UNIVERSITY OF MARY. Prefix/Course No. NUR 437 Credit Hours 4

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1 UNIVERSITY OF MARY Prefix/Course No. NUR 437 Credit Hours 4 Course Title The Professional Course Description: Framed by competencies from Quality and Safety Education for s (QSEN), this course will offer Associate Degree and Diplomaprepared nurses foundational content in evidence based practice, patient safety, quality improvement, informatics, inter- and intradisciplinary teamwork, and patient-centered care across the lifespan including genetics and genomics. Role socialization; leadership; and scholarly oral and written communication are emphasized. University of Mary Mission Statement: The University of Mary exists to serve the religious, academic, and cultural needs of people in this region and beyond. It takes its tone from the commitment of the Sisters of Annunciation Monastery. These Sisters founded the University and continue to sponsor it today. It is Christian, it is Catholic, and it is Benedictine. Program Mission Statement: The Nursing Division prepares nurses to provide safe, quality, patient-centered healthcare to the people in the region and beyond without regard to race, religion, cultural background, or gender. By fostering a Christian, Catholic, and Benedictine learning environment, the Division supports the University mission to prepare leaders in the service of truth and to be competent in spirituality and ethics, communication, critical thinking, and global stewardship. Academic preparation and nursing practice opportunities in a variety of healthcare settings along the continuum of care will prepare students to achieve competence in the areas of professionalism, environmental contexts, valuing, and scholarship. Faith and Reason Statement: In accordance with the mission of the University of Mary and the Division of Nursing to prepare leaders in the service of truth, we honor the free exchange of ideas. During your program, many ethical and diverse topics will be explored. In the Benedictine Tradition, respect for all persons is vital to advance dialogue between faith and reason. Servant Leadership Experience: Servant leadership experiences are based on character building relationships integrated with a solid understanding of what it is to be a servant leader with Jesus Christ as model and the Benedictine values of community, hospitality, moderation, prayer, respect for persons, and service. These values are foundational in character building, ethical decision making, and the integration of the intellectual, spiritual, emotional, and physical aspects of life. Relationship of the Course to Servant Leadership: A nurse who possesses a Master s degree in Nursing must possess a solid foundation in the profession of nursing. The concepts in this background are essential for students to develop into a professional Servant Leader role model who will utilize this knowledge through actions performed by self or through the encouragement of others in efforts to further the profession of nursing as well as to enhance the quality of patient care. Benedictine Experience: Although communal life inspired by the Rule of St. Benedict stores a vast treasury of Benedictine values, six of these are of particular importance for our life here at the University of Mary... Father James P. Shea, President, University of Mary (2009) Community Striving together for the common good and growing in relationship with God, one another, and self [Rule of Benedict 33 Let all things be common to all. ] Hospitality Receiving others as Christ with warmth and attentiveness [Rule of Benedict 53 Let all be receive as Christ. ] Moderation Honoring all of God s creation and living simply with balance and gratitude [Rule of Benedict 31 Regard all things as sacred and do everything with moderation. ] Prayer- Attending to the mystery and sacredness of life, abiding in the divine presence, listening and responding to God [Rule of Benedict 4 Listen intently to holy readings. Give yourself frequently to prayer. ] Respect for Persons Recognizing the image of God in each person and honoring each one in their giftedness and limitations [Rule of Benedict 4 Honor everyone and never do to another what you do not want done to yourself. ] Service Meeting the needs of others in the example of Jesus the servant leader [Rule of Benedict 35 The members should serve one another. ] Relationship of the course to the Benedictine Values: It is an expectation that graduate nursing students demonstrate professional conduct in all interactions. Please refer to the Professional Conduct and Behavioral Standards outlined in the Graduate Nursing Handbook. The Benedictine Values that are emphasized in this course include community, hospitality, respect for persons, and service. These values are used in this course s learning environment to create opportunities for students and classmates to grow and gain knowledge in the art of science of nursing. This course utilizes course forums in which all should freely share knowledge and share opinions in the spirit of personal and professional growth as well as for the enhancement of professional nursing practice to improve the delivery of patient care. 1 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

2 Course s Recognize patients as full partners in control of their healthcare by identifying factors across the lifespan that impact health to include components of genetics/genomics, ethnicity, culture diversity and social demographics Baccalaureate Essentials in Nursing Competencies Baccalaureate Essentials: I, VI, VII, VIII, IX BSN Program s University of Mary Undergraduate Competencies 1,2,3,4,5 Communication, Spirituality and Ethics, Global Stewardship QSEN Competencies Patient Centered Care, Safety ANA Standards of Practice Benedictine Values 1,2,3,4, 5B Respect for Persons, Service : NA Program s Master s Essentials in Nursing Competencies 1, 4, 5, 6, 9 Master s Essentials I, VI, VII, VIII, IX University of Mary Graduate s Professional Competence, Environmenta l Contexts, Scholarship, Valuing Method of Assessment Patient Centered Care Case Study and Ethical Case Study and Community Health Case Study and Assess information management tools and sources of healthcare information as facilitators of communication, knowledge management and error mitigation. Describe the role of nursing research and evidencebased nursing practice to make informed clinical decisions regarding patient safety and quality improvement initiatives Baccalaureate Essentials I, III, IV, V, VI, IX Baccalaureate Essentials I, III, V, VI, VII, IX 1, 2,4,6 Communication, Spirituality and Ethics, Global Stewardship 1,2,3,4,5,6 Communication, Critical Thinking, Spirituality and Ethics 2,4,5,6 3,4,5a,7,11, 14 Respect for Persons, Service 2,3,4,5 1,2,3,4,5,5a, Respect for Persons, Service 1, 2, 3, 5, 8, 9 Master s Essentials II, III, IV, V, VI, VII, VIII, IX 1,2,3,4,5,6,8,9 Master s Essentials II, III, IV, VI, VII, IX Professional Competence, Environmenta l Contexts, Scholarship, Valuing Professional Competence, Scholarship Nursing Informatics Paper Evidence Based Practice Paper Nursing Education Paper 2 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

