Azusa Pacific University
Charles Drew University
Mervyn M. Dymally (MMD) School of Nursing
NUR 621 Advanced Nursing Theory
Spring 2015 Course Syllabus
Faculty InformationProfessor:
Ebere Ume, PhD, MSN, RN
Office:
LSRNE S116
Office phone: 323.568.3329
For emergency: Call 323.568.3329 and leave the message.
Email:
[email protected] Hours: By appointment
Professor:
Office:
LSRNE
Office phone: 323.568.33
For emergency: Call 323.568.33--and leave the message.
Email:
Office Hours: By appointment Placement in Curriculum: Year One,
Semester TwoPre-Requisites: NUR 516, NUR 510, NUR 520, NUR 511
Co-Requisites: NUR 512, NUR 630, 631Course Credit/Clock Hours: 3
total units: 3 Units Lecture (3 hours/week)
Mission and Purpose Statement of Charles Drew University:
To conduct education, research and clinical services in the
context of community engagement to train health professionals who
promote wellness, provide care with excellence and compassion, and
transform the health of underserved communities.
School of Nursing Mission Statement:
The mission of the Charles Drew University Master of Science in
Nursing program is to advance the science and art of nursing by
conducting nursing research and providing nursing students with
education that emphasizes the health status of underserved
communities for the purpose of enabling graduates to provide
evidence-based nursing care with dignity, respect and compassion to
all nursing clients.School of Nursing Conceptual Framework:The
Smith and Bazini-Barakat (2003) public health nursing practice
model provides the theoretical framework for the curriculum. The
model captures three phases of health and illness that nurses are
involved in including: 1) primary, 2) secondary, and 3) tertiary
prevention. Primary prevention promotes health and prevents illness
before it develops. Secondary prevention detects and treats a
problem after it has begun but in the early stages preferably
before the sign and symptoms appear. Tertiary prevention and care
keeps existing problems from getting worse.School of Nursing
Accreditation Statements
Graduates of the Master of Science program with the Family Nurse
Practitioner specialty are eligible to take a certification exam
from either the American Nurses Credentialing Center (ANCC) to earn
the FNP- BC credential; or, take a certification exam through the
American Academy of Nurse Practitioners (AANP) to earn the NP-C
credentialCharles R. Drew University of Medicine and Science Mervyn
M. Dymally School of Nursing Entry Level Nursing Masters of Science
Program and Family Nurse Practitioner Program are accredited by the
Commission on Collegiate Nursing Education (CCNE).The Nursing Entry
Level Program in Nursing Program is approved by the California
Board of Registered Nursing (BRN).
Course Description:
The purpose of this course is to study and critique of the
organization and development of nursing knowledge. During the
course we will discuss and compare concepts and theories from
nursing, humanities, and science with emphasis on their
significance to the practice of professional nursing.Course
Objectives:
Upon completion of this course, students will be able to:
1. Define and describe theory in relation to its multiple
purposes and utility in advanced nursing practice.
2. Describe theory development.
3. Understand and engage in the process of concept
formation.
4. Distinguish between models and theories in nursing.
5. Comprehend the major elements of conceptual models for
nursing practice.
6. Discuss the significance of nursing models for development of
a theoretical and scientific body of knowledge.
7. Use established criteria to analyze, evaluate, critique, and
compare/contrast nursing theories/models.
8. Discuss the current status of theory development in nursing,
and its relation to nursing practice and the development of nursing
knowledge.
9. Evaluate selected nursing theories and models in terms of
level of development, and utility relative to the current and
future needs of nursing practice, education, administration, and
research.
10. Analyze various leadership models and nursing practice
models in the context of nursing practice for their impact on
patient outcomes.
11. Use nursing and other appropriate theories and models, and
appropriate ethical framework for nursing practice.
12. Applies technology and theory in the delivery of client care
and intercedes between the client and technology.COURSE OUTLINE1.
Introduction to Theoretical Thinking in Nursing
Course overview
Theory application in nursing practice2. Structure of
Contemporary Nursing Knowledge
Why nursing theory?
What are conceptual models?
What are conceptual frameworks?
What is a paradigm?
What is a metaparadigm?
3. Metaparadigm Concepts in Nursing Care
Person, Environment, Health, Nursing
4. Nursing Philosophies
Basic overview of nursing philosophies and philosophers
Florence Nightingale: Modern Nursing
Jean Watson: Philosophy and Science of Caring
Patricia Benner: Novice to Expert
5. Nursing Models
Dorothy E. Johnson: Behavioral System Model
Smith and Bazini-Barakat: Public Health Nursing Practice Model
(MMDSON)
Imogene M. King: Interacting Systems Framework
Myra Estrin Levine: Conservation Model
Betty Neuman: Systems Model
Dorothea E. Orem: Self-Care Deficit Theory of Nursing
Martha E. Rogers: Unitary Human Beings
Sister Callista Roy: Adaptation Model
Virginia Henderson: 14 Needs
6. Nursing Theories
Orlandos Nursing Process Theory
Modeling and Role-Modeling Theory
Leiningers Cultural Care, Diversity and Universality Theory
Mercers Maternal Role Attainment Theory
Peaceful End of Life Theory
Nola J. Penders Health Promotion Model
Newmans Health as Expanding Consciousness Theory
Required Textbooks: American Psychological Association, (2010).
Publication Manual of the American
Psychological Association, (6th Ed.). Washington, DC: APA.
ISNB#9781433805615. Alligood, M.R. (2014). Nursing Theorists and
Their Work (8th Ed.).
St. Louis, MO: Mosby, Inc. ISBN#9780323091947Recommended
Textbooks/Articles:
Alligood, M.R. (2014). Nursing Theory: Utilization and
Application (5th Ed.).
St. Louis, MO: Mosby, Inc. ISBN#9780323091893.Anderson, J. A,
& Willson, P. (2009). Knowledge management: organizing nursing
care knowledge. Critical Care Nursing Quarterly, 32(1). Pp.1-9.
doi: 10.1097/01.CNQ.0000343127.04448.13.
http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?WebLinkFrameset=1&S=KIFAFPAFDNDDIDIFNCPKGCMCFKDJAA00&returnUrl=ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c00002727-200901000-00001%26S%3dKIFAFPAFDNDDIDIFNCPKGCMCFKDJAA00&directlink=http%3a%2f%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCMCGCIFDN00%2ffs046%2fovft%2flive%2fgv023%2f00002727%2f00002727-200901000-00001.pdf&filename=Knowledge+Management%3a+Organizing+Nursing+Care+Knowledge.&pdf_key=FPDDNCMCGCIFDN00&pdf_index=/fs046/ovft/live/gv023/00002727/00002727-200901000-00001King,
I. M. (2008). Adversity and theory development. Nursing Science
Quarterly, 21(2).
http://nsq.sagepub.com/content/21/2/137.full.pdf+htmlMeleis, A. I.,
Sawyer, L. M., Im, E. O., Hilfinger Messias, D. K., &
Schumacher, K. (2000). Experiencing transitions: an emerging
middle-range theory. ANS Adv Nurs Sci, 23(1), 12-28.
