Prerequisites: NUR 300 and completion of Tier I writing requirement. Co-requisites: NUR 330 concurrently.

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1 FOUNDATIONS OF NURSING PRACTICE NUR Section Credits Mondays 4:10 6:00 pm - A 131 Life Science Building *see course calendar for meeting dates Thursdays 3:10 4:50pm A131 Life Sciences Spring 2012 Catalog Course Description: Theories and principles underlying professional nursing practice. Development of basic principles for using empirical evidence and the research process to guide practice. Additional Course Description: This course will introduce students to the theories and principles underlying professional nursing practice, with a focus on the concepts that are used in the College of Nursing. Students will develop a working knowledge of several interrelated concepts, including: ethical problem solving, health promotion, cultural competence and health disparities; nursing theories; and basic principles for using the research process to guide evidence based practice. Course Objectives: At the end of this course, students will: 1. Demonstrate the ability to access and analyze sources of information essential to evidence-based nursing practice and to communicate in a scholarly manner. 2. Demonstrate application of a critical thinking approach in the analysis of theory and evidence (clinical decision-making) 3. Explain the relevance of scholarly evidence and theory to standards of care and practice guidelines (nursing therapeutics) 4. Explain theories and principles underlying health promotion and risk reduction (health promotion/risk reduction) 5. Explain health care system and health financing factors relevant illness and disease management (illness and disease management). 6. Describe major leadership components essential to contemporary nursing practice (professional leadership) 7. Explain the importance of ethical decision-making to evidence-based nursing practice and research (ethical practice) 8. Describe basic principles for using empirical evidence and the research process in scholarly nursing practice (evidence-based practice) 9. Describe disparities in health and illness among various ethnic and cultural populations and their impact on nursing practice (global cultural competence). Prerequisites: NUR 300 and completion of Tier I writing requirement Co-requisites: NUR 330 concurrently. 1

2 Professional Standards & Guidelines: The curriculum is guided by the following documents: American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. American Nurses Association (2010). Guide to the code of ethics for nurses with interpretive statements. Washington, DC: Author ISBN ** American Nurses Association (2010). Nursing: Scope and standards of practice (2 nd ed.). Washington, DC: Author ISBN ** American Nurses Association (2010). Nursing s social policy statement: The essence of the profession (3 rd ed.). Washington, DC: Author ISBN ** Faculty: Faculty: Susan, MSN, RN Office: W122 Owen Hall Phone: Contact Information: susan.strouse@hc.msu.edu Office Hours: Thursdays 1:15 PM to 2:30 PM and by appointment Lan Yao, PhD, RN Office: B515H West Fee Hall Phone: Contact Information: lan.yao@hc.msu.edu Office Hours: Thursdays 1:15 PM to 2:30 PM and by appointment Course Communication: Students with concerns about class content should communicate with the faculty teaching that content. Students who have concerns about the course in general should contact Ms. with as the preferred method of communication. *Note: Times can be arranged to accommodate student schedules. Instruction: a. Methodology: This course uses lecture, discussion, case studies, on line modules or voice over Power Point presentations, and small group formats. Students are required to prepare by completing the readings and assignments prior to coming to class. Group work and presentations will be conducted in class to clarify, apply, and demonstrate concepts. ** Please note: portions of this class will follow a blended class format, with some content presented on line, with in class learning activities. Other content is presented in the traditional format, with content presented in class. For the on line blended portion, this course will use the ANGEL course management system. Lectures in the blended portion of the course are only available online through ANGEL as narrated PowerPoint lectures (i.e. PowerPoint with voice-over). Most lectures are minutes in length with content divided when necessary for manageable file size. The ANGEL course management system is also used for quizzes, handouts, announcements, student-student communication and student-professor communication. Students need reliable, high-speed access (cable or DSL) to the ANGEL course management system. See ANGEL Help for recommended browsers. Students also need the following programs: RealPlayer, Macromedia Flash (also called Flash Player) to view the narrated PowerPoint lectures and animations, and a recent version of Adobe Reader to download and access PDF documents. All programs have free, downloadable versions available online. If you are unsure about your current computer capabilities, try to open one of each kind of file from ANGEL. If you do not have the right programs, you will usually be prompted to install them when you try to open a file. If you have problems accessing any files on ANGEL, call the ANGEL Help Line: or (24/7!). They can answer any ANGEL-related questions including walking you through the appropriate installations. 2