3 Discuss the influence of professional nursing standards, the code of ethics, principles of servant leadership, Benedictine Values, nursing philosophy, and personal beliefs on the professional nurse s approach to patient care Value the input of collaboration with the patient, family, healthcare team to improve quality and safety in patient outcomes. Analyze how interdisciplinary collaboration and case management affect patient outcomes. Baccalaureate Essentials III, VIII Baccalaureate Essentials II, III, VI, VII, VIII, IX Baccalaureate Essentials I, II, III, IV, VI, VII VIII, IX 3, 6 Spirituality and Ethics, Global Stewardship 1,2,3,4,5,6 Communication, Critical Thinking, Spirituality and Ethics 1,2,3,4,6 Communication, Critical Thinking, Spirituality and Ethics, Global Stewardship Safety, Patient centered care Patient- Centered Care, Teamwork & Collaboration Patientcentered care, Teamwork and Collaboration 1,2,3,4,5a,5 b,6,7,8,9,10, 11,12,13,14, 15 Community, Hospitality, Moderation, Prayer, Respect for persons, Service 11 Respect for Persons, Hospitality 11 Respect for persons, Hospitality 4, 5, 9 Essential: VI, VII Professional Competence, Valuing 1, 3, 4, 5, 7, 8 Essential: II, III, IV, VIII, IX 1, 5, 6, 9 Essential: II, III, VI, VII, VIII Environmenta l contexts, Scholarship, Valuing Professional Competence; Environmenta l Contexts Interdisciplina ry Teams Case Study Professionalis m paper Interdisciplina ry Team Case Study and Professionali sm Paper Nursing Education Paper 3 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

4 Baccalaureate Essentials in Nursing Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Essential III: Scholarship for Evidence Based Practice Essential IV: Information Management and Application of Patient Care Technology Essential V: Health Care Policy, Finance, and Regulatory Environments Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health s Essential VII: Clinical Prevention and Population Health Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing Practice Undergraduate BSN Program s 1. Create healing environments by developing and maintaining respectful, caring, professional relationships based upon an understanding of person-environment interactions and the individual human experience of health, illness, and healing. 2. Provide safe, quality, cost-effective care to patients, families, and populations. 3. Collaborate with patients, families, and communities as part of nursing and inter/intraprofessional healthcare teams. 4. Integrate informatics and communication systems to improve patient care outcomes. 5. Engage in lifelong learning through the application of evidence-based knowledge from nursing and the arts and sciences as the basis for nursing practice. 6. Integrate professional nursing standards, the code of ethics, principles of servant-leadership, Benedictine values, and a liberal arts education into practice to advance the nursing profession. The University of Mary Core Competencies Undergraduate programs: When students graduate, they are competent in four areas essential for them to function in careers and lead meaningful lives. Spirituality and Ethics: Draw upon spiritual, philosophical, religious and Benedictine traditions to express and act upon a principled set of values. Communication: Read, write, listen and speak effectively to gain and share meaning in a diverse world. Critical Thinking: Analyze, synthesize, and evaluate ideas and information from multiple perspectives to make decisions and solve problems. Global Stewardship: Respect and be critically aware of oneself and the diverse world to protect and strengthen natural, cultural and social environments. THE BENEDICTINE VALUES: Respect for persons: We recognize individual differences. Each person has a right to grow in wholeness. Students incorporate ethical, spiritual and cultural interventions in caring for persons/families in health promotion/disease, injury prevention activities. Community: We put time and effort into supporting one another. Students identify appropriate services and community resources and technology to facilitate health promotion and safety. Collaboration and partnerships are strongly emphasized in this course. Service: We serve our entire community. Students participate with other members of the care team and neighborhood groups to meet the needs of clients and members of the community. Prayer: We reserve time to pray, reflect and celebrate together. Classes begin with a prayer or a reflection. Hospitality: We offer a space for people to encounter each other as friends. Moderation: We strive for balance that avoids excess. AMERICAN NURSES ASSOCIATION STANDARDS OF PRACTICE: STANDARD 1. ASSESSMENT The registered nurse collects comprehensive data pertinent to the patient s health or the situation. STANDARD 2. DIAGNOSIS The registered nurse analyzes the assessment data to determine the diagnoses or issues. STANDARD 3. OUTCOMES IDENTIFICATION The registered nurse identifies expected outcomes for a plan individualized to the patient or the situation. STANDARD 4. PLANNING The registered nurse develops a plan that prescribes strategies and alternatives to attain expected outcomes. STANDARD 5. IMPLEMENTATION The registered nurse implements the identified plan. STANDARD 5A: COORDINATION OF CARE 4 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