http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?WebLinkFrameset=1&S=CIFGFPLEHNDDIDJBNCPKMGGCLCMOAA00&returnUrl=ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c00012272-200009000-00006%26S%3dCIFGFPLEHNDDIDJBNCPKMGGCLCMOAA00&directlink=http%3a%2f%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCGCMGJBHN00%2ffs046%2fovft%2flive%2fgv023%2f00012272%2f00012272-200009000-00006.pdf&filename=Experiencing+Transitions%3a+An+Emerging+Middle-Range+Theory.&pdf_key=FPDDNCGCMGJBHN00&pdf_index=/fs046/ovft/live/gv023/00012272/00012272-200009000-00006
Nicely, B. & DeLario G.T. (2011) Virginia Henderson's
principles and practice of nursing applied to organ donation after
brain death. Progress in Transplantation, 21(1):72-7.
http://search.proquest.com/docview/858241664/fulltextPDF?accountid=25278
Watson, J. (2010). Caring science and the next decade of
holistic healing: Transforming self and system from the inside out.
Beginnings (American Holistic Nurses' Association), 30(2). Watson,
J. (2008). Social justice and human caring: A model of caring
science as a hopeful paradigm for moral justice for humanity.
Creative Nursing, 14(2).
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a24b6828-f0e9-47f8-8e8f-93da8b77d024%40sessionmgr15&vid=2&hid=7Wilson,
J. (2009). The application of Orem's Self-Care Model to burn care.
Journal of Burn Care and Research, 30(5).
DOI:10.1097/BCR.0b013e3181b48a2d.
http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?WebLinkFrameset=1&S=FPBFFPCFLMDDIDAANCPKPFDCGPBDAA00&returnUrl=ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c01253092-200909000-0014%26S%3dFPBFFPCFLMDDIDAANCPKPFDCGPBDAA00&directlink=http%3a%2f%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCDCPFAALM00%2ffs046%2fovft%2flive%2fgv025%2f01253092%2f01253092-200909000-00014.pdf&filename=The+Application+of+Orem%27s+Self-Care+Model+to+Burn+Care.&pdf_key=FPDDNCDCPFAALM00&pdf_index=/fs046/ovft/live/gv025/01253092/01253092-200909000-00014
Recommended Web Sites:
National Council of State Board of Nursing, Inc.
(http://www.ncsbn.org)
California Board of Registered Nursing
(http://www.rn.ca.gov)
Center for Disease Control and Prevention (CDC)
(http://cdc.org)
National Institute of Health (NIH) (http://nih.org)
American Nurses Association (ANA)
(http://www.nursingworld.org)
Lippincotts Nursing Center (http://www.nursingcenter.com)
Quality Safety Education for Nurses (qsen.org)Teaching/Learning
Strategies:
Lecture, discussion, videos, demonstration and return
demonstration, clinical practice, pre or post conferences, seminar,
student verbal presentations, math competency, serve in selected
clinical agencies and community agencies/activities (health fair,
flu shots), medication assignments, individual conferences and
completion and comprehension of assigned topics are examples of
teaching strategies utilized in this course.
Student Learning Responsibilities:
Learning of any new skill requires the student to acquire basic
knowledge of the subject matter, to modify attitudes that may
impede learning and acquire attitudes that will facilitate
learning. The student needs also to practice use of the new
knowledge in appropriate settings in order to link the new
knowledge and skill to memory and make the material available for
future use. A variety of learning activities will be undertaken as
part of this class, and students are encouraged to experiment with
new ways of learning as well as to use the ones with which they are
most familiar and comfortable. The student is expected to be a
self-motivated and active adult learner who takes initiative to
meet the objectives of the course and her/his personal learning
objectives for the course.
Learning activities in which students will be engaged in this
course include:
1. Completing required readings for every class
2. Doing reflective analysis and journaling reactions, ideas and
questions that emerge from reading, preparation of assignments or
seminars.
3. Actively listening in class lectures/discussions and
responding to questions posed by faculty or peers.
4. Actively participating in class discussions and seminar
presentations of peers.
5. Preparing for and presenting individual and group student
work in class.
6. Preparing and leading seminars with another student.
Role of the Faculty:
The role of faculty in this graduate course will be primarily as
an experienced consultant who is available to guide and assist
students in meeting the course requirements. Faculty will introduce
the course, prescribe required reading and learning activities that
will facilitate students in their learning of course material, and
provide guidance, support and organization so that students may
progress in meeting their own learning objectives and those of the
course. Students are expected to exercise personal initiative and
decision-making in all aspects of the course, sharing those
responsibilities with others when appropriate.
Evaluation:
Basis of GradePercentage
Completion of Self/Peer Evaluations2%
Completion of Group Evaluations3%
Discussion Questions (2) 10%
Theoretical Concept Group Paper25%
Brochure for Theory Adoption (individual)25%
Theory Utilization_Film Presentation35%
Total Possible*100%
Grading:To pass each nursing course, students must obtain a
cumulative grade of 80% (B) for all clinical courses or 78% (B-)
for all Non-clinical courses (Please see chart below). However, in
all graduate nursing tracks, an overall grade point average of B or
better is required to progress in the program. Students must pass
the assigned pass/fail components of each course and must complete
all clinical hours where required. Grading criteria per School of
Nursing standards is listed below:
Grading criteria/scale per School of Nursing standards are
listed below:AA-94% or above 90-93%4.00 3.67 Outstanding mastery of
the subject: excellence evident in preparation for and attendance
in class sessions, curious and retentive mind, unusual ability to
analyze and synthesize material, with a positive attitude making
productive contributions to the learning community in classroom
B+
86-89 %
3.33
Above average student in terms of attendance, preparation, time
management, mostly consistent in test taking, and attitude
B80-85%3.00Above average student in terms of attendance,
preparation, time management, mostly consistent in test taking, and
attitude
B-78-79%2.67Above average student in terms of attendance,
preparation, time management, mostly consistent in test taking, and
attitudeRepeat the Clinical Course Inadequate/insufficient
performance
C+
76-77 %2.33 Average or typical student in terms of attendance,
preparation, time management, inconsistent test taking, and
attitudeRepeat the Clinical/Non-Clinical course
Inadequate/insufficient performance
C74-75%2.00Repeat the Clinical/Non-Clinical course
Inadequate/Insufficient performance
C-72-73%1.67Repeat the Clinical/Non-Clinical course
Inadequate/Insufficient performance
D+70-71%1.33Repeat the Clinical/Non-Clinical course
Inadequate/Insufficient performance
D68-69%1.00Repeat the Clinical/Non-Clinical course
Inadequate/Insufficient performance
D-66-67%0.67Repeat the Clinical/Non-Clinical course
Inadequate/Insufficient performance
F< 65%0.00Failure, Repeat the Clinical/Non-Clinical course
Inadequate/Insufficient performance
Clinical and Non-Clinical Courses
ELM
Clinical (Pass with B >80%)Non-Clinical (Pass with B- >78%
)
NUR 510 PharmacologyNUR 500 Concepts of Professional Nursing
NUR 511 Fundamentals of Nursing and Care of Older AdultsNUR 516
Pathophysiology
NUR 512 Medical Surgical NursingNUR 621 Advanced Nursing
Theory
NUR 513 Maternal Child NursingNUR 635 Nursing Research
NUR 515 Community Health NursingNUR 627 Fundamentals of
Epidemiology and Bio-statistics for Nursing
NUR 517 Psych/Mental Health NursingNUR 628 Health Systems
Management
NUR 619 Residency I (Clinical Internship)NUR 639 Perspectives in
Nursing Issues
NUR 520 Physical AssessmentNUR 642 Race, Ethnic and Cultural
Diversity in Health and Illness
NUR 629 Residency II (Leadership)
NUR 618 Advanced Medical Surgical Nursing
FNP
Clinical (Pass with B >80%)Non-Clinical (Pass with B- >78%
)
NUR 610 Adv. PharmacologyNUR 616 Advanced Pathophysiology
NUR 620 Adv. Physical AssessmentNUR 631 Health Promotion
NUR 630 Primary Care of Adults/AgedNUR 621 Nursing Theory
NUR 632 Primary Care of Women/ChildrenNUR 642 Cultural
Diversity
NUR 630 PracticumNUR 628 Health Systems Mgmt.