3 b. Writing Requirements: Specific guidelines and evaluation rubrics are available on ANGEL and will be used for each evaluated assignment. All written assignments must follow writing style requirements of the American Psychological Association (APA) as outlined in the required APA Publication Manual (6 th ed. Second printing) and CON requirements. Textbook Information and Resources: a. Required Texts: You will be using all of the above texts throughout the program, please do not rent them! Alligood, M.R., & Tomey, A.M. (2010). Nursing theorists and their work (7 th ed.). Maryland Heights, MO: Mosby Elsevier. American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed., second printing). Washington, DC: Author. *American Nurses Association (2010). Guide to the code of ethics for nurses with interpretive statements. Washington, DC: Author ISBN ** *American Nurses Association (2010). Nursing: Scope and standards of practice (2 nd ed.). Washington, DC: Author ISBN ** *American Nurses Association (2010). Nursing s social policy statement: The essence of the profession (3 rd ed.). Washington, DC: Author ISBN ** (*Note to Student: Access to these three books listed above can be done thru the MSU Health Library. They are available thru Ovid under an unlimited concurrent user format.). Butts, J.B., & Rich, K. (2008). Nursing ethics: Across the curriculum and into practice (2 nd ed). Jones & Bartlett Publishers. Polit, D.F., & Beck, C.T. (2009). Essentials of nursing research (7 th ed.) Philadelphia: J. B. Lippincott. b. Optional Texts: None c. Required Resources, References, and Supplies: ANGEL Help Line (24 hrs, 7 days/week) (ANGEL Help link in upper right corner on ANGEL page) Always check with the ANGEL Help Line first! Technology requirements as listed at hardware and software requirements. Also see above in methodology section. Evaluation: a. Learning Assessments and Grading: The course grade is comprised of written work, class work and presentations, quizzes and exams. All assignments must be completed for progression in the nursing program and to pass the course. The CON has defined the competencies that must be achieved by all students prior to progressing onto the next level and graduating. All students must achieve the outcomes, competencies, and indicators listed specific to this course. All course indicators, as well as the overall grade for the course, must be at 75% to proceed onto the next level. 3

4 The NUR 340 competency indicators that must be achieved in this course are: Nursing theory scholarly paper. Formal paper examining one selected nursing theory presented in the class and its relevance to nursing practice, research and the profession of nursing (curricular concepts/competencies assessed are professional leadership, critical thinking, and evidence-based practice). Ethical problem solving process project. Case study analysis that will identify the following: ethical consideration that create the problem, alternatives to resolving the problem, critical examination of the pros and cons for selecting any given alternative solution, and, on the basis of this analysis, selection of a solution (curricular concepts/competencies assessed is ethical practice). Health disparity project: Identify, describe and evaluate a health disparity in the United States and the possible role of health literacy on that health disparity. Students will evaluate census and population data as it relates to the disparity and health literacy. (Curricular concept/competencies assessed are health promotion/risk reduction, and global cultural competence). The specific percentages for each scored assignment and exam are as follows: ITEMS GRADED FORMAT (F2F = in class time) WEIGHT (% OF COURSE GRADE) Prep Quizzes Online 1% each quiz (8% total) (8 of 9) (two APA quizzes required, scores on APA quizzes cannot be dropped) 3 Exams F2F 15% each exam (45% total) Learning Group Sessions (LGS) (8 of 9) F2F 1.5% each session (12% total*) If a student is absent for a total of any 3 Learning Group Sessions, the student s calculated course grade will decrease by one additional grade level (eg. 3.5 to 3.0). *LGS scores will be adjusted based on peer assessment details Papers research critique (10%), nursing theory (10%) Ethics (10%), Health Disparity Presentation (5%) F2F/homework discussed in class. 35% total & required 4