5 The registered nurse coordinates care delivery. STANDARD 5B: HEALTH TEACHING AND HEALTH PROMOTION The registered nurse employs strategies to promote health and a safe environment. STANDARD 5C: CONSULTATION The advanced practice registered nurse and the nursing role specialist provide consultation to influence the identified plan, enhance the abilities of others and effect change. STANDARD 5D: PRESCRIPTIVE AUTHORITY AND TREATMENT The advanced practice registered nurse uses prescriptive authority, procedures, referrals, treatments, and therapies in accordance with state and federal laws and regulations. STANDARD 6. EVALUATION The registered nurse evaluates progress towards attainment of outcomes. STANDARD 7. QUALITY OF PRACTICE The registered nurse systematically evaluates the quality and effectiveness of nursing practice. STANDARD 8. EDUCATION The registered nurse attains knowledge and competency that reflects current nursing practice. STANDARD 9. PROFESSIONAL PRACTICE EVALUATION The registered nurse evaluates one s own nursing practice in relation to professional practice standards and guidelines, relevant statutes, rules, and regulations. STANDARD 10. COLLEGIALITY The registered nurse interacts with and contributes to the professional development of peers and colleagues. STANDARD 11. COLLABORATION The registered nurse collaborates with patient, family and others in the conduct of nursing practice. STANDARD 12. ETHICS The registered nurse integrates ethical provisions in all areas of practice. STANDARD 13. RESEARCH The registered nurse integrates research findings into practice. STANDARD 14. RESOURCE UTILIZATION The registered nurse considers factors related to safety, effectiveness, cost, and impact on practice in the planning and delivery of nursing services. STANDARD 15. LEADERSHIP The registered nurse provides leadership in the professional practice setting and in the profession. Quality and Safety Education for s (QSEN) Competencies: Q1 Patient-Centered Care "Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient's preferences, values, and needs." Q2 Teamwork and Collaboration "Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decisionmaking to achieve quality patient care." Q3 Evidence-Based Practice "Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care." Q4 Quality Improvement "Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems." Q5 Safety "Minimizes risk of harm to patients and providers through both system effectiveness and individual performance." Q6 Informatics "Use information and technology to communicate, manage knowledge, mitigate error, and support decision making." Master s Essentials in Nursing I: Background for Practice from Sciences and Humanities II: Organizational and Systems Leadership III: Quality Improvement and Safety IV: Translating and Integrating Scholarship into Practice V: Informatics and Healthcare Technologies VI Health Policy and Advocacy VII: Interprofessional Collaboration for Improving Patient and Population Health s VIII: Clinical Prevention and Population Health for Improving Health IX: Master s Level Nursing Practice 5 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

6 Program s 1. Designs processes to achieve quality, cost-effective and ethical health outcomes 2. Appreciates the complexity of human resource management in today s healthcare 3. Evaluate quality and safety measures 4. Designs a plan of change using principles of servant leadership 5. Collaborates with others to improve the quality of professional nursing practice and health care policy 6. Utilizes evidence based practice for performance improvement 7. Possesses requisite knowledge to pursue doctoral education 8. Uses information technology to improve processes 9. Demonstrates effective principles of change while providing client centered care The University of Mary graduate programs offer its students preparation in the following four areas of competence: COMMUNICATION Graduates demonstrate excellence in all facets of communication including the publication and presentation of scholarship. Graduates differentiate themselves via an ability to fortify technical acumen with robust communication skills. They become leaders who actively listen to those with whom they work and collaborate; who dialogue when they introduce ideas, clarify meaning, and strategize towards solutions; and who write with disciplined purpose to effectively disseminate and contribute to new or existing information. Graduates communication skills enable them to excel through effective interaction with colleagues across all levels and environments. SCHOLARSHIP Graduates access, analyze, evaluate, and process information from a variety of sources to generate new ideals which guide decision making to influence meaningful change. Graduates foster a culture conducive to scholarship in which they use research principles to answer relevant questions which lay the foundation from existing knowledge and from those foundations generate relevant and innovative ideas and new knowledge. Our graduates are leaders in the synthesis of research to inform best practices. PROFESSIONAL DISTINCTION Graduates are values-based and evidence-driven professionals who are servant leaders committed to excellence in their professions and communities. Graduates grow in excellence, focusing professional skills and technical proficiency towards a higher commitment to service. They interact collaboratively and effectively within environments comprised of individuals who have diverse educational backgrounds, cultures, and professional talents. Their leadership is founded in both values-based and evidence-driven practice and recognizes its role in contemporary society as one of distinct contribution and gift of self. MORAL COURAGE Grounded in faith and reason, graduates clarify and defend moral personal and social values to uphold the pathway for justice in multiple contexts. Graduates evaluate the human, cultural, religious, and social conditions and history in which decisions are made and habits are formed. With courage they take responsibility to make and follow the course of action which helps build a profession of integrity and a civilization of virtue and dignity rooted in ethical principles that serve the authentic good of all persons. For students to acquire proficiency in these competences, continual assessment of learning in an atmosphere of openness and free inquiry is promoted. Major Assignments: Assignment % of Grade Papers (4 total) 1. Professionalism Paper Due Week 2 2. Nursing Education Paper Due Week 4 3. Evidence Based Practice Paper Due Week Nursing Informatics Paper Due Week 13 Participation 20% Case Study(1 total) 1. Ethical Care Due Week 6 2. Community Health Due Week 7 3. Patient-Centered Care Due Week 9 4. Interdisciplinary Care Due Week 10 60% 20% 6 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