NUR 639 Perspectives
NUR 627 Bio/Epi Stats
ANE
Non-Clinical (Pass with B- >78% )
NUR 622 Education Theories
NUR 623 Evaluation Methods in Nursing Education
NUR 624 Curriculum and Instruction
NUR 626 Education Residency
NUR 625 Practicum in Nursing Education
CDU University Grading System
http://www.cdrewu.edu/assets/pdfs/CDUCatalog20132014online.pdfUniversity
Grading System
The University generally uses a letter grade evaluation and
reporting system based on a 4.0 grade point formula. Earned grades
and grade points are awarded according to the following
schedule:
A Excellent 4.00
A- Excellent 3.67
B+ Above Average 3.33
B Above Average 3.00
B- Above Average 2.67
C+ Average 2.33
C Average 2.00
C- Below Average 1.67
D+ Below Average 1.33
D Below Average 1.00
D- Below Average 0.67
F Failure 0.00
U Unauthorized Withdrawal 0.00
AU Audit No grade points
W Withdraw No grade points
I Incomplete No grade points
CR Credit No grade points
NC No Credit No grade points
SP Satisfactory Progress No grade points
Assessment Testing and Remediation: HESI-NCLEX-RN
Preparation
Policies and Procedures
__________________________________________________________________________
I. Mervyn M. Dymally School of Nursing (MMDSON) at Charles Drew
University (CDU) is committed to providing resources designed to
assist graduates to be successful with our rigorous course of study
and to pass the NCLEX-RN examination the first time. Participation
in the Elsevier HESI Assessment Testing and Remediation Program is
mandatory for all students and incorporates the use of case
studies, quizzes, specialty exams, online courses and the RN exit
exams to assess and assist students in preparing for the NCLEX-RN
exam. The aforementioned activities must be completed as specified
in the course syllabi, in order to progress and matriculate in the
School of Nursing.
II. Completion of the following Elsevier HESI exams are required
in the following courses:
Year One, Semester One
A. NUR 511: Fundamentals of Nursing and Care of Older Adults
B. NUR 520: Physical Assessment
C. NUR 516: Pathophysiology
Year One, Semester Two
D. NUR 512: Medical-Surgical Nursing
E. NUR 510: Pharmacology
Year One, Semester Three
F. NUR 513: Maternal Child Nursing
G. NUR 515: Community Health Nursing
Year Two, Semester One
H. NUR 517: Psychiatric/Mental Health Nursing
I. NUR 518: Advanced Medical Surgical Nursing (Critical
Care)
J. NUR 518: Advanced Medical Surgical Nursing (RN Exit
Exams)
III. The faculty of MMDSON will coordinate scheduling of
computer-administered proctored assessments and it is imperative
that all students must be present on exam day(s). As a general
rule, specialty examinations will be administered near the end of
the semester.
IV. The desired level of achievement on a HESI Specialty Exam or
RN Exit Exam is a Score of 850.
A. Throughout the course of the semester, faculty will assign
quizzes and case studies for students to complete, in preparation
for the Specialty Exams. Course faculty will determine the date the
quizzes are to be completed. Immediately upon completion of the
quizzes, students should review the rationale for each question and
determine areas that they need to review in preparation for the
Specialty Exam.
B. Students must complete the online proctored Specialty Exam
Version 1 at the scheduled time. Students who achieve a HESI Score
of 850 or greater meet the HESI course requirements and earn 25% of
their course grade. If the score on the proctored Specialty Exam is
below 850, the student is required to remediate and must retake the
test (Version 2). Following test administration, students receive a
score and an online remediation plan for each question missed.
Course Grade Possible in Courses with HESI Specialty or Exit
ExamHESI Specialty/Exit Exam Scores
Scores below 850 require remediation prior to re-testing for
Version 2
Version 1 25%850-Above, Final grade will be based on Version
1
Version 2 20%850-Above
Version 2 15%800-849
Version 2 10%750-799
Version 2 0%Below 749
At Faculty discretion, the HESI specialty exams could be used as
the final exam for the course. The following remediation policy is
required in each specialty course.
A. Students must devote the following documented hours to study
the assigned remediation content.
B. Each student must sign in at the LRC with the Peer Tutors and
work on their remediation content completing the following
mandatory hours of remediation based on their HESI score:
HESI Score: Hours of remediation
800-849: 2 hours700-799: 3 hours600-699: 4 hours500-599: 5
hours400-499: 6 hours300-399: 8 hours
C. The student must write out at least three (3) key issues that
are top priority of study for each of the recommended remediation
section(s).
D. The student must write out at least five (5) key information
for each of the three identified top priority areas.
E. Individual remediation study packets and Signed Evidence of
remediation hours spent at the LRC with the Tutors must be printed
out and handed to the instructor for admission into the Specialty
Exam Version 2.
F. Failure to hand in your remediation study packet will result
in zero points for the HESI Exam.
Students must provide evidence of remediation to course faculty
before receiving approval to take Version 2 of the proctored
Specialty or Exit Exam. Students who achieve a HESI score of 850 or
greater on Version 2 of the exam will earn 20% of their course
grade. Students who do not achieve a HESI Score of 850 or greater
after Version 2 will only earn partial grades based on their HESI
performance: 15% for 800-849, 10% for 750-799, and 0% for any score
lower than 750.
Specialty Exams must be completed by the due date identified in
the appropriate course syllabus/schedule. Failure to complete the
proctored Specialty Exams will result in forfeiture of the 25% HESI
portion of the course grade.
1. C. Faculty in (NUR 518 Advanced Medical Surgical Nursing)
will assign completion dates for the Critical Care Exam and RN Exit
Exam. Students must take Version 1 and 2 of the RN Exit Exam. A
mandatory HESI Exit Exam at the end of Advanced Medical Surgical
Nursing. All students must meet the Benchmark of 850 to signify the
successful completion of the pre-licensure portion of the ELM
program and qualify the students to complete the NCLEX application.
