: UCSF. Uphold, C., and Graham, M. (1998). Clinical Guidelines in Family Practice (3 rd ed.). Gainesville Fla: Barmarrae Books, Inc. Evaluation Criteria for Protocol Development