7 Methods for Evaluation and Grading: Graduate students are expected to perform at a level that exceeds undergraduate expectations. All course assignments are required and need to be fulfilled in order to receive a passing grade for the course. Each case study will be worth 60 points total. Each forum assignment will be worth 10 points, each unit paper will be worth 100 points. In addition to the criteria specified on the grading rubrics refer to the following assignment graduate level requirements for course assignments: The use of professionalism in all aspects of assigned work. The most current edition of the APA manual must be followed to create class papers. The ability to communicate with credibility in an appropriate, clear, and respectful manner Assignments must show evidence of: Organization of thoughts and ideas Appropriate use of grammar, sentence structure, and writing style (APA format) Clarity and conciseness Understanding of the topic Analysis of the credibility of sources The utilization of a number of credible research sources to prepare assignments (Wikipedia is NOT a credible source to cite as a scholarly work) Demonstration of critical thinking skills/reflective analysis Draws solid conclusions and recommendations Professional quality of content Appropriate use of APA format Grading Scale: Letter Grade Percentage A A B B B C C D F <70 Students are encouraged to review the Undergraduate and Graduate Catalog as well as the Undergraduate and Graduate Program Handbook for policies regarding successful academic progression. For example, the Graduate Nursing Handbook indicates a letter grade of less than B- is not passing. Required Texts and Resource Materials: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: The American Psychological Association. Finkelman, A., & Kenner, C. (2016). Professional nursing concepts: Competencies for quality leadership (3rd ed.). Burlington, MA: Jones & Bartlett Learning. Optional/Recommended Texts, Readings, Materials: No other resources are required for this course. Expectations: Since this is a four semester credit graduate level course offered over 15 weeks, you can expect to spend approximately 4 hours per week interacting in class and approximately another eight hours per week studying outside of class to complete homework assignments. Attendance Policy: Students are expected to complete all coursework requirements and to demonstrate respectful attentiveness when participating in class activities. Respectful attentiveness includes contributing to discussions in responding to postings in a timely and in an informed manner to facilitate learning by sharing effective thinking, insights, asking questions, exploring ideas, and clarifying concepts of the assignments 7 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

8 with classmates and the instructor. Students are expected to accept utilize feedback that is provided by faculty and peers to shape effective thinking in the area of theory or to present support for the lack of utilization of such feedback. Assignment & Exam Policy/ies: The timeliness of assignments will also be a factor in the grading process. Assignments are to be submitted at the time that has been specified by the course instructor unless there are special circumstances and the instructor is notified of these circumstances prior to the assignment deadline. Late assignments will have 10% deducted from the assignment before grading. Assignments that are submitted seven days after the posted due date will receive the grade of zero. The value of respect of the instructor s time and the value of fairness to the other members of the course will both be met with assignments that are completed on time. University of Mary Honor Code In its mission statement, the University of Mary proclaims that All students are encouraged to seek the truth, to see themselves as whole and unique individuals responsible to God, and to become leaders in service to truth. Students at the University of Mary are expected to act with integrity at all times. To have integrity is to be trustworthy to be sound, reliable, and whole and to live with the inner strength that comes from knowing that one actually is as one portrays oneself to be. The basis of all interaction in the academic community is the expectation that all students will behave in accordance with the values set forth in the University of Mary Academic Honor Code and Honor System. This University of Mary Academic Honor Code expects that individuals will act in a manner that is respectful of the rights and privileges of others. Responsibility for maintaining the integrity of the community rests with each individual member. Each person must examine and evaluate his/her own behavior and regulate that behavior to be consistent with the expectations of the university community. All students are bound by the University of Mary Honor Code and Honor System which can be located within their graduate nursing courses. Statement on Academic Honesty: Students who cheat perpetrate an intellectual fraud which betrays their own potential, cheapens the honest achievements of others, and undermines the integrity of the university community. Plagiarism is a form of cheating. Students who violate academic honesty fall under the Academic Integrity Policy and are subject to the sanctions under that policy including removal from their programs of study or dismissal from the University. Policy: The instructor will initiate action against a student found cheating while enrolled in a course within seven (7) days of discovery of the infraction. The instructor will formally notify the student and record the action. The instructor may apply any of the following sanctions to students found to have cheated during the term of the course. o The student will receive a zero for the work in question. o The student will be given another opportunity to demonstrate knowledge or skills. o o The student will be expelled from class with a failing grade. The instructor may recommend additional sanctions to the student s Program Director, the student s Division Chair or Dean, or the University Director of Graduate Studies. Channel for Communication Relating to this Course for Students: Instructor > Graduate Program Coordinator > Chair of Graduate and Distance Nursing Education > Dean of the School of Health Sciences > Assistant VP Academic Affairs Channel for Communication Relating to this Course for Students: Instructor > Program Coordinator > Chair Nursing Division > Dean of the School of Health Sciences > Assistant VP Academic Affairs>VP Academic Affairs Students may appeal the ruling of a Dean based on the discovery of new evidence previously unavailable or a significant irregularity in the procedural process which could affect the outcome of the finding by the Dean. The appeal must take place within 30 days of the decision by the Dean. Students appeal to the Assistant Vice President for Academic Affairs (AVPAA). General dissatisfaction with the decision of the Dean or assigned alternate is not sufficient grounds to appeal the decision to the AVPAA. For more information, please review the Academic Appeals Process located in the university catalog. Statement Regarding Reasonable Accommodations: The University of Mary, in compliance with the Americans with Disabilities Act and in the spirit of our mission, offers support for students who provide required documentation. Students with disabilities who need accommodations should apply to the Office of Student Accessibility Services. For further information, contact Betsy Hermanson, Director of Student Accessibility Services in the Student Success Center, located in the lower level of Welder Library, at (701) or ejhermanson@umary.edu 8 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