The HESI Exit Exam will constitute 25% of the total course grade.
Failure to meet the benchmark means that the student must repeat
the exam to a maximum of two total attempts. Student must complete
and document evidence of required remediation to retake the exam.
Failure to achieve required benchmark on the second exam may
constitute failure of the Advanced Medical Surgical Nursing Course
and Student must retake the course to complete the Pre-licensure
portion of the Entry Level Masters (ELM) Track.
V. Completion of the designated HESI examination(s) is a
mandatory course requirement. Poor performance on the proctored
assessment may adversely affect a students grade.
VI. Any student, who scores below 850 on Version 2 on the HESI
Specialty or Exit Exam, must make an individual appointment with
their Course Lead faculty and his/her advisor to discuss results
and develop an individualized plan of study and review, based upon
performance.
VII. A mandatory three month NCLEX Preparatory Program is
scheduled during the last pre-licensure semester of the ELM
program. All students must participate fully with all scheduled
examinations and audio-video assignments, Question banks, Question
Trainers, Sample Tests, etc. Students must show progressive
improvement on NCLEX Prep exams offered during the NCLEX Prep
Program.
Mid-term Warning
Mid-term warning is assigned to any student obtaining an average
grade of less than "B" ( Nursing Grand Theories
> Middle Range Theories
> Specific or Practice Theories
Meta Theory
Clinical applications
Future of Nursing Theory Read and be prepared to discuss:
Alligood: Chs. 1, 5-37
February 27, 2015Friday
9am-3pm
Patricia Benner: Novice to Expert
Jean Watson: Philosophy and Science of Caring
Metaparadigm Concepts in Nursing Care
--Person, Environment, Health, Nursing
MMDSON Nursing Practice Model5. QSEN Competencies
6. Major types of Models/theories
Systems models
Leadership theories
Organizational behavioral theories
AACN Synergy Model
Family theories
Geriatric theories
Caring theories
Behavioral theories
End-of-life theories
Educational theories
Culture models
Change theories
Read and be prepared to discuss: Alligood: Chs. 1, 5-37
Group Concept Comparison Paper due (Must include the SafeAssign
report of no more than 20%).
April 1, 2015WednesdayFilm Presentation due to Dr. Ume on a
FLASH DRIVE (No CDs please)
ALL Group film presentations are due on this day. No
exceptions.
April 2, 2015
Thursday
11am-5pm
Student Presentations of Nursing Philosophies, Theories, &
Models Smith and Bazini-Barakat: Public Health Nursing Practice
ModelNursing Philosophies
Florence Nightingale
Jean Watson: Transpersonal Caring
Benner: From Novice to Expert
Nursing Conceptual Models Dorothea Orems Self-Care Deficit
Theory of Nursing Martha Rogers Unitary Human Beings
Betty Neumans Systems Model in Nursing Practice Roys Adaptation
Model Dorothy Johnsons Behavioral System Model in Nursing
Practice
GROUP FILM PRESENTATIONS
April 3, 2015
Friday
9am-3pm
Nursing Theories
Anne Boykin, & Savina Shoenhofers Theory of Nursing as
Caring: A Model for Transforming Practice
Afaf Meleis Transitions Theory
Nola J. Penders Health Promotion Model
Madeleine Leiningers Cultural Care, Diversity and Universality
Theory
Margaret Newmans Health as Expanding Consciousness Theory
Erickson, Tomlin, & Swains Modeling and Role-Modeling
Theory
GROUP FILM PRESENTATIONS
April 23, 2015Thursday
11am-5pm
Nursing Middle Range Theories Cornelia Ruland & Shirley
Moores Peaceful End of Life Theory Kristen Swansons Theory of
Caring Virginia Hendersons Philosophy on 14 Needs
Swansons Theory of Caring Mercers Maternal Role Attainment
Mishels Uncertainty in Illness
Reeds Self-TranscendenceGROUP FILM PRESENTATIONS Discussion
Question Two Due
April 24, 2015
Friday
9am-3pm
End of Course Discussion:
Program Learning Outcomes Review of PaperFINAL ClassGroup
Evaluations due
Self and Peer Evaluations due
Spring 2015 ASSIGNMENTS
Group Concept Comparison Paper
Application and Integration of Care Model/Theory 20%.
Please see Grading Rubrics below.
1. Briefly synthesis the theoretical contributions of each of
the two theories assigned to your group.
2. Identify the compatibility of the models/theories with your
philosophy of nursing practice.
3. What are some of the similarities and differences of these
two theories.
4. Suggest how these two theories could be used by a nurse
in:
a. Clinical Practice (specify a nursing unit or specialty
area).
b. Nursing Education (specify level of nursing education Eg.
Pre/post-licensure;
c. Nursing Research.
5. Integrate the use of these theories with an application of
the QSEN Model
THIS IS A GROUP ASSIGNMENT. EVERY MEMBER OF THE GROUP MUST
PARTICIPATE EFFECTIVELY IN PLANNING, DEVELOPING, WRITING AND
PRESENTING THIS PAPER.
Each group will be assignedtwo theories that are relevant to
nursing practice. In assisting you to obtain information for the
development of your paper, include use of primary resources
(up-to-date articles [no more than 5 years] and books written by
the theorists), secondary sources, research articles, and clinical
practice articles. Excellent resources are the journals; Advances
in Nursing Science, Image, and Nursing Science Quarterly. Use the
following criteria to guide the development of your Nursing Concept
Paper.
DO NOT USE THE TEXTBOOKS (ALLIGOOD) AS YOUR PRIMARY RESOURCES
FOR THIS PAPER.
This paper should be a SYNTHESIS of current literature on the
theory/model, not a regurgitation of information from the
textbook/articles.
Your final paper should be no more than 6 pages of content,
excluding cover page, figures/appendices and reference pages. We
will stop grading after 6 pages of content.
All papers must be submitted through safe assign and must not
have a match of no more than 20%. This percentage must not exceed
20%. The following penalty will be effective for all paper
assignments with high Safe Assign scores: 21%-30% =1 point, 31%-40%
=2 points, 41%-50% = 3 points, Over 50%, will earn the student a
ZERO on that paper.
There will be NO opportunity to re-write the paper after the
paper has been graded, so please ensure that you closely attend to
the requirements of the grading rubric, APA format, proper
citations, and references. Ensure that there is no typographical
errors, spelling or grammatical errors in the paper. Call, email or
meet us if you need assistance with the paper. Prior to when it is
due.
NUR 621 Advanced Nursing Theory
Spring 2015 AssignmentsStudent NamesGroup AssignmentsAssigned
Theories/Models
Nursing Theory Application Brochure= 25%: DUE Sunday, February
15, 2015This is an individual assignment.
Please select a nursing theory that has resonated with you.
Design a brochure that nursing administration could use to
introduce this theory to their nursing staff, faculty or patients
within their nursing clinical unit, education or research
environment.