5 b. Course Grading Scale: The standard College of Nursing grading scale will be utilized. % GRADE % % % % % 2.0 (Minimum passing grade) 74-70% % 1.0 <64% 0.0 Final Course Grades will not be rounded Course Policies: Attendance: Attendance at all classes and completion of on line modules is required and expected. Students who are unable to attend class should request to be excused by the faculty member prior to class. Group and individual work completed in class cannot be made up if missed. Students who miss class are responsible for class material. Students whose names do not appear on the official class list for this course may not attend this class. Students who fail to attend class by the fifth day of the semester may be dropped from the course. For additional information on student observance of major religious holidays, student-athlete participation in athletic competition, student participation in university-approved field trips, medical excuses and a dean's drop for students who fail to attend class sessions at the beginning of the semester, see Attendance Policy, Excused Absences and Make-up Work on the Ombudsman's Web site. Examinations: Examinations will be given during course periods and may be given on computers. Students arriving late will have the scheduled time for completion of the exam no extra time will be allotted. All students are expected to take examinations on the date scheduled, unless prior arrangements are made with the course faculty. If prior arrangements are not made, a score of zero (0.0) point will be given for that exam. Exams may only be taken late with the permission of the course faculty and only for extraordinary circumstances. Alternate exams may use additional formats (essay, fill in the blank, etc.). Make-up exams are routinely scheduled within one week of the original exam date. Health providers statements may be required for medical excuse. Research Critique Paper: Students will be assigned to work with other student(s) on the critique paper (assignment). It is critically important that each student does his/her own work. Each student MUST keep his/her own draft critique papers in an electronic format. Your draft papers should not be the same or identical to your group members draft papers. Faculty member (Dr. Yao) may request a copy of draft papers in an electronic format when there is a question raised from a student s partner complaining about unequal share amount of work. When Dr. Yao requests a copy of these draft papers, these papers MUST be uploaded to a drop box in ANGEL within 2 business days. Students who fail to submit or upload the draft papers on time (to meet the deadline) will receive a zero score on the assignment. Also, students who submit the same or identical draft papers as their partners draft papers will receive a zero score on the assignment. 5

6 Late Assignments: All students are expected to turn in assignments on time. Late assignment will have 5 points per day taken off the grade for that particular assignment.. Professionalism: It is important for each course participant to express his or her ideas and to conduct themselves professionally. All ideas need to be respected in class discussions and exercise. Professional conduct and language both in class and on line is expected. Students who do not show respect and/or professional conduct or communication will receive one written warning (via ) informing them of the communication or behavior that did not meet course standards, suggestions for change, and that any further breaches in professional behavior or communication will result in disciplinary action, from the lowering of the student s grade up to dismissal from the course. Student Faculty Relationship It is expected that a professional, courteous, and positive demeanor will be exhibited to peers, faculty and College of Nursing staff with each encounter. It is expected that you will be on time to class and stay for the entire class. If for some reason you have to be late or leave early, the course faculty teaching that day should be notified and plans will be made so you will not disturb the entire class. Talking, reading the newspaper, utilizing the College of Nursing or personal computers to surf the web and sleeping are considered unacceptable during lecture. Asking questions and requesting clarification of information is highly encouraged as student input is valued and worthwhile. Timeliness, honesty and integrity, a positive attitude, assertive communication skills and motivation are some of the personal skills that one should be developing, or refining, during nursing school. These positive skills will be utilized in your two years at the College of Nursing and in your chosen profession. The class will discuss a code of conduct for NUR 340 lecture and agree on expected and acceptable behaviors (including use of technology) during the first week of the semester. Plagiarism: Plagiarism or academic dishonesty will not be tolerated. Please see the section on academic integrity and the College Honor Code and Undergraduate handbook regarding these matters and possible consequences. Students are expected to use APA format for all citations and quotes in written work. Technical problems: Students who experience technical difficulties should notify the ANGEL help desk immediately in an attempt to resolve the problems. If the technical difficulty impacts or may impact the timely submission of required course work, the faculty is also to be notified via or phone to discuss options prior to the submission deadline. If the problem has not been reported to the ANGEL help desk, no extension will be granted. Students are expected to plan ahead, and have back up technology plans in place should the need arise. **SPECIFIC BLENDED COURSE INFORMATION:** Blended Class Structure The blended portions of the course are designed with a similar format as NUR 300 and modified as necessary for the content within each lesson. Students will interact with the professor and other students online, complete online quizzes, access lectures and other course materials online, work face-to-face (F2F) in Learning Groups Sessions, and take in-class exams. When taking a blended course, it is critical to stick to a regular schedule. Lectures are usually posted before the dates noted on the course calendar and you can work through the content ahead of schedule. However, the quizzes and will only be open at specified times. Spacing out your work while not falling behind is particularly important for online lectures. Listening to 2 lectures back-to-back will make your eyes, ears, and brain too tired to learn effectively. Making your own master calendar, with specific times and dates scheduled to work on this course, will help you stay on track. I will NOT send out reminders every time an assessment is scheduled and I expect that each student takes responsibility to stay organized and to prepare for face-to-face sessions (ie. Learning Group Sessions LGSs). 6