9 Course Outline: Course Week /s Addressed Week 1 3 Week 2 Week 3 Week 4 1,6 3 1,6 3 1,2,6 3 5, 6 Week 1 The Development of Professional Nursing 1. Define critical professional concepts. 2. Discuss professionalism in nursing. 3. Explain the relevance of standards to the nursing profession. Power Point presentation, student reading, class discussion, writing Chapter 1 and Chapter 1 Power Point presentation As outlined within the course Week 2 The Essence of Nursing: Knowledge and Caring 1. Discuss the knowledge-caring dyad. 2. Describe knowledge, knowledge worker, and knowledge management. 3. Explain the meaning of caring to nursing. 4. Describe the relationship of theory to nursing and identify several critical nursing theories. 5. Summarize the critical elements of leadership in nursing. Power Point presentation, student reading, reflection, class discussion Chapter 2 and Chapter 2 Power Point presentation Projects/Activities: Professionalism Paper As outlined within the course Week 3 The Image of Nursing 1. Discuss critical issues related to visibility of nursing. 2. Describe the current and past image of nursing and critical related issues. 3. Explain the importance of the following nursing initiatives and their relationships to image: Nursing for a Healthier Tomorrow, the Institute of Medicine s Quality Series reports, and The Future of Nursing Report. 4. Discuss strategies that impact the image of professional nursing: generational issues; power and empowerment; and professional presentation. Power Point presentation, student reading, reflection, class discussion Chapter 3 and Chapter 3 Power Point presentation As outlined within the course Week 4 Nursing Education, Accreditation, and Regulation 1. Describe the types of nursing programs and degrees. 2. Explain requirements and issues related to quality nursing education. 3. Explain the importance of lifelong learning. 4. Describe the nursing education accreditation process and its importance. 5. Discuss the importance of regulation and its process and critical issues. Power Point presentation, student reading, reflection, writing 9 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

10 Week 5 Week 6 Week 7 Week 8 3 2,6 3 1,5,6 3 2,6 3 3,4,6 Project/Activity: Nursing Education Paper Chapter 4 and Chapter 4 Power Point presentation Week 5 Heath Care Policy and Political Action 1. Discuss critical health care policy issues and their impact on nurses and nursing. 2. Describe the importance of the political process to nurses and nursing. 3. Explain the role of nurses in the political process. Power Point presentation, student reading, internet search, reflection, writing Chapter 5 and Chapter 5 Power Point presentation As outlined within the course Week 6 Ethical and Legal Issues 1. Apply ethical principles to decision making.. 2. Discuss the importance of ethics to the nursing profession and its professional recognition. 3. Identify the relevance of legal issues to nursing practice. 4. Analyze an example of patient centered ethical and legal issue. Power Point presentation, student reading, reflection, discussion, writing Projects/Activities: Ethical Care Case Study Chapter 6 and Chapter 6 Power Point presentation As outlined within the course Week 7 Health Promotion, Disease Prevention, and Illness: A Community Perspective 1. Discuss the national initiative to improve the nation s health: Healthy People Discuss the continuum of care and its relationship to the individual, family, and community across the life span. 3. Discuss the relevance of genetics and public/community health. 4. Explain the relevance of vulnerable populations to the healthcare system. 5. Identify critical global healthcare concerns and nursing s role in improving global health. Power Point presentation, student reading, reflection, discussion, writing Projects/Activities: Community Health Case Study Chapter 7 and Chapter 7 Power Point presentation As outlined within the course Week 8 The Healthcare Delivery System: Focus on Healthcare Week 8 1. Discuss critical elements related to healthcare financial issues and reimbursement. 2. Explain the importance of organizational culture. 3. Describe how nursing fits into the overall hospital organization and how it functions. Power Point presentation, student reading, reflection, discussion Chapter 8 and Chapter 8 Power Point presentation a. What is the difference between organizational structure and process? Identify examples of each that illustrate your work setting. b. Compare and contrast the three types of financial issues macro, micro, and reimbursementrelated to health care. 10 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