In a simple and concise manner, describe the selected theory and
how it could be useful and relevant to your chosen nursing
environment. Please pay close attention to ensure that you attend
to the following criteria:1. Briefly describe the nursing
environment that you wish to support (2 point)
2. Describe the nursing theory/model that you plan to introduce
(2.0 points)
3. What are the strengths of that nursing theory? Why is it
useful and relevant to that particular nursing unit, educational or
research environment? (3.0 point)
4. Has other similar agencies used the theory? If so, give some
brief examples (3.0 point)
5. Select any two concerns below (10 points):Design a
professional brochure that expresses clearly how your chosen theory
could be applied to improve quality of any two of the following
areas:
1. Patient care
2. Nursing education
3. Nursing research
4. Health disparities
6. Creativity: clarity and conciseness of the brochure (5.0
points)
Total
(25.0 points)
Group Concept Comparison Paper = 25%
Application and Integration of Care Model/TheoryDUE Friday,
February 27, 2015Each Group must address the specific group
content/questions belowMust include:
Introduction: 2%
Group content: 16% (see below 4% for each question)
Conclusion: 2%
APA: 4%
References: 1% (At least 5 peer reviewed articles within the
last 5 years)Total
(25.0 points)
Nursing Theory - Group FILM Presentation (35%)
Analysis and Utilization of Nursing Theory
DUE Wednesday, April 1, 2015
Each Group must address the specific group content/questions
belowMust include :
Introduction: 1.5%
Group content: 12% (see below)
Improvement in two nursing areas: (10%) Conclusion
(1.5 points)
Creativity
(5.0 points)
Is the presentation clear and concise? (2.0 point)
Ability to answer questions about the topic
(2.0 point)
APA and References: 1% (At least 5 peer reviewed articles within
the last 5 years)Total
(35.0 points)
Groups 1 and 71. Briefly discuss the background and central
themes/concepts for your assigned theories/models. 2. Define and
describe theory in relation to its multiple purposes and use in
advanced nursing practice.3. Describe process of theory development
and concept formation.
4. Distinguish between philosophical theories and models
Groups 2 and 81. Briefly discuss the background and central
themes/concepts for your assigned theories/models.2. Discuss the
major elements of conceptual models in nursing practice
3. Discuss the significance of nursing models for development of
a theoretical and scientific body of knowledge.
4. Use established criteria to analyze, evaluate, critique, and
compare/contrast nursing theories/models.
Groups 3 and 91. Briefly discuss the background and central
themes/concepts for your assigned theories/models.2. Discuss the
current status of theory development in nursing.
3. Discuss the relationship of nursing theory to nursing
practice.
4. Discuss the role of nursing theory to development of nursing
knowledge.
Groups 4 and 10
1. Briefly discuss the background and central themes/concepts
for your assigned theories/models.2. Evaluate assigned nursing
theories and models in terms of:
3. Level of development
4. Use of the theories in relation to the current and future
needs of nursing practice, education and research.
Groups 5 and 111. Briefly discuss the background and central
themes/concepts for your assigned theories/models.2. Analyze
assigned leadership or practice models in relation to their impact
on patient care outcomes;
3. Analyze assigned models in relation to their impact on
nursing education outcomes and
4. Discuss the pros and cons of using technology in nursing
education.
Groups 6 and 12
1. Briefly discuss the background and central themes/concepts
for your assigned theories/models.2. Evaluate the impact of nursing
theories to use or adoption of technology in nursing practice. Use
real examples from practice environments, include the pros and cons
of using technology in nursing practice.
3. Discuss the pros and cons of using technology in nursing
education.
4. Discuss the impact of the assigned models/theories on the
management of ethical issues in nursing practice, education and
health disparities.
Spring 2015 Score Grading Rubric
Individual Assignment
Nursing Theory Application Brochure (25%)
Student Name:
_______________________________________________________________Theorist
____________________________________________________________________
Title of Theory/Model:
________________________________________________________Submit your
Brochure on Blackboard by due date.This is an individual
assignment.
Please select a nursing theory that has resonated with you.
Design a brochure that nursing administration could use to
introduce this theory to their nursing staff, faculty or patients
within their nursing clinical unit, education or research
environment.
In a simple and concise manner, describe the selected theory and
how it could be useful and relevant to your chosen nursing
environment. Please pay close attention to ensure that you attend
to the following criteria:1. Briefly describe the nursing
environment that you wish to support (2 point)
2. Describe the nursing theory/model that you plan to introduce
(2.0 points)
3. What are the strengths of that nursing theory? Why is it
useful and relevant to that particular nursing unit, educational or
research environment? (3.0 point)
4. Has other similar agencies used the theory? If so, give some
brief examples (3.0 point)
5. Select any two concerns below (10 points):Design a
professional brochure that expresses clearly how your chosen theory
could be applied to improve quality of any two of the following
areas:
a) Patient care
b) Nursing education
c) Nursing research
d) Health disparities
7. Creativity: clarity and conciseness of the brochure (5.0
points)
Total
(25.0 points)Group Concept Comparison Paper = 25%
Application and Integration of Care Model/TheoryGroup No:
_____________ Theorist(s):
__________________________________________Title of Theory/Model(s):
_______________________________________________________Names of
Groups Members:
1.___________________________________ 2.
____________________________________
3. ___________________________________ 4.
_____________________________________
5. ___________________________________ 6.
_____________________________________
Submit your completed paper to Safe Assign on Blackboard at
least 48 hours prior to your due date. All papers must be submitted
through safe assign and must not have a match of no more than 20%.
This percentage must not exceed 20%. The following penalty will be
effective for all paper assignments with high Safe Assign scores:
21%-30% =1 point, 31%-40% =2 points, 41%-50% = 3 points, Over 50%,
will earn the student a ZERO on that paper.
The paper must include the title page, reference list, (tables,
figures, appendices are optional), and must follow the 2010 APA
format guidelines (6th edition). At least five (5) researched
peer-reviewed articles listed in the reference page(s) all original
authors; within 5 years of publication. All referenced articles
must be cited in the body of the paper and in APA.
There will be NO opportunity to re-write the paper after the
paper has been graded, so please ensure that you closely attend to
the requirements of the grading rubric, APA format, proper
citations, and references. Ensure that there are no typographical
errors, spelling or grammatical errors in the paper. Call, email or
meet me if you need assistance with the paper at least one week
prior to assignment due date.Post your final paper to Blackboard
and submit a hardcopy to me in class. Print and attach a copy of
this rubric to your hard copy with the names of all your group
members.Each Group must address the specific group
content/questionsMust include:
Introduction: 2%
Group content: 16% (see color coded description of assignment 4%
for each question)
Conclusion: 2%
APA: 4%
References: 1% (At least 5 peer reviewed articles within the
last 5 years)Total
(25.0 points)Nursing Theory - Group FILM Presentation (35%)
Analysis and Utilization of nursing theoryGroup No:
_____________
Theorist(s):
__________________________________________________________________
Title of Theory/Model(s):
_______________________________________________________Names of
Groups Members:
1.___________________________________ 2.