7 Learning Group Sessions: Attendance at all scheduled class sessions for Learning Group Sessions is required as is individual, out-of-class preparation for these sessions. Students are assigned to Learning Groups at the end of the first week after open enrollment closes. Coming to class late and/or leaving class early may count as absences at the instructor s discretion and may be reflected in the individual student s grade. Prior to in-class Learning Group Sessions, students are responsible for working through unit objectives and online lectures, and for taking an online quiz (ie. preparation quiz) which closes before class begins. In-class time is spent in Learning Groups with students in specific roles (moderator, reporter, case scribe, follow up researcher). Each Learning Group works through cases which require them to solve problems, justify their thinking, and use content from their out-of-class preparation to write an analysis. LG time is divided up among case studies and includes time for open class discussion after each case. Prior to the open class discussion for each case, groups hand in their case analysis (scribe will turn in the folder, with the reporter keeping notes for discussion). Analysis may not be amended in any way once open class discussion has started. Each student in the group is accountable for the work turned in and receives the same grade for the case analyses (ie. each member earns the same grade for the group s Learning Group Session). Each student is required to bring all of his/her course materials, including the course textbook and completed unit objectives, to each Learning Group Session. Dividing up course materials is unacceptable because each student needs access to and practice using learning resources. Students who violate the Learning Group Sessions Contracts (to be amended and signed in class) can be kicked out of the Learning Group by the other members unanimous vote after group counsel with the course chair. That student will work individually during the Learning Group sessions for the remainder of the semester and will not have the benefit of working with other students. If a student is absent for a Learning Group Session, that student will receive a 0 for the session s graded work. If a student is absent for a total of any 3 Learning Group Sessions, the student s calculated course grade will decrease by one additional grade level (eg. 3.5 to 3.0) in addition to not earning the credit for the missed cases. At the end of the semester, each student will evaluate their own participation as well as participation of their Learning Group members. The evaluation form will be posted in ANGEL at the beginning of the semester so students are aware of the qualities on which they will be evaluated. A student who consistently earns a score of below average for their participation will have their overall course grade lowered by 5%. Summary of individual student responsibilities for each Learning Group Session: work through the online lectures and assigned readings respond to the unit objectives and bring written work to learning group take the Preparation Quiz bring course materials including the text and completed objectives to the learning group Preparation Quizzes: Preparation quizzes provide a means of accountability and help students assess their understanding of content prior to the F2F Learning Group Sessions. Students are expected to take all pre quizzes online as scheduled. Pre Quizzes are in their corresponding content folder under the Lessons tab in the course (Please see Course Calendar for open dates and times.) Students have one login and a preset amount of time to take each assessment. Details on the quiz settings (eg. time to complete each, # of questions) will be posted with each Pre Quiz before you click to begin the assessment. Since the lowest quiz score is dropped, students may NOT make up a quiz for any reason. If a student is unable to take an online assessment for any reason (including but not limited to technology problems/errors, family emergency, illness, travel) the missed quiz will count as the dropped score. The scores on APA quizzes may not be dropped. If more than one quiz is missed, a student will be given a score of zero for each additional missed quiz. Students are strongly urged to plan ahead and to take all online assessments regardless of current circumstances. Students should take all assessments on a secure, high-speed web connection not in the student s residence to avoid technology problems. If an assessment is disrupted due to campus-wide ANGEL or server problems, the open time will be extended. Please see Communications above for what to do in the event of ANGEL problems during an online quiz. Think of the pre quizzes as learning tools, not just as assessment tools. Though time is limited and you need to be individually prepared before opening a quiz, you may use notes (though you will not have enough time to complete the quiz if you need to refer to notes for each question). The pre quizzes will help you gage your understanding of content and reflect on whether you are adequately preparing for the Learning Group Sessions. The pre quizzes are not group projects you are expected to take the quizzes as an individual. 7