11 Week 9 4 2, 6 c. What does organizational culture mean and why is it important? d. What is your opinion of the health environment model? How do you think the designation of a Planetree hospital might impact nursing care? Week 9 Provide Patient-Centered Care 1. Describe mechanisms of the Institute of Medicine competency: Provide patient-centered care. 2. Identify examples of relevant nursing theories connected to patient-centered care. 3. Discuss the importance of consumerism in health care. 4. Explain the relationship of culture and diversity to health and healthcare delivery. 5. Describe the need for patient advocacy. Power Point presentation, student reading, reflection, discussion, writing Week 10 Week 11 Week ,6 1 1,2,6 Projects/Activities: Patient-Centered Care Case Study Required Reading/Power Point presentation: Chapter 9 and Chapter 9 Power Point presentation As outlined within the course. Week 10 Work in Interdisciplinary Teams 1. Outline elements of the IOM competency: Work in interdisciplinary teams. 2. Define teamwork and types of teams. 3. Describe effective team functioning. 4. Discuss communication and its relationship to patient care and teams. 5. Discuss collaboration and its relationship to patient care and teams. 6. Describe the five rights of delegation. 7. Describe conflict and conflict resolution. Power Point presentation, student reading, reflection, discussion, writing Projects/Activities: Interdisciplinary Teams Case Study Chapter 10 and Chapter 10 Power Point presentation As outlined in the course Week 11 Employ Evidence-Based Practice 1. Describe the core IOM competency: Employ evidence-based practice (EBP) 2. Define the steps of research. 3. Discuss the relevance of nursing research. 4. Describe the EBP process. 5. Identify two key EBP tools. 6. Compare and contrast evidence-based practice and evidence-based management. 7. Compare and contrast Evidence-Based Practice with research and quality improvement. Power Point presentation, student reading, reflection, class discussion, writing Projects/Activities: Evidence-Based Practice Paper Chapter 11 and Chapter 11 Power Point presentation Week 12 Quality Improvement 11 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

12 Week 13 Week 14 Week ,6 2 4,6 3 1,2,6 3 2,3,6 1. Discuss the relevance of the IOM core competency: Apply quality improvement. 2. Describe the status of safety in health care today. 3. Explain the need for a blame-free culture of safety. 4. Identify staff safety issues in the healthcare workplace environment. 5. Examine how the Institute of Medicine (IOM) reports on safety and quality have had an impact on nursing and healthcare delivery. 6. Discuss the roles of nurses and nursing as a profession in improving health care. Power Point presentation, student reading, quality and safety videos, class discussion Project/Activity: Preview the following Quality and Safety Video Clips 1. Chasing Zero 2. The Josie King Story 3. The Lewis Blackman Story Chapter 12 and Chapter 12 Power Point presentation As outlined in the course. Week 13 Utilize Informatics Week Define constituents of the IOM competency: Utilize informatics. 2. Describe informatics and its relationship to nursing. 3. Explain the purpose of documentation and key issues related to informatics and documentation. 4. Identify informatics tools used in health-care delivery. 5. Compare and contrast high-touch care with high-tech care. Power Point presentation, student reading, reflection, class discussion, writing Project/Activity: Informatics Paper Chapter 13 and Chapter 13 Power Point presentation Week 14 Critical Healthcare Issue: Why Don t We Have Enough s? 1. Describe the nursing workforce profile. 2. Discuss the generational issues that have an impact on the nursing workforce. 3. Explain the impact that the nursing shortage has on health care. 4. Summarize the recruitment process and issues. 5. Examine key strategies to address staff retention. 6. Describe the elements of a healthy work environment. 7. Describe strategies to address the nursing shortage. 8. Critique the growth of global migration of nurses. Power Point presentation, student reading, reflection, discussion, writing Project/Activity: Informatics Paper Chapter 14 and Chapter 14 Power Point presentation As outlined in the course. Week 15 The Future: Transformation of Nursing Practice Through Leadership 1. Discuss the relevance of leadership in nursing and differences from management and the impact of shared governance. 2. Examine the various settings and roles and specialties for nurses as well as possible future changes in the scope of practice issues. 3. Critique the various professional practice models. 4. Discuss the impact of legislation/regulation/policy on nursing leadership and practice. 12 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

13 5. Explain the importance of the economic value and the nursing profession. 6. Discuss the impact of the work environment on the profession and delivery of effective, quality care. 7. Explain why it is important for nurses to take active leadership roles in quality improvement. 8. Discuss how the Forces of Magnetism and the Magnet recognition program are used to support effective, healthy nursing work environments and nursing leadership. Course Evaluation: Please submit an evaluation of the course when you are prompted to do so in your University of Mary account. Chapter 15 and Chapter 15 Power Point presentation As outlined in the course. 13 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