____________________________________
3. ___________________________________ 4.
_____________________________________
5. ___________________________________ 6.
_____________________________________
Submit your Flash drive with the Film to your Professors and
post on Blackboard at least 48 hours prior to your scheduled day of
presentation.
Print and bring to class copies of this grading rubric with the
names of all your group members for each of the Professors).
Each Group must address the specific group content/questions
belowMust include :
Introduction: 1.5%
Group content: 12% (see color coded description of
assignment)
Improvement in two nursing areas: (10%) Conclusion
(1.5 points)
Creativity
(5.0 points)
Is the presentation clear and concise? (2.0 point)
Ability to answer questions about the topic
(2.0 point)
APA and References: 1% (At least 5 peer reviewed articles within
the last 5 years)Total
(35.0 points)Spring 2015 GROUP EVALUATION: FILM PRESENTATIONS
(3%)Group Presentation (Please copy and paste to evaluate each
group)Two days prior to the class presentation, the students
presenting should provide the class and the instructor with the
presentation content. Individual participation grades will be
partially based on the input from the Peer evaluation form
completed by each member of the class.Group NO: ____Theory
Presented_______________________________ Date __________STUDENT
NAME:___________________________________________________________
STUDENT
NAME:___________________________________________________________
STUDENT
NAME:___________________________________________________________
STUDENT
NAME:___________________________________________________________
STUDENT
NAME:___________________________________________________________
STUDENT
NAME:___________________________________________________________
Criteria for Evaluation
Possible Points
Student Points
Introduction/Content Relevance to Nursing
1
Summary and Conclusion, Organized Content
1
Presentation Style including audio/visual aids
1
Ability to answer questions about the topic
1
References
1
Total
5
Comments:
Spring 2015 Self/Peer Evaluation of Participation in Small Group
Activities (2%)
Member evaluated: ___________________ Evaluator
__________________
Peer input is needed to help evaluate individual group member
efforts in order for the instructor to fairly evaluate the students
achievement of these criteria.
Directions
1.Read each item carefully and answer as objectively as you
can.
2.Rate each group member using the criteria stated using a scale
of 1 (almost never) to 5 (almost always). Make any supporting
comments you believe to be pertinent in the space provided.
3.Complete this form and return it to the course faculty on the
day of your groups presentation.
Almost Almost
Never Always Comments1.Met target dates for completing
assignments1 2 3 4 5
2.Attended all group meetings1 2 3 4 5
3.Shared relevant professional literature1 2 3 4 5
4.Made comments which reflected analysis of
topic under discussion1 2 3 4 5
5. Contributed to and did not dominate discussion1 2 3 4 5
6. Respected rights of classmates, encouraged
other members participation1 2 3 4 5
7.Behaved in a way that facilitated the group
meeting their tasks1 2 3 4 5
8.Demonstrated skill in a variety of roles
required for group interaction1 2 3 4 5
9.Fostered a sense of belonging to the group1 2 3 4 5
Additional Comments:
Program Assessment
Entry-Level Masters of Science in Nursing Degree Program
Curriculum Map
Summary of Learning Outcomes ELM-MSN degree plan of full-time
study includes 6-semester sequence of 18 courses and 80 credit
units. Following Tables present the curriculum mapping of the
EL-MSN degree in relation to the student learning outcomes aligned
to the CDU and EL-MSN program learning outcomes. Students learning
outcomes are assessed to progressively advance from initial stage
to highly developed stage for the CNL preparation, based on the
standard rubric of the Western Association of Schools and Colleges
(WASC) through the 6 semesters of study.
CDU Student Learning Outcomes (ULO) - What Students Can
Demonstrate Upon Graduation:
1. Demonstrate excellence in their chosen field of study (PLO 2,
3, 4. 5)2. Evaluate, use, and/or conduct research (PLO 1. 9).
3. Demonstrate compassion and cultural sensitivity, with a
special commitment to serving diverse and underserved populations
(PLO 10).
4. Demonstrate responsible, empathetic, and ethical professional
behavior (PLO 6, 7, 8).
Table 1 NUR 521: Nursing Theory Learning Outcomes
CoursesULO1 ExcellenceULO2 ResearchULO3 DiversityULO4
Responsible Profession
PLO2 nursing practicePLO3 MSNPLO4
HealthPLO5 communicationPLO1 knowledgePLO9 researchPLO10 values
& learningPLO6 improve practicePLO7 patient rightsPLO8
leadership
READING
Text:
Alligood 2014E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Reqd. Reading:E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Internet sourcesE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
INTERACTIVE LECTURE/DISCUSSION
Knowledge ModelsE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Personal and professional growth and
development.E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Educator and advocate.E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Leader / member of a health care team
E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
ASSIGNMENTS
Group Film Presentation: Analysis and evaluation of a nursing
theory
E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Concept Comparison Paper: Application and integration of care
model/theory
E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Nursing Theory Application Brochure
E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
Discussion Questions (One and Two)
E/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
WASC Rubric on student learning assessment: I= Initial, E=
Emerging, D= Developed, H= Highly developed Table 2. EL-MSN
Curriculum Map aligned to the university and program student
learning outcomes (ULO and PLO) with rubric to assess expected
progression.
CoursesULO1 ExcellenceULO2 ResearchULO3 DiversityULO4
Responsible Profession
PLO2 nursing practicePLO3 MSNPLO4
HealthPLO5 communicationPLO1 knowledgePLO9 researchPLO10 values
& learningPLO6 improve practicePLO7 patient rightsPLO8
leadership
NUR500 Concepts of Professional NursingEE/DEE/DEEE/DEEE/D
NUR511 Fundamentals of Nursing and Care of Older
AdultsE/DEE/DE/DE/DE/DE/DE/D
NUR516 PathophysiologyEE/DE/DE/DE/DE/DE/DEE
NUR520
Physical AssessmentEE/DE/DE/DE/DE/DE/DE/D
NUR510
PharmacologyE/DE/DE/DE/DE/DE/DE/DE/D
NUR621 Advanced Nursing TheoryE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR512
Medical-Surgical NursingE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR513
Maternal Child NursingE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR642 Race Ethnic and Cultural Diversity in Health and
IllnessE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR628 Health Systems ManagementE/DE/DE/DE/DE/DE/DE/DE/D
NUR517
Psych/Mental Health NursingDE/DE/DDE/DDE/DDE/D
NUR639
Perspectives in Nursing IssuesDE/DE/DDDE/DDE/DDE/D
NUR618
Advanced Medical Surgical NursingDDDDD DDDD
NUR635 Nursing ResearchDE/DDDDDDE/DDE/D
N515 Community Health NursingDDDDDE/DDDDD
NUR619 Residency I -Clinical InternshipDDDDDDD/HDDD
NUR629 Residency II -LeadershipDDDDDDD/HDDD
NUR627 Fundamentals of Epidemiology and Biostatistics for
NursingDDD/H
WASC Rubric on student learning assessment: I= Initial, E=
Emerging, D= Developed, H= Highly developed
EL-MSN Program Terminal Objectives (Program Learning Outcomes -
PLO)
1. Synthesize theoretical and empirical knowledge derived from
the physical and behavioral sciences and humanities as a basis for
professional nursing practice. (ULO2).