8 Each prep quiz covers the units that will be discussed in the Learning Group on the day the quiz closes. Pre Quizzes are closed which means that they will not be reopened for student view. Questions about pre quiz questions can be discussed in class on the day they close. COMMUNICATION If you have questions about using ANGEL or experience any ANGEL-related problems including technology problems during a quiz call the ANGEL Help Line immediately: or (24/7!). You can also access ANGEL Help online from If you have problems during a quiz, please the course chair in addition to calling the ANGEL Help Line immediately. Questions about content and course details and course assignments should be posted on the appropriate ANGEL discussion board, NOT ed to instructors. This helps minimize the number of times I have to e-respond to the same question and also enhances group learning. Examples of appropriate Content Discussion Board questions are: I understand the normal and flexible lines of defense in Neuman s theory, but I m not sure how that might impact how I do my assessment as a nurse? Would I have to assess what their baseline is first? Examples of appropriate Course Logistic Discussion Board questions are: Our team is confused about the requirements for this week s assignment. We re wondering if we need to or I took the first quiz but don t see my grade recorded under the Reports tab. Is anybody else having the same problem? I called the Help Line and they weren t sure why this was happening. and Mrs. said there were additional resources for the nursing theories, but I don t see them in the theory folder. Can somebody tell me where they are? Questions will be answered within about hours, excluding weekends and holidays. I encourage student responses to student questions. Please use the discussion board as a dialogue space! Do not post questions about specific quiz or exam questions. Guidelines for Content Discussion Board Posting: First, read the course text and assigned readings because you will most often be able to answer your own question. Students need to become comfortable using multiple resources in order to develop habits as lifelong learners. This should be reflected in your posted question. If the posting guidelines are not followed, the student will be asked to re-word the post. To get the most targeted, focused response to your content discussion board questions and to make it easy to go back and review old posts, please include: 1. The unit and objective # in the subject, if the question is based on an objective (e.g. Health Disparity objective #6) 2. Your understanding (e.g. I understand the difference between morbidity and mortality, but how does that differ from occurrence and incidence rates? 3. Your question and what you found in the text that helps you think about your question (e.g. How does this relate to health disparity? I m confused by in Taylor and Lillis on page I m thinking that if ) 4. A new post for each question; don t ask multiple questions in one post 5. Please post on the appropriate board (eg. course content discussion board, not course logistics) Examples of inappropriate posts for the Content Discussion Boards are: I don t get how prevalence changes as incidence changes, and I can t find it in the readings and What does objective 5 mean? and Does anybody know what the professor is looking for in objective 23 and I can t figure out slippery slope help! and Where do we find out information about the final exam? Students are most often asked to re-word their posts because either they fail to provide their current understanding and/or they fail to discuss the section in the course text that they are using to try to answer their question (and/or they post Logistics questions on the Content boards). The first two components are essential because they demonstrate the student s thought process and brain work. My role as an instructor is not to demonstrate how much I know but, rather, use what I know to facilitate the development of students critical thinking and problem solving two skills that are essential for nurses in making clinical decisions. Each content discussion board will close at the same time an exam is scheduled to start. 8

9 Please contact the course chair via with questions about other course issues that are personal. An example of appropriate questions are: I have a family tragedy and I just don t know if I can finish the course. How do I get an incomplete and finish the course later? or I m not achieving my course goal of Here s what I ve been doing to study and prepare:...what do you suggest? or I m really confused about Orem and her theory, could we schedule a time to meet before class and outside of your office hours? I m available If scheduling an appointment, please include 3 times you are available to meet, how much time you anticipate needing, and how you would like to meet (phone, on campus) so we do not bounce 5 s to schedule one appointment. Please keep in mind that servers may be slow and messages might not be received immediately. If the instructor does not respond within hours, please resend your message! will be answered within about hours of when they are received, excluding weekends and holidays. Voice mail will be checked regularly during the week but is not the most expedient form of communication. Course Announcements will be posted on ANGEL throughout the semester or sent via ANGEL . It is the students responsibility to regularly check ANGEL for announcements and updates. Communication problems with different systems have occurred, and it is the student s responsibility to check within ANGEL for communication as they are responsible for all information sent via ANGEL. Faculty will not respond to from sources outside of MSU (gmail, yahoo, etc.) (The remainder of the syllabus contains information that pertains to the entire course) 9