14 Rubric Each week of class begins on Monday and runs through Sunday. Modules will be open for student viewing, in preparation for the upcoming week, at 6am (central) the Saturday preceding the upcoming week. will conclude each week on Sunday. The last week of every course will conclude on Friday. For the purposes of class discussion, students are encouraged to make note that initial discussion posts are due on Wednesday of each week. Faculty will be assessing discussion quality and engagement according to the rubric criterion outlined below. Intentionally, this rubric does not establish a minimum number of required total posts. Rather, the quality of contributions to the discussion and the degree of ongoing engagement will determine the degree of participation. Those criterion can be reached in a variety of ways. It may be multiple contributing posts to a variety of peers or it may be one or two contributions on subsequent days of the week that evidence an incorporation of ideas from multiple peers posts. Criterion Exemplary Proficient Emerging Unsatisfactory Completeness of Initial Post Addresses all components of the posted question. Quality of Initial Post Evidences analysis and synthesis to create a strong, substantive post that states the case. Shows use of sound argumentation and scholarly prose that evidences mastery of concepts and key points from readings and other scholarly sources. Demonstrates evidence of critical thinking. Exhibits excellent use and citation of scholarly references external to the course. Thoughtfulness and comprehensive understanding of the discussion topic is evident. Explores new lines of argument or different perspective which foster further discussion. Timeliness Initial discussion post is made no later than assigned deadline on Wednesday. Quality of Contribution to Class Thoughtfully evaluates and responds to classmates postings using sound argumentation, scholarly prose, and tactfulness; the response is comprehensive and challenging. These responses serve to deepen the conversation. Contributes additional, substantive, thoughtful, and analytical, yet succinct responses to other classmates postings. Strengths and weakness of classmates discussion content are identified. Reponses integrate course material and are supported by scholarly reference external to the course. Reponses show evidence of critical thinking. Degree of Participation in Class and Engagement Builds on ideas from other classmates through frequent and ongoing cross talk and interaction. Responses to other learners include substantive feedback that extends the discussion by raising questions and sharing additional resource information. Responds to feedback from other learners and/or faculty. Takes part in discussion in an ongoing basis over the course of the week as evidenced by contributions to discussion. Mechanics/Formatting Postings are without spelling, grammar, punctuation, or syntactical errors that distract the reader from the content. Word choice is consistently accurate and appropriate. Excellent use and proper APA citation of evidence based references that are used in the discussion. Criterion expectation is fully met. 1 pt. The contribution displays an adeptness with criterion expectations and models graduate level work. 3 pts. Expectations met 2 pts. Criterion expectation is fully met. 1 pt. The contribution displays an adeptness with criterion expectations and models graduate level work. 2 pts. The contribution displays an adeptness with criterion expectations and models graduate level work. 2 pts. Criterion expectation is fully met. 1 pt. Expectations met 1 pt. Expectations met 1 pt. Criterion is partially met 0.5 pts Criterion not met 0 pts. The specified expectation needs to be strengthened 1 pt. Criterion not met 0 pts. The specified expectation needs to be strengthened 0.5 pt. The specified expectation needs to be strengthened 0.5 pt. Criterion not met 0 pts. Criterion not met 0 pts. Criterion not met 0 pts. Criterion not met 0 pts. Dev. July Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

15 15 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

16 Scholarly Papers In this course students will complete a total of 4 papers. Guidelines for each paper are outlined below. Students are expected to address each component outlined and are encouraged to review the grading rubric used to evaluate writing assignments in this course. Logical flow thought and sequencing of content are essential elements of effective written communication. Both will be assessed for in written assignments. APA format must be followed including, but not limited to, use of running heads, page numbering, citations, headings, and reference page. It will be necessary for students to refer to their APA manual in order to be successful with writing assignments. Professionalism Paper Week 2 a. Based on the content of the reading for this week, how do you define professionalism in your own words? b. Why are standards, such as the ANA Standard of Practice and Professional Performance, important to the nursing profession and to healthcare delivery? c. Explain the reason that nursing emphasizes its social policy statement. d. What role should professional organizations play in getting nursing greater status within health care? Education Paper Week 4 a. Compare and contrast the types of entry programs in nursing: ADN, BSN, and accelerated or direct-entry programs. b. Describe measures to assure that quality and excellence in nursing education is maintained. c. Describe the purpose of accreditation of nursing education programs. d. Describe mechanisms that are used to regulate the profession of nursing. e. What is lifelong learning? Why is it important that nursing emphasizes education over training? f. Review the University of Mary Division of Nursing philosophy. Describe the content, is it is relevant to nursing practice, why or why not? Evidence-Based Practice Paper Week 11 a. What does the core competency employ evidence-based practice mean? b. Describe the research process (Include the IRB process). c. How does research relate to EBP? d. What is a systematic review and what are the types of systematic reviews? How do they relate to EBP? What is their value to practice? e. Why is EBP important to nursing practice and healthcare delivery? f. What are barriers to implementing EBP and how might some of them be overcome? Informatics Paper Week 13 a. Explain how the core competency, utilize informatics, relates to the other four IOM core competencies. b. What meant by the term informatics and why is it important in health care and nursing? c. Describe four examples of healthcare informatics and implication for nursing. d. Why is documentation important? e. Provide examples of how the EMR and PHR can increase quality of care and decrease errors. 16 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