2. Apply the nursing process to all levels of practice using the
steps of assessment, diagnosis, outcomes identification, planning,
interventions, and evaluation. (ULO1)3. Demonstrate competent
practice as a masters prepared registered nurse in a variety of
settings. (ULO1)4. Implement health promotion and disease
prevention strategies for population-based practice that
incorporates systems, the community, individuals and families.
(ULO1)5. Communicate effectively using oral, written, and
technological skills in clinical, educational, and professional
settings. (ULO1)6. Demonstrate ethical nursing practice to improve
professional nursing practice, the work environment, and influence
improvement in healthcare. (ULO4)7. Advocate for the patients
rights, healthcare policies and finance systems. (ULO4)8. Provide
leadership in collaborative efforts with interdisciplinary and
interdisciplinary teams, thus providing a broad approach to complex
patient care and community problems. (ULO4)9. Demonstrate a spirit
of inquiry and critically analyzes data, research findings, and
other evidence to advance nursing practice, initiate change, and
promote quality health care. (ULO1)10. Formulate a professional
philosophy that incorporates a commitment to human values and
lifelong learning. (ULO3)Table 3: MSN-ELM Curriculum Map aligned
CNL core competencies per AACN 2007 White Paper.
Core Competencies per AACN on CNL Competencies Critical
thinking
Communication Assessment Nursing Tech & Management Health
PromotionIllness and Disease Mgmt Inf. & Health Care Tech
Ethics Human Diversity Global Health Care Health Care Sys &
PolicyProvider & Manager of Care Coordinator of Care Member of
ProfessionTransition to Practice
Courses123456789101112131415
NUR500 Concepts OF Professional NursingXXXXXXXXXXX
NUR510 PharmacologyXXXXXXXXXXXX
NUR511 Fundamentals of Nursing and Care of Older
AdultsXXXXXXXXX
NUR516 Pathophysiology XXXXXXXXXXXX
NUR520 Physical Assessment XXXXXXXX
NUR621 Advanced Nursing Theory XXXXXXX
NUR512 Medical-Surgical NursingXXXXXXXXXX
NUR513 Maternal Child Nursing XXXXXXXXX
NUR642 Race Ethnic and Cultural Diversity in Health and
IllnessXXXXXXXX
NUR628 Health Systems Management XXXXXXXXXXX
NUR517 Psych/Mental Health NursingXXXXXXXXXXXXX
NUR639 Perspectives in Nursing Issues XXXXXXX
NUR635 Nursing Research XXXXXXX
NUR515 Community Health Nursing XXXXXXXXXXXXXX
NUR619 Residency I -Clinical InternshipXXXXXXXXXXXXXX
NUR629 Residency II -LeadershipXXXXXXXXXXXXXX
NUR627 Fundamentals of epidemiology and biostatisticsXXXXXX
CNL Core Competencies per AACN White Paper on CNL
Competencies
1. Critical Thinking
2. Communication
3. Assessment
4. Nursing Technology and Resource Management
5. Health Promotion, Risk reduction and disease prevention
6. Illness and Disease management
7. Information and health care technology
8. Ethics
9. Human diversity
10. Global health care
11. Health Care Systems and Policy
12. Provider and Manager of care
13. Designer/manager/coordinator of care
14. Member of a profession
15. Transition of the practice settingTable 4: MSN-ELM
Curriculum Map aligned The Essentials of Masters Education in
Nursing per AACN. NUR 621: Advanced Nursing Theory
Masters Essential #ObjectivesBaccalaureate in Nursing
Essentials #Objectives
Essential I: Background from Practice from Sciences and
Humanities1Essential I: Liberal Education for Baccalaureate
Generalist Nursing Practice1
Essential II: Organizational and Systems Leadership 4,Essential
II: Basic Organizational and Systems Leadership for Quality Care
and Patient Safety 4,5
Essential III: Quality Improvement and Safety1, 2, 4Essential
III: Scholarship for Evidence Based Practice1,5
Essential IV: Translating and Integrating Scholarship into
Practice1,2Essential IV: Information Management and Application of
Patient Care Technology1
Essential V: Informatics and Healthcare Technologies
1Essential V: Health Care Policy, Finance, and Regulatory
Environments
Essential VI: Health Policy and Advocacy
Essential VI: Interprofessional communication and collaboration
for improving Patient Health Outcomes
1, 4
Essential VII: Interprofessional Collaboration for Improving
Patient and Population Health Outcomes2,3, 4Essential VII: Clinical
Prevention and Population Health 3
Essential VIII: Clinical Prevention and Population Health for
Improving Health
Essential VIII: Professionalism and Professional Values2
Essential IX: Masters-Level Nursing Practice1, 3, 4Essential IX:
Baccalaureate Generalist Nursing Practice4
1. Provide nursing care utilizing professional knowledge and
core competencies (critical thinking, communication, assessment,
and technical skill) derived from a foundation of nursing science,
and general education.1. Demonstrate initiative for continual
personal and professional growth and development.2. Act as a
patient advocate and family educator to promote optimal health and
well-being.
3. Function independently and collaboratively, both as a leader
and/or member of health care team to manage and coordinate care4.
Utilize professional guidelines to provide safe patient care.Table
4B: MSN-CNL Curriculum Map aligned The Essentials of Masters
Education in Nursing per AACN.
Course ObjectivesMasters Essential #
NUR 621 Advanced Nursing Theory
1. Define and describes theory in relation to its multiple
purposes and utility in advanced nursing practice.
III, IX
2. Analyze various leadership models and nursing practice models
in the context of nursing practice for their impact on patient
outcomes.
III
3. Describe the process of theory development.
VII, vii
4. Understand and engages in the process of concept
formation.
I, III, VIII
5. Distinguish between models and theories in nursing.
III, V, IX
6. Comprehend the major elements of the conceptual models for
nursing practice that are currently in use.
VIII,III
7. Discuss the significance of nursing models for development of
a theoretical and scientific body of knowledge.
II, III, V, VII,VI, V
8. Use established criteria to analyze, evaluate, critique, and
compare/contrast nursing theories/models.
II, III, V, VII,VI, V
9. Discuss the current status of theory development in nursing
and its relation to nursing practice and the development of nursing
knowledgeVIII, IX
10. Evaluate selected nursing theories and models in terms of
level of development, and utility relative to the current and
future needs of nursing practiceVII, VII
AACN Essentials of Masters Education in NursingI. Background for
Practice from Sciences and Humanities
II. Organizational and Systems Leadership
III. Quality Improvement and Safety
IV. Translating and Integrating Scholarship into Practice
V. Informatics and Healthcare Technologies
VI. Health Policy and Advocacy
VII. Interprofessional Collaboration for Improving Patient and
Population Health Outcomes
VIII. Clinical Prevention and Population Health for Improving
Health
IX. Masters-Level Nursing PracticeMasters of Science in Nursing
Degree Program
FNP Curriculum MapCDU Student Learning Outcomes (ULO) - What
Students Can Demonstrate Upon Graduation:
1. Demonstrate excellence in their chosen field of study (PLO 2,
3, 4. 5)
2. Evaluate, use, and/or conduct research (PLO 1. 9).
3. Demonstrate compassion and cultural sensitivity, with a
special commitment to serving diverse and underserved populations
(PLO 10).
4. Demonstrate responsible, empathetic, and ethical professional
behavior (PLO 6, 7, 8).
Table 5. FNP-MSN Curriculum Map aligned to the university and
program student learning outcomes (ULO and PLO) with rubric to
assess expected progression.
CoursesULO1 ExcellenceULO2 ResearchULO3 DiversityULO4
Responsible Profession
PLO2 Nursing practicePLO3 MSNPLO4
HealthPLO5 Communi-cationPLO1 knowledgePLO9 researchPLO10 values
& learningPLO6 improve practicePLO7 patient rightsPLO8
leadership
NUR616 PathophysiologyEE/DE/DE/DE/DE/DE/DEE
NUR620
AssessmentEE/DE/DE/DE/DE/DE/DE/D
NUR610
PharmacologyE/DE/DE/DE/DE/DE/DE/DE/D
NUR621 Advanced Nursing TheoryE/DE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR630 Primary Care of
Adults and AgedE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR631
Health Promotion/Disease
PreventionE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR642 Race Ethnic and Cultural Diversity in Health and
IllnessE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR628 Health Systems ManagementE/DE/DE/DE/DE/DE/DE/DE/D
NUR632
Primary Care of Women/ChildrenE/DE/DE/DE/DE/DE/DE/DE/DE/D
NUR635 Nursing ResearchDDDDDDDDDD
NUR639
Perspectives in Nursing IssuesDDDDDDDDDD
NUR633 FNP PracticumDDDDDDD/HDDD
NUR627 Fundamentals of Epidemiology and
BiostatisticsE/DDDDD/HE/D
WASC Rubric on student learning assessment: I= Initial, E=
Emerging, D= Developed, H= Highly developed
MSN-FNP Program Terminal Objectives (Program Learning Outcomes -
PLO)
1. Synthesize theoretical and empirical knowledge derived from
the physical and behavioral sciences and humanities as a basis for
professional nursing practice.
2. Apply the nursing process to all levels of practice using the
steps of assessment, diagnosis, outcomes identification, planning,
interventions, and evaluation.
3. Demonstrate competent practice as a masters prepared
registered nurse in a variety of settings.
4. Implement health promotion and disease prevention strategies
for population-based practice that incorporates systems, the
community, individuals and families.
5. Communicate effectively using oral, written, and
technological skills in clinical, educational, and professional
settings.
6. Demonstrate ethical nursing practice to improve professional
nursing practice, the work environment, and influence improvement
in healthcare.
7. Advocate for the patients rights, healthcare policies and
finance systems.
8. Provide leadership in collaborative efforts with
interdisciplinary and intra-disciplinary teams, thus providing a
broad approach to complex patient care and community problems.
9. Demonstrate a spirit of inquiry and critically analyzes data,
research findings, and other evidence to advance nursing practice,
initiate change, and promote quality health care.
10. Formulate a professional philosophy that incorporates a
commitment to human values and lifelong learning.
Table 6. MSN-FNP Curriculum Map aligned to the Essentials of
Master's Education in Nursing [2011].
I. Background for Practice from Sciences and Humanities II.
Organizational and Systems Leadership III. Quality Improvement and
Safety IV. Translating and Integrating Scholarship into Practice V.
Informatics and Healthcare Technologies VI. Health Policy and
Advocacy VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes VIII. Clinical Prevention and
Population Health for Improving Health IX. Masters-Level Nursing
Practice
LIST OF COURSES
NUR610 Adv. PharmacologyXXXXXXX
NUR616 Adv. PathophysiologyXXXXXXX
NUR620 Advanced Physical AssessmentXXXXXXXX
NUR621 Advanced Nursing TheoryXXXXXX
NUR630 Primary Care Adult/AgedXXXXXXXXX
NUR631 Health Promotion and Disease PreventionXXXXXXXXX
NUR642 Race Ethnic and Cultural Diversity in Health and
IllnessXXXXXXXX
NUR628 Health Systems ManagementXXXXXXXXX
NUR632 Primary Care of Women and ChildrenXXXXXXXXX
NUR639 Perspectives in Nursing IssuesXXXXXXXXX
NUR635 Nursing ResearchXXXXXXXX
NUR627 Fundamentals of Epidemiology and BiostatisticsXXXXXX
Table 7. MSN-FNP Curriculum Map aligned to the NONFP
Competencies.
Scientific FoundationsLeadershipQualityPractice
InquiryTechnology and Information LiteracyPolicyHealth Delivery
SystemEthicsIndependent Practice
LIST OF COURSES
NUR610 Adv. PharmacologyXXX
NUR616 Adv. PathophysiologyXX
NUR620 Advanced Physical AssessmentXXX
NUR621 Advanced Nursing TheoryxXXX
NUR630 Primary Care Adult/AgedXXXXXXXXX
NUR631 Health Promotion and Disease PreventionXXXXXXXXX
NUR642 Race Ethnic and Cultural Diversity in Health and
IllnessXXXX
NUR628 Health Systems ManagementXXXXXXXXX
NUR632 Primary Care of Women and ChildrenXXXXXXXXX
NUR639 Perspectives in Nursing IssuesXXXX
NUR635 Nursing ResearchXXXXXXXXX
NUR627 Fundamentals of Epidemiology and BiostatisticsXXXXXXX
Table8. MSN-FNP Curriculum Map aligned to the Quality and Safety
Education for Nursing (QSEN) Competencies.
Patient Centered CareTeamwork and CollaborationEvidence Based
PracticeQuality Improvement SafetyInformatics
KnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitudeKnowledgeSkillsAttitude
LIST OF COURSES
NUR610 Adv. PharmacologyXXXXXXXXXXXX
NUR616 Adv. PathophysiologyXXXXXXXXXXXXXXXX
NUR620 Advanced Physical AssessmentXXXXXXXXXXXXXXX
NUR621 Advanced Nursing TheoryXXXXXXXXXXXXX
NUR630 Primary Care Adult/AgedXXXXXXXXXXXXXXXXXX
NUR631 Health Promotion and Disease
PreventionXXXXXXXXXXXXXXXXXX
NUR642 Race Ethnic and Cultural Diversity in Health and
IllnessXXXXXXXXXXXXXXXXXX
NUR628 Health Systems ManagementXXXXXXXXXXXXXXXXXX
NUR632 Primary Care of Women and ChildrenXXXXXXXXXXXXXXXXXX
NUR639 Perspectives in Nursing IssuesXXXXXXXXXX
NUR635 Nursing ResearchXXXXXXXXXXXX
NUR627 Fundamentals of Epidemiology and
BiostatisticsXXXXXXXXXXX