10 Level I: Outcomes, Competencies & Indicators: LEVEL OBJECTIVES, COMPETENCIES, AND INDICATORS BY CURRICULAR CONCEPT ACROSS THE CURRICULUM The CON has defined the following competencies that must be achieved by all students in each Level before progressing onto the next Level and graduating At the end of each Level, all students will achieve the objectives and competencies listed below for that level, as well as the indicators specific to each course. All indicators, as well as the overall grade for a course, must be at 75% passing to proceed onto the next level. LEVEL I Concept Level 1 Outcome L1 Competency L1 Indicator COMMUNICATION I (COMM) CRITICAL THINKING I (CT) NURSING THERAPEUTICS I (NT) Follows procedures of the interactive processes and use of technology in relating to individual clients and health care professionals Recognize the role of critical thinking processes in nursing practice. Follows protocols for the delivery of nursing care to individuals. 1. Applies basic principles of therapeutic communication with assigned clients. 2. Differentiates among therapeutic, social, and professional communication. 1. Apply critical thinking in nursing practice with comprehension and acceptance. 2. Know and practice the critical thinking process. 1. Obtains an in-depth history and physical on healthy and acutely ill clients in order to obtain individual baseline data 2. Identifies and implements standardized nursing care plans on acutely ill individuals NUR 330 Clinical Evaluation NUR 340 Nursing Theory Paper NUR 330 Care Plan HEALTH PROMOTION AND RISK REDUCTION I (HPRR) Interpret theories and principles underlying health promotion and risk reduction. 1. Describe determinants of health relevant to the individual, family and community 2. Explain basic key health promotion/risk reduction concepts NUR 340 Health Disparity Project 10

11 ILLNESS AND DISEASE MANAGEMENT I (IDM) PROFESSIONAL LEADERSHIP I (PL) ETHICAL PRACTICE I (EP) EVIDENCE-BASED PRACTICE I (EBP) GLOBAL AND CULTURAL COMPETENCE I (GCC) Follows procedures related to provide high quality, safe care necessary for the focused management of illness and disease. Discuss the leadership role of the professional nurse within the healthcare environment. Recognizes basic ethical decision-making processes in nursing practice scenarios. Recognizes concepts theories, and research evidence relevant to evidence-based nursing practice. Recognize the interaction among global, cultural, societal, and policy factors on the health and wellness of individuals. 1. Applies Standards of Care in the nursing care of individuals 2. Recognizes and manages illness and disease states of the individual based on underlying theories and principles 1. Identify characteristics that make nursing a profession. 2. Identifies and describes nursing theory, history, philosophy, and research of the nursing profession 3. Describe various health care systems 1. Understands how personal values relate to contemporary ethical issues 2. Practice ethical problemsolving process in case studies 1. Describes and examines the general components of the research process. 2. Compare and contrast concepts, theories, & models in terms of their relevance to nursing. 1. Performs appropriate assessments for diverse clients across the life span, including perception of health. 2. Situate professional nursing within the global and cultural context. NUR 330 Care Plan NUR 340 Nursing Theory Paper NUR 340 Case Study Analysis NUR 340 Nursing Theory Paper NUR 340 Health Disparity Project Course syllabi are available on the CON website at 11

12 University & College Policies: The College of Nursing expects that students will demonstrate professional behavior in all situations. Specific expectations for clinical and other professional venues can be found in the appropriate handbook. You are responsible for reviewing and acting in accordance with the policies and procedures found in the following sources, including the following topics: Professionalism, Academic Integrity, Accommodations for Students with Disabilities, Disruptive Behavior, Attendance, Compliance, and Progression. CON BSN Student handbook MSU Spartan Life Student Handbook and Resource Guide Information for Current Students including Rights, Responsibilities and Regulations for Students Academic Programs Academic Integrity: Article of the Academic Freedom Report states that "The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition, the (insert name of unit offering course) adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-university Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See and/or the MSU Web site: Therefore, unless authorized by your instructor, you are expected to complete all course assignments, including homework, lab work, quizzes, tests, and exams, without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course. Also, you are not authorized to use the Web site to complete any course work in NUR 340. Students who violate MSU rules may receive a penalty grade, including--but not limited to--a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. (See also ). For information and resources on what constitutes plagiarism, please see Accommodations for Students with Disabilities: Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a disability specialist, call (voice), (TTY), or visit MyProfile.rcpd.msu.edu. Disruptive Behavior: Article of the Academic Freedom Report (AFR) for students at Michigan State University states: "The student's behavior in the classroom shall be conducive to the teaching and learning process for all concerned." Article of the AFR states that "The student has a right to scholarly relationships with faculty based on mutual trust and civility." General Student Regulation 5.02 states: "No student shall... interfere with the functions and services of the University (for example, but not limited to, classes...) such that the function or service is obstructed or disrupted. Students whose conduct adversely affects the learning environment in this classroom may be subject to disciplinary action through the Student Faculty Judiciary process. Refer to MSU Spartan Life Handbook and College of Nursing BSN Handbook for additional policies relevant to this course, including academic dishonesty, taping and communication devices, weather, protection of property/computers, scholarship and grades, SIRS, disabled student. 12

13 NUR 340 section 001 Blended format Calendar subject to change-check ANGEL for updates Spring 2011 Mondays 4:10 6:00 PM A 131 (see meeting dates per calendar below), Thursdays 3:00 PM 4:50 PM A 133 LS Week # DAY/DATES OF FACE 2FACE CLASS TOPICS OUT OF CLASS (ON LINE) RESPONSIBILITIES LEARNING GROUP SESSION (LGS) FACE TO FACE CONTENT FOCUS FACULTY Week 1 Monday, Jan 9 Orientation to course and curriculum. Team building none Orientation and curriculum Quality and Safety video and case study /Yao TH Jan 12 Week 2 No class Jan 16 MLK day TH Jan 19 Health care systems organizations Quality and Safety Health care finance Library resources Epidemiology/Health promotion risk reduction Find learning group assignment Library Resources Health disparity project Schroeder Week 3 TH Jan 26 Health Disparities Health Literacy Case Study Health literacy and health disparity Week 4 TH Feb. 2 Global cultural competence Campinha-Bacote model Web search GCC Health disparity project due in drop box Feb. 3 Week 5 Monday Feb 6 Monday: Exam I Covers weeks 1, 2, 3, 4 Evidence-based Practice (EBP) 5:10-6 PM /Yao Yao TH Feb. 9 EBP Literature review 13

14 Week # DAY/DATES OF FACE 2FACE CLASS TOPICS OUT OF CLASS (ON LINE) RESPONSIBILITIES LEARNING GROUP SESSION (LGS) FACE TO FACE CONTENT FOCUS FACULTY Week 6 Mon Feb 13 Research problems, research questions, and hypothesis Yao TH Feb. 16 Week 7 Mon Feb 20 Independent and dependent variables EBP Quantitative design (con t) Yao TH Feb 23 Week 8 Mon Feb 27 TH March 1 Qualitative research designs EBP Sampling EBP: Psychometric properties: Validity & Reliability Week of March 5 Spring break Week 9 Mon March 12 TH March 15 Week 10 MON March 19 TH March 22 EBP: Data collection EBP: Data analysis & content wrap up Monday: Exam II 4-5 PM Exam covers EBP content weeks 4, 5, 6, 7, 8, 9 Research critique paper due at beginning of class NO CLASS AFTER EXAM Ethical decision making in nursing Case study application Yao Yao /Yao 14

15 Week # DAY/DATES OF FACE 2FACE CLASS TOPICS OUT OF CLASS (ON LINE) RESPONSIBILITIES LEARNING GROUP SESSION (LGS) FACE TO FACE CONTENT FOCUS FACULTY Week 11 TH March 29 Week 12 TH April 5 Week 13 April 12 Ethics and culture; Ethics and Research Ethics case studies Introduction to nursing theory Study of Nightingale, Roy Nursing theory: Case study application Discussion of ethics case studies Outline of selected section of ethics paper due April 5 at beginning of class Concept mapping Ethics paper due April 12 at the beginning of class Week 14 TH April 19 Orem and Neuman Change theories Concept mapping Week 15 TH April 26 Finals week Mid range theory and nursing practice/research Exam Three date/location TBA; Covers content weeks 10, 11, 12, 13, 14, 15 Case study application of change and mid-range theories and nursing theory in practice Theory paper due TH April 26 / Yao /Yao 15