17 Scholary Paper Grading Rubric Category Outstanding 10pts Good 5pts Poor 0pts Introduction The introduction is inviting, states the main topic and previews the structure of the paper. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to There is no clear introduction of the main topic or structure of the paper. Paper Content Conclusion All of the listed topics that are delineated for the paper are addressed. Excellent quality is seen. Demonstrates thorough understanding of the topic(s). The conclusion is strong and leaves the reader with an understanding of how the information applies to the overall purpose of the paper. the reader. Not all of the listed topics that are delineated for the paper are addressed. Mediocre quality is seen. Demonstrates average understanding of the topic(s). The conclusion is neither strong nor weak. It leaves the reader with a basic understanding of how the information presented relates to purpose of the paper but fails to connect the main points. Few of the listed topics that are delineated for the paper are addressed. Poor quality is seen. Demonstrates poor understanding of the topic(s). The conclusion is weak and does not leave the reader with an understanding of how the information from the main points of the paper relate to the overall purpose. Sequencing Transitions Headers Pacing Grammar & Spelling; Capitalization & Punctuation; Flow & Structure Sources APA Format Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. A variety of thoughtful transitions are used. They clearly show how ideas are connected. There is appropriate use of wellplaced section headers and, if applicable, subheaders. Headers follow APA format. The pacing is well-controlled. The writer knows when to slow down and elaborate, and when to pick up the pace and move on. Writer makes no errors in grammar or selling that distract the reader from the content. Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. All sentences sound natural and are easy-on-the ear when read aloud. Each sentence is clear and has an obvious emphasis A comprehensive search for sources of information was conducted. Utilizes a number of credible sources. Selection of sources to use was based on quality, currency, and relevancy to the topic. APA writing style is followed in all elements of the paper. Some details are not in a logical or expected order, and this distracts the reader. Some transitions work well; but connections between other ideas are fuzzy. There is occasional use of section headers. APA format is largely followed. The pacing is occasionally well-controlled but the writer sometimes repeats the same point over and over, or spends too much time on details that don't matter. Writer makes a few errors in capitalization and/or punctuation that catch the reader s attention and interrupt the flow. Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content. A less than adequate search for sources of information was conducted. Selection of sources to use was, to a limited degree, based on quality, currency, and relevancy of the research. Use of APA format minimally used Many details are not in a logical or expected order. There is little sense that the writing is organized. The transitions between ideas are unclear or nonexistent. There is no use of section headers. APA format is not followed. The pacing often feels awkward to the reader. The writer elaborates when there is little need, and then leaves out necessary supporting information. Writer makes several errors in capitalization and/or punctuation that catch the reader s attention and greatly interrupt the flow. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. A poor search for sources of information was conducted. Selection of sources to use was not based on quality, currency, and relevancy of the research. Use of APA format is not evident 17 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016

18 Case Studies In this course, each student will author one assigned case study in a Word document. Your faculty will assign which case study you will be responsible for. When completed, you will upload your assignment to both the assignment page the respective discussion page. For case study discussion, the class will be broke into groups. The student case study author will present their case study and post three thought-provoking questions to their discussion group. Guidelines for each case study are outlined below. Students are expected to address each component outlined and are encouraged to review the grading rubric used to evaluate writing assignments in this course. Logical flow thought and sequencing of content are essential elements of effective written communication. Both will be assessed for in written assignments. APA format must be followed for citations and the reference page. It will be necessary for students to refer to their APA manual in order to be successful with writing assignments. Ethical Care Week 6 You are an RN who works on a medical floor of an acute care setting. One of your clients, Mr. P., is an elderly gentleman who has severe congestive heart failure. His heart condition is so severe that his physician has lace him on a severe fluid restriction, 500 ml per day, which seems to alleviate his symptoms. However, Mr. P. doesn t quite understand why the fluid restriction is necessary and is continually sneaking water from the sink and from the dietary station on the unit. To prevent this, the physician has ordered him to be restrained to his bed. You, as the patient s primary nurse, do not believe that implementing this order is in the patient s best interests. Using this scenario as a framework, please answer the following: Describe how the ethical principles of autonomy, beneficence, justice, and veracity apply to this patient situation Discuss the relationship of this circumstance to the ANA Code of Ethics for s. Identify legal issues that are implicated as part of this incidence. Please include critical terminology as part of this section of the paper Describe specific actions that you, as the Registered, would advocate to resolve this situation Community Health Week 7 You are a member of an interdisciplinary team in your state s rural area. The team is looking into improving the health status of the community. The community has a high rate of cancer (particularly breast and lung), accidents (farm related), alcohol abuse, particularly among teens, and obesity (adults with increasing weight gain in children). The interdisciplinary team is composed of two registered nurses (one who works in the local hospital, and you, the only school nurse in the area), one physician in private practice, the hospital administrator, the mayor of the largest town in the area, and a clergyman. Using this scenario as a framework, describe how you think the team should approach these problems based on the content of this chapter: Healthy People 2020 o Major Goals o Overarching Goals o Determinants of Health Care o Leading Health Indicators o MAP-IT Individual, Family, and Community Health Access to Care Life Span Considerations Disease Prevention Health Promotion WHO s Principles of Health and Illness Patient-Centered Care Week 9 A 45 year-old-woman has fallen during an ice storm. She goes to the emergency department (ED) because she thinks she may have broken her rib. When the X-ray results came back the physician told her and her husband that they found a carcinoid tumor in one lung. The patient had never smoked and was healthy. There was no history of lung cancer in her family. The couple left devastated, with a list of specialists for follow-up. They spend three weeks in testing. Both the patient and husband assumed from the term carcinoid that she had malignant lung cancer. The patient and her husband had college degrees and held management positions. The physician in the ED did not discuss what carcinoid meant. Their anxiety rose with each passing day. It was at a later 18 Developed Spring 2015, Rev. 8/2015, 10/2015, 12/2015, 8